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Personal care in school and the NDIS
Information for schools, parents and carers
This fact sheet explains how personal care supports are provided to students with disability at school.
What is personal care in school?
Under the law, all schools must make reasonable adjustments, when needed, so that students with disability can access and take part at school like other students. Reasonable adjustments may include supporting students with their personal care needs while at school, in areas like:
Schools and families work together to identify and meet students' personal care needs
* toileting and personal hygiene
* eating and drinking
* mobility and positioning
* managing health conditions.
In the classroom, teachers and school learning support officers will often combine personal care supports with learning activities.
Personal care supports continue to be provided by schools
With the roll out of the NDIS, governments are considering how personal care supports in schools will be funded and delivered.
For now, schools will continue to support all students with all of their personal care needs, whether or not they are an NDIS participant.
If a student is an NDIS participant, their school will fund and provide their personal care supports during school time. Supports will be delivered by someone employed by the school. This person may also support other students. NDIS participants can't choose their own provider or pay for personal care supports to be delivered at school through their NDIS plan.
As with all personalised learning and support, school staff should consider personal care needs in consultation with students and their families. In some cases, school staff may also need to talk to other professionals (e.g. a treating health team or therapist) working with a student.
The purpose of these discussions is to develop a shared understanding of a student's needs and how best to meet those needs at school.
If students and families have concerns with how personal care supports are being provided, they should first talk to their school. They can also contact their local School Services team or Disability, Learning and Support in state office.
More information
Local School Services teams
Phone: 131 536
Disability, Learning & Support (state office)
Phone: (02) 7814 3879
Email: firstname.lastname@example.org
NDIS Coordinators for NSW Public Schools
Susanne Andrews - Campbelltown Education Office Wendy English - Dubbo Education Office Angela Hay - Warilla Education Office Rachel Pregnell - Coffs Harbour Education Office Fran Tinley - Nirimba Education Office
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ENGLISH
Explanation/Narrative writing.
In English this half term we will begin by exploring the features of explanation texts, using them to find out information about the Iron Age before writing one of our own. We will then we explore different styles of narrative writing and write our own.
Our Objectives will be to:
- Uses headings and sub-headings to organise and structure non-fiction writing
- Writes for a range of real purposes and audiences across the curriculum
- Reads aloud own writing to an audience and uses appropriate emotion and tone
- Selects words for effect to support the purpose of
SCIENCE
Rocks and Soils
Our Objectives will be to:
- Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
- Research how rocks are formed
- Describe in simple terms how fossils are formed when things that have lived are trapped within rock
- Recognise that soils are made from rocks and organic matter
FRENCH
ART
Life and Health
Our Objectives will be to:
- Listen to spoken language and show understanding by joining in and responding
- Speak in sentences, using familiar vocabulary.
Our art work this half term
Our Objectives will be to:
- Create sketch books to record their observations, review and revisit ideas –
Iron Age cave art.
- Improve mastery of art and design using a range of materials
– different tones
COMPUTING
During this half term, we will be looking at algorithms.
Our Objectives will be to:
- Know what an algorithm is and express simple algorithms using symbols
- Use arithmetic operators, if statements, and loops, within programs.
- Find and correct simple semantic errors.
- Design solutions that use repetition and two-way selection.
D&T
MUSIC
In D&T this half term we will be
Our Objectives will be to:
- Use research and develop design criteria to inform the design and functionality of products.
- Generate, develop, model and communicate their ideas through annotated sketches
-
Understand how to
Ukulele
We will continue our weekly Ukulele tuition on Thursday.
Our Objectives will be to:
- use and understand staff and other musical notation
- Play new pieces by ear and from simple notations
-
Recognise and explore
MATHS
Place Value/Written and mental methods/Measures/Shapes
Our Objectives will be to:
- Develop knowledge and understanding of number and place value of two and three digit numbers.
- Use mental and formal written methods to add, subtract, multiply and divide with increasing confidence.
- Solve problems (one and two step) using all four operations.
- Develop understanding of measures including
HISTORY
P.E
This half term we will be using our topic as a focus for History.
Our Objectives will be to:
- Put events, people, places and artefacts on a timeline.
- Develop appropriate subject terminology.
-
Ask and answer questions about the past,
considering aspects of
GEOGRAPHY
This half term we will be using our topic as a focus for Geography.
Our Objectives will be to:
- Name and locate counties and cities of the UK and investigate land use patterns and how these have changed over time.
- Describe and understand key aspects of physical geography including
Our P.E lessons will take place on Tuesday and Thursday
Relax Kids (Thursday)
Our Objectives will be to:
- To learn basic relaxation techniques
- To learn stressreducing techniques
- To develop body and spatial awareness
- Develop emotional and physical fitness
- To promote positive self-image and self-esteem
RE
Our Objectives will be to:
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How does using philosophy and creative thinking enable me to recognise and develop inclusive gifts and talents in my pupils?
Ros Hurford
St Michael's CE Junior School, Bath.
Master's Assignment May 2008
In this assignment it is my intention to show how using philosophy and creative thinking with junior school children has enabled me to identify gifts and talents that I might otherwise have been unaware of; the impact this has had on the children concerned in terms of their own awareness of themselves as learners, and to question where this fits into current policies about gifted and talented education.
My paper will demonstrate how I have used an action research method based on my own values and embodied professional knowledge in that I have identified and sought to improve an area of concern in my teaching, and in generating my own living theory of how I teach, I have made my ideas available for public scrutiny, therefore testing them for validity against the critical responses of a wider audience. (Whitehead,& McNiff 2006 p13)
Using notes from my personal journal, sharing video evidence with colleagues and in discussion with the Tuesday Master's group at Bath University, I intend to comply with Habermas' (1976) criteria for validity in that what I say will be understandable to another person, understood by them and a common understanding reached, enabling me to add my own living theory contribution to the wider body of professional knowledge.
My Concern
My area of concern is that all children have gifts and talents. These gifts and talents are wide ranging. Within the National Curriculum only certain of them are considered to be of importance; there is not enough value given to abilities which cannot be measured by tests. Teaching the standard objectives does not allow children space to demonstrate what their strengths are or the level of learning and thinking they are capable of.
We judge children so much, or we are asked to judge them, on their literacy, numeracy and science ability. We record and target their learning through the levels they produce,
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even though this is a doubtful measure of a child's ability or intelligence. We look at whether they put in correct punctuation, join their handwriting and use adverbial clauses, not whether they have a gift for writing and communicating. We record how well they remember mathematical operations rather than explore their potential as great mathematicians, and in Science we grade them by the regurgitation of a limited set of scientific facts, not whether they have the curiosity and imagination to be a future Einstein.
My concerns are supported by Sternberg's (1996) theories of intelligence in that what we fail to recognise and act upon within the education system is the potential each child has. He comments that instead of looking at where the child might go, we are obsessed by recording the statistics of where they currently are:
'Tests of achievement measure what you know. One can understand why people would value what you know. What is less clear is why people would value a test that measures what you may, or may not, come to know'. (P26)
The introduction to 'All our Futures' (DfEE. 1999), stresses the need for children to reach their full potential, and yet the restrictions of the curriculum and the pressure on schools to achieve good test results, in my opinion, work against giving children the learning space to do this. Reaching your 'full potential' should therefore include recognition of your gifts and talents, yet how can they be identified when only limited opportunities are given within school?
My understanding of Gifted and Talented and how it compares to the government's definition.
In trying to define what I believe is meant by 'gifts and talents' I enter in to the area of a 'living contradiction' (Whitehead & McNiff .2006) in that my own value based interpretation does not match that of the government. Working from my own values I believe that every person has some special skill, aptitude, gift or talent to offer the rest of us. It is not something static that they are born with, but rather something that can be developed with the right nurturing. Part of this requires being given the opportunity to realise you have that talent. It also requires being encouraged to develop that talent and being made aware of the learning attitudes that will help in this. (Dweck 2000, 2006) Also it requires someone else to confirm its value.
The government's initiative on 'Gifted and Talented' education seems to be based on eradicating social inequality (Eyre, 2005) by replacing it with an educational elitist policy.
The QCA Guidance on Teaching the Gifted and Talented (2006) defines:
'Gifted' learners as those who have abilities in one or more subjects in the statutory school curriculum other than art and design, music and PE;
'Talented' learners as those who have abilities in art and design, music, PE, or performing arts such as dance and drama.
This guidance uses the phrase 'gifted and talented' to describe all learners with gifts and talents.
There is a glimmer of hope within the official documentation. Eyre in the 2005 NAGTY conference acknowledged the need for opportunity, support and promotion of talents. She discussed the difficulty in identifying gifted and talented children in statements such as:
'Giftedness/talent in particular areas can emerge at any point in a child's primary school education and will only emerge in response to appropriate opportunities
Also Joan Freeman in her response to the Select Committee's (1999) question about highly able children responded that:
'Given the provision and the take up by the child, and what the child does with the provision, that is your measure of ability" (p4)
The living contradiction that I face is that, from an official point of view, identifying and then providing for would seem to be the dominant focus. My own values look at the situation from a different perspective. My own interpretation of gifted and talented education is more linked to an inclusional and developmental approach, as proposed by Hymer (2007) when he uses the phrase 'virtuous circle' (p4) and by McBeath (2006) when he states:
'We discover we have vastly underestimated the outer limits of human potential, constrained only by our own imagination and the structures we have invented to contain children's learning. ( p5)
How do we know what gifts and talents children have if we do not provide them with opportunities to develop an awareness of them? We can identify those they already have, but that gives us no reliable indication of what they could be. If we only label a few children as 'more able' then we are in danger of making this a self-fulfilling prophesy at the expense of those we have overlooked. This is also echoed by Sternberg (1996) when he suggests that:
'Labels are not just descriptions of reality; they contribute towards shaping reality.' ( P23)
The advantages for the children.
My original reasons for introducing creative thinking activities and philosophy into the classroom were not actually linked to the area of gifted and talented education, although through reflection on what the results were, I have come to see both as a means of improving the quality of learning and 'talent spotting' in all children. My original intentions were twofold. Firstly I wanted to increase the children's motivation as learners. Secondly I was concerned with the simplistic level of their responses to oral and written questions. I felt they needed an opportunity to explore what they were thinking. Both are separate activities, and yet there are common threads linking them.
Philosophy
In a philosophy session the children will sit in a circle, forming a community of enquiry as proposed by Lipmann (2003). A topic is introduced and questions raised by the children. The group votes on which question to investigate in depth and opinions are aired and exchanged in an open and positive way. This enables the children to think about their own views, compare them to the views of others and make adjustments in the light of new information. As a life skill for an uncertain future it is of immense value. Fisher (2003) describes the benefits of philosophy as:
' It offers the opportunity not only for young people to attempt to come to terms with a broad range of personal, moral, and social issues, but to become more conscious of themselves as critical thinkers. Children …see themselves, and the world, in a new way.
They gain access to ideas they might not otherwise have thought about, they begin to make connections which lead to deeper understanding. (p. 21)
And he also suggests (2005) that:
What is needed for future survival is innovative learning. If our children are to anticipate and cope with the turbulence of change both at an individual and social level they need to
learn not simply how to accommodate to the future but how to shape it. (p. 24)
Creative Thinking
Creative thinking activities have taken many forms but mine are frequently based on the ideas of Edward De Bono, using designs to explore possibilities of unknown situations. For
the learner they offer the opportunity to become creative in an unrestricted way. By incorporating drawings they enable the child with poor literary skills to demonstrate
imagination without the hindrance of written recording. This is one area that has been very important in the recognition of gifts and talents in children who score badly in literacy
based activities.
Claxton (2001) supports using a range of recording and working styles and quotes the results of Sternberg's research that:
'Students with creative and practical abilities are essentially 'iced out' of the system, because at no point are they allowed to let their abilities shine through and help them
perform better…...the result is that career paths may be barred to intellectually talented individuals.' (p. 31)
And he supports the idea of playing creatively with ideas when he states:
'In the learner's toolkit imagination is the ability to sense and feel situations which are not physically present, and to explore how they might behave and develop in the mind's
eye….The ability to 'go to the movies in your head' is one of the most powerful learning tools we possess. (p87)
5
An example of a child's ideas on what they would do if they could be invisible for a day.
These activities have been fitted into to the timetable as and when possible. They are not a fixed weekly feature and do not always relate to any other specific curriculum area due to the pressures of timetabling. Despite this they have still been an important indicator of abilities that I would otherwise not have noticed. These are particularly noticeable in the area I would term original thinking; a sense of novelty in the child's response to a certain situation. The illustration above shows a delightful creativity in ideas, an ability to enter through drawing into the world of imagination from a child who found it difficult to express his thoughts in words.
Reflections on the Activities.
In describing some of the activities and sessions carried out with the children I do not wish to separate philosophy from creative thinking as frequently the two overlap. Children's responses in philosophy have been creative; their ideas in creative thinking indicative of deep levels of thought. For the purpose of this paper I shall view both from the perspective of creativity as defined in 'All our Futures' (1999) as being:
'Imaginative activity fashioned so as to produce outcomes that are both original and of value.' ( p.29)
I began largely with creative thinking activities; asking the children to design machines to water plants or bath a dog. It was important that they were 'problems' to solve which had no one correct answer, but instead had a variety of possibilities. Some children amazed me with their designing ability and made me realise that working on something that really interested them, rather than just feigning interest to keep me happy, increased their
concentration and motivation. There was a delightful 'buzz' as they worked and they stayed on task for far longer than usual. The designs ranged from dog shaped robots to complicated pulleys and alarms.
More than this, though, was a sense that they were taking control of their learning, thinking it through and making choices. They were less dependent on me for advice or instruction, I was able to observe and join in with ideas when invited. For some the increase in perseverance was enough to make me wonder what else they were capable of, if only I gave them the right conditions to show me. They didn't show this level of on-task concentration in other lessons. Several really had a talent in this area, whereas in general lessons, where I set the objectives and the model of what was expected, they performed without any noticeable spark of originality.
This was what I had hoped to find, but as the activities became more structured I also noticed that some of my 'invisible' children were extremely good at coming up with novel and original ideas. When using De Bono's plus, minus or interesting format they would soon be putting more under the last heading than the others. A session on broomstick travel triggered the response from one very quiet girl that the entrances to shops would have to be built on the roof, as you nearly always went in a shop on the level your journey ended.
In a recent session on designing a tourist guide to an alien planet my journal entry recorded the fact that on meeting two boys later that evening:
'One was still speaking 'alien' and the other, normally a disinterested child, was actually enthusiastic about the lesson and said how much he'd enjoyed it. They had been challenged by how far they could take their ideas; the less able had found a way of showing their talents.
It is the second boy who made the greatest impression on me here. This was not the first time he'd suddenly come alive in a creative activity. A few months before, when given the task of producing a short film using plastic animals, he had been extremely animated and enthusiastic. The work he produced was really good, and he was the driving force in the small group. This is totally contrary to the slow moving, disinterested child who has to be urged constantly to get on with his work – the one I see in Literacy and Numeracy.
Following up a video recording of this I asked him what the difference was and how had it made him behave so differently. His reply was that it interested him and he was in charge of what he was doing. Moreover, without these previous experiences of him I probably would not have noticed his attention to detail in his last DT project, and his outstanding ability to modify his design and explain why. Through giving him opportunities to create in a safe situation, he was able to show me his designing and making talents.
Examples of exceptional responses have been frequent in the philosophy sessions as well. After one of the early sessions about wildlife my journal recorded:
'C, who has poor literacy skills, never seems to remember anything of an organisational nature, appearing permanently 'vague', was really animated and excited. So was J, a girl who can be extremely difficult in lessons and has very limited attention. …Will these sessions enable them to become more confident of their own abilities and carry it into other areas which they find difficult?
Since then I have discovered that despite their difficulties with the written word, both children have exceptional understanding of scientific facts and amazing memories where it comes to topics that interest them. J began our unit on the solar system by explaining to me about Pluto's demotion as a planet and that the universe was said to be expanding. Without the opportunity of the philosophy would I have continued to see her as a rather disruptive and difficult personality in the classroom?
In another example a very quiet boy (A) made me suddenly aware of the depth of thought going on when we had finished a P4C session on whether the hero of a cartoon film should have won the race or stopped to help his friend.
He listened to much of the discussion, saying very little, apart from in his small group. As the session finished and I asked for other questions the film had raised, his response quite took me aback. It was one of those tingle moments when you feel you've just experienced something special. Looking thoughtful A asked, 'Why do people have to be nasty just because they want something badly?' Here was a child easily overlooked making an incredibly deep and fundamental question about the nature of human beings.
This was not just a one –off incident by any means. One of the aspects of philosophical thinking sessions that I have come to value most highly is the frequency with which I am astonished by a child's response. This is not to say that I don't think children are capable of thinking in such depth, quite the contrary, but rather it is the very children who come out with the most profound responses that astonish me. They are often not the ones with the high assessment scores or curriculum levels; they are often restless, 'challenging' and appear disinterested in their education. And yet when it comes to thinking they seem to have a refreshing originality and perception. These are frequently the children who would not be identified on a formal register as being 'Gifted and Talented', and yet given the right space in which to show what they can do, it's obvious that they are talented.
In another P4C session where we followed up with questions to the film The Piano in Literacy, both my TA and myself were astounded by the understanding some children had to memories. The animated film shows an old man playing the piano, where he appears to be joined by the 'ghosts' of his wife, a dying soldier and himself as a child. The question they chose to discuss was why he chose to play the piano if it brought him sad memories. The session was recorded and I was able to talk to the children afterwards about how deep and profound their ideas had been. Among their replies were ideas such as:
*It made him feel close to the people who had died
*The memories comforted him
*It made him feel that they were still around
*He felt calmer for remembering and it helped him cope with the grief.
Although comments such as these might not make me reach immediately for my pen and add these children to the Gifted and Talented list, they do have an effect in the way I perceive the abilities of these children. I am aware that I have scratched the surface of their understanding of life and emotions, and that if this is just the surface, what else might they be capable of. Of course using philosophy and creative thinking is not necessarily going to show me who will become the next world class musician or scientist, as the 'talents' are not subject specific, but they do indicate that there is an intelligent ability in these children which the ordinary curriculum is not promoting.
The children themselves have shown an insight into where these activities might lead them. Concerning philosophy sessions they have voiced opinions such as:
* It gets your mind going and you think, 'Oh, I never thought of that.'
* It makes you think about what it would be like if things were different.
* It makes you get inside your head and talk to yourself.
In my opinion these are talents that can be developed into their adult lives and enable them to lead satisfying and productive lives: surely what the government wants for its citizens.
Reflections and Conclusions
One of the difficulties I have found in trying to convince colleagues that philosophy and creative thinking enables me to recognise inclusive gifts and talents is that there is no hard evidence beyond a better response in the SATs reading test and answering questions more fully. This of course does not indicate having a gift or a talent; it could be that oral practice has produced better verbal fluency.
This is the point where I need to return to my interpretation of how I see gifts and talents and what it is I am trying to achieve. I know that I am developing the children's verbal skills and ability to think more creatively this way through looking at their responses. But this does not automatically link it to the nurturing of gifts and talents, those special qualities I believe every child has. However, just because it's not something easily or accurately measured does not mean it has no value. As Shekerjian (1990) states:
There are a lot of things worth knowing that resist being made familiar, but still we are sure the answers must exist.' (p. xxii)
I am drawn to Huxtable's (2007) definition of inclusional gifts and talents in that she states:
When I talk of gifts I think of something I have created, crafted, developed with another in mind; the investment of something of me and an attempt to go beyond the shell of the other person, to think about the person inside; what would be meaningful, of worth, to them that I would like to offer.
This is how I would envisage the gifted child: the child who has made a personal investment in their own learning and is able to offer it to others, whether it is an understanding of science or an ability to empathise.
At its simplest I am looking for potential areas of growth in the children. What excites me in their responses is not that I 'recognise' talent, but rather that I 'recognise' the potential for talent. As I reflect on the results of my reading and my action research cycle I feel the distinction is very significant. I approach the sessions wanting to be surprised and having my preconceptions challenged. It is not that I have already decided who the gifted and talented in the group already are; instead I am waiting for them to reveal themselves through the 'virtuous circle.' It may well be that their particular talents do not emerge until a much later time, but my gift to them is the space to explore their strengths, preferences and thoughts about life. I can assist them in becoming better learners by taking them through uncertainty and times of not knowing, by allowing them to use their imaginations to work through 'what if' situations. If they are to be successful adults they will need to know how to learn, how to deal with uncertainty and also be aware of their own strengths.
It is my belief that in providing the children with opportunities to explore their own values, beliefs and creativity I am opening up possibilities for them. That this is in some way linked to my awareness of my own talents and how these have gradually 'opened up' for me is also something that both results from what I do with the children and feeds into the next stage. The action research cycle thus links to my own development of my living values.
Freeman's recommendations on the Standards Site of the characteristics of 'Gifted and Talented' children list many that I am seeing developing in the children:
* prefer verbal to written activities
* be self taught in their own interest areas
* be artistic
* have strong views and opinions
* have a lively and original imagination / sense of humour
* focus on their own interests rather than on what is being taught
* be socially adept
* appear arrogant or socially inept
* be easily bored by what they perceive as routine tasks
* show a strong sense of leadership
In her study of what acknowledged geniuses had in common, Shekerjian (1990) identified several abilities or traits that each of them shared. It is my belief that these are also being encouraged in the sessions I take with the children. They are:
* having a natural talent or skill and recognising it
* working at it
* taking risks
* being able to tolerate periods of uncertainty
* creating the personally right conditions
What I feel the philosophy and creative thinking are doing is making the children aware of talents beyond school based subjects, enabling them to deal with unknowns, encouraging them to work at ideas that interest them and not being afraid to take risks. My gift to them is to show that I value them as individuals and that their gifts are of value to themselves and the wider community, for not only do they share their talents with me but increasingly they are supporting each other.
It may well be that a large number of these children will never develop their own gifts further. But without giving them the opportunity to find out the number would surely be even greater. If they are to develop into Sternberg's (1996) successfully intelligent adults then they need to have the chance to think analytically, creatively and practically. All three types of thinking are included in the philosophy and creative thinking activities. Sternberg (1996) describes it thus:
'Successfully intelligent people question assumptions and encourage others to do so…..without the impetus of those who question assumptions, little or no progress would ever be made in any human endeavour. (p. 201 )
By choosing to develop this through philosophy and creative thinking activities I am also aiming to reach those children who are demoralised in a currently overwhelming literate culture. Claxton (2001) makes the point to support this when he cites Sternberg's research:
'Students with creative and practical abilities are essentially 'iced out' of the system, because at no point are they allowed too let their abilities shine through and help them perform better…..the result is that career paths may be barred to intellectually talented individuals.' (p. 31)
Gifts and Talents are not restricted to the school curriculum. The future adult will need flexibility when it comes to learning new skills, perseverance through times of change and the ability to adapt to new technologies. In this I am reminded of the quote by Eric Hoffer, which states:
'In times of change the learners will inherit the earth, while the learned will find themselves beautifully equipped to deal with a world that no longer exists'.
We cannot possibly know now what 'talents' will be of use in the future and yet we have government policies suggesting we need to keep a register of those with potential. My argument is that every child has potential and therefore needs to be encouraged to become an independent thinker with an awareness of what they are good at. By expanding the provision within their curriculum I believe that the future for them will bring the rewards.
References.
Claxton, G. 2001 Wise Up. Network Educational Press Ltd Bodmin.
De Bono, E. (1972) Children Solve Problems. London. Penguin.
DfEE (1999) All Our Futures Sudbury DfEE Publications
DfES (2007) Gifted and Talented. Retrieved from
http://www.standards.dfes.gov.uk/giftedand talented/
Dweck, C. (2000) Self Theories: Their Role in Motivation, Personality and Development. Florence. Psychology Press.
Dweck, C. (2006) Mindset: The New Psychology of Success. New York. Random House.
Eyre, D. (2005) Speech to conference. Retrieved 3/8/07 from http://www.nagty.ac.uk
Fisher, R 2003. Teaching thinking. Continuum
Fisher, R. (2005) Teaching Children to Think. Cheltenham. Nelson Thornes
Freeman, J. Select Committee on Education and Employment (1999) Third Report : Highly Able Children Retrieved 2/7/07 from www.parliament.the-stationery-office.co.uk
Freeman, J. (2004) Teaching the Gifted and Talented. Education Today, 54, pp17-21 retrieved 2/8/07 from http://www.joanfreeman.com/mainpages/freepapers.htm
Habermas, J. (1976) Communication and the Evolution of Society. London. Heinemann
Hart,S, Dixon, A, Drummond, M & McIntyre, D. (2004) Learning Without Limits. OUP Maidenhead
Hoffer quote retrieved www.nolimitsuccess.blogspot.com 5/508
Huxtable, M. (2007) Meeting the Needs of Gifted and Talented. retrieved 18/12/07 from www.jackwhitehead.com
Hymer, B. (2007) How Do I Understand and Communicate my Values and Beliefs In My Work as an Educator in the Field of Giftedness? D.Ed.Psy. Thesis, University of Newcastle. Retrieved 3/8/07 from http://people.bath.ac.uk/edsajw/hymer.shtml
Lipmann, M. (2003) Thinking in Education Cambridge University Press Cambridge
McBeath, J. (2006) Study Support Makes a Difference in Study Support – a National Framework for Extending Learning Opportunities. Retrieved 11/6/07 from http://www.standards.gov.uk
QCA Guidance on Teaching the gifted and Talented Retrieved 2/7/07 from www.nc.uk/gt/general
Shekerjian, D. (1990) Uncommon Genius. New York. Penguin.
Sternberg, R.J. (1996) Successful Intelligence. New York. Plume.
Whitehead, J & McNiff, J. (2006) Action Research, Living Theory. London. Sage Publications. | <urn:uuid:d8cf026b-89c8-48fe-b09b-806eb2179d46> | CC-MAIN-2019-26 | https://actionresearch.net/writings/tuesdayma/roshurfordg&t.pdf | 2019-06-19T19:09:51Z | crawl-data/CC-MAIN-2019-26/segments/1560627999040.56/warc/CC-MAIN-20190619184037-20190619210037-00312.warc.gz | 347,256,068 | 5,972 | eng_Latn | eng_Latn | 0.949833 | eng_Latn | 0.999009 | [
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Literacy
- This term the children will continue to learn new sounds and tricky words. We will be blending and segmenting sounds so the children can start to read and write simple words. We will continue to practise writing our name using pre-cursive letter formation.
- We will look at different forms of writing linked to our topic of celebrations, and explore writing cards, invitations, present labels and letters to Father Christmas.
Maths
- The children will continue to count, order and recognise numbers to 20. We will support the children to count irregular arrangements of objects up to 10. The children will begin to explore addition by joining two groups of objects together and finding the total.
- The children will be exploring 2d shapes, naming and describing them using mathematical language. They will create shape pictures and go on a shape hunt looking for shapes in the environment.
Communication and Language
Understanding the World
- The children will discuss special events they have celebrated with family and friends. We will encourage the children to accurately use the past tense when talking. The children will find out how different cultures celebrate special events. They will explore asking how and why questions. We will continue to encourage the children to listen attentively and respond to what they hear with relevant comments.
Personal, Social and Emotional Development
- This term we will continue to encourage new friendships by sharing and taking turns. We will think about the feelings of others and how we can resolve problems using words, not our hands. We will be thinking about the right to be safe, for us and our belongings. We will also be discussing why we have school rules.
Physical Development
- This term the children will find out about different festivals and think about similarities and differences. They will talk about how they celebrate with friends and family, and traditions which take place at home.
- The children will use basic technology and build independence with the technological resources in the classroom.
Expressive Arts and Design
- This term we will be developing our throwing and catching skills. We will use a range of equipment including small and large balls, beanbags and quoits. We will work individually and play games in groups. We will also continue to move in different ways with control and coordination.
- The children will be encouraged to dress and undress independently and manage their personal hygiene.
- This term we will also think about how to keep safe around bonfires or fireworks.
- The children will explore different media and create firework pictures, clay divas and Christmas decorations.
- The children will begin to explore different musical instruments and the sounds they make.
- The children will learn new songs and dances for our school Nativity performance. | <urn:uuid:d7b7d5fb-bc6f-4d51-8102-e3ae701dffa5> | CC-MAIN-2021-17 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/412279/user/yU3nmlxxpC?response-content-disposition=attachment%3Bfilename=Year_R_Topic_Sheet_Term_2_2020-2021.pdf&AWSAccessKeyId=AKIAXSFB2UMTNFUBN2F7&Expires=1618328490&Signature=dWYTZKvAr5UJ8PVUKnZu3CxFH%2B0%3D | 2021-04-13T03:41:31+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00316.warc.gz | 593,118,709 | 550 | eng_Latn | eng_Latn | 0.99841 | eng_Latn | 0.99841 | [
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COUNTING 1 DOLLAR COINS SHEET 2
Count the 1 dollar coins. Work out the amounts in dollars.
3 dollars? 3 coins
1 dollar? _____ coins
2 dollar? _____ coin
5 dollars? _____ coins
4 dollars? _____ coins
6 dollars? _____ coins
COUNTING 1 DOLLAR COINS SHEET 2 ANSWERS
Count the 1 dollar coins. Work out the amounts in dollars.
How many 1 dollar coins make…
3 dollars? 3 coins
1 dollars? 1 coins
2 dollars? 2 coin
5 dollars? 5 coins
4 dollars? 4 coins
6 dollars? 6 coins | <urn:uuid:039b4916-3597-4fe4-b86b-c776b34838c3> | CC-MAIN-2021-17 | https://math-salamanders.s3-us-west-1.amazonaws.com/Money/Australian+Money/Counting-Money-Easier/counting-1-dollar-coins-2.pdf | 2021-04-13T03:54:34+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00316.warc.gz | 489,329,232 | 144 | eng_Latn | eng_Latn | 0.941117 | eng_Latn | 0.954251 | [
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Chetniks
(Serb., Cetniki, from ceta, "platoon"), Serbian guerrilla units that fought against the Turks and, in World War I, against Austro-Hungarian and German forces. In World War II, the Chetniks were armed bands of Serbs active in Yugoslavia during its occupation (1941-1945). They had in common their loyalty to the Yugoslav royal house, aiming to restore it to the throne after the war, and their commitment to a relentless struggle against the partisan forces led by Tito.
The first Chetnik units came into being shortly after the Yugoslav army's surrender to the Germans in April 1941, on the initiative of Col. Draza Mihajlovic, an officer of the Yugoslav general staff. Mihajlovic gathered around himself Yugoslav soldiers fleeing from the Germans, and began to organize them in the Fruska Gora Mountains of central Serbia.
Mihajlovic's men in Serbia took part in the uprising against the Germans in July and August of 1941, and even cooperated with the partisans under Tito. The uprising was suppressed by the Germans with unspeakable cruelty, causing many deaths and widespread destruction. This brought the Chetniks to three conclusions: (1) there was no point in waging a hopeless armed struggle against the Germans, a struggle that would threaten the very existence of the Serbian people; (2) the proper course was to organize and gain strength, so as to be ready for an Allied invasion of the Balkans; (3) the pro-Communist partisans were the most dangerous enemy of all, and it was the struggle with them that would decide Yugoslavia's fate after Germany was defeated.
These conclusions exacerbated the differences between the partisans and the Chetniks, which before long turned into a civil war. The Chetniks' struggle with the invaders came to a complete stop at the end of 1941, and gradually evolved into cooperation with the Italians and the Germans against Tito.
At first, the western Allies viewed the Chetniks as the core of the resistance movements in Yugoslavia against the invaders. But reports from British parachutists who joined the fighting forces in Yugoslavia began to reach the West, indicating that the Chetniks' policy was to fight the partisans under Tito, rather than the Germans and their allies. Consequently, the attitude of the western Allies underwent a change in the second half of 1942, and they switched their aid to the partisans who were fighting the German enemy. By the end of 1943, the break between the West and the Chetniks was complete. The Chetniks became collaborators and joined the forces fighting the partisans. After the occupation of Serbia by the partisans and the Red Army, the Chetniks were hunted down. Shortly after the end of the war, Mihajlovic and his men were captured and brought before a Yugoslav national tribunal. Most of them were hanged.
At the initial stage, there were some Jews among the Chetniks, but when it turned out that the Chetniks were not fighting the invaders and their collaborators, and in fact were inclined to cooperate with them, the Jews switched to the ranks of the partisans. As the Chetniks increased their cooperation with the Germans, their attitude toward the Jews in the areas under their control deteriorated, and they identified the Jews with the hated Communists. There were many instances of Chetniks murdering Jews or handing them over to the Germans. | <urn:uuid:6089aec1-5189-4200-92af-77da687444b4> | CC-MAIN-2021-17 | https://www.yadvashem.org/odot_pdf/microsoft%20word%20-%20160.pdf | 2021-04-13T03:40:33+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00315.warc.gz | 1,205,726,408 | 741 | eng_Latn | eng_Latn | 0.998628 | eng_Latn | 0.998678 | [
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A CHARTER FOR FAITH SENSITIVE AND INCLUSIVE RELATIONSHIPS EDUCATION, RELATIONSHIPS AND SEX EDUCATION (RSE) AND HEALTH EDUCATION (RSHE) 1
At Woodseaves C.E. Primary Academy we seek to provide Relationships Education, Relationships and Sex Education (RSE) and Health Education (RSHE), which will enable all pupils to flourish.
We commit:
1. To work in partnership with parents and carers. This will involve dialogue with parents and carers through all stages of policy development as well as discussing the resources used to teach their children and how they can contribute at home. It must, however, be recognised that the law specifies that what is taught and how it is taught is ultimately a decision for the school.
2. That RSHE will be delivered professionally and as an identifiable part of PSHE. It will be led, resourced and reported to parents in the same way as any other subject. There will be a planned programme delivered in a carefully sequenced way. Staff will receive regular training in RSHE and PSHE. Any expert visitors or trainers invited into the school to enhance and supplement the programme will be expected to respect the schools published policy for RSHE.
3. That RSHE will be delivered in a way that affords dignity and shows respect to all who make up our diverse community. It will not discriminate against any of the protected characteristics in the Equality Act 2 and will be sensitive to the faith and beliefs of those in the wider school community. RSHE will seek to explain fairly the tenets and varying interpretations of religious communities on matters of sex and relationships and teach these viewpoints with respect. It will value the importance of faithfulness as the underpinning and backdrop for relationships. It will encourage pupils to develop the skills needed to disagree without being disagreeable, to appreciate the lived experience of other people and to live well together.
4. That RSHE will seek to build resilience in our pupils to help them form healthy relationships, to keep themselves safe and resist the harmful influence of pornography in all its forms. It will give pupils opportunities to reflect on values and influences including their peers, the media, the internet, faith and culture that may have
1 RSHE is used to indicate either Relationships Education, Relationships and Sex Education and Health Education as determined by the school context since, after consultation with parents and carers primary schools may decide to include elements of sex education in their curriculum.
2 The protected characteristics are age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership and pregnancy and maternity.
shaped their attitudes to gender, relationships and sex. It will promote the development of the wisdom and skills our pupils need to make their own informed decisions.
5. That RSHE will promote healthy resilient relationships set in the context of character and virtue development. It will reflect the vision and associated values of the school, promote reverence for the gift of human sexuality and encourage relationships that are hopeful and aspirational. Based on the school's values it will seek to develop character within a moral framework based on virtues such as honesty, integrity, selfcontrol, courage, humility, kindness, forgiveness, generosity and a sense of justice but does not seek to teach only one moral position.
6. That RSHE will be based on honest and medically accurate information from reliable sources of information, including about the law and legal rights. It will distinguish between different types of knowledge and opinions so that pupils can learn about their bodies and sexual and reproductive health as appropriate to their age and maturity.
7. To take a particular care to meet the individual needs of all pupils including those with special needs and disabilities. It will ensure that lessons and any resources used will be accessible and sensitive to the learning needs of the individual child. We acknowledge the potential vulnerability of pupils who have special needs and disabilities (SEND) and recognise the possibilities and rights of SEND pupils to high quality relationships and sex education.
8. To seek pupils' views about RSHE so that the teaching can be made relevant to their lives. It will discuss real life issues relating to the age and stage of pupils, including friendships, families, faith, consent, relationship abuse, exploitation and safe relationships online. This will be carefully targeted and age appropriate based on a teacher judgment about pupil readiness for this information in consultation with parents and carers. | <urn:uuid:7eb02612-5f65-482e-b9f2-b0b50a7137a2> | CC-MAIN-2021-17 | http://woodseaves.staffs.sch.uk/wp-content/uploads/2020/01/RSHE-Charter.pdf | 2021-04-13T05:21:41+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00319.warc.gz | 112,150,213 | 888 | eng_Latn | eng_Latn | 0.998304 | eng_Latn | 0.998314 | [
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Lesson 3
Objective: Interpret two-digit numbers as either tens and some ones or as all ones.
Related Topics:
More Lesson Plans for Grade 1 Common Core Math
Suggested Lesson Structure
Application Problem (5 minutes)
Sue is writing the number 34 on a place value chart. She can't remember if she has 4 tens and 3 ones or 3 tens and 4 ones. Use a place value chart to show how many tens and ones are in 34. Use a drawing and words to explain this to Sue.
Note: This problem invites children to write or discuss their understanding of tens and ones, based on their learning from Lesson 2. For students who find it challenging to create written explanations, have them share orally with a partner and use drawings
to support their thinking. During the Debrief, students will also share other interpretations of 34.
Fluency Practice (12 minutes)
[x] Core Addition Fluency Review 1.OA.6 (5 minutes)
Core Addition Fluency Review (5 minutes)
Materials: (S) Core Addition Fluency Review from G1–M4–Lesson 2
Note: This activity assesses students' progress toward mastery of the required addition fluency for first graders. Since this is the second day students are doing this activity, encourage students to remember how
Date:
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many problems they answered yesterday and celebrate improvement.
Students complete as many problems as they can in three minutes. Choose a counting sequence for early finishers to practice on the back of their papers. When time runs out, read the answers aloud so students can correct their work and celebrate improvement.
Dime Exchange (4 minutes)
Materials: (T) 20 pennies and 2 dimes
Note: This activity provides students practice with recognizing pennies and dimes and identifying their values. This fluency activity is necessary in order to prepare students to utilize coins as abstract representations of tens and ones in G1–M1–Lesson 6.
T: (Lay out 2 dimes.) What coins do you see?
S: 2 dimes.
T: Let's count by tens to see how much money I have. (Students count aloud.) I want to exchange 1 dime for some pennies. What is the correct number of pennies?
S: 10 pennies.
T: (Replace a dime with 10 pennies in 5-group formation.) How much money do I have now?
S: 20 cents.
T: You're right! I still have 20 cents. Count back with me.
S: (Count from 20 cents to 10 cents removing 1 penny at a time.)
Change the other dime for a penny and students count from 10 cents to 0 cents.
Magic Counting Sticks (3 minutes)
Materials: (T) Hide Zero cards (from G1─M1─Lesson 38)
Note: This activity reviews the concept of ten as a unit and as 10 ones, which will prepare students for today's lesson.
T: (Divide students into partners and assign Partners A and B. Show 13 with Hide Zero cards.) How many tens are in 13?
S: 1 ten.
T: (Point to the 1 in 13.) Partner A, show 1 ten with your magic counting sticks. (Partner A holds up a bundled ten.) How many ones should Partner B show?
S: 3 ones.
T: (Point to the 3.) Partner B, show 3 ones. 1 ten and 3 ones is 13. Partner A, open up your ten. How many fingers do you have?
S: 10 fingers.
T: (Take apart the Hide Zero cards to show 10 and 3.) 10 fingers + 3 fingers is?
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MP.6
S: 13 fingers.
Alternate partners and repeat with other teen numbers.
Concept Development (33 minutes)
Materials: (T) Hide Zero cards (from G1–M1– Lesson 38), personal math toolkit of 4 ten-sticks (S) Personal math toolkit of 4 ten-sticks
Students gather in the meeting area in a semi-circle formation.
T: Show me your magic counting sticks. Wriggle them in the air. Now show me 1 ten.
S: (Clasp their hands together.)
T: Show me 10 ones.
S: (Unclasp hands and show individual fingers.)
T: How can we show 34 using our magic counting sticks?
S: We can't. We only have 10 magic sticks. We need more people to show 34. We need 4 people—3 people to show 3 tens, 1 more person to show 4 extra ones.
T: Great idea! (Call up four volunteers.) Show us 34.
S: (Three students clasp their hands together while the last student on the right facing the class shows 4 fingers.)
T: How many tens and ones make up 34?
S: 3 tens and 4 ones.
T: How many ones is the number 34 made of?
S: I see 3 tens and 4 ones. So there are just 4 ones. I see 34 ones. Each ten is made of 10 ones. So I counted on by tens to get to 30, and I counted by ones to get to 34.
T: I heard some students say that there are 4 ones. Think again. If we only use ones to make 34, how many will it take? Open up your hands to show your fingers, volunteers!
S: (The first three students unclasp their hands and show all fingers.)
T: How many ones make up 34?
S: 34 ones.
T: How many ones is the same as 3 tens 4 ones?
S: 34 ones.
T: Let's count to check. How should we count?
S: We can count the fingers by ones. Let's count them by tens first. That will be much faster.
T: Great idea. Let's count by grouping the 10 ones. Start with Student A. How many ones are here?
S: 10 ones.
T: Keep counting!
S: 20 ones, 30 ones, 34 ones.
T: Great. Let's do some more. (Call up three volunteers.) Show me 27 ones.
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S: (Show individual fingers.)
T: If you are able to make a ten, clasp your hands.
S: (Two students clasp hands.)
T: 27 ones is the same as how many tens and ones?
S: 2 tens and 7 ones.
T: How many ones?
S: 27 ones!
Repeat the process using the following sequence: 37, 14, 24, 34, 13, 31, 10, and 40.
When students demonstrate solid understanding with the finger work, move on to representing the numbers with Hide Zero cards.
T: (Show 24 using Hide Zero cards.) How many tens and ones make up 24?
S: 2 tens 4 ones.
T: How many ones are in 2 tens? (Pull apart 24 into 20 and 4.)
S: 20 ones.
T: How many extra ones are there?
S: 4 ones.
T: How many ones is the same as 2 tens and 4 ones?
S: 24 ones.
T: How many tens and ones is the same as 24 ones? (Put 24 back together.)
S: 2 tens 4 ones.
Repeat the process using the following sequence: 13, 23, 16, 26, 36, 29, 20 and 30 using Hide Zero cards. For the first two or three, have students work with a partner to represent the number with their linking cubes, first with as many tens as possible, and then decomposed into all ones. Support students in seeing that there are the same number of cubes and connecting this with the mathematical idea that, for instance, 1 ten 3 ones is the same amount as 13 ones.
Problem Set (10 minutes)
Note: For completing today's Problem Set, have students say the number and the sentence for each problem. This will allow students to hear themselves reading numbers in
Interpret two-digit numbers as either tens and some ones or as all
NOTES ON MULTIPLE MEANS OF ACTION AND EXPRESSION:
By introducing each number in a different way, students are held accountable for understanding place value no matter how the number is presented. Doing it this way can be a challenge for some students, so make sure that students who need information presented a specific way are still getting the information they need.
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different ways.
Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some classes, it may be appropriate to modify the assignment by specifying which problems they work on first. Some problems do not specify a method for solving. Students solve these problems using the RDW approach used for Application Problems.
Student Debrief (10 minutes)
Lesson Objective: Interpret two-digit numbers as either tens and some ones or as all ones.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions below to lead the discussion.
[x] Look at Problem 6. What is your solution? How are both of these answers correct?
[x] Look at Problem 10. Explain how 4 tens is the same as 40 ones. You may use linking cubes or the place value chart to support your thinking.
[x] Look at Problem 12. What are the different ways we can make 29?
[x] Student A says 2 tens and 9 ones only has 9 ones. Do you agree? Why or why not? How can you help them understand their mistake?
[x] Look at your Application Problem. Share your work and explain your thinking with a partner. If we counted in all ones, how many ones are in 34?
Exit Ticket (3 minutes)
After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you assess the students' understanding of the concepts that were presented in the lesson today and plan more effectively for future lessons. You may read the questions aloud to the students.
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Name
Date
Count as many tens as you can. Complete each statement. Say the numbers and the sentences.
1.
____ ten ____ ones is the same as
_____ones.
2.
____ tens ____ ones is the same as
_____ones.
3.
____ tens ____ ones is the same as
_____ones.
4.
____ tens ____ ones is the same as
_____ones.
5.
____ tens ____ ones is the same as
_____ones.
6.
____ ten ____ ones is the same as
_____ones.
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Match.
Fill in the missing numbers.
Lesson 3:
Interpret two-digit numbers as either tens and some ones or as all
Date:
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Name
Date
3.
27
_____ ones
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Name
Date
Lesson 3:
Interpret two-digit numbers as either tens and some ones or as all
Count as many tens as you can. Complete each statement. Say the numbers and the sentences.
1.
____tens____onesis the same as
_____ones.
2.
____tens____onesis the same
as _____ones.
3.
____tens____onesis the same as
_____ones.
4.
____tens____onesis the same
as _____ones.
Fill in the missing numbers.
5.
_____
_____ ones
2 9
Date:
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10. Choose at least one number less than 40. Draw the number in three ways:
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commoncore.org | <urn:uuid:623852d6-da00-4657-a0a6-b72720cad0f7> | CC-MAIN-2021-17 | https://www.onlinemathlearning.com/support-files/g1-m4-a-lesson03.pdf | 2021-04-13T03:41:07+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00320.warc.gz | 1,040,177,528 | 3,009 | eng_Latn | eng_Latn | 0.960112 | eng_Latn | 0.996403 | [
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MNSU Guide to Writing Good Multiple Choice Quizzes and Exams
Writing Good Multiple Choice Quizzes and Exams
Overview: This document outlines some strategies for writing good multiple choice exams. It is adapted from a paper by David Zimarro (2010). Multiple-choice questions typically have 3 parts: a stem, the correct answer - called the key - and several wrong answers, called distractors. The following document outlines three sets of principles for writing good multiple choice exams.
Procedural Principles:
* Use either the best answer or the correct answer format.
- Best answer format refers to a list of options that can all be correct in the sense that each has an advantage, but one of them is the best.
- Correct answer format refers to one and only one right answer.
* Format the items vertically, not horizontally (i.e., list the choices vertically)
* Allow time for editing and other types of item revisions.
* Use good grammar, punctuation, and spelling consistently.
* Minimize the time required to read each item.
* Avoid trick items.
* Use the active voice.
* The ideal question will be answered by 60-65% of the tested population.
* Have your questions peer-reviewed.
* Avoid giving unintended cues – such as making the correct answer longer in length than the distractors.
Content-related Principles:
* Base each item on an educational or instructional objective of the course, not trivial information.
- Test for important or significant information.
- Focus on a single problem or idea for each test item.
- Keep the vocabulary consistent with the examinees' level of understanding.
- Avoid cueing one item with another; keep items independent of one another.
- Use the author's examples as a basis for developing your items.
- Avoid overly specific knowledge when developing items.
- Avoid textbook, verbatim phrasing when developing the items.
- Avoid items based on opinions.
- Use multiple-choice to measure higher level thinking.
- Be sensitive to cultural and gender issues.
- Use case-based questions that use a common text to which a set of questions refers.
* Stem Construction Rules:
- State the stem in either question form or completion form.
IT Solutions
Memorial Library, Room 3010 • Mankato, MN 56001
Phone 507-389-6654 (V) • 800-627-3529 711 (MRS/TTY) • Fax 507-389-6115
An Affirmative Action/Equal Opportunity University.
- When using a completion form, don't leave a blank for completion in the beginning or middle of the stem.
- Ensure that the directions in the stem are clear, and that wording lets the examinee know exactly what is being asked.
- Avoid window dressing (excessive verbiage) in the stem.
- Word the stem positively; avoid negative phrasing such as "not" or "except." If this cannot be avoided, the negative words should always be highlighted by underlining or capitalization: Which of the following is NOT an example ……
- Include the central idea and most of the phrasing in the stem.
- Avoid giving clues such as linking the stem to the answer (…. Is an example of an: testwise students will know the correct answer should start with a vowel)
General Option Development Rules:
* Place options in logical or numerical order.
* Use letters in front of options rather than numbers; numerical answers in numbered items may be confusing to students.
* Keep options independent; options should not be overlapping.
* Keep all options homogeneous in content.
* Keep the length of options fairly consistent.
* Avoid, or use sparingly, the phrase all of the above.
* Avoid, or use sparingly, the phrase none of the above.
* Avoid the use of the phrase I don't know.
* Phrase options positively, not negatively.
* Avoid distractors that can clue test-wise examinees; for example, absurd options, formal prompts, or semantic (overly specific or overly general) clues.
* Avoid giving clues through the use of faulty grammatical construction.
* Avoid specific determinants, such as never and always.
* Position the correct option so that it appears about the same number of times in each possible position for a set of items.
* Make sure that there is one and only one correct option.
* Distractor (incorrect options) Development Rules:
- Use plausible distractors.
- Incorporate common errors of students in distractors.
- Avoid technically phrased distractors.
- Use familiar yet incorrect phrases as distractors.
- Use true statements that do not correctly answer the item.
- Avoid the use of humor when developing options.
- Distractors that are not chosen by any examinees should be replaced.
* Suggestions for Writing Good Multiple Choice Items:
- Present practical or real-world situations to the students.
IT Solutions
Memorial Library, Room 3010 • Mankato, MN 56001
Phone 507-389-6654 (V) • 800-627-3529 711 (MRS/TTY) • Fax 507-389-6115
An Affirmative Action/Equal Opportunity University.
- Present the student with a diagram of equipment and ask for application, analysis or evaluation.
- Present actual quotations taken from newspapers or other published sources and ask for the interpretation or evaluation of these quotations.
- Use pictorial materials that require students to apply principles and concepts.
- Use charts, tables or figures that require interpretation.
References
Zimarro, David (2010). "Writing Good Multiple-Choice Exams." Center for Teaching and Learning, University of Texas at Austin. Downloaded 10.3.12 from http://ctl.utexas.edu/assets/Evaluation-Assessment/Writing-Good-Multiple-Choice-Exams-04-28-10.pdf.
IT Solutions
Memorial Library, Room 3010 • Mankato, MN 56001
Phone 507-389-6654 (V) • 800-627-3529 711 (MRS/TTY) • Fax 507-389-6115
An Affirmative Action/Equal Opportunity University. | <urn:uuid:d73a5a14-414a-4db3-95d6-04b729a8f921> | CC-MAIN-2021-17 | https://cornerstone.lib.mnsu.edu/cgi/viewcontent.cgi?article=1112&context=all | 2021-04-13T05:12:10+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00320.warc.gz | 289,150,163 | 1,257 | eng_Latn | eng_Latn | 0.96113 | eng_Latn | 0.990763 | [
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State Regulations Teacher Daily Outline
(This is usually day 3 of my child care class)
Class Business:
Assignments to hand in:
*Signed class disclosure
*Textbook, SLCC registration fee
*$1.00 for Scholastic Parent and Child Magazine
Correct the Study Questions & Vocabulary for State Regulations and Chapter 1
Teacher Instruction
Class Discussion
Is it necessary to have such specific state regulations for child care?
Do you think any could be eliminated?
Would you add any new regulations?
Are the child care teacher-child ratios necessary?
Power point
Show the PowerPoint State presentation on Regulation Child Care Ratios Call on individual students to answer each problem then display the answer.
Class Discussion
Tell students you'll be teaching 3, 4, and 5-year-olds. Are there any differences between these ages? On the dry erase board, write their responses. (If time permits, students could be broken up into 5 groups and brainstorm what the ages of 2, 3, 4, 5, and 8 are like. One student from each group needs to take notes and one student needs to report to the class.)
Power point
Show the PowerPoint presentation on Ages and Stages.
Students should take notes.
Conclusion of Class
Students begin working on Chapter 2 Study Questions and Vocabulary | <urn:uuid:96c2e46f-454a-4687-a2b2-9dc785a2be9e> | CC-MAIN-2021-17 | https://www.uen.org/lessonplan/download/19492?lessonId=10116&segmentTypeId=6 | 2021-04-13T04:24:57+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00317.warc.gz | 1,173,094,301 | 271 | eng_Latn | eng_Latn | 0.992244 | eng_Latn | 0.992244 | [
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Quoits A home-based lesson plan
Historical Background
Quoits is a traditional game that involves throwing a ring onto a spike on the ground. Games similar to quoits were played as far back as ancient Greece. English colonists brought the game to the Americas where it was a popular colonial game for children. Children would make their own rings out of branches or strips of leather, while those who could afford them bought heavy, iron rings. In the 1800s, Americans started to use old horseshoes instead of expensive metal rings. Quoits is still a popular game in England, Scotland, and Wales. Quoits is still played in the United States although the game of horseshoes is more popular.
The spike is traditionally called a hob. Quoit rings can be made of wood, metal, rope, or rubber. Typically, people playing backyard quoits will use wood or rope rings. It was also popular to play quoits on the deck of passenger ships to pass the time on long journeys. People only played with rope rings on ships so they did not damage the ship's wooden deck.
The rules vary but a typical way of playing is with two players, each with two rings, and one hob. The players take turns throwing their rings at the hob. If a player throws a ring onto the hob, this is called a "ringer" and is worth two points. Each ring that lands closer to the hob than your opponent is worth one point. Players play until one person reaches a set number, usually 21, and is declared the winner.
Quiots improved children's hand-eye coordination, gave them an opportunity to practice addition, and provided a fun break from all their household chores such as fetching water from the well, collecting firewood, and taking care of farm animals.
Photo Credits: Wikipedia (left), Library of Congress (right)
Louisa County Historical Society
Key Words
Passenger ship - a ship with the main purpose of transporting, or moving, people rather than things, such as mail or exported goods. Passenger ships include cruise ships, ferries, and ocean liners. Before air travel, ocean liners were the main source of transportation across oceans. Many immigrants arrived in American on ocean liners.
Photo credit: Wikipedia
Activity - Make your own game of quoits!
Supplies:
* Various materials from around the house that can be used to make rings and a hob
* Scissors, glue, tape, etc.
* This is a great activity to use recycled materials. Parent/guardian supervision is recommended.
Instructions:
1. Use whichever material you choose to make four rings. You can use a piece of rope, a flexible branch from a tree, pipe cleaners, etc.
2. Use whichever material you chose to make the hob or spike. You can use a water bottle, paper towel holder, etc.
3. Play with two players at a time. Each player takes turns throwing their rings at the hob. Each ring that lands on the hob are worth two points. Each ring that is closer to the hob
Louisa County Historical Society
than the other player's is worth one point. Have everyone help keep score. Play until one player reaches or surpasses a set number, such as 10. | <urn:uuid:237a822d-94c1-4f2c-8216-dcd1c1fe7179> | CC-MAIN-2021-17 | https://img1.wsimg.com/blobby/go/f6a76c2b-3570-44cb-ac82-4aed195bf0de/downloads/Activity%20-%20Quoits.pdf?ver=1613505810639 | 2021-04-13T03:43:27+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00319.warc.gz | 421,904,296 | 663 | eng_Latn | eng_Latn | 0.99895 | eng_Latn | 0.999144 | [
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NDIS: Assistive technology, aids and equipment
Fact sheet for schools
This fact sheet aims to help schools understand their obligations regarding assistive technology for students with disability in the context of the National Disability Insurance Scheme (NDIS).
What is assistive technology?
Assistive technology is 'any device or system that allows individuals to perform tasks they would otherwise be unable to do or increases the ease and safety with which tasks can be performed' (World Health Organisation, 2004).
In this fact sheet, assistive technology is used as a broad term for a diverse group of products, aids, equipment and technologies. This broad definition of assistive technology includes the full range of information and communication technologies (ICT), positioning and mobility equipment, as well as traditional aids like specialised furniture, modified implements or tools, and consumables such as continence products. The NDIS uses the same broad definition.
In schools, assistive technology is any tool, no matter how simple or complex, that enables learning. This fact sheet does not cover assistive technology for transport provided through the Assisted School Travel Program (ASTP).
The NDIS will provide functional disability supports, including assistive technology
The NDIS is a new way of supporting people with disability to have greater choice and control over the supports they need to achieve their goals. The NDIS will fund reasonable and necessary supports that address the functional impact of disability on eligible participants' daily living.
Some school aged children and young people with disability will be eligible for the NDIS.
Once a person becomes a participant in the NDIS, they will have a plan that provides an individualised package of supports that relates to their goals. The plan takes account of support provided to all Australians by mainstream services, like education, health and transport. The plan may also include funding for assistive technology, if considered reasonable and necessary.
Types of assistive technology the NDIS may fund include:
* consumables such as continence products and equipment that supports eating and drinking
* mobility aids and self-care equipment, such as wheelchairs and shower commodes
* communication devices, such as hearing aids and speech generating devices
* home and vehicle modifications
* repairs and maintenance of NDIS-funded items.
The NDIS may fund supports that enable children to attend school where these supports are also required at home and in community (e.g. communication devices and mobility equipment, such as wheelchairs). Assistive technology needs will be considered as part of the NDIS planning process for each participant of the scheme.
The NDIS will not fund assistive technology that is needed primarily for educational purposes
The NDIS will not fund assistive technology that is needed to access the curriculum, such as modified computer hardware, educational software and Braille textbooks. It is also not responsible for building modifications and fixed or non-transportable equipment in schools that enable a student to access education (e.g. ceiling hoists).
Schools remain responsible for assistive technology that supports curriculum access
Under the Disability Standards for Education 2005, schools are responsible for making reasonable adjustments to ensure that students with disability can access and participate in education on the same basis as other students. This includes providing or enabling students to access assistive technology, where appropriate.
These responsibilities have not changed with the introduction of the NDIS. They apply to all students with disability, whether or not they are an NDIS participant.
Education is responsible for assistive technology where it supports students to access the curriculum and participate in learning. This includes:
* equipment that supports the delivery of personal care in school, such as change tables and hygiene products (i.e. gloves, aprons and wipes)
* equipment for mobility and positioning while at school
* technology for learning, including ICT hardware and software, and peripheral devices (e.g. Braillers)
* specialised school furniture.
Schools are not expected to provide equipment that is a student's primary means of communication or mobility across all life domains.
education.nsw.gov.auٚٚٚٚٚٚٚ
Decisions about assistive technology in school should be informed by collaborative discussions
As with all personalised learning and support, school staff should consider assistive technology needs in consultation with students and their families, and other professionals (e.g. therapists) where appropriate. Led by the school learning and support team, an assessment of a student's need for assistive technology should aim to develop a shared understanding of:
* the student's abilities and needs
* the environment/s the student spends time in
* the tasks the student needs to be able to do at school or to complete homework.
This information can help determine the right tools that need to be put in place and who is responsible for providing those tools. This approach is based on the SETT (Student, Environment, Task and Tool) Framework developed by Joy Zabala (2005).
Schools can help parents identify their child's broader assistive technology needs
If a parent or carer asks for advice ahead of an NDIS planning meeting, school staff can help them identify goals and appropriate supports outside the school environment, including assistive technology. This may include aids and equipment they already access from other providers, such as Enable NSW, including continence products and feeding tubes. Arrangements for repairs and ongoing maintenance of equipment should also be considered.
Managing assistive technology in NSW public schools is shared across the department
Schools manage the cost of generic equipment, such as printers, standard software and consumables, within their budget.
Where it is not possible to meet the costs of assistive technology through the school budget, NSW public schools can request equipment or additional support through School Services.
School Services can assist with:
* equipment for personal care, mobility and positioning (e.g. change tables, walkers, hoists and standing frames)
* technology to enable access to the curriculum (e.g. communication devices or software, IT hardware and specialised software, peripheral devices).
In School Infrastructure NSW, asset management units can assist with:
* specialised school furniture (e.g. height adjustable tables, slope boards, gas operated chairs, chairs with arm rests and cut outs)
* fixed items and modifications to school buildings or grounds.
The assistive technology advisor in state office provides additional support and advice to schools and external providers to ensure students' needs are met.
EnableNSW will still provide some disability supports
Since 2011, EnableNSW has provided assistive technology for communication, mobility, respiratory function and self-care for eligible people with permanent or long term disability or a chronic health condition, living at home in the community.
Funding for some of this equipment and support will move progressively to the NDIS as it is rolled out. This includes equipment that provides the primary means of communication or mobility (e.g. wheelchairs, prosthetic limbs, and electronic communication devices) and some consumables (e.g. continence and home enteral nutrition products).
Funding for respiratory consumables and equipment is unchanged and will continue to be available through EnableNSW.
EnableNSW will continue to support children and young people until they become NDIS participants and their plan is in place. At that time, funding for assistive technology, including repairs and maintenance, will become the responsibility of the NDIS.
EnableNSW is also an NDIS registered provider and can continue to coordinate assistive technology needs outlined in NDIS plans.
education.nsw.gov.au
Where can schools get more advice and support about assistive technology?
Key sources of advice and support for NSW public schools include:
* School Services teams, who can source specialist training, assessment and advice on assistive technology if needed
*
Assistant principals (hearing/vision) and itinerant support teachers (hearing/vision)
* Asset management units in School Infrastructure NSW
* Assistive technology advisor in Disability, Learning and Support
* NDIS Coordinators for NSW public schools.
More information NDIS
1800 800 110
http://bit.ly/NDIS-operational-guideline (Section 4 of the NDIS Operational Guideline on Including specific types of supports in plans)
https://www.ndis.gov.au/providers/housingand-living-supports-and-services/providingassistive-technology
EnableNSW
www.enable.health.nsw.gov.au
1800 362 253
School Services
http://bit.ly/school-services-contacts (DoE staff only)
Disability, Learning & Support (state office)
(02) 7814 3879
firstname.lastname@example.org http://bit.ly/doe-disability
School Infrastructure NSW – Asset
Management Units http://bit.ly/doe-amu (DoE staff only)
NDIS Coordinators for NSW Public Schools
Susanne Andrews – Campbelltown Education Office Wendy English – Dubbo Education Office Angela Hay – Warilla Education Office Rachel Pregnell – Coffs Harbour Education Office Fran Tinley – Nirimba Education Office | <urn:uuid:8d83d973-a935-4fae-ae50-2e5686b61395> | CC-MAIN-2021-17 | https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/disability-learning-and-support/ndis/external-providers/NDIS_Fact_Sheet_-_Assistive_Technology_-_New_Format.PDF | 2021-04-13T04:15:12+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00317.warc.gz | 340,616,442 | 1,819 | eng_Latn | eng_Latn | 0.994261 | eng_Latn | 0.995857 | [
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Valentine's Day Word Scramble
See if you can figure out the medieval and modern terms below associated with Valentine's Day!
Leov oPotin
_______________________
edR
_______________________
Chlateoco
_______________________
artHe
_______________________
Qailu gge
_______________________
Pmeo
_______________________
oveL ternLan
_______________________
Cidup
_______________________
ftGi
_______________________
urtCo fo OvLe
_______________________
tineVal'sen darC _______________________
loFswer
_______________________
ssiK
_______________________
Teur Lvoe
_______________________
Look for some assistance figuring out the words? Check out the page on Medieval Valentine's Day Traditions, as well as our other activity pages!
Valentine's Day Word Scramble – Answer Sheet
Love Potion
Red
Chocolate
Heart
Quail egg
Poem
Love Lantern
Cupid
Gift
Court of Love
Valentine's Card
Flowers
Kiss
True Love
https://public.wsu.edu/~delahoyd/medieval/love.html | <urn:uuid:45d625c8-5cd1-4c73-b0be-3be9e75314a7> | CC-MAIN-2021-17 | https://oxfordcounty.ca/Portals/15/Documents/archives/Valentine's%20day%20Word%20Scramble.pdf?ver=2021-02-05-140343-830 | 2021-04-13T04:44:04+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00318.warc.gz | 551,769,560 | 235 | eng_Latn | eng_Latn | 0.605119 | eng_Latn | 0.851002 | [
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Rising 1 st grade Summer Reading Book List
Please choose 10 of these books to read during your summer vacation.
A Bad Case of Stripes by David Shannon
Mr. Brown Can Moo, Can You? by Dr. Seuss
Officer Buckle and Gloria by Peggy Rathmann
Knuffle Bunny: A Cautionary Tale by Mo Willems
Froggy Goes to School by Jonathan London
Owl at Home by Arnold Lobel
Little Miss Spider by David Kirk
Llama Llama Red Pajama by Anna Dewdney
Pete the Cat: Too Cool for School by James and Kimberly Dean
I'll Teach my Dog a lot of Words by Michael Frith
Don't Let the Pigeon Drive the Bus! by Mo Willems
A Bug, A Bear, and A Boy by David McPhail
Inch by Inch by Leo Lionni
Is Your Mama a Llama? by Deborah Guarino
The Tiny Seed by Eric Carle
My Five Senses by Aliki
Whoever You Are by Mem Fox
Chrysanthemum by Kevin Henkes
You may also choose anything from the following series:
Olivia by Ian Falconer Arthur by Marc Brown
Clifford by Norman Bridwell
Little Bear by Elsa Minarik
Frog and Toad by Arnold Lobel
Henry and Mudge by Cynthia Rylant
Biscuit by Alyssa Capucilli
Fancy Nancy by Jane O'Conner
Fly Guy by Tedd Arnold
Mercy Watson by Kate DiCamillo
Magic Tree House by Mary Pope Osborne
Junie B. Jones by Barbara Park
Cam Jansen by David A. Adler
Nate the Great by Marjorie Wienman Sharmat
Have a ball reading this summer! Summer Choice Board for rising 1 st graders
Complete at least 10 of these activities and return to your 1 st grade teacher for a Dress Down Day! Each activity should be completed using a different book.
don't know | <urn:uuid:c80580a7-9889-420e-9047-74d6324d3f14> | CC-MAIN-2021-17 | https://secureservercdn.net/45.40.149.34/3c6.4a9.myftpupload.com/wp-content/uploads/2020/05/Rising-1st-Grade-Summer-Reading-Choice-Board.pdf | 2021-04-13T05:44:16+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00320.warc.gz | 607,029,649 | 419 | eng_Latn | eng_Latn | 0.976587 | eng_Latn | 0.975647 | [
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Reader: Room:
Active Reading Habits
1. Figure out 3- and 4-syllable words familiar from everyday speech, including names.
3. Use prefixes and suffixes to figure out words (un-, re-, mis-, -ful, -able, -tion, -ly, -ier, -iest).
2. Try different sounds for the letters or chunks in a new word until you recognize the word.
4. Stop and self-correct when something doesn't look right, sound right, or make sense.
5. Finish at least one 2R chapter book every week.
6. Visualize as you read books with few or no illustrations.
7. Read fluently and with expression, using punctuation.
8. Read silently for at least 30 minutes without getting tired.
9. Read at home for at least 30 minutes every night.
10. Read fiction, nonfiction, poetry, plays, fables, and folktales.
Comprehension: Support answers with evidence from the text.
1. Is this fiction or informational? How do you know?
2. Answer why, how, and what if questions.
3. What connections can you make to your own life?
4. What did the author do well in writing this book?
Literature
Informational Text
5. Retell the story in 3 sentences: In the beginning... In the middle... In the end...
6. Describe the main characters. How do they react to events in the story?
7. Describe the setting, where and when the story takes place.
8. Read a good part out loud, using different voices for different characters.
9. What is the lesson or moral of this story? How do you know?
Copyright © 2010 by American Reading Company®
10. Tell the main idea and details that support it.
11. What text features does your book have for finding information quickly? Show how you can use them.
12. What did you learn from your reading?
13. What was fact and what was opinion? How do you know?
14. What questions do you have?
2R: Flexible Phonics 2R readers can figure out any word they know from everyday speech.
Be flexible with letter sounds. Try one, try another, until you recognize the word.
k
Be able to read words with prefixes or suffixes. Tell how they change the meaning of the word.
Copyright © 2010 by American Reading Company® | <urn:uuid:4471391e-8c95-4b25-8660-a2beb55a72ae> | CC-MAIN-2021-17 | http://eggharbor.ss13.sharpschool.com/UserFiles/Servers/Server_252233/File/Community%20Resources/Community%20Resources/EHT%20Literacy%20Website/Resources/1.8-SC-2R.pdf | 2021-04-13T04:22:30+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00320.warc.gz | 28,444,878 | 554 | eng_Latn | eng_Latn | 0.997799 | eng_Latn | 0.99881 | [
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Children
Take & Make:
*Seeds-Planting Soil-Container
*Paper Flowers
Read:
Bunting, Eve (2000), Flower Garden, HMH Books for Young Readers, 978-0152023720
Carle, Eric (2009), The Tiny Seed, Little Simon, 978-1416979173
Ehlert, Lois (2003),
Planting a Rainbow,
HMH Books for Young Readers,
978-0152046330
Gray, Rita (2015), Flowers Are Calling, HMH Books for Young Readers, 978-0544340121
Jordan, Helene J. (1992), How a Seed Grows, Harper Collins, 978-0064451079
Lawson, JonArno (2015), Sidewalk Flowers, Groundwood Books,
978-1554984312
Wordless Book
Mrs. Peanuckle (2018), Mrs. Peanuckle's Flower Alphabet, Rodale Kids, 978-1623369415
Ransom, Candice (2015), Parts of a Flower, Lerner Classroom,
978-1467760706
Non-Fiction
Wellington, Monica (2007), Zinnia's Flower Garden, Puffin Books, 978-0142407875
Watch:
Fingerplay with Flowers
Song/Game:
Music and Songs-Flowers from Preschool Education
Activity:
* How to Make Paper Flowers in 12 Beautiful Ways-Martha Stewart
Teen/Adult
Take & Make:
*Seeds-Planting Soil-Container
Program Ideas:
* Invite a local Master Gardener to lead a spring planting workshop
* Solicit for volunteers to brighten up your libraries outdoor landscaping
* Floral/Gardening trivia night
* Host a workshop of floral essences & remedies. https://www.healthline.com/health/flower-essences#potential-benefits https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2695424/
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behavioral health
What is Autism?
Autism, or Autism Spectrum Disorder, is a disorder that causes people to behave and communicate differently than others.
Autism is a spectrum. Like a rainbow with many colors, autism can look like many things.
If you have autism, you might have trouble:
* Talking and playing with others
Doctors and therapists can help people with autism with:
* Making friends
* Looking others in the eye
* Understanding what someone is trying to say unless they say it with their words
* Guessing other people's feelings
* Sitting still
* Dealing with loud noises or bright lights
If you have autism, you also might:
* Do repeating movements like rocking from side to side, twirling, or flapping your arms
* Have an extreme interest with a few topics, like train parts or memorizing baseball game scores
* Need to follow a strict daily routine
* Have to do certain rituals (movements or activities) at certain times
* Life skill training sessions
* Therapy that helps with behavior
* Family counseling for the family of a person with autism
* Medicine for those who have other disorders or illnesses along with autism
If you think you or your child may have autism, schedule an appointment with your doctor.
According to the Centers for Disease Control and Prevention (CDC.gov) | <urn:uuid:d7fd8c16-cd93-4e38-bf12-e5c5a4effd1e> | CC-MAIN-2021-17 | https://www.cardinalinnovations.org/getmedia/2182b110-3dbd-45df-86f9-2dd23957f1af/behavioral-health-autism-spectrum-disorders.pdf | 2021-04-13T05:09:46+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00322.warc.gz | 778,873,495 | 270 | eng_Latn | eng_Latn | 0.997032 | eng_Latn | 0.997032 | [
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Children
Take & Make:
Paper Party Hats: Distribute materials and instructions for one or more hats. Meet virtually for a show or have them send in photos for a collage of their creations. Read books like Hooray for Hat! That shows us how happy hats can make us.
25 How To Make a Paper Hat Tutorials from Tipjunkie.com
Pom Pom's for Hats: Distribute materials to make pom pom's. Read A Hat for Mrs. Goldman: A Story About Knitting.
Read:
Agee, Jon, (2017), Milo's Hat Trick, Dial Books, 978-0735229877
Cooper, Sharon Katz (2006), Whose Hat Is This?: A Look at Hats Workers Wear - Hard, Tall, and Shiny (Whose Is It?: Community Workers), Picture Window Books, 978-1404819764 Guessing fun while learning about our community workers.
Edwards, Michelle (2016), A Hat for Mrs. Goldman: A Story About Knitting and Love, Shwartz and Wade, 978-0553497106
Judge, Lita (2013), Red Hat, Atheneum Books for Young Readers, 978-1442442320 NH Author Lita Judge has the red hat from her book Red Sled take the spotlight.
http://www.historyofhats.net/
Note: Dr. Suess Day is just around the corner (March 2)..you may wish to roll out some Cat in the Hat programs.
Klassen, Jon, Hat series Teachers Guide
Savage, Stephen (2007), Where's Walrus? Scholastic Press, 978-0439700498 When Walrus escapes from the zoo, he tries on a variety of hats as a disguise.
Vohra, Kameel (2020), Who's inside that hat?: A fun children's picture book to help discuss stereotypes, racism, diversity and friendship, Kameel Vohra, 978-9811467707
Won, Brian (2014), Hooray for Hat!, HMH Books for Young Readers,
978-0544159037
Song/Game:
How to do the Silly Hat Song by JBrary
The Grandmother's Glasses Fingerplay
Recite this first verse of this chant in a high-pitched voice:
These are Grandma's glasses. Make "glasses" over eyes with fingers.
This is Grandma's hat. Place hands close together over head.
And this is the way she folds her hands Clasp hands together.
And lays them in her lap. Place hands in lap.
Recite this second verse in a deep, low voice:
These are Grandpa's glasses. Make "glasses" over eyes with fingers.
This is Grandpa's hat. Place hands farther apart over head.
And this is the way he folds his arms Cross arms.
And takes a little nap. Place head on arms, as if sleeping.
Teen/Adult
Take & Make:
DIY Hats: Send home kits with materials for knitting, crocheting or sewing your own hats. Host zoom meetings with instructional time. You could do a "crazy hat" group and have a crazy hat show at the end.
Program Ideas:
What do hats symbolize or what is their social meaning? Have your teen group explore one of these questions--gather virtually and discuss. Host a debate on "should hats be worn in school"? | <urn:uuid:6cf446ab-0f3e-423a-8666-66da763c5595> | CC-MAIN-2021-17 | https://www.outstandinglibrarian.org/uploads/1/2/6/2/126271141/jan_15_hat_day.pdf | 2021-04-13T03:20:08+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00323.warc.gz | 1,064,827,200 | 716 | eng_Latn | eng_Latn | 0.986384 | eng_Latn | 0.993221 | [
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Lesson 6
Objective: Use dimes and pennies as representations of tens and ones.
Related Topics:
More Lesson Plans for Grade 1 Common Core Math
Suggested Lesson Structure
Fluency Practice
(5 minutes)
Application Problem (5 minutes)
Concept Development (40 minutes)
Student Debrief
(10 minutes)
Total Time
(60 minutes)
Fluency Practice (5 minutes)
[x] Quick Tens 1.NBT.2 (3 minutes)
[x] Count Coins 1.NBT.2 (2 minutes)
Quick Tens (3 minutes)
Materials: (T) Variety of materials to show tens and ones (e.g., 100-bead Rekenrek, linking cubes with tensticks and extra cubes, place value chart
Note: This fluency activity reinforces place value, as quick tens are an abstract representation of the unit ten.
Show and say numbers from 11 to 40 in varied ways for two minutes. Students draw the number with quick tens and circles (in 5-group columns). Use the materials listed above to show numbers. Choose different ways to say the numbers:
[x] The Say Ten way
[x] As an addition expression
[x] As a more than statement
[x] As a number bond with two parts filled in
For the next minute, represent numbers using quick tens and ones. Students say the numbers aloud.
Count Coins (2 minutes)
Materials: (T) 10 pennies and 4 dimes
Note: This fluency activity provides practice with recognizing pennies and dimes and counting with abstract representations of tens and ones, which will prepare them for today's lesson.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lay out 2 dimes. Students count up from 20 by ones as you lay out 10 pennies into 5-groups. Repeat, this time changing the 10 pennies for another dime when you get to 40.
Application Problem (5 minutes)
Sheila has 3 bags of 10 pretzels and 9 extra pretzels. She gives 1 bag to a friend. How many pretzels does she have now?
Extension: John has 19 pretzels. How many more pretzels does he need to have as many as Sheila does now?
Note: Depending on students' strategies for solving, students may subtract in quantities larger than the grade level standard of within 20. Some students may subtract 1 bag from 3 bags as their method for solving, while others may recognize that sharing 1 bag of 10 pretzels means that they have to find what number is 10 less than 39. In the Debrief, students will model the quantity and use place value charts to demonstrate their method for solving.
Concept Development (40 minutes)
Materials: (T) Personal math toolkit with 4 ten-sticks of linking cubes, 4 dimes and 10 pennies, projector (S) 4 dimes and 10 pennies, personal white board with coin charts and place value charts template
Students gather in the meeting area with their personal math toolkits in a semi-circle formation.
T: (Lay down a ten-stick on the floor.) How many ones, or individual cubes, are in a ten-stick?
S: 10 ones.
T: (Lay down 10 individual cubes into 5-groups next to the ten-stick.) What is the same or different about these two groups of cubes?
S: They are different because one of them is a ten and the other is 10 ones. They are the same amount. The ten-stick is made up of 10 cubes. The 10 ones are also made of 10 cubes. If you put 10 ones together, they'll become a ten-stick.
T: You are right! They are worth the same amount; they have the same value. Also, they are both made of 10 cubes. (Lay down a dime, underneath the ten-stick.) How many pennies have the same value as one dime?
S: 10 pennies.
T: (Lay down 10 pennies into 5-groups next to the dime, directly below the 10 individual cubes.) What is the same or different about these two groups of coins?
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4.A.60
S: A dime is 10 cents. 10 pennies are worth 10 cents. The dime is only made of 1 coin. The pennies group is made up of 10 coins. The coins are different.
T: Great observations! So 1 ten-stick has the same value as 10 individual cubes. And 1 dime has the same value as?
S: 10 pennies!
T: I can take a ten-stick and break it apart into 10 individual cubes. Can I do the same with a dime?
S: No. A dime is just 1 coin.
T: That's another difference. The ten-stick has a value of 10 ones and we can see why. It's actually made up of 10 ones, and we can see them. The dime has the same value as 10 pennies but it's just 1 coin. There are no pennies hiding inside. But it still has the same value as 10 pennies.
T: (Project a ten-stick and 3 single cubes.) How many tens and ones are there?
S: 1 ten 3 ones.
T: How can I use my coins to show the same number as the cubes? Show 1 ten 3 ones with your coins, then share with your partner.
Students discuss as the teacher circulates. Be sure to address any misconceptions while you circulate. Some students may want to put down 13 pennies but won't be able to since each student is only given 10 pennies.
T: I noticed that some students wanted to lay down 13 pennies but found that they didn't have enough. What can we do to help?
MP.7
S: Use 1 dime for 1 ten, then use 3 pennies for 3 ones.
T: Great idea! It's just like using the ten-stick to represent 1 ten. (Choose a student volunteer to show 1 dime and 3 pennies, directly below the linking cubes.)
Repeat the process using the suggested sequence: 15, 18, 28, 38, 31, 13, 40, and 39.
T: (Show 39 cents with 3 dimes and 9 pennies.)
T:
How many dimes?
S: 3 dimes.
T: (Fill in the dimes and pennies place value chart.) How many pennies?
S: 9 pennies.
T: (Fill in the dimes and pennies place value chart.) How many tens?
S: 3 tens.
© 2013 Common Core, Inc. Some rights reserved.
commoncore.org
NOTES ON MULTIPLE MEANS OF ENGAGEMENT:
Remember to adjust lesson structure to suit specific learning needs. Some of your students may have more success working with a partner since this lesson calls for a great deal of counting and manipulation of materials.
NOTES ON MULTIPLE MEANS OF REPRESENTATION:
Dimes are an abstract representation of tens, particularly because they are smaller than pennies, rather than ten times the size of a penny. For students who are struggling with grasping quantities of tens and ones, continue to use linking cubes or bundled straws, which can more visually present the comparative quantities.
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4.A.61
T: (Fill in the tens and ones place value chart.) How many ones?
S: 9 ones.
T: (Fill in the tens and ones place value chart.) What is the value of 3 dimes and 9 pennies?
S: 39 cents.
T: Give a number sentence to show the total of 39 cents by adding your dimes and pennies.
S: 30 cents + 9 cents = 39 cents.
Repeat the process using the following sequence: 1 dime and 4 pennies, 1 dime and 5 pennies, 2 dimes and 5 pennies, 3 dimes, 6 pennies and 3 dimes, and 2 dimes and 8 pennies. In addition, have students use the place value chart on their personal white boards to write down the value of these coins. Be sure to flip the coins in order for the students to become familiar with both heads and tails.
Give students 1 minute to study their 4 dimes and 10 pennies, noticing similarities and differences of these coins.
T: Show 15 cents.
S: (Show 1 dime 5 pennies.)
T: Now, show me 1 more penny and write how much you have in place value chart.
S: (Add a penny and write 16.)
T: So, what is 1 more than 15? Say in a whole sentence.
S: 1 more than 15 is 16.
Repeat the process using the same number for 10 more, 1 less, and 10 less. For further practice, you may use the following suggested sequence: 3 tens 5 ones, 27, 1 ten 9 ones, 31, and 1 ten 3 ones. When appropriate, have students move on to drawing instead of using the coins as shown.
Note: As students are sharing their work with coins remind them to use the unit, cents. Have students add their dimes and pennies to their personal math toolkit.
Problem Set (10 minutes)
Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Student Debrief (10 minutes)
Lesson Objective: Use dimes and pennies as abstract representations of tens and ones.
© 2013 Common Core, Inc. Some rights reserved.
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This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
4.A.62
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions below to lead the discussion.
[x] Look at Problem 2. If you were to show that amount with dimes and pennies, how many of each coin would you use?
[x] Look at Problems 3 and 6. How is Problem 6 different from Problem 3? What is different about the amount shown in the pictures?
[x] Look at Problems 13 and 14. What did you cross off in 13? What did you cross off in 14? Why did you cross off a different coin in each problem?
[x] How are the tools that represent 1 ten different from one another? (Project the ten-stick and the dime.)
[x] What are some ways that a dime is different from a penny?
[x] Look at your Application Problem. Discuss how you solved it with a partner. How could you represent this amount in a place value chart? How is this problem connected to today's lesson?
Exit Ticket (3 minutes)
After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you assess the students' understanding of the concepts that were presented in the lesson today and plan more effectively for future lessons. You may read the questions aloud to the students.
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Name
Date
Fill in the place value chart and the blanks.
© 2013 Common Core, Inc. Some rights reserved.
commoncore.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Fill in the blank. Draw or cross off tens or ones as needed.
9.
1 more than 15 is _____.
10.
10 more than 5 is _____.
11.
10 more than 30 is _____.
12.
1 more than 30 is _____.
13.
1 less than 24 is _____.
14.
10 less than 24 is _____.
15.
10 less than 21 is _____.
16.
1 less than 21 is _____.
This work is licensed under a
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Lesson 6:
Date:
Name
Date
Fill in the blank. Draw or cross off tens or ones as needed.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Name
Date
Fill in the place value chart and the blanks.
© 2013 Common Core, Inc. Some rights reserved.
commoncore.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Fill in the blank. Draw or cross off tens or ones as needed.
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
© 2013 Common Core, Inc. Some rights reserved.
commoncore.org
dimes pennies
tens ones
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
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https://tucson.com/floods-of-1993-deluged-again/article_34bd49b8-c631-5e2a-b60c5f2af66c61f5.html
Floods of 1993: deluged again
May 29, 2020
T he stage was set for the 1993 floods when the weather pattern shifted in December 1992, and started coming from the Pacific Ocean instead of the normal Gulf of Alaska origination point. Then the new year brought more rain.
5 inches in January causing the second major flood in the area in less than 10 years. Floods of 1993: deluged again
"In a two week period the area was hit with several Pacific storm systems, which produced the wettest January on record and widespread flooding across the metro area," the National Weather Service's Tucson office stated in naming the 1993 floods the second most significant weather event of the 20th century.
January 8, 1993: Floods strand residents on northeast side
More than an inch of rain fell in the Tucson area Thursday, January 7 — causing washes and creeks to overflow, preventing residents from reaching up to 1,000 northeast-side homes, and prompting the rescue of numerous motorists from county washes.
No serious injuries were reported late last night, but county and city officials, in anticipation of serious flooding today, set up an emergency operations center.
The Tanque Verde Wash Thursday night was running 7 feet deep in some areas — one foot lower than when it overflowed during the massive flood that waterlogged the valley in 1983, said Capt. John Karolzak of the Rural Metro Fire Department.
Floods of 1993: deluged again | | tucson.com
Floods of 1993: deluged again
Motorists trying to get home in the area north and east of Houghton Road and Tanque Verde roads, were turned back, forcing them to arrange stays with friends or relatives or in hotels.
There were reports of flooding and stranded motorists in Avra Valley and the Marana area, according to the National Weather Service.
Rainfall as of 11 p.m. at Tucson International Airport was 1.19 inches, 0.92 of which had fallen since 5 p.m., according to the weather service. Mount Lemmon received more than 4 inches of snow yesterday and the Catalina Highway at milepost 6 was completely washed out, officials reported.
January 9, 1993: (all the following go under jan. 9)
A second storm is close on the heels of the one that soaked Tucson with 2.15 inches of rain January 7 and 8, said Randy Weber, a National Weather Service spokesman.
The new storm should arrive late today and remain through much of tomorrow, dumping an inch to 2 inches more on water-weary Tucson, he said.
Statewide, rains, which have hit the Verde and Salt rivers' watersheds the hardest — sending the Salt roaring through Phoenix at 150,000 cubic feet per second — are "a pretty rare event," said Chris Smith, a hydrologist in the U.S. Geological Survey's Tucson office. "In the Rillito, this was the second-largest flow on record."
Symington declares state of emergency
After a week's worth of rain flooded the state with up to 8 inches of rain, sending thousands of Arizonans fleeing homes and businesses, Gov. Fife Symington declared a state of emergency yesterday.
braced for what could be the worse to come. Floods of 1993: deluged again
In Clifton, near the New Mexico border, residents were reliving bad memories from the 1983 floods that devastated the town.
Yesterday, about half the town's 2,840 residents were evacuated or voluntarily left their homes along the cresting San Francisco River, which was sending debris-filled waters perilously close to the town's main bridge, said Town Manager Mark Fooks.
Rescuers help homeowners, as well as Humvee, horses
Neither Humvees nor horses were a match for yesterday's stormy weather.
"We're stuck! Stuck bad!" yelled Airman Michael Murphy seconds after he drove a Humvee, a not-quite-all-terrain military vehicle, into a flood-soaked bog near the raging waters of Sabino Creek.
homeowners and rescued stranded horses in northeast-side neighborhoods. Floods of 1993: deluged again
Their efforts were part of a countywide scramble to cope with flooding washes, surging rivers, closed streets and utility problems flushed upon the Tucson area by recent heavy rains.
Elsewhere around the valley, law enforcement officers, rescue teams, helicopter crews and thousands of residents did their best to stay above water and help others do the same.
Swollen Gila still threat to Winkelman
WINKELMAN — For the second straight night, authorities evacuated people from this mining town as the swollen Gila River continued to threaten their homes.
About half of the 250 residents evacuated Thursday night were returning to their homes last night when a power outage occurred, an earthen dike failed and authorities ordered them out again.
The evacuation of 53 homes last night came just as people were venturing back into Winkelman Flats, a low-lying area separated from the rest of town by Arizona 77.
The dike here failed about two hours after officials 20 miles upstream at Coolidge Dam began releasing water from San Carlos Lake at 2,000 cubic feet per second, up from 1,500 cubic feet per second earlier in the day, said Carmen Corso, Gila County Emergency Services director.
A 1989 Interior Department report called Coolidge Dam the most dangerous federal dam in the nation. The dam is undergoing repairs, and its reservoir, San Carlos Lake, is being kept below 80 percent of capacity to keep the dam intact.
The Gila ran past Winkelman late last night at about 3,000 cubic feet per second, or roughly twice its normal flow, Corso estimated.
January 10, 1993 — Opened roads bring families back together
Life across the city began returning to normal Saturday, January 9, as some previously flooded roads reopened, but Tucsonans kept an eye on water levels as they waited for a second wave of rain to hit.
Starting about midmorning, a new storm is expected to dump up to 2 inches of rain in some locations, including Pima County. A flood and flash-flood watch will be in effect statewide.
Residents on the northeast side who were kept from their homes by flooding on Friday were once again able to cross East Fort Lowell Road at Agua Caliente Wash yesterday afternoon.
Army National Guard trucks ferried people across the Agua Caliente. By 2 p.m., residents were able to cross in their own vehicles, braving fast currents and water as deep as 2 feet in some spots.
Fort Lowell Road, narrowed to one lane, became the bridge reuniting families separated by the flood.
Louis Belden and his wife, Susie, were able to cross the wash yesterday morning and rejoin their five children, who range in age from 2 to 15.
Belden said he and his wife left at about 5:30 p.m. Thursday to get groceries. They were able to safely cross Agua Caliente at Tanque Verde. But half an hour later, the water had risen to an uncrossable level.
So they checked into a hotel and called the kids, putting 15-year-old Ian in charge.
Shelter at Tanque Verde Elementary School, 2300 N. Tanque Verde Loop Road. Floods of 1993: deluged again
He said no one was scared, not even his 2-year-old sister, Lindsey.
"It was pretty exciting," Ian said.
Many residents took advantage yesterday of the brief reprieve from the rain, riding horses or pedaling bicycles on muddy streets. One group of enterprising youngsters set up a stand across from Tanque Verde Elementary School advertising bikes for rent. One girl displayed a sign that read, "$1.00 to the wash and back."
Across town on the city's northwest side, workers at Pima County's abandoned vehicle yard in the 5700 block of North Camino de la Tierra had no time to take a leisurely bike ride to check out the washes.
They were busy using a backhoe and tractor to pull junked cars from the northern edge of the property on the southern bank of the Rillito Creek.
Dozens of residents stood along muddy embankments, watching water race along the normally dry Rillito.
By midday, officials reopened most of the westside bridges over the Rillito and Santa Cruz rivers.
Roads were muddy in Rillito, a small community of mostly mobile homes and dirt roads just south of Marana, which so far has escaped flooding. Rillito suffered severe damage in the October 1983 flood.
Across the area, hundreds of motorists ignored barricades and signs alerting drivers that wash crossings were closed, authorities said. Although no cars were washed away and no one was reported stranded, the Pima County Sheriff's Department put deputies at flooded wash crossings to keep drivers out.
Floods of 1993: deluged again | | tucson.com
crossing washes." Floods of 1993: deluged again
January 15, 1993 — Rain relents, could return on Sunday
The rain has stopped for now, but Tucson residents should be prepared for another wave beginning Sunday night, January 17 or Monday morning, January 18.
It's not over by a long shot, said Paul Bartolome, meteorological technician for the weather service.
Tucson has had 3.22 inches of rainfall since January 1. Normal rainfall at this time of year usually hovers around four-tenths of an inch, he said. Last year also was wetter than normal, with 16.42 inches of rain. The normal yearly average is 11.14 inches.
Bartolome said the new rains could last about a day and a half, but there is no way yet to predict their intensity.
However, it shouldn't take too much to cause problems with traffic and flooding.
"The ground's pretty well soaked right now," he noted.
January 19, 1993:
Rain again isolates northeast-side here
Rain Monday, January 18, again isolated about 2,500 residents on Tucson's northeast side, while the swollen Santa Cruz River caused evacuations south of Tucson as well as in the Marana area.
Tucson residents in the areas of Bel Aire, Forty-Niners Country Club Estates and La Cebadilla were encouraged to voluntarily evacuate to a shelter set up at Tanque Verde Elementary School by the American Red Cross, said a Pima County Sheriff's Department spokesman. The isolated areas fall between the Tanque Verde and Agua Caliente washes.
National Weather Service specialist Paul Bartolome, in Tucson, said nearly 1 inch of rain fell in a span of 2½ hours yesterday afternoon at Tucson International Airport. As of 9 p.m., 1.32 inches had fallen for the day, he said.
That topped the year's previous single-day high mark of Jan. 7, when 1.21 inches of rain were recorded at the airport.
200 evacuated in Sonora
Residents of three Sonoran communities were in a state of alert yesterday after river flooding caused evacuations and damage.
Heavy rains caused 200 families to flee homes on Monday, January 18, in Magdalena, Imuris and Santa Ana, about 50 miles south of Nogales, said Luis Alfonso Salcida, deputy director of Civil Protection in Hermosillo. No casualties were reported, he said.
"The situation is calming down because the rains let up," Salcida said yesterday. "But there's still an alert situation because there's a forecast for rain."
The agency is still determining the number of residents left homeless by the flooding of the Rio Magdalena in the three areas, Salcida said.
While the flooding is a hardship, the communities are not overwhelmed by the situation, Salcida said. "Everything is under control. The problems have not exceeded their capacity to respond to them."
State disaster declared
Floodwaters chased hundreds of Southern Arizonans from their homes yesterday as President Bush declared the state a disaster area.
statewide. Floods of 1993: deluged again
Preliminary damage estimates stand between $56 million and $59 million statewide. That includes $24 million in damage to public facilities, $18 million in damage to Indian property, and $5.5 million in damage to residences.
January 21, 1993: Record flow from Coolidge Dam threatens to shut I-10
Record water discharges from the Coolidge Dam, caused by two weeks of rain in the state, threatened to close Interstate 10 at the Gila River crossing between Tucson and Phoenix yesterday.
Meanwhile, those in flooded areas in and around Tucson gained limited access to the rest of the city. The Catalina Highway also remained closed yesterday because of a rock slide Tuesday night near the base of the Santa Catalina Mountains.
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Floods of 1993: deluged again
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Resources to Help Parents Talk with Children About Coronavirus (COVID-19)
* How to Talk to Kids About Coronavirus
* Just for Kids: A Comic Exploring the New Coronavirus
* Is the News Too Scary for Kids?
* Talking to Teens and Tweens about Coronavirus
* Public Health Emergency: Psychological Tips for Children and Adolescents' Emotions | <urn:uuid:214c4d99-ca8e-4cae-87ae-137bbe1d9fb9> | CC-MAIN-2021-17 | https://www.amr.net/docs/resources-to-help-parents-talk-with-children-about.pdf | 2021-04-13T05:10:19+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00322.warc.gz | 727,379,276 | 72 | eng_Latn | eng_Latn | 0.969065 | eng_Latn | 0.969065 | [
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TIME ZONES
DAYLIGHT SAVING
WORLD TIME ZONES
Australia is divided into three separate time zones
Australian Eastern Standard Time (AEST) covers the eastern states of Queensland, New South Wales, Victoria, Tasmania and the Australian Capital Territory. AEST is equal to Coordinated Universal Time plus 10 hours (UTC +10).
Australian Central Standard Time (ACST) covers the state of South Australia, the town of Broken Hill in western New South Wales and the Northern Territory. ACST is equal to Coordinated Universal Time plus 9½ hours (UTC +9½).
Australian Western Standard Time (AWST) covers Western Australia. AWST is equal to Coordinated Universal Time plus 8 hours (UTC +8).
In summer, New South Wales, Victoria, South Australia, Tasmania and the ACT turn their clocks forward one hour to Daylight Saving Time (DST). Daylight Saving Time begins at 2:00am (AEST) on the first Sunday in October and ends at 3:00am (Australian Eastern Daylight Time) on the first Sunday in April.
NSW, ACT, Victoria and Tasmania move from AEST to Australian Eastern Daylight Time (AEDT), UTC +11. South Australia and the NSW town of Broken Hill move from ACST to Australian Central Daylight Time (ACDT), UTC +10½.
Daylight saving is not observed in Queensland, the Northern Territory or Western Australia.
Greenwich Mean Time (GMT) is zero degrees longitude and the world's time zones are measured east or west of this line. The term Coordinated Universal Time (UTC) is now widely used instead.
The International Date Line crossing the Pacific Ocean changes the date by one day. If you cross the date line moving east, you subtract a day; if travelling west you add on a day (with local variations). Travelling direct from Los Angeles or London to Australia you arrive two days later; travelling back, you arrive the same day you departed. That is, if you ever want to leave. | <urn:uuid:08adcd68-92e3-4a4f-9f35-ff542e52edb2> | CC-MAIN-2021-17 | https://www.aussiespecialist.com/content/dam/assets/document/l/g/b/n/asp-fact-sheet-time-zones.pdf | 2021-04-13T03:19:31+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00321.warc.gz | 736,197,966 | 415 | eng_Latn | eng_Latn | 0.987795 | eng_Latn | 0.987795 | [
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Overview Symptoms Causes Prescription Health Tips
Melasma, also known as brown spots or sun spots, is a common skin condition that causes brown discolourations on any part of the body that is exposed to the sun, but typically they appear on the face. While the condition affects a small percentage of men, it is common in women, particularly in young mothers, and in women taking contraceptives. It is very common in pregnant women and is often referred to as "the mask of pregnancy."
Symptoms
Brown or brownish grey patches in the following areas:
Arms and neck, although rare
Cheeks
Chin
Forehead
Nose
Upper lip
Causes
The causes of melasma are not totally understood. Those with darker skin tones are at a much greater risk than those with fair skin. Additionally, genetics are thought to play a role and those with heritage from high ultraviolet radiation geographies are also at an increased risk. Hormonal changes, specifically pregnancy or hormone replacement therapy, and sun exposure may cause melasma. Products used on the skin can cause melanoma to get worse if they irritate the skin. Oxidative stress also contributes to the overproduction of skin pigment.
Prescription for Health
There is no cure for melasma, however it is possible to treat and control the condition.
Diet
Eat organic as much as possible because conventional meats, produce, and dairy contain hormone disrupting agents. Include lots of vegetables and fruit. Cruciferous vegetables such as broccoli, cauliflower, Brussels sprouts, and cabbage are especially important as they are beneficial to hormone health.
Avoid or greatly reduce sugar, refined carbohydrates and processed foods. Instead opt for whole grains such as millet, amaranth, oats, quinoa, and brown rice. Include legumes, seeds, nuts and quality proteins, such as wild salmon or mackerel, and organic chicken or eggs. Increasing fiber intake will help to naturally eliminate estrogen.
Avoid margarine and low-quality or rancid fats such as canola, soy, cotton seed, or safflower oil. Include virgin coconut oil, extra virgin olive oil, organic grass-fed butter.
Lifestyle
Prevent overexposure to the sun. Although melasma has its roots in hormonal imbalance, this condition is exacerbated by exposure to the sun and ultraviolet rays. Wear protective clothing and a hat whenever outside and avoid tanning beds. Use a non-toxic, broadspectrum sunscreen. Visit the Environmental Working Group's Skin Deep® Cosmetics Database and look for the cleanest options. A few good brands are Badger, Aubrey Organics, Colorescience® minerals, and Jane Iredale pressed minerals, especially for oily or acne prone skin. The high zinc powder content in these products renders the skin surface inhospitable to Propionibacterium acnes, a group of bacteria that causes almost all acne. Another unique sunscreen is ZO Skin Health Oclipse®, which contains natural melanin. When ultraviolet light strikes the skin, it responds by manufacturing melanin for protection. So, it makes sense to put natural melanin on the skin to help protect it from the sun's harmful UVB rays
Eliminate hormone disrupting xenoestrogens from diet, home and body care items. Avoid chemicals on EWG's Dirty Dozen Endocrine Disrupters
Use a sulforaphane ointment, not the lotion, to promote cellular repair and reduce sun damage. This can be used to reverse brown spots but it must be used every day.
Supplements
The supplements and tips below may help to reduce melasma.
*Can be found in one formula
Additional Health Tips to Enhance Healing
Avoid overexposure to the sun.
Eliminate hormone disruptors.
Focus on a diet rich in fruits and vegetables, along with consuming 25 g of fiber daily.
Take fatty acids like borage oil to help naturally build melanin in the skin.
Use a non-toxic, broad-spectrum sunscreen. | <urn:uuid:fa741302-9a0e-4881-bb92-396b712eadd3> | CC-MAIN-2021-17 | https://lornahealth.com/conditions/melasma-brown-spots-or-sun-spots/?pdf=288 | 2021-04-13T04:45:48+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00322.warc.gz | 467,991,540 | 813 | eng_Latn | eng_Latn | 0.996492 | eng_Latn | 0.996495 | [
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About The Book
Cheetahs are the most rapidly vanishing cat in Africa. Share the dreams of a bright future for cheetahs while engaging sidebars provide a wealth of natural history information. From cleat-like feet to tear-marked faces, these majestic cats are well adapted to life on the African plains. The fierce predators sprint after their prey at high-speed, an exhausting dash that leaves them ready for a nap! This rhythmic text will lull readers into cheetah dreams of their own.
This work of nonfiction includes a 4-page For Creative Minds section in the back of the book and a 30-page cross-curricular Teaching Activity Guide online. Cheetah Dreams is vetted by experts and designed to encourage parental engagement. Its extensive back matter helps teachers with time-saving lesson ideas, provides extensions for science, math, and social studies units, and uses inquiry-based learning to help build critical thinking skills in young readers. The Spanish translation supports ELL and dual-language programs. The interactive ebook reads aloud in both English and Spanish with word highlighting and audio speed control to promote oral language skills, fluency, pronunciation, text engagement, and reading comprehension.
Release Date: October 10, 2018
Ages 4 - 9 · 32 pages · Trim size 8.5 x 10 inches
Hardcover: 9781607187271, $17.95
Paperback: 9781607187417, $9.95
English ebook: 9781607187547
Read-aloud ebook: 9781607187660
Spanish: Sueño con chitas
French: Rêves de guépard
Spanish ebook: 9781607187592
Spanish paperback: 9781607187479, $9.95
French paperback: 9781643515892, 11.95
Read-aloud ebook: 9781607187714
French ebook: 9781643515922
Curriculum Connections
For Creative Minds
Classification Information
through fun facts and activities in the book's For Creative Minds Section. Topics include:
* Cheetah Conservation
* Purr or Roar
* Cheetah Adaptations
The learning doesn't end in the "For Creative Minds" section; an extensive teaching activity guide is also available on arbordalepublishing.com.
This book has been vetted for accuracy by Dr. Laurie Marker Founder and Executive Director of the Cheetah Conservation Fund, as well as Suzi Rapp and Shannon Swint, VP and Office Coordinator of Animal Programs at the Columbus Zoo.
Cheetah Dreams will appeal to kids of any age; however, young readers may be guided to the book based on the following reading level assessment:
* Lexile: 710
* Accelerated Reader: 4.8
* Fountas and Pinnell: P
Bisac Codes include: Juvenile Nonfiction
* JNF003040 - Animals / Cats
* JNF003270 - Animals / Endangered
* JNF003220 - Animals / Animal Welfare
For educators, Arbordale has aligned this book to standards. Key concepts include: NGSS 1 Structure, Function and information processing and NGSS 2 Interdependent relationships in Ecosystems.
About The Author
As an early and middle childhood educator, Linda Stanek wants to inspire young learners, including children with written language disabilities, to write about things that excite them. In addition to Cheetah Dreams, Linda has also written Once Upon an Elephant (CBC Children's Choice Book Award), and Night Creepers for Arbordale, as well as The Pig and Miss Prudence and Beco's Big Year; A Baby Elephant Turns One. Linda has two grown sons and lives in Ohio with her husband and feline family members. Visit her website at lindastanek.com.
About The Illustrator
Shennen Bersani is an award-winning illustrator with 2 million copies of her books cherished and read by children, parents, and teachers throughout the world. Her art delivers heartfelt emotion, the wonders of nature and science, and creates a unique joy for learning. In addition to Cheetah Dreams, some of Shennen's other illustrated works including Once Upon an Elephant (CBC Children's Choice Book Awards) and Honey Girl (NSTA-CBC Outstanding Science Trade Book Award). She is also the author and illustrator of Achoo! Why Pollen Counts. Shennen lives with her family near Boston. Visit her website at shennenbersani.com.
For more information about this book or any of our other selections contact us:
By Phone: (877) 243-3457
By Fax: (843) 216-3457
By email:
email@example.com
On the Web: www.Arbordalepublishing.com
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More Stories from Shennen & Linda
Once Upon an Elephant
Imagine an African savanna if elephants were only a memory from "Once upon a time." What would happen to all the plants and animals that rely on the elephants for their own survival?
Night Creepers
With this short, lyrical text, young readers learn about nocturnal animals. Older readers learn more about each animal with paired-reading sidebar information. | <urn:uuid:57abd74c-ffce-435f-a069-01f45f53ab5b> | CC-MAIN-2021-17 | https://www.arbordalepublishing.com/documents/BookFlyers/CheetahDreams-BF.pdf | 2021-04-13T04:50:25+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00325.warc.gz | 732,985,932 | 1,099 | eng_Latn | eng_Latn | 0.992255 | eng_Latn | 0.992971 | [
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Student Services Department
181 Encinal Avenue, Atherton, CA 94027
(650) 321-‐‑7140 x5911
Fax: (650) 292-‐‑2200
School Nurse
Care of Student with Lice
Date
Check Site:
Heritage Oak Laurel Encinal Oak Knoll Hillview
Student:
Teacher:
Grade
Dear Parent:
Your child was examined for head lice. Due to the presence of head lice, your child may not return to school until all lice are removed from the hair, and treatment (including documentation of treatment and environmental cleaning) has been completed. The "Head Lice Treatment Documentation" form must be completed and returned to school with your child. The following information may be helpful to you.
Pediculosis, or head lice, is a condition that each year affects approximately 6 to 12 million children between the ages of 3 and 12; about 1 in every 100 elementary school children. Head lice are parasites that are generally found on the scalp, around the ears, and at the back of the neck. Lice crawl, they do not fly. The adult louse is about the size of a sesame seed, and can be the color of your child's hair. Eggs, or nits, are smaller and silver in color. Nits take 6 to 9 days to hatch, and then seven or more days for the lice to become adults and lay eggs. Adult lice can lay up to 10 eggs per day, and can live for 3 to 4 weeks on a human head. Head lice are not a sign of poor hygiene and they do not transmit disease. They may spread from one child to another with head to head contact or by sharing of personal items such as combs, brushes, caps, pillows, blankets, helmets, or headphones.
BEST PRACTICE GUIDELINES FOR PARENTS TO CONTROL HEAD LICE
Treatment for Head Lice
If live lice are found, treatment options include over-the-counter products and prescription treatments. You may wish to consult with your child's physician to determine treatment plan. Follow the product label directions carefully, and do not go beyond the recommended duration of application. Research has shown that extending the application duration does not increase effectiveness. Only treat individuals with lice. It is important to apply one treatment per infested person. Do not divide treatments among infested people. Follow the product instructions.
No treatment is 100% effective. Alternative treatments (natural and home remedies) are not regulated by the Food and Drug Administration, and efficacy is not proven. Permethrin or pyrethrins are the active ingredients in most over-the-counter control products; Nix* and RID* are examples of such products.
Control Measures that are Not Recommended:
There is no scientific evidence to support use of products such as vinegar or compounds advertised to dissolve the glue on the nits (to ease their removal) or to kill the nits. Also, there is no scientific data to support claims that mayonnaise, olive oil, or tea tree oil on the hair can "suffocate" the nits and lice.
Rev. 12/3/13
Inspecting a Head and Combing
You should inspect your child's head periodically for live lice for the next three weeks, and use a metal nit comb to comb out the nits daily until there are no more nits. Head lice are much more likely to be transmitted from family members and playmates than in the school setting. Inspect all family members' hair thoroughly, especially in areas close to the scalp at the neckline and behind the ears. Complete observation of the entire head is best performed every day (dampen hair for easier combing) until no more lice or nits are found. A useful method for nit combing is to part the hair into small sections. As each section is combed, pin the hair to the scalp as a beautician would do to keep track of what has been combed. Several brands of metal (not plastic) nit combs with long teeth are available at your drug store.
Environmental Cleaning Necessity for Head Lice Treatment
There is no need to apply pesticides in the home. Lice die quickly (within two days) without a blood meal. The following actions may decrease the chance of reinfestation:
1. Clothing and bedding may be washed in hot water (130°C) then dried on a hot cycle for at least 20 minutes
2. Items that are not washable may be dry cleaned or put in a sealed plastic bag for two weeks to prevent lice hatched from nits from getting a blood meal
3. Soak combs, brushes, hair bands, and barrettes in rubbing alcohol or Lysol* for one hour, or boil for five minutes
4. Carpets and furniture should be vacuumed daily
5. Continue to screen others in direct contact with the person who has head lice.
Treatment "Failures" Usually Result from the Following:
1. Lice re-infestation from a sibling or playmate
2. Incomplete combing out or removal of the nits
3. Not strictly following labeled directions
4. Not realizing it may take 8-12 hours for the lice to die
5. Not following the environmental cleaning suggestions
6. Incorrect identification (i.e., the problem was not lice)
(*Use of a product name is for identification purposes only and does not constitute endorsement.)
Resources for Additional Information Regarding Head Lice
The San Mateo County Health Department http://www.co.sanmateo.ca.us/portal/site/health/menuitem.f44138fe5f6ec63d74452b31d17332a0/?vgnext oid=5045507494bf8210VgnVCM1000001937230aRCRD&cpsextcurrchannel=1
The California Department of Public Health http://www.cdph.ca.gov/HealthInfo/discond/Pages/HeadLice.aspx
The Centers for Disease Control and Prevention http://www.cdc.gov/parasites/lice/index.html
Rev. 12/3/13
Student Services Department
Health Services Office
181 Encinal Avenue, Atherton, CA 94027
(650) 321-‐‑7140 x5911
Fax: (650) 292-‐‑2200
HEAD LICE TREATMENT DOCUMENTATION
RETURN THIS COMPLETED FORM TO THE SCHOOL OFFICE
Student:
Teacher:
Phase I: I have read the Care of Student with Lice and have completed the following treatments (check all that apply):
Over-the-counter treatment – list name of product:
Prescription treatment – list name of medication:
Head inspection
Hair combing
Lice removal
Household members have been checked, and if lice were found, treated on the same day
Clothing and bedding was washed in hot water (130°C) then dried on a hot cycle for at least 20 minutes
Items that are not washable were dry cleaned or put in a sealed plastic bag. These will be left in the sealed bag for two weeks to prevent lice hatched from nits from getting a blood meal
Combs, brushes, hair bands, and barrettes were either soaked in rubbing alcohol or Lysol* for one hour, or boiled for five minutes
Carpets and furniture were vacuumed
Continue to screen others in direct contact with the person who has head lice.
(*Use of a product name is for identification purposes only and does not constitute endorsement.)
Phase II – Check all that apply
I will inform friends and relatives who come in close contact with my child so they can check and treat their household members.
I will keep checking my child's hair for three weeks or more for signs of head lice, as well as the rest of the members in the household.
I will repeat these procedures according to treatment directions if there is evidence of lice reinfestation.
Parent/Guardian Signature
Date
Rev. 12/3/13 | <urn:uuid:d7b77450-99b9-43cb-ba6d-1324270643c3> | CC-MAIN-2021-17 | https://district.mpcsd.org/site/handlers/filedownload.ashx?moduleinstanceid=85&dataid=101&FileName=Care%20of%20Student%20with%20Lice.pdf | 2021-04-13T03:40:53+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00323.warc.gz | 320,784,528 | 1,723 | eng_Latn | eng_Latn | 0.997656 | eng_Latn | 0.997888 | [
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Parents' Railroad Safety Sheet
Parents, although you may be familiar with the railroad safety rules, it is important your children also understand the rules and behaviors that will keep them safe around trains and railroad tracks. Use this information to have important discussions with your kids on railroad safety.
Teaching your Children to be Safe Around Trains and Railroad Tracks
Be sure to teach your children these important behaviors to follow while riding the train, waiting at the station or crossing at a highway-rail intersection.
1. Using Look, Listen and Live. The practice of using Look, Listen and Live around trains and railroad tracks means more than just listening and watching for oncoming trains. Don't forget to also talk with your children about other hazards that can distract them from using their senses to keep them safe. Remind children to turn off their radios and MP3 devices and to forget about texting and making phone calls while around trains and railroad tracks.
2. Understanding the highway-rail advance warning signs and signals. One in five people do not know the meaning of the Crossbuck sign, one of the most recognized railroad safety symbols. While at a highway-rail crossing, be sure to point out the Crossbuck sign and other advance warning signs and signals and explain to your children the meaning of each. For more information to use in this lesson, download the Railroad Safety Signs & Signals sheet which can be found on the contest Web site's Teacher's Section.
3. Always be aware of your surroundings. Remind your children of the importance of being aware of what's going on around them. Whether on a train, at a high-way rail crossing or waiting at the station, anytime is train time. Most trains do not travel on a regular schedule so trains can come in any direction at any time.
Quick Tips and Reminders
* Hold children's hands when crossing the street and railroad intersections and set a good example; only cross at designated areas, look both ways and cross quickly without stopping.
* Remind your kids that the train they see is closer and moving faster than they think. If you see a train approaching, wait for it to go by before you proceed across the tracks. Even if the engineer sees you, it can take a mile or more for a train to stop!
* While waiting for a train, stay well away from the edge of the platform. You could lose your balance or slip and fall onto the tracks. While waiting at a station without a platform, always remember it isn't safe to stop closer than 15 feet from the rail.
* Teach your kids to dismount and walk their bikes across the tracks so bike wheels do not get caught in the rails.
* Do not stop once you start – If you start crossing and flashing lights begin, do not freeze; keep going. Warning signals, when first activated, allow enough time to continue over the crossing before the train arrives.
Parents, don't forget to check out our Driver Education materials as well to discuss important railroad safety tips with teenage children. We also encourage you to utilize the material in our Teacher's Section, which includes fact sheets, matching games, coloring pages, quizzes and our new Railroad Safety Fun Sheet to make railroad safety discussions more interactive and fun. | <urn:uuid:cc6442d8-7d2c-43bf-bd94-6572ca0969b3> | CC-MAIN-2021-17 | https://prod.metrarail.com/sites/default/files/assets/riding-metra/safety/rr_safety_parents.pdf | 2021-04-13T03:59:49+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00321.warc.gz | 564,758,625 | 651 | eng_Latn | eng_Latn | 0.998579 | eng_Latn | 0.998579 | [
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THE DOPPLER EFFECT
w / The pattern of waves made by a point source moving to the right across the water. Note the shorter wavelength of the forward-emitted waves and the longer wavelength of the backward-going ones.
Figure w shows the wave pattern made by the tip of a vibrating rod which is moving across the water. If the rod had been vibrating in one place, we would have seen the familiar pattern of concentric circles, all centered on the same point. But since the source of the waves is moving, the wavelength is shortened on one side and lengthened on the other. This is known as the Doppler Effect.
Note that the velocity of the waves is a fixed property of the medium, so for example the forward-going waves do not get an extra boost in speed as would a material object like a bullet being shot forward from an airplane. We can also infer a change in frequency.
Since the velocity is constant, the equation v=fλ tells us that the change in wavelength must be matched by an opposite change in frequency: higher frequency for the waves emitted forward, and lower for the ones emitted backward. The frequency Doppler effect is the reason for the familiar dropping-pitch sound of a race car going by. As the car approaches us, we hear a higher pitch, but after it passes us we hear a frequency that is lower than normal.
The Doppler effect will also occur if the observer is moving but the source is stationary. For instance, an observer moving toward a stationary source will perceive one crest of the wave, and will then be surrounded by the next crest sooner than she otherwise would have, because she has moved toward it and hastened her encounter with it. Roughly speaking, the Doppler effect depends only the relative motion of the source and the observer, not on their absolute state of motion (which is not a well-defined notion in physics) or on their velocity relative to the medium.
Restricting ourselves to the case of a moving source, and to waves emitted either directly along or directly against the direction of motion, we can easily calculate the wavelength, or equivalently the frequency, of the Doppler-shifted waves. Let u be the velocity of the source.
The wavelength of the forward-emitted waves is shortened by an amount uT equal to the distance traveled by the source over the course of one period. Using the definition f=1/T and the equation v=fλ, we find for the wavelength λ′ of the Doppler-shifted wave the equation
A similar equation can be used for the backward-emitted waves, but with a plus sign rather than a minus sign.
The second example shows that under ordinary earthbound circumstances, Doppler shifts of light are negligible because ordinary things go so much slower than the speed of light. It's a different story, however, when it comes to stars and galaxies, and this leads us to a story that has profound implications for our understanding of the origin of the universe.
The Big Bang
As soon as astronomers began looking at the sky through telescopes, they began noticing certain objects that looked like clouds in deep space. The fact that they looked the same night after night meant that they were beyond the earth's atmosphere.
Not knowing what they really were, but wanting to sound official, they called them "nebulae," a Latin word meaning "clouds" but sounding more impressive. In the early 20th century, astronomers realized that although some really were clouds of gas (e.g., the middle "star" of Orion's sword, which is visibly fuzzy even to the naked eye when conditions are good), others were what we now call galaxies: virtual island universes consisting of trillions of stars (for example the Andromeda Galaxy, which is visible as a fuzzy patch through binoculars). Three hundred years after Galileo had resolved the Milky Way into individual stars through his telescope, astronomers realized that the universe is made of galaxies of stars, and the Milky Way is simply the visible part of the flat disk of our own galaxy, seen from inside.
This opened up the scientific study of cosmology, the structure and history of the universe as a whole, a field that had not been seriously attacked since the days of Newton.
Newton had realized that if gravity was always attractive, never repulsive, the universe would have a tendency to collapse. His solution to the problem was to posit a universe that was infinite and uniformly populated with matter, so that it would have no geometrical center. The gravitational forces in such a universe would always tend to cancel out by symmetry, so there would be no collapse. By the 20th century, the belief in an unchanging and infinite universe had become conventional wisdom in science, partly as a reaction against the time that had been wasted trying to find explanations of ancient geological phenomena based on catastrophes suggested by biblical events like Noah's flood.
In the 1920's astronomer Edwin Hubble began studying the Doppler shifts of the light emitted by galaxies. A former college football player with a serious nicotine addiction, Hubble did not set out to change our image of the beginning of the universe. His autobiography seldom even mentions the cosmological discovery for which he is now remembered. When astronomers began to study the Doppler shifts of galaxies, they expected that each galaxy's direction and velocity of motion would be essentially random. Some would be approaching us, and their light would therefore be Doppler-shifted to the blue end of the spectrum, while an equal number would be expected to have red shifts. What Hubble discovered instead was that except for a few very nearby ones, all the galaxies had red shifts, indicating that they were receding from us at a hefty fraction of the speed of light.
Not only that, but the ones farther away were receding more quickly. The speeds were directly proportional to their distance from us.
Did this mean that the earth (or at least our galaxy) was the center of the universe? No, because Doppler shifts of light only depend on the relative motion of the source and the observer. If we see a distant galaxy moving away from us at 10% of the speed of light, we can be assured that the astronomers who live in that galaxy will see ours receding from them at the same speed in the opposite direction. The whole universe can be envisioned as a rising loaf of raisin bread.
As the bread expands, there is more and more space between the raisins. The farther apart two raisins are, the greater the speed with which they move apart.
The universe's expansion is presumably decelerating because of gravitational attraction among the galaxies. We do not presently know whether there is enough mass in the universe to cause enough attraction to halt the expansion eventually. But perhaps more interesting than the distant future of the universe is what its present expansion implies about its past. Extrapolating backward in time using the known laws of physics, the universe must have been denser and denser at earlier and earlier times. At some point, it must have been extremely dense and hot, and we can even detect the radiation from this early fireball, in the form of microwave radiation that permeates space. The phrase Big Bang was originally coined by the doubters of the theory to make it sound ridiculous, but it stuck, and today essentially all astronomers accept the Big Bang theory based on the very direct evidence of the red shifts and the cosmic microwave background radiation.
Finally it should be noted what the Big Bang theory is not. It is not an explanation of why the universe exists. Such questions belong to the realm of religion, not science. Science can find ever simpler and ever more fundamental explanations for a variety of phenomena, but ultimately science takes the universe as it is according to observations.
Furthermore, there is an unfortunate tendency, even among many scientists, to speak of the Big Bang theory was a description of the very first event in the universe, which caused everything after it. Although it is true that time may have had a beginning (Einstein's theory of general relativity admits such a possibility), the methods of science can only work within a certain range of conditions such as temperature and density. Beyond a temperature of about 10 9 K, the random thermal motion of subatomic particles becomes so rapid that its velocity is comparable to the speed of light. Early enough in the history of the universe, when these temperatures existed, Newtonian physics becomes less accurate, and we must describe nature using the more general description given by Einstein's theory of relativity, which encompasses Newtonian physics as a special case. At even higher temperatures, beyond about 10 33 degrees, physicists know that Einstein's theory as well begins to fall apart, but we don't know how to construct the even more general theory of nature that would work at those temperatures. No matter how far physics progresses, we will never be able to describe nature at infinitely high temperatures, since there is a limit to the temperatures we can explore by experiment and observation in order to guide us to the right theory.
We are confident that we understand the basic physics involved in the evolution of the universe starting a few minutes after the Big Bang, and we may be able to push back to milliseconds or microseconds after it, but we cannot use the methods of science to deal with the beginning of time itself.
A note on Doppler shifts of light
z / How do astronomers know what mixture of wavelengths a star emitted originally, so that they can tell how much the Doppler shift was? This image (obtained by the author with equipment costing about $5, and no telescope) shows the mixture of colors emitted by the star Sirius. (If you have the book in black and white, blue is on the left and red on the right.) The star appears white or bluish-white to the eye, but any light looks white if it contains roughly an equal mixture of the rainbow colors, i.e., of all the pure sinusoidal waves with wavelengths lying in the visible range. Note the black "gap teeth." These are the fingerprint of hydrogen in the outer atmosphere of Sirius. These wavelengths are selectively absorbed by hydrogen. Sirius is in our own galaxy, but similar stars in other galaxies would have the whole pattern shifted toward the red end, indicating they are moving away from us.
If Doppler shifts depend only on the relative motion of the source and receiver, then there is no way for a person moving with the source and another person moving with the receiver to determine who is moving and who isn't. Either can blame the Doppler shift entirely on the other's motion and claim to be at rest herself. This is entirely in agreement with the principle stated originally by Galileo that all motion is relative.
On the other hand, a careful analysis of the Doppler shifts of water or sound waves shows that it is only approximately true, at low speeds, that the shifts just depend on the relative motion of the source and observer.
For instance, it is possible for a jet plane to keep up with its own sound waves, so that the sound waves appear to stand still to the pilot of the plane.
The pilot then knows she is moving at exactly the speed of sound. The reason this doesn't disprove the relativity of motion is that the pilot is not really determining her absolute motion but rather her motion relative to the air, which is the medium of the sound waves.
Einstein realized that this solved the problem for sound or water waves, but would not salvage the principle of relative motion in the case of light waves, since light is not a vibration of any physical medium such as water or air. Beginning by imagining what a beam of light would look like to a person riding a motorcycle alongside it, Einstein eventually came up with a radical new way of describing the universe, in which space and time are distorted as measured by observers in different states of motion. As a consequence of this Theory of Relativity, he showed that light waves would have Doppler shifts that would exactly, not just approximately, depend only on the relative motion of the source and receiver. | <urn:uuid:6b9f1b78-e250-4a1a-bd40-091ad1199582> | CC-MAIN-2021-17 | http://www.idc-online.com/technical_references/pdfs/electrical_engineering/The_Doppler_Effect.pdf | 2021-04-13T05:08:18+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00322.warc.gz | 135,396,407 | 2,435 | eng_Latn | eng_Latn | 0.998927 | eng_Latn | 0.999027 | [
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Global warming may lead to practically irreversible Antarctic melting
A study outlines a series of temperature-related tipping points for the continent's ice sheets
Rising temperatures will lead to a series of tipping points for Antarctica's ice sheets, leading to practically irreversible melting, simulations suggest. Here, the Getz Ice Shelf in West Antarctica is shown. JEREMY HARBECK/NASA
ByCarolyn Gramling
SEPTEMBER 23, 2020 AT 4:32 PM
How is melting a continent-sized ice sheet like stirring milk into coffee? Both are, for all practical purposes, irreversible.
In a new study published in the Sept. 24Nature, researchers outlinea series of temperature-related tipping pointsfor the Antarctic Ice Sheet. Once each tipping point is reached, changes to the ice sheet and subsequent melting can't be truly reversed, even if temperatures drop back down to current levels, the scientists say.
The full mass of ice sitting on top of Antarctica holds enough water to create about 58 meters of sea level rise. Although the ice sheet won't fully collapse tomorrow or even in the next century, Antarcticice loss is accelerating(SN: 6/13/18). So scientists are keen to understand the processes by which such a collapse might occur.
"What we're really interested in is the long-term stability" of the ice, says Ricarda Winkelmann, a climate scientist at Potsdam Institute for Climate Impact Research in Germany. In the new study, Winkelmann and her colleagues simulated how future temperature increases can lead to changes across Antarctica in the interplay between ice, oceans, atmosphere and land.
In addition to direct melting due to warming, numerous processes linked to climate change can speed up overall melting, called positive feedbacks, or slow it down, known as negative feedbacks.
For example, as the tops of the ice sheets slowly melt down to lower elevations, the air around them becomes progressively warmer, speeding up melting. Warming temperatures also soften the ice itself, so that it slides more quickly toward the sea. And ocean waters that have absorbed heat from the atmosphere can transfer that heat to thevulnerable underbellies of Antarctic glaciersjutting into the sea, eating away at the buttresses of ice that keep the glaciers from sliding into the sea (SN: 9/11/20). The West Antarctic Ice Sheet is particularly vulnerable to such ocean interactions — but warm waters are also threatening sections of the East Antarctic Ice Sheet, such asTotten Glacier(SN: 11/1/17).
In addition to these positive feedbacks, climate change can produce some negative feedbacks that delay the loss of ice. For example, warmer atmospheric temperatures also evaporate more ocean water, adding moisture to the air and producingincreased snowfall(SN: 4/30/20).
The new study suggests that below 1 degree Celsius of warming relative to preindustrial times, increased snowfall slightly increases the mass of ice on the continent, briefly outpacing overall losses. But that's where the good news ends. Simulations suggest that after about 2 degrees Celsius of warming, the West Antarctic Ice Sheet will become unstable and collapse, primarily due to its interactions with warm ocean waters, increasing sea levels by more than 2 meters. That's a warming target that the signatories to the 2015 Paris Agreement pledged not to exceed, but whichthe world is on track to surpassby 2100 (SN: 11/26/2019).
As the planet continues to warm, some East Antarctic glaciers will follow suit. At 6 degrees Celsius of warming, "we reach a point where surface processes become dominant," Winkelmann says. In other words, the ice surface is now at low enough elevation to accelerate melting. Between 6 and 9 degrees of warming, more than 70 percent of the total ice mass in Antarctica is loss, corresponding to an eventual sea level rise of more than 40 meters, the team found.
Those losses in ice can't be regained, even if temperatures return to preindustrial levels, the study suggests. The simulations indicate that for the West Antarctic Ice Sheet to regrow to its modern extent, temperatures would need to drop to at least 1 degree Celsius below preindustrial times.
"What we lose might be lost forever," Winkelmann says.
There are other possible feedback mechanisms, both positive and negative, that weren't included in these simulations, Winklemann adds — either because the mechanisms are negligible or because their impacts aren't yet well understood. These include interactions with ocean-climate patterns such as the El Niño Southern Oscillation and with ocean circulation patterns, including the Atlantic Meridional Overturning Circulation.
Previous research suggested that meltwater from the Greenland and Antarctic ice sheets mightalso play complicated feedback roles. Nicholas Golledge, a climate scientist with Victoria University of Wellington in New Zealand, reported inNaturein 2019 that flows of Greenland meltwater can slow ocean circulation in the Atlantic, while cold, fresh Antarctic meltwater can act like a seal on the surface ocean around the continent, trapping warmer, saltier waters below, where they can continue to eat away at the underbelly of glaciers.
In a separate study published Sept. 23 inScience Advances, Shaina Sadai, a climate scientist at the University of Massachusetts Amherst, and her colleagues also examined the impact of Antarctic meltwater. In simulations that look out to the year 2250, the researchers found that in addition to a cool meltwater layer trapping warm water below it, that surface layer of freshwater would exert a strong cooling effect that could boost the volume of sea ice around Antarctica, which would in turn also keep the air there colder.
A large plug of such meltwater, such as due to the West Antarctic Ice Sheet's sudden collapse, could even brieflyslow global warming, the researchers found. But that boon would come at a terrible price: rapid sea level rise, Sadai says. "This is not good news," she adds. "We do not want a delayed surface temperature rise at the cost of coastal communities."
Because the volume and impact of meltwater is still uncertain, Winkelmann's team didn't include this factor. Robert DeConto, an atmospheric scientist also at the University of Massachusetts Amherst and a coauthor on theScience Advancesstudy, notes that the effect depends on how scientists choose to simulate how the ice breaks apart. The study's large meltwater volumes are the result of a controversial idea known as themarine ice-cliff hypothesis, which suggests that in a few centuries, tall ice cliffs in Antarctica might become brittle enough to suddenly crumble into the ocean like dominoes, raising sea levels catastrophically (SN: 2/6/19).
Despite lingering uncertainties over the magnitude of feedbacks, one emerging theme — highlighted by theNaturepaper — is consistent, DeConto says: Once the ice is lost, we can't go back.
"Even if we get our act together and reduce emissions dramatically, we will have already put a lot of heat into the ocean," he adds. For ice to begin to grow back,
"we'll have to go back to a climate that's colder than at the beginning of the Industrial Revolution, sort of like the next ice age. And that's sobering."
CITATIONS
J. Garbeet al.The hysteresis of the Antarctic Ice Sheet.Nature. Vol. 585, September 24, 2020, p. 538. doi: 10.1038/s41586-020-2727-5.
S. Sadaiet al.Future climate response to Antarctic Ice Sheet melt caused by anthropogenic warming.Science Advances. Published September 23, 2020. doi: 10.1126/sciadv. eaaz1169.
N.R. Golledgeet al.Global environmental consequences of twenty-first-century ice-sheet melt.Nature. Vol. 566, February 6, 2019, p. 65. doi: 10.1038/s41586-019-0889-9. | <urn:uuid:09529208-5b3b-4fd3-a001-4a7ef7850a92> | CC-MAIN-2021-17 | http://dhushara.com/Biocrisis/20/9/irreversible.pdf | 2021-04-13T04:42:42+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00324.warc.gz | 24,833,581 | 1,664 | eng_Latn | eng_Latn | 0.968444 | eng_Latn | 0.99744 | [
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Temperatures leap 40 degrees above normal as the Arctic Ocean and Greenland ice sheet see record June melting
And it may be messing with our weather.
Steffen Olsen, an Arctic researcher with the Danish Meteorological Institute, and dogs set out to retrieve oceanographic moorings and a weather station over meltwater topping sea ice in northwest Greenland on Thursday. (Steffen Olsen)
By
Jason Samenow
June 14 at 12:52 PM
Ice is melting in unprecedented ways as summer approaches in the Arctic. In recent days, observations have revealed a recordchallenging melt event over the Greenland ice sheet, while the extent of ice over the Arctic Ocean has never been this low in midJune during the age of weather satellites.
Greenland saw temperatures soar up to 40 degrees above normal Wednesday, while open water exists in places north of Alaska where it seldom, if ever, has in recent times.
It's "another series of extreme events consistent with the long-term trend of a warming, changing Arctic," said Zachary Labe, a climate researcher at the University of California at Irvine.
And the abnormal warmth and melting of ice in the Arctic may be messing with our weather.
Greenland ice sheet
Melt extent on the Greenland Ice Sheet between April and October. The recent melt event (indicated by the blue line) appears to be the greatest on record in mid-June. (National Snow and Ice Data Center)
Data from the National Snow and Ice Data Center show that the Greenland ice sheet appears to have witnessed its biggest melt event so early in the season on record this week (although a few other years showed similar mid-June melting).
"The melting is big and early," said Jason Box, an ice climatologist at the Geological Survey of Denmark and Greenland.
Extent of Greenland ice sheet melting on June 12. (National Snow and Ice Data Center)
Box explained that temperatures over the western Greenland ice sheet have been abnormally high while snow has been well below normal.
Marco Tedesco, an ice researcher at Columbia University, added that it has been unusually warm in east and central Greenland, as well. "This has triggered widespread melting that has reached about 45 percent of the ice sheet," he wrote in an email.
Normally, melting this widespread over the ice sheet doesn't occur until midsummer, if even then.
A simulation from the European Centre for Medium-range Weather Forecasting suggested that temperatures over Greenland may have peaked at around 40 degrees above normal on Wednesday.
European model simulation of temperature difference from normal over Greenland on Wednesday. (WeatherBell.com)
A big dome of high pressure has positioned itself over Greenland, resulting in sunny skies and mild temperatures, which have enabled melting. An automated weather station at the top of Greenland's ice sheet topped freezing on June 12, a very rare event, whichlast occurred in July 2012.
The@NOAAautomatic weather station at Summit, Greenland, suggests air temperature flickered above 0°C at 19:30 LST June 12. https://t.co/Dy0e7uRiRx pic.twitter.com/EpOl2R5dmV
— William Colgan, Ph.D. (@GlacierBytes)
June 13, 2019
2012 is the notorious year in which theGreenland ice sheet witnessed the most melting on record. Those monitoring the ice sheet say melting in 2019 could rival it.
Weather in the coming months will determine how much more the ice sheet melts and whether 2019 is a record-setter. If high pressure holds in place, "we should break a new record,"tweeted Xavier Fettweis, a climatologist at the University of Liège in Belgium.
But scientists studying the region know that Greenland's weather is highly variable and can change rapidly.
Mike MacFerrin, a glaciologist at the University of Colorado, put it this wayin a tweet: "2019 has been… anomalous… so far, but also quite variable. It's early and weather is weather, so keep your eyes peeled. ..."
(Zachary Labe)
Weather satellites have monitored sea ice in the Arctic since 1979, and the current ice coverage is the lowest on record for midJune.
The ice extent has been especially depleted in the part of the Arctic Ocean adjacent to the Pacific Ocean. "It's pretty remarkable how much open water is in that area," Labe said.
Labe explained high pressure over the Arctic has helped to pull sea ice way from the northern Alaska coast.
Unprecedented early#seaiceloss from both Chukchi & Beaufort Seas north and west of Alaska. June 8th extent from@NSIDCis 1981-2010 median for Aug 01! Five lowest extents for this date are 2015 through
2019.#akwx #Arctic @Climatologist49@CooperIslandAK @seaice_de @ajatnuvukpic.twitter.com/rImqEFugH0
— Rick Thoman (@AlaskaWx)June 9, 2019
Sea ice loss over the Chukchi and Beaufort seas along Alaska's northern coast has been "unprecedented" according to Rick Thoman, a climatologist based in Fairbanks.
Labe said there's sufficient open water that you could sail all the way from the Bering Strait into a narrow opening just north of Utqiagvik, Alaska's northernmost city, clear into the Beaufort Sea. "It's very unusual for open water this early in this location," he said.
The Hornburg has been breached: the last band of high concentration#seaicenortheast of Utqiaġvik is gone. There's now a continuous water connection around Alaska from the Bering to Chukchi to the Beaufort
Sea.#akwx #Arctic @Climatologist49@ajatnuvuk @CooperIslandAK @seaice_depic.twitter.com/Het08mZfcA
— Rick Thoman (@AlaskaWx)June 10, 2019
With all of the exposed water, ocean temperatures in this region will rise, Labe said. This should delay the customary fall freeze and will likely result in a historically low late summer sea ice minimum, typically in mid-September.
Whether the Arctic sea ice minimum is record-setting, like the Greenland ice sheet, will depend on weather in the coming months.
"There is no indication that this year will be as low as 2012," when Arctic sea ice reached its lowest extent on record, Labe said. "If cloudy weather occurs, it would slow down the rate [of melting]. It's really hard to predict."
Implications for weather over the United States?
The extreme conditions in the Arctic, which have resulted in these record-challenging melt events, have far-reaching implications. There is a saying often repeated by Arctic researchers: "What happens in the Arctic doesn't stay in the Arctic."
The bulging zones of high pressure in the Arctic, which have facilitated the unusual warmth and intensified melting, are displacing the cold air normally contained in that region into the mid-latitudes — like a refrigerator door left open. Much of the central and eastern United States have seen lower-than-normal temperatures in the past week.
Temperature difference from normal on Friday, as analyzed by the Global Forecast System model. (University of Maine Climate Reanalyzer)
The jet stream, the high-altitude current separating cold air and warm air, has taken unusually erratic meanders.
"The jet stream this week was one of the craziest I've ever seen!" Jennifer Francis, one of the leading researchers who has published studies connecting Arctic change and mid-latitude weather, wrote in an email.
Francis had earlier suggested that conditions in the Arctic may have played a role in theextreme jet stream pattern that spurred the tornado swarm and record floodingin the central U.S. during the last two weeks of May.
"We can't say that the rapid Arctic warming is causing this particularly pattern, but it certainly is consistent with that," Francis, senior scientist at Woods Hole Research Center, said.
Greenland lost 2 billion tons of ice yesterday, which is very unusual
By
Brandon Miller
, CNN Meteorologist
Updated 2049 GMT (0449 HKT) June 14, 2019
(CNN)Over 40% of Greenland experienced melting yesterday, with total ice loss estimated to be more than 2 gigatons (a gigaton is equal to 1 billion tons).
While Greenland is a big island filled with lots of ice, it is highly unusual for that much ice to be lost in the middle of June. The average "melt season" for Greenland runs from June to August, with the bulk of the melting occurring in July.
To visualize how much ice that is, imagine filling the National Mall in Washington DC with enough ice to reach a point in the sky eight times higher than the Washington
Monument (to borrow
an analogy Meredith Nettles
from Columbia University gave to the Washington Post.)
Greenland
@greenlandicesmb
Yesterday (13th June), we calculate #Greenland #icesheet lost more than 2 Gt (2 km³) of ice,, melt was widespread but didn't quite get to #SummitCamp which was just below 0°C
The high melt is unusual so early in the season but not unprecedented http://
polarportal.dk/en/greenland/s urface-conditions/
…
70
6:45 PM - Jun 14, 2019
106 people are talking about this
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The sudden spike in melting "is unusual, but not unprecedented," according to Thomas Mote, a research scientist at the University of Georgia who studies Greenland's climate.
"It is comparable to some spikes we saw in June of 2012," Mote told CNN, referring tothe record-setting melt year of 2012that saw almost the entire ice sheet experience melting for the first time in recorded history.
This much melting this early in the summer could be a bad sign, indicating 2019 could once again set records for the amount of Greenland ice loss.
Mote explained how snow and ice melt off the Greenland ice sheet, especially early in the season, makes it easier to for additional melt to occur later in the summer. White snow and ice, which is bright and reflects the sun's rays back into space, reduces the amount of heat that is absorbed and helps to keep the ice sheet cold (a process known as "albedo").
"These melt events events result in a changed surface albedo," according to Mote, which will allow more of the mid-summer sun's heat to be absorbed into the ice and melt it.
Predictions for a record melt season
According to Mote "all signs seem to be pointing to a large melt season," and he is far from the only scientist to think so.
Jason Box, an ice climatologist at the Geological Survey of Denmark and Greenland, predicted in late May that
"2019 will be a big melt year for Greenland."
Box pointed out that this year had unusually early season melt days in April, and the melt season was "happening about three weeks earlier than average, and earlier than the record-setting melt year of 2012."
In addition to the early season melt, the snow cover is already lower than average in Western Greenland, and combining these factors "mean that 2019 is likely going to be a very big melt year, and even the potential to exceed the record melt year of 2012."
What is causing the sudden melt?
A persistent weather pattern has been setting the stage for the current spike in melting, according to Mote.
"We've had a blocking ridge that has been anchored over East Greenland throughout much of the spring, which led to some melting activity in April -- and that pattern has persisted."
That high pressure ridge pulls up warm, humid air from the Central Atlantic into portions of Greenland which leads to warmer temperatures over the ice. The high pressure also prevents precipitation from forming and leads to clear, sunny skies.
Over the past week or two, that high pressure ridge got even stronger as another high pressure front moved in from the eastern U.S. (the one that caused the prolonged hot and dry period in the Southeast earlier this month).
Melt periods like the current one are not unprecedented; Mote noted previous ones in 2012 as well as 2007 and 2010 (all major melt years). But he pointed out that until recently, they were unheard of.
"We've seen a sequence of these large melt seasons, starting in 2007, that would have been unprecedented earlier in the record," and according to Mote "we didn't see anything like this prior to the late 1990's."
If these extreme melt seasons are becoming the new normal, it could have significant ramifications around the globe, especially for sea level rise.
"Greenland has been an increasing contributor to global sea level rise over the past two decades," Mote said, "and surface melting and runoff is a large portion of that." | <urn:uuid:6449ff21-33ca-4279-9a30-f88e2fe92ae1> | CC-MAIN-2021-17 | http://dhushara.com/Biocrisis/19/6b/40deg.Reduce%20to%20300%20dpi%20average%20quality%20-%20STANDARD%20COMPRESSION.pdf | 2021-04-13T04:04:21+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00330.warc.gz | 25,445,413 | 2,709 | eng_Latn | eng_Latn | 0.997131 | eng_Latn | 0.998718 | [
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Daily Respect, Responsibility and Recognition at Ashley Oaks (3 R's):
Students
Staff
* to be kind and respectful to all regardless of their race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability
Parents, Guardians & Community Members
* to include others in games & play
* to listen to staff and follow directions
* to learn through cooperation and hard work
* to complete all assigned work
* to study for success
* to self-evaluate and be aware of good performance criteria
* to arrive on time
* to build pride in our school
* to participate in and support all school activities
* to welcome each other and visitors into a respectful, safe environment
* to accept direction to become a better Ashley Oaks citizen
* to have a positive attitude toward learning
* treat one another with dignity and respect at all times, and especially when there is a disagreement; aggressive behaviours and foul language will not be tolerated
* respect and comply with all applicable federal, provincial & municipal laws
* to be kind and respectful to all regardless of their race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability
* to work collaboratively to promote student success and citizenship
* to listen and respond to student and parent concerns
* to plan meaningful and stimulating programs to enable responsibility in learning
* to recognize and promote the unique, positive, exemplary contributions of students, Home and School and School Council at Ashley Oaks
* to maintain an atmosphere of exemplary learning characterized by mutual respect, self-confidence and management of student behaviour
* engage in collective problem solving with staff, parents & students
* treat one another with dignity and respect at all times, and especially when there is a disagreement; aggressive behaviours and foul language will not be tolerated
* respect and comply with all applicable federal, provincial & Municipal laws
* to be kind and respectful to all regardless of their race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability
* to support learning in and out of school, daily reading, homework, etc.
* to support staff through open communication
* to keep teachers informed of unique or ongoing issues that could affect learning at school
* to send your child prepared for school each day; proper clothing, lunch, books, assignments,
* ensure student arrives on time.
* Report child absences
* to drive safely while on school property and to respect and obey all parking signs (Fire Routes, Handicap Parking, etc.)
* engage in collective problem solving with staff & students
* treat one another with dignity and respect at all times, and especially when there is a disagreement; aggressive behaviours and foul language will not be tolerated
* respect and comply with all applicable federal, provincial & Municipal laws
Student Code of Conduct
Respect:
* to show consideration for self and other students, co-workers
* to demonstrate consideration for parents, visitors and staff
* to value our learning environment, the building and the welfare of all
* to know and appreciate what respect looks, sounds and feels like
* to learn and practice the values of a democratic society
Responsibility:
* to be accountable for completion of all of your assignments
* to support your own learning through cooperation with staff
* to enable others around you to learn through friendly acceptance and support
* to maintain a positive and in control presence in the school at all times
* to safeguard your books, assignments and resources within the school
Recognition:
* to attain self-satisfaction through doing a good job each day
* to see and celebrate the strengths of others daily in your classroom and in the school
* to enjoy the pleasure of learning and recognize the personal reward of knowledge
* to share willingly with others in a caring, learning environment
* to accept and enjoy recognition from others and staff for your demonstrated responsibility
Student Rights:
* to receive a comprehensive, skills based academic education and to learn in a respectful, calm and safe environment in classrooms, halls and school yard
* to be treated with dignity and respect by students, staff and parents
* to receive an education that recognizes personal strengths and abilities with encouragement to develop autonomy for responsible and productive decision making
* to be treated fairly and to be heard in school affairs and academic pursuits
* to be given fair opportunity to participate in teams, choir, band, clubs and other activities
* to be free from racial, ethnic, verbal, internet, physical, sexual harassment and bullying
Dress Code
At Ashley Oaks Public School, our Dress Code allows for comfort and functionality while sustaining a respectful learning environment.
Head Gear
*
Hats are to be removed upon entry to school.
* ats, including bandanas are not to be worn within the school. Exceptions may be granted by the school administration for medical condition or religion.
Jewelry
* For reasons of safety, jewelry or articles of clothing that create a safety concern may be required to be removed for physical education classes or other special activities.
Clothing
* Any clothing or personal item, which display or promote drugs, alcohol, tobacco, violence, racism, sexism or contains rude, vulgar, swear words/images are not acceptable.
* Dresses, skirts, shorts are to be at a mid-thigh length (ends of fingertips).
* he torso must be covered (front, back and midriff covered).
* Clothing that is ripped, torn or revealing in inappropriate places will not be accepted.
* Exposed undergarments are not acceptable.
* Girls' and boy's tank tops and v-neck shirts are acceptable when neck line of shirt or top is not lower than the armpit.
* Sunglasses are not to be worn inside the school unless medically required.
* Footwear must be appropriate for safe participation in all types of school activities. Students are expected to have appropriate indoor and outdoor footwear. Footwear must be worn at all times. Any footwear with wheels is not to be worn on school property.
Students whose clothing is considered inappropriate will be counseled individually by staff, asked to cover up, to change, to work apart from other students, or may be sent home. If a student is counseled by staff for inappropriate attire, parents will be contacted. | <urn:uuid:c21586a4-6bc0-4ca2-a8dd-8c68705e0182> | CC-MAIN-2021-17 | https://ashleyoaks.tvdsb.ca/en/resources/AO-Code-of-Conduct.pdf | 2021-04-13T04:55:55+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00329.warc.gz | 219,634,127 | 1,298 | eng_Latn | eng_Latn | 0.996733 | eng_Latn | 0.996388 | [
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SP 749
Food Safety Best Practices for Farmers Markets
Faith Critzer Assistant Professor UT Extension Food Safety Specialist Department of Food Science and Technology
Wendell "Hal" Pepper Financial Analyst Specialist Center for Profitable Agriculture
Why should farmers market managers and vendors be concerned about food safety?
their products by allowing customers to sample them. However, a number of local health departments do not permit sampling or have specific guidelines regarding the practice. Vendors should check with their city or county health departments to determine their regulations.
Food safety practices must be in place at every point along the farm-to-fork continuum, including the farmers market. Each year 1 out of 6 Americans will become ill from a foodborne pathogen. These pathogens can be bacteria, viruses or parasites that are spread by contaminated food. Figure 1 depicts the foods implicated in more than 1,500 outbreaks from 2003-2008 (CDC, 2011). Many of these commodities are commonly sold at farmers markets. Market managers, as well as vendors, should be aware of practices that will decrease the likelihood of a foodborne illness being associated with their products or at their markets.
Any produce that is offered as samples should be thoroughly cleaned in water that would be safe for drinking prior to serving. In addition, if the produce does not bruise easily, vendors should use vegetable brushes to remove loose debris. All utensils used for cutting up samples should be thoroughly washed, rinsed and sanitized by vendors between uses. If cleaning and sanitizing utensils is not an option at the market, vendors should prepare samples before coming to the market and keep them in a cooler on ice. After being cut, produce releases nutrients that bacteria can use to rapidly grow if the temperature isn't controlled. That is why produce is considered a potentially hazardous food and should be kept cold (below 41 F) and allowed to remain outside of temperature control for no longer than two hours or one hour when the ambient temperature is above 90 F. The same approach applies to other potentially hazardous foods such as meats, poultry and dairy products.
Seven Best Practices for Farmers Markets
1. Sampling of Produce and Foods
Many vendors will want to showcase
It's also important to remember that someone's hands can be the source of contamination. Vendors handling produce should wash their hands regularly or use gloves and change them frequently. Customers should refrain from touching samples with their bare hands. Vendors may use toothpicks, wax paper or tongs, or partition samples into single-use
Concern regarding sampling is in response to foodborne outbreaks that have been linked to foods offered as samples at farmers markets. In 2000, 14 people who sampled produce offered at a Fort Collins, Colo., farmers market were made ill by a harmful bacteria, E. coli O157:H7. As such, the market manger should develop a strict product sampling policy and ensure it is being adhered to by all vendors.
1
containers to keep customers from directly touching the samples. Samples should remain covered to keep flies and other insects away.
2. Personal Hygiene
Farmers market customers can be a source of foodborne pathogens. Customers should have access to clean, well-stocked bathrooms and hand-washing stations. While washing with soap and water is always best, the use of a hand sanitizer is better than nothing at all if hand-washing stations are not available. However, many portable options for both bathroom and hand-washing facilities are available. Market managers should use signage to direct customers to hand-washing and bathroom facilities. In addition, market managers should train vendors and other market workers on proper handwashing technique and when handwashing is appropriate.
3. Pet Policy
Unfortunately pets also can be a source of foodborne pathogens and should be restricted from the market area where food is readily accessible. This is the same reason that pets are not allowed inside restaurants and grocery stores. Market managers should develop a pet policy, publicize it to patrons through signage, and enforce it. Managing a pet policy can be much easier said than done, especially if a market has allowed pets in the past or if the market is in a temporary setting that allows pets under other circumstances. However, it is important from a food safety standpoint that this policy is in place.
4. Vendor Displays
Vendors should make use of every square inch in their display areas with one restriction, the ground. The ground is an unclean surface and most vendors will not know what's been there before them. All produce and foods should be kept at least 6 inches off the ground to prevent contamination.
5. Produce Containers
It is best for vendors to use containers such as plastic crates that can be cleaned and sanitized between uses. While containers are a monetary investment for vendors, some funds are available to help defray costs as part of the Tennessee Agriculture Enhancement Program. More information about the program is available at http://www.tn.gov/ agriculture/enhancement/prod_divers. shtml. Alternatively, vendors can employ single-use cardboard boxes, clamshells or mesh bags instead of wooden containers to hold their produce.
6. Implementation of Good Agricultural Practices
All of this work focused on best practices at the market is negated if the produce arrives at market with foodborne pathogens. It is important for fruit and vegetable growers to implement Good Agricultural Practices, also known as GAPs, on their farms to reduce the chance of foodborne pathogens contaminating their produce. Market managers should become knowledgeable of GAPs and strongly encourage vendors to have a food safety plan implemented on their farms. More information on GAPs and food safety can be found at http://vegetables. tennessee.edu/food_safety.html.
7. Regulatory Compliance by Food Manufacturers
Market managers also are tasked with
ag.tennessee.edu
R12-4010-042-007-13 800 05/13 13-0221
Programs in agriculture and natural resources, 4-H youth development, family and consumer sciences, and resource development. University of Tennessee Institute
2
of Agriculture, U.S. Department of Agriculture and county governments cooperating. UT Extension provides equal opportunities in programs and employment.
assuring all food manufacturers are complying with state regulations, and if the vendor is selling across state lines, federal regulations. Many market managers require food manufacturers to show their most recent inspection report from the Tennessee Department of Agriculture Regulatory Services Division to satisfy this requirement. The only individuals exempt from inspection and licensing by TDA are those selling small amounts (no more than 100 units per week) of non-potentially hazardous foods, which include products like baked goods. More information about the regulatory considerations for manufactured foods is available in UT Extension publication PB 1399 "Getting Started in a Food Manufacturing Business in Tennessee" at https:// utextension.tennessee.edu/publications/ Documents/pb1399.pdf.
What Food Safety Can Do for Farmers Market Managers and Vendors
Food safety is a great marketing tool because consumers find it extremely important. For a marketing advantage, farmers market managers and vendors should make sure that customers know that steps have been taken to implement best practices. UT Extension can provide managers and vendors with assistance for ongoing training opportunities. For more information, contact Faith Critzer at email@example.com or 865-974-7274.
References:
CDC. 2011.
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Mathematics:
➔ Read, write and order numbers to 1,000, recognising the place value of each digit (e.g. how many 100s, how many 10s, how many 1s);
➔ Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction - see below:
➔ Be fluent with the 2, 5, 10, 3, 4 and 8 times tables (children should be able to recall the times tables in any order and know the inverse (division fact));
➔ Examples of online activities:
https://www.ictgames.com/mobilePage/placeValuePieces/index.html https://ttrockstars.com/
English:
➔ Know Year 3 spelling rules (see Home-School diary) and recall rules and phonics from prior year groups
➔ Read daily a book of choice and reread pages to build fluency
➔ Regularly read a variety of reading materials and literature.
➔ Listen to a grown up read stories and ask and answer questions remembering question types (copy cat, text detective, you judge)
➔ Correctly form all letters of the alphabet using a cursive print and correctly join digraphs, trigraphs and letter strings.
➔ Spell all of the Year 3 and 4 wordlist
➔ Read and write the first 200 high frequency words | <urn:uuid:bd1c4fdc-33ab-485a-97d4-4e88e04f4a37> | CC-MAIN-2021-17 | https://seabridgeprimary.org.uk/uploads/Year%203%20-%20Mathematics%20and%20English.pdf | 2021-04-13T04:45:57+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00327.warc.gz | 613,392,404 | 290 | eng_Latn | eng_Latn | 0.993551 | eng_Latn | 0.993551 | [
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Newly waterproofed Arctic seed vault hits 1m samples
Rapid climate change forced urgent upgrade of 'failsafe' doomsday storage facility
Damian Carrington
Environment editor
@dpcarrington
Tue 25 Feb 2020 00.01 GMT
Last modified on Tue 25 Feb 2020 00.05 GMT
Construction workers add the finishing touches to the seed vault. Photograph: Ragnhild Utne/Statsbygg
TheArcticglobal seed vault has reached the milestone of having 1m varieties stored in its deep freeze. The new deposits are being made after unexpected flooding of its entrance tunnel in 2017 prompted an upgrade.
Seeds from 60,000 crop varieties from across the world are being placed in the vault to back up those held in other seed banks.
The €9m (£7.5m)underground facility in the Norwegian archipelago of Svalbardopened in 2008 as a "failsafe" store. But the unexpectedly rapid pace of global heating led tomelting of the permafrost that had encased it.
Now, a €20m refurbishment by the Norwegian government means the vault is secure for the future and "absolutely watertight", according to officials.
The destruction of nature means vitaldiversity of crops and their wild relatives are being lost, at a time when the impact of the climate emergency means new varieties are needed to cope with changing weather and pests. Seed banks can also be destroyed by power loss and war,as happened in Aleppo, Syria, making the Svalbard vault crucial.
Tuesday's deposits, from 36 institutions, are the most diverse and include seeds of 27 wild plants from Prince Charles's Highgrove estateas well as seeds of the candy roaster squash, which are beingdeposited by the Cherokee Nationin the US.
Wild emmer wheat, known as the "mother of wheat" when it was discovered in 1906, is being deposited by Haifa University in Israel, alongside potato varieties from Peru and other crops from Mongolia, Morocco, Myanmar and New Zealand. Each sample contains roughly 500 seeds.
The Svalbard vault, which is carved into solid rock, houses samples of about 1,050,000 crop varieties from 5,000 species. This represents two-fifths of the estimated 2.4m varieties in the world, and the vault has plenty of room to accommodate them.
"Crop diversity is an essential basis of food production," said Hannes Dempewolf, a scientist atCrop Trust, which operates the vault alongside theNordic Genetic Resource Centre. "And the Svalbard vault is the essential backup facility for seed banks around the world, safeguarding the biodiversity they hold."
Many crop varieties have been lost, including93% of fruit and vegetable varieties in the US.
"The issue of some water intrusion in the entrance tunnel was certainly not foreseen during construction," Dempewolf said. "No one thought summers would be so warm.
"A major upgrade was the only right thing to do and the Norwegian government has certainly put the resources up to make sure that it is absolutely watertight now."
Hege Njaa Aschim, a spokeswoman for the government, which owns the vault, said: "The entrance tunnel and the upgrade will secure the seed vault for the future."
The vault was built to protect millions of food crops from climate change, wars and natural disasters. Photograph: Renato Granieri/Alamy
In 2017,she told the Guardian: "A lot of water went into the start of the tunnel … The vault was supposed to [operate] without the help of humans." No water reached the seed vaults.
The 130-metre entrance tunnel has been fully waterproofed and the cooling equipment that keeps the vault at -18C moved to a new service building, so heat from the machinery can be released outside. The vault is 130 metres above sea level and designed for a "virtually infinite lifetime".
"It is always dangerous to talk about something being completely failsafe and impregnable," Dempewolf said. "In 20, 30, 40 years down the line, we will continue to monitor the situation to see whether any other upgrades are necessary."
Arctic stronghold of world's seeds flooded after permafrost melts
No seeds were lost but the ability of the rock vault to provide failsafe protection against all disasters is now threatened by climate change
Damian Carrington
Environment editor
@dpcarrington
Fri 19 May 2017 16.39 BST
Last modified on Wed 14 Feb 2018 16.59 GMT
The Svalbard 'doomsday' seed vault was built to protect millions of food crops from climate change, wars and natural disasters. Photograph: John Mcconnico/AP
It was designed as an impregnable deep-freeze to protect the world's most precious seeds from any global disaster and ensure humanity's food supply forever. But theGlobal Seed Vault, buried in a mountain deep inside the Arctic circle, has been breached after global warming produced extraordinary temperatures over the winter, sending meltwater gushing into the entrance tunnel.
The vault is on the Norwegian island of Spitsbergen and contains almost a million packets of seeds, each a variety of an important food crop. When it was opened in 2008, the deep permafrost through which the vault was sunk was expected to provide "failsafe" protection against "the challenge of natural or man-made disasters".
Butsoaring temperatures in the Arcticat the end of theworld's hottest ever recorded yearled to melting and heavy rain, when light snow should have been falling. "It was not in our plans to think that the permafrost would not be there and that it would experience extreme weather like that," said Hege Njaa Aschim, from the Norwegian government, which owns the vault.
"A lot of water went into the start of the tunnel and then it froze to ice, so it was like a glacier when you went in," she told the Guardian. Fortunately, the meltwater did not reach the vault itself, the ice has been hacked out, and the precious seeds remain safe for now at the required storage temperature of -18C.
But the breach has questioned the ability of the vault to survive as a lifeline for humanity if catastrophe strikes. "It was supposed to [operate] without the help of humans, but now we are watching the seed vault 24 hours a day," Aschim said. "We must see what we can do to minimise all the risks and make sure the seed bank can take care of itself."
The vault's managers are now waiting to see if the extreme heat of this winter was a one-off or will be repeated or even exceeded as climate change heats the planet. The end of 2016 saw average temperatures over 7C above normal on Spitsbergen, pushing the permafrost above melting point.
"The question is whether this is just happening now, or will it escalate?" said Aschim. The Svalbard archipelago, of which Spitsbergen is part, has warmed rapidly in recent decades, according to Ketil Isaksen, from Norway's Meteorological Institute.
"The Arctic and especially Svalbard warms up faster than the rest of the world. The climate is changing dramatically and we are all amazed at how quickly it is going," Isaksentold the Norwegian newspaper Dagbladet.
The vault managers are now taking precautions, including major work to waterproof the 100m-long tunnel into the mountain and digging trenches into the mountainside to channel meltwater and rain away. They have also removed electrical equipment from the tunnel that produced some heat and installed pumps in the vault itself in case of a future flood.
Aschim said there was no option but to find solutions to ensure the enduring safety of the vault: "We have to find solutions. It is a big responsibility and we take it very seriously. We are doing this for the world."
"This is supposed to last for eternity," said Åsmund Asdal at the Nordic Genetic Resource Centre, which operates the seed vault. | <urn:uuid:60b59308-519d-4a35-bc26-62d0a76b6113> | CC-MAIN-2021-17 | http://dhushara.com/Biocrisis/20/2/vault.Reduce%20to%20300%20dpi%20average%20quality%20-%20STANDARD%20COMPRESSION.pdf | 2021-04-13T04:37:07+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00330.warc.gz | 26,158,497 | 1,688 | eng_Latn | eng_Latn | 0.999151 | eng_Latn | 0.999196 | [
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Half Term Challenges
Courtney Primary School
At Courtney we have thought of some ideas for you to have fun and get active this Half Term. We are challenging you to complete some of these screen-free activities.
Get Cooking!
1. Cook a pancake! Can you make a savory or sweet pancake? (Pancake Day 16th Feb)
2. Flip your pancake? (Send in a video)
3. Cook (help cook) a meal for your family.
4. Create a smoothie or milkshake.
5. Have a tea party, invite your family or toys.
Go Outdoors!
6. Go puddle jumping, how many puddles can you jump in?
7. Go on a nature walk, how many steps have you taken or how far did you go?
8. Go get muddy, walk and squelch in the mud. Don't forget to put the washing on.
9. Go spy as many different animals and creatures as you can.
10. Can you spot any signs of Spring?
Connecting with others
11. Make a phone call (write a postcard) to someone you have not seen for a while.
12. Have a Games Night and play cards or a board game together.
13. Read a story to a a member of your family
14. Help around the house with jobs or go help wash a car.
15. Pamper a member of your family ... home made face mask or hair style?
Lets get Physical
16. Make up a dance routine for a song | DANCE, DANCE, DANCE.
17. Jog for 1 kilometer or cycle for 5 kilometers.
18. Create your own Joe Wicks video where you are the coach.
19. Go run (walk) to the top of a hill and take in the view.
20. Do 10 exercises in each room in your home. (star jumps, squats, press ups etc...)
Get Creative
21. Make and send a valentines card on the 14th February.
22. Make a 1 minute video clip about an animal (or a pet?) like David Attenborough.
23. Make up a song or a rap | SING, SING, SING.
24. Make a video of you performing your best air guitar (or air drums).
25. Draw a self portrait by looking in a mirror.
Learn a new skill
26. Learn a new skill like Keepy-uppies, knitting, riding a bike...
27. Try some origami | make a plane , or an animal or other 3D shape out of paper.
28. Learn how to juggle, roll some socks up, start with two and then three balls.
29. Learn to skip (jump rope) or improve your skipping, add a trick.
30. Clap as many times as you can between throwing a ball up in the air and catching it.
Build something
31. Create a monster, building or machine out of Lego.
32. Make an inside den out of sofas, cushions, blankets ... have lunch in there!
33. Make a model out of cardboard or a scene (tv set) in a shoe box!
34. Build a home or a bed for a pet.
35. Build your reading power by reading a book.
You are a SUPER HERO | 15 or more Challenges completed
You are a real HERO | 10 to 14 Challenges completed
You are TOTALLY AWESOME | 6 to 9 Challenges completed
You are AWESOME | 3 to 5 Challenges completed
Courtney
School
We would love for you to send us any pictures or videos of you completing these challenges
and being awesome to your class e-mail address.
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TOM PALMER FOOTBALL ACADEMY 4 : Reading the Game
Put on your boots and get ready to score!
Teamwork
Ben could see what Ryan was going to do before he did it. He knew how his friend liked to play football.
Ryan would trap the ball, then look up, ready to play it forward. To his left, or to his right.
He always did that.
So Ben sprinted up the pitch, his arm in the air, shouting 'Ryan!' And just as he thought, Ryan controlled the ball and played it forward to Ben's feet.
Now Ben had three options: run with the ball, pass it back to Ryan, or play in another team mate who was moving forward too.
Ben knew who would be moving forward.
Yunis would be making a direct run into the area.
Will would be drifting to the far post.
And Jake would be in the space behind the Manchester City defenders on the other side of the pitch.
He looked up. The defenders had gone with Yunis and Will, backpedalling desperately. As a result Jake was in loads of space.
So Ben played it to Jake, cutting the Manchester City defence in half. Ben could see what would happen next too. United would score.
Jake took the ball to the touch line, side-stepped his defender and slid the ball to Yunis' feet.
Yunis did the rest, clipping the ball in. Low and hard. The Manchester City defence was all over the place.
1-1. That was better. At least they weren't losing now.
This was an important game. The first for the under twelve's since coming back from a tournament in Poland.
United's under twelve's were all really good players. The best in their region. United were a top side in the Premiership. And some of this under twelve's team were expected to become professionals in a few years time. Maybe even internationals.
Ben watched Jake and Yunis celebrating in the penalty area. They always looked odd together. Little and large. Jake was small and thin: Yunis tall and muscular. The two of them turned and did a thumbs up to Ben.
Ben smiled. He loved playing with these two. He knew their games so well. They were good players: always in the right place at the right time.
Then Ben looked at the parents. A row of figures in cagoules and jumpers at the far side of the fields. They were standing behind a cordon, a line of string stretched the length of the pitch. On the opposite side of the pitch to the United coaches and substitutes.
Then Ben saw his own family.
His mum leaning on the pushchair. The baby, Tom, sleeping. His brother and sister, Molly and Cameron, four and five, kicking a small ball about, falling over, laughing.
Ben's mum waved to him and grinned. She knew he'd set the goal up. She knew about football. She'd taught him how to play when he was younger than Molly or Cameron. When he was her only child. After his first dad had walked out.
Ben gave his attention back to the game. Now United could try to win it.
They'd been a goal down since the first minute, when James, the central defender, had made a terrible mistake, letting one of the Manchester City attackers break into the penalty area, unmarked.
It was so out of character for James to let something like that happen. But Ben knew that everyone made mistakes. Even the team's best player, which James definitely was. As well as being the son of a former England international.
Manchester City retrieved the ball for the kick off. There were ten minutes left.
Ryan came over to Ben.
'Nice one, Ben,' he said. 'That ball you played to Jake. Not bad.'
'Cheers,' Ben said, beaming.
Ben was always happy to get praise from Ryan.
Ryan was the team captain. And a good mate. They were in the same class at school too.
Sometimes Ryan could be a bit mean to the other players. But recently – since United had been back from Poland – he'd been a lot better. Less likely to make trouble.
But Ben knew he had to focus on the game.
Manchester City were about to kick off. United could still win it. Or, lose it.
Panic
'Right lads.'
Steve Copper had gathered the squad together, sitting on the grass in a goal mouth. Monday evening.
The training pitches were next to a large wood and alongside a river. On the other side of the river there was a stately home with posh gardens and a visitors' centre. Ben had visited the place several times as a boy.
After they'd had warmed up with runs and some close passing, Steve addressed them.
'First of all: the game yesterday,' he said. 'Very good. Maybe we didn't win, but the teamwork was great. The way you played together. Excellent. And I thought Ben had a great match,' Steve said. 'He really read the game superbly. I was very pleased.'
Ben grinned and looked at Ryan. This felt good. He liked being praised. And in front of the rest of the team.
Ryan made a face like he was angry with Ben, but then he grinned.
'Here's what we're going to do, tonight,' Steve said. 'More work on options. In front of goal. Trying to set yourself up so you can cope with more than one thing happening.'
Steve arranged the boys up in groups in a penalty area. With Tomasz in goal.
Each boy had to run towards the penalty area and Steve – standing on the penalty spot – would throw the ball either to his left or right. Then the player had to shoot first time.
The idea was to predict which way Steve would throw the ball. Then to adjust your footing if you got it wrong. And, of course, to score.
In the dressing rooms after training Craig and Ronan were holding a sheet of paper.
Chi was a midfielder at United. A calm player. One of the older boys. Craig was a defender. The team joker.
'Ben, have you seen this?' Chi asked.
'It's a match report on yesterday,' Ronan added. 'It's all about you.
Ben Blake this… Ben Blake that…'
Ben smiled. This was great. More praise. He could get used to this. He wanted one of them to read it to him.
Then Ronan came across and handed it.
Ben felt his heart begin to race.
But he took the sheet of paper. This was what he knew he was meant to do. He sat down and stared at the sheet. It was covered in words. He nodded and smiled for a minute or so – taking as long he thought it might take to read it. Then he made to hand it back to Ronan. But Ronan looked surprised. 'What about the end bit?'
'What?' Ben said. He was feeling sick now. He looked at the page again. The words were swimming across it. In his panic, he couldn't make any of them out.
'The end bit. Read it.'
'I'll.. I'll read it later,' Ben stammered.
'Later? Read it now. It's about you.'
Ben could feel his face getting hot. And the skin around his neck.
This was his worst nightmare come true. Everyone at school knew he was stupid. But at the football people thought Ben was okay. Even clever.
Now he was about to lose the one last place in the world where people didn't think he was stupid.
'Get lost, Ronan. If I don't want to read it, I won't. Okay?' Ben moved forward and pushed past Ronan.
Ronan looked confused, staring at Ben in disbelief. And Ben could only stand there. Like a statue. Not knowing what to do or say next.
And then the paper was snatched from his hand.
Ben turned, ready to fight now. If someone was going to mock him he'd get the first blow in.
But it was Ryan. The only one who could help.
'Let's have a look,' Ryan said, not stopping to let anyone else speak.
'Blah blah blah… Ben Blake had his best game yet for the under twelve's… blah blah blah… his reading of the game was as good as you'd expect from an under 18…. Blah blah blah… United will have high hopes he'll make it as a professional if he carries own showing this level of maturity…'
Ben didn't know what to feel. Thrilled to have such things said about him? Stupid: for pushing past Ronan? Or sick with shame: that Ryan was stood there reading it out for him.
Because Ben had this thing. A secret that his busy mum and his absent dads – even his teachers – didn't know about.
Ben couldn't read.
Ben is happiest playing for United, and he's getting top marks from the coach. But every day as school is a trial for Ben, as he struggles to hide a huge secret from his teachers and classmates. Then Ben's secret starts to affect his game. Can he swallow his pride and ask for help before he's put on the bench – for good?
Read on. Reading the Game is available from libraries and all good bookshops. Audio version available.
ISBN 9780141324708
www.tompalmer.co.uk | <urn:uuid:438aa714-e0a6-48ee-9fe7-31c69e0abe48> | CC-MAIN-2024-22 | https://tompalmer.co.uk/wp-content/uploads/2014/03/FA4-Reading-the-Game.pdf | 2024-05-23T00:43:53+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00472.warc.gz | 494,471,502 | 1,942 | eng_Latn | eng_Latn | 0.998745 | eng_Latn | 0.999914 | [
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NUFS Workshop 2009
Workshop in June
<Part 1>
Date: June 13, 2009, 10:30-12:00, 13:00-14:30
Venue: NSC College, Room 51
Instructor: Suzanne Miyake (Nanzan University)
Title: "Creating Dynamic Readers: Reading Strategies and
Reading Circles"
Abstract: How can teachers assist students in becoming better and more motivated readers? Introducing a variety of reading strategies will help students improve not only their L2 reading
skills, but these strategies can also transfer into their L1. Furthermore, helping students discover the pleasure of L2 reading can be realized with Reading Circles. In this workshop, participants will gain a greater understanding of what reading strategies are and how to create level-appropriate strategy activities for their students, as well as participate in an actual Reading Circle.
The number of participants: 34
1. Interesting activities you might want to use in your class. Why?
Activity 1 in which we put punctuation was interesting and maybe suitable for junior high students. Activity 2 was also good for my students, especially for third year students because they are encountering many new words in reading materials and this activity can persuade them that they don‟t have to stop and check every unknown word they meet.
Forming questions, because when the students can understand the whole story, they will form the question. If not, they can‟t form questions.
Reading Circle. Because each member has a certain role to help the discussion keep going smoothly. All the members in my group worked very hard to play our roles and we enjoyed discussing on various aspects about the passage.
I found some activities that I could use in my classroom. One of them is to put punctuation in the text because it is good for pre-reading activity. Reordering the instructions was also interesting because using authentic text could activate students‟ ideas and performance.
Reading Circle is very fun. I want to try it in my class Choosing an appropriate textbook is important and I think it would take time to do this at first. So, after term-end exam, I‟ll try it.
Literature Circle is a kind of dream or an ultimate goal I want to reach. This enables students to engage in English learning using all the four skills. Although my students are not ready and able to „complete‟ Literature Circle, I can incorporate some part of it into my handouts of English II.
I am always thinking how I have my students read something written in English. Reading Circle is one of the interesting activities I haven‟t heard. I am sure that my students will like this.
I think that it‟s difficult for junior high school students to take part in Reading Circle, but we will be able to have the students read a story using the roles of Reading Circles as a group work. I mean, for example, we have groups of four try a role of Reading Circle.
Newsletter No. 2
2. What you learned from today's workshop
I‟ve got various ideas about how to activate reading activity. I learned how to conduct Reading circles in my daily lesson. I‟d like to introduce this activity in my reading classes. I also learned that discussion leader plays an important role to lead the other group members.
I think it is difficult for my students to read novels in class, but there are many materials except the textbook. I want my students to read more authentic materials.
In Activity 4 & 5(Recipe for sherry trifle), I can see how the pictures work to help the understanding of the passage. In class, I would like to use pictures to help the understanding of the students. They are more useful and meaningful than translation.
I learned it‟s very important to look at the problems of my teaching from a different point of view. Literature Circle gave me hints to change my problematic English II lesson into more interesting and beneficial to my students.
I was a little hesitant at first but before I know it, I was deeply involved in Reading Circle. As Keiko sensei told us, even lower level students can join and enjoy it. One day I would like to try this activity after modifying and revising.
I learned communication activities we had today help students develop not only English language skills but also they understand each other in class. These promote mutual understanding with classmates. If we have successful classroom activities, we can create much better classroom atmosphere. Then students can learn better.
I learned a lot of aspect of reading. Especially „recipe for sherry trifle‟ was interesting for me. I couldn‟t imagine the order of cooking at first, but after I saw the picture activity 5, I could understand and imagine how to cook. So, I thought to show and give an image are very important to teach new words and sentences.
3. Questions and Answers
Q (1): I've already used 'activity 1' (punctuation correction), but I'm not sure what is the point. If the students are good at activity 1, what does it mean? Does that mean they understand the story?
A: The purpose of this activity is to train the students to make predictions and guesses when reading a text. When supplying the missing punctuation of a text, we try to predict where the sentences are likely to stop and look for certain words functioning as signals of a new sentence or paragraph. If students are good at this activity, it means they are good at predicting text structure, but it does not mean they can understand the story.
Q (2): For Reading Circles, is it OK to divide a long story into two and use two class hours on different days: one hour today and the other hour next week?
A: Yes, I think it‟s perfectly acceptable to divide a long story into two, and to have the first Reading Circle one week, and the second Reading Circle the next week. That‟s basically what I am doing with "Teacher Man". The story is split into 20 chapters making it easier for students to digest all of the information.
Q (3): Yoshi sensei said it's not enough to have reading circle once a month, but for some reasons, it would be very hard to have one every week. I wonder what to do. I could spend 5 minutes or so on a small activity every class, but… If you have any good suggestion, I would appreciate it.
A: Since once a month is too infrequent (I definitely agree with Yoshi!), and if you are unable to do Reading Circles every week, why not try twice a month? A Reading Circle takes approximately 30-40 minutes of class time.
Also, see Q4‟s answer for shorter Reading Circle ideas. You could do one of those activities per class. It‟s better to do something related to reading than to do nothing at all!
Q (4): I think today's activity is a little difficult for JHS students. Are there any useful ways to make use of reading circles?
A: I agree that Reading Circles might be difficult for JHS students, especially if they are not reading lengthy texts yet. Are your students able to read short texts in English? If so, you could do Mini Reading Circles. Here are some ideas (and you don‟t have to do all of these activities at the same time!): (1) each member contributes 1-2 discussion questions, (2) all members verbally summarize the text together during the Reading Circle, (3) the Word Master finds 2-3 important words instead of 5, (4) the Passage Person finds 1 passage instead of 3, (5) the Connector finds 1 connection instead of 2, and (6) all members draw a picture which depicts the story they read.
Q (5): I was curious about how to introduce 'reading circles' to lower groups. Please give me some ideas.
A: Do you mean, "How can I do Reading Circles with lower-level students?" If yes, please see my answer for Q (4).
If you are wondering how to introduce Reading Circles to lower-level students, then I recommend explaining the role sheets clearly in simple English, or if that is too difficult for students to comprehend, then explain the role sheets in Japanese. Mark Furr (the creator of Reading Circles) recommends that after explaining the role sheets in English to the students, to have the students discuss these roles in Japanese amongst themselves to confirm their understanding.
Q (6): How do you assess the reading class? Do you ask students to submit the worksheet? Do you give them 'normal' tests after they finish presentation?
A: In my particular class Freshmen Workshop class (in which we do weekly Reading Circles), my evaluation is as follows:
Reading Circle Role Sheets: 50%
Movie Presentation: 30%
Attendance & Participation: 20%
During every Reading Circle, I circulate around the classroom and stamp each role sheet if it‟s complete and satisfactorily done with an "Excellent!" stamp. If the role sheet is only partially done, students receive a "Fight!"
stamp. Then, I have students hand in their Reading Circle role sheets on the last day of class. Students will have had a chance to do every role, and so I check to see that all have been completed. Students receive full marks for "Excellent!" stamps, and partial credit for "Fight!" stamps. Also, students are assessed on their movie presentation which is done in groups. I created a rubric for this. I do not give any tests in this class.
Q (7): I'm trying out 'literature circles' in my class now, and I found a problem. Each student gets prepared at home very well, but they don't have an active discussion at school. They just read out what they have done at home and other students just listen to them. Even though Discussion Leader asks some questions, they just answer in a short sentence. How can I make them have an active discussion and a fun?
A: This is what many teachers find challenging – how to get students to actively participation in group discussions. A friend of mine had this challenge when she was teaching English to non-English majors. The students did the absolute minimum during group discussions and honestly, didn‟t have much interest in English. My friend solved this issue by giving each group a mini-voice recorder, so that all group discussions were recorded. These recording were then uploaded to the teacher‟s computer for her to listen to. She told the students that every week she would grade a different group, and the students had no idea when their particular group would be assessed, and so every week they made HUGE efforts to talk as much as possible knowing their teacher might check their recording. My friend said this technique worked really well with her students. Why don‟t you give it a try?
<Part 2>
Date: June 13, 2009, 14:30-17:00
Venue: NSC College, Room 51
Advisors: Kazuyoshi Sato, Nancy Mutoh, Mathew White
(Nagoya University of Foreign Studies)
The number of participants: 25
Abstract: group discussion on action research
Workshop in July (Schedule)
Date: July 11, 2009, 10:30-14:30 (Part 1), 14:30-17:00 (Part 2)
Venue: Nagoya NSC College, Room 51
Instructor: Noriko Ishitobi (Ueda Junior High School), Hiromi Tsuji (Gihu Municipal Business High
School)
Title: "Model Lessons and Report on Action Research"
Please email Chihaya (chiha143(at-mark)nufs.ac.jp) to attend this workshop. | <urn:uuid:cb578253-deee-4e04-98ed-df4e51a6dd92> | CC-MAIN-2024-22 | https://www.nufs.ac.jp/media/newsletter2009-02.pdf | 2024-05-22T23:19:40+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00472.warc.gz | 783,967,441 | 2,482 | eng_Latn | eng_Latn | 0.916004 | eng_Latn | 0.998902 | [
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For Creative Minds
The For Creative Minds educational section may be photocopied or printed from our website by the owner of this book for educational, non-commercial uses. Cross-curricular teaching activities, interactive quizzes, and more are available online. Go to www.ArbordalePublishing.com and click on the book's cover to explore all the links.
Animal Sorting Cards & Activities
Sleeping Animal Matching Activity: Guess which animal goes with each fun fact by matching it to the art. Answers are upside down on the bottom of each page. Copied cards can be sorted by animal class or what the animals eat.
eats pieces of dead fish and plankton
Flamingo Bird eats algae, insects, and small fish (omnivore)
Sloth
Mammal eats leaves, young
plants, and fruit
(herbivore)
1. Hanging upside down, a sleeps 15 to 18 hours during the day. It holds tightly to a branch with its strong claws while sleeping soundly. Not even a loud rainforest thunderstorm will wake it. When the sun goes down, it finally moves from its sleeping position.
2. With perfect balance, a often sleeps standing on one leg facing into the wind. It folds the other leg neatly beneath its body and rests its head by tucking its beak under one wing.
3. This brightly colored lives in the warm waters of the Pacific Ocean. This tiny fish protects itself from enemies searching for a tasty meal by hiding inside an animal called a sea anemone. The long, flowing arms of the anemone will sting most sea creatures, but the poison in its arms does not hurt the fish. At night, the fish snuggles into its cozy sea anemone bed. The anemone's soft arms close around it, keeping it comfortable and safe until morning.
Bee-eater Bird eats bees and insects (carnivore)
Lizard Reptile
most eat insects and bug, some eat plants (carnivore, some omnivore)
Groundhog
Mammal eats mostly plants and some insects (omnivore)
Polar Bear
Mammal eats seals and
other animals
(carnivore)
1. A is a cold-blooded animal. Its body does not make heat, so it must find heat to warm itself. Stretching on a sunny rock is the perfect place for a nap on a cool morning.
2. Exposed and dozing on the snow, a and her cubs stay surprisingly warm. These bears dig and then snuggle into shallow pits in the snow with their backs to the wind. Thick fur and a layer of fat keep them warm. A mother bear makes a soft
pillow for her cubs.
3. The is famous for its sleeping habits. It hibernates, or sleeps, all winter
long curled in an underground burrow. During hibernation its heartbeat and breathing slows down and its body temperature drops. There is a special day (February 2) in honor of this animal. Some people believe that if he sees his shadow when he comes out of hibernation, there will be six more weeks of winter.
4. A tiny likes to sleep together with others at night. Up to ten will line up on the same perch, arriving before dusk to claim their place in line. They all face the same direction and press their sides against each other before closing their eyes to sleep.
Giraffe Mammal eats leaves (herbivore)
Lion Mammal eats other animals (carnivore)
Harbor Seal
Mammal eats fish and other
animals
(carnivore)
Koala Mammal eats plants (herbivore)
1. Living high in eucalyptus trees, an Australian spends most of its life sleeping. It usually sleeps 18 to 20 hours each day. It tucks into a fork of tree branches to snooze.
2. A may sleep on the beach or while floating in water. It is lulled to sleep as it gently bobs up and down with only its head above water.
3. A sleeps about five minutes at a time, standing up. It sleeps about six times a day for a total of about 30 minutes.
4. Curled on a limb of a shade tree or stretched out on a rock, a takes many catnaps during the day. If it has a full stomach, it may sleep up to 20 hours a day.
Elephant
Mammal eats leaves and
plants
(herbivore)
Barn Owl Bird eats small animals (carnivore)
Human
Mammal eats plants and
animals
(omnivore)
Common Swift Bird eats bugs and insects (carnivore)
1. A leaves its baby chicks for several days when it hunts for food. While the parents are gone, the young birds enter a deep sleep, called torpor, for up to ten days. Some adults sleep while flying, called "sleeping on the wing." At night, they fly above a pocket of warm air (about 3,000 to 6,000 feet above ground) and flap their wings about every four seconds as they sleep.
2. babies sleep about 16 hours a day. As they get older, they need less sleep. Children ages 1-5 sleep tucked in their own beds about 10 to 12 hours each night. How many hours do you sleep at night?
3. During the day, a may roost in a barn, tree, or cave. Once asleep, this bird is not easily disturbed by loud daytime noises. It keeps its head upright while it sleeps.
4. An stands for about half of the four-to-six hours it sleeps each day. The other times it sleeps lying down. Most of its sleeping is in short little naps. When it is ready to lie down, it will sometimes curl up its trunk and use it for a pillow! | <urn:uuid:bad4f5e3-2438-4210-9c83-f1cf0ae41193> | CC-MAIN-2021-17 | https://www.arbordalepublishing.com/ForCreativeMinds/Animals_FCM.pdf | 2021-04-13T05:24:25+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00332.warc.gz | 749,597,064 | 1,230 | eng_Latn | eng_Latn | 0.998927 | eng_Latn | 0.998905 | [
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Stage 2 - Library Learning from Home Week 4
In library we will be reading a book that has been shortlisted by the Children's Book Council of Australia for 2021. Our story today has been shortlisted in the Picture Book of the Year category.
Watch the video of the reading of the book Ellie's Dragon by Bob Graham.
Click the link to find the book. You will need to login to Storybox using the following login details:
Username: mpps2648 Password: mpps2648
https://storyboxlibrary.com.au/stories/ellies-dragon
At the end of the story, Scratch goes to find a new home.
Design and draw your very own home for a dragon to live in. Make it as unique as possible. Think about what it would look like, the size of the house, and what important features it would need to have to be suitable for a dragon to live in. Make sure you label your drawing. | <urn:uuid:4b0c6a92-7a65-4fae-982e-ddc9ca6558ec> | CC-MAIN-2024-22 | https://mtpritchar-p.schools.nsw.gov.au/content/dam/doe/sws/schools/m/mtpritchar-p/pdfs/online-learning/online-learning-2021/week-4/Week_4_Library_Learning_from_Home.pdf | 2024-05-23T00:49:43+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00472.warc.gz | 344,753,537 | 197 | eng_Latn | eng_Latn | 0.999005 | eng_Latn | 0.999005 | [
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Name
COUNTING MONEY: 10p AND 1p COINS SHEET 2
Count the 10p and 1p coins and write down the totals.
Fill in the correct amounts, remember to count the 10p coins first.
COUNTING MONEY: 10p AND 1p COINS SHEET 2 ANSWERS
Fill in the correct amounts, remember to count the 10p coins first. | <urn:uuid:35805bb1-e696-4807-b29f-0853437e1087> | CC-MAIN-2021-17 | https://math-salamanders.s3-us-west-1.amazonaws.com/Money/UK-Money/Year-1/counting-10p-1p-coins-2.pdf | 2021-04-13T05:11:06+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00330.warc.gz | 507,167,083 | 88 | eng_Latn | eng_Latn | 0.985892 | eng_Latn | 0.975366 | [
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Year 2
Term 6 Week 3 – 15 th June – 19 th June
This week's topic: - Pirates
Dear Parents & Carers,
We hope that you enjoyed your last Home Learning Packs themed around Continents. Well done for all of the fantastic work that you have been doing. You can still continue to send pictures of work to us through the school email address email@example.com and mark them FAO Miss Brown or Ms Udoyen.
As you may be aware, the school now has a subscription to White Rose Maths, which means that you will have full access to the resources available for each Maths lesson. You will now be given direct links to the worksheets available for each day, but please note that there will be a new link for each day's worksheets (this will be different to previous weeks). The videos will also be available on a separate link (see below). Use this link to get access to all videos for this week. All videos on this link will correspond with the worksheets provided for each day.
https://resources.whiterosemaths.com/wp-content/uploads/2020/05/Year-2-Week-4.pdf
For this week's learning, we have produced a Year 2 plan for our new topic, Pirates! This plan has daily activities with resources available either as links on the plan, as well as on the school website. We have continued to include 3 different challenges per day for writing – a red, green and blue challenge. The activities are differentiated so each activity has an increasing level of difficulty so please choose the activity appropriate for your child. You should aim to complete one activity per day, however if your child is enjoying the learning for that day and would like an extra activity then they can complete more than one challenge.
Continue to log on to SumDog for Maths and Grammar activities each week.
Well done for all your hard work so far!
Your pack includes:
- Open ended project ideas and research topics
- Daily maths lesson
- Daily English lesson
- Activities to explore independently or together
- Games to play
- Ideas for science experiments
- Art and craft ideas
- Links to other learning resources
What and who were pirates?
Click the link to find information on some pirates from the past.
https://www.dkfindout.com/us/history/pirates/
Choose a challenge to complete:
Red challenge
On a piece of paper draw what you think a pirate from the past would look like. Use adjectives to describe your picture.
Green challenge
Create a character description of a pirate. Use adjectives to describe their appearance/dress but more importantly their behaviour/personality.
Blue challenge
Create a job description for a pirate. Use imperative verbs to describe the doing
Tuesday Summer Term Week 5: Lesson 2 - Use arrays
Please find all lesson resources on the following link. Please either print and complete the worksheet or write in your exercise book.
After a storm a pirate ship is on the verge of being wrecked. A frightened pirate finds a piece of a paper and a bottle. They pen their last message before the ship sinks. What would they write? A letter of apology, a letter to reason what they have done, a letter to inspire other pirates…..
Message in a bottle
Choose a challenge to complete:
Red challenge
Complete the sentences below:
I am a _______pirate.
I took______________ jewels.
I feel _________________ because______________.
Green challenge
Remember to write in first person (I/my). Use adjectives to describe events that happened and the feelings of the character/pirate.
Think about the senses to create description, for example:
I could hear the crashing waves against the wooden ship.
Blue challenge
Wednesday
In your letter incorporate the events of the day, you can use time adverbials to structure your letter/message. And for an extra challenge to use fronted adverbials of time for more of an effect on your reader.
Remember that it is Wellbeing Wednesday – check the school's website for this week's updates! Look under News & Dates / Coronavirus Updates and you will find loads of resources and activities.
Summer Term Week 5Lesson 3: The 2 times-table
Please find all lesson resources on the following link. Please either print and complete the worksheet or write in your exercise book.
The Diary of a Pirate
Choose a challenge to complete:
Red challenge
Create sentences to describe what the pirate does.
Thursday
Green challenge
Blue challenge
Use time adverbials to add more detail.
Summer Term Week 5: Lesson 4 - The 5 times-table
Please find all lesson resources on the following link. Please either print and complete the worksheet or write in your exercise book.
WANTED!
You are a gold miner, who owns a land of gold. You received a notice to tell you that pirates are coming to invade the land and you are worried that they may steal all your precious jewellery. You have buried your treasure so that it would be safe and protected from the pirates. However, after the pirate invasion, you notice that your treasure chest of gold has gone missing from its hiding place! You now need to put out a wanted poster to try to locate your missing gold!
Access the attached document to use as a template for your wanted poster.
Choose a challenge to complete:
Red challenge
Describe the treasure chest that was stolen. Use adjectives to help your description.
E.g. I am looking for a brown, wooden box.
Green challenge
Describe the treasure chest that was stolen. Use adjectives to help your description. Can you also include some questions?
E.g. Have you seen the thief responsible for my missing gold?
Blue challenge
Describe the treasure chest that was stolen. Can you use expanded noun phrases? Use with or that to extend your sentences.
The brown, wooden box with a rusty padlock.
Example: I saw a _____ ship.
We saw ______ clouds.
Friday
For an extra challenge perhaps you can use similes to make your descriptions even more interesting! Similes are phrases that compare two different things. It is usually in a phrase that begins with the words "as" or "like."
E.g. The gold shines as bright as the sun.
Watch this video for a further explanation if you need it:
https://www.youtube.com/watch?v=ROmKMtLWY14
Summer Term Week 5: Friday Maths Challenge
Please click on the following link to access the Friday Maths challenge for Summer Term Week 5.
https://whiterosemaths.com/homelearning/year-2/
Did you know that pirates still exist today?
Across History, Africa and Asia have been among the most pirated seas in the world! How many other facts can you discover about pirates? Check out the following links to find out interesting facts about pirates.
https://www.dkfindout.com/uk/history/pirates/ https://kidskonnect.com/social-studies/pirate/ https://kids.britannica.com/kids/article/pirate/353633
You can create some Fun Fact Flashcards and even share some facts with people in your household!
Additional Activities
Science
Art / DT
Pirates
Buried Treasure!
Create your own pirate treasure map!
Follow the link to get step by step instructions.
https://www.youtube.com/watch?v=d0rkIXWPH7s
Build your own Pirate Ship!
Ahoy there you lilly livered land lovers! What selfrespecting pirate would be without his own Pirate Ship? You may need a little help to cut the templates and build your boat. Follow these instructions and set sail across the seven seas!
//
/
Draw your own Pirate Ship!
Follow the step by step instructions to draw you own pirate ship!
Captain Jack Sparrow
Follow the link to learn step by step instructions on how to draw the infamous pirate from Pirates of the Caribbean!
https://www.youtube.com/watch?v=tVhEQJsUGpw
Pirate Party Food!
Follow the link to make delicious treasure map pizza's, root beer, pirate cake and watermelon pirate ships! Aaar!
https://www.bettycrocker.com/menus-holidays-parties/mhplibrary/birthdays/pirateparty-foods
Music
We now have a Dalmain Twitter Art page @dalmain_art for you to share your work with the rest of the school community! We would love to see what you have created to celebrate the gifted artists we have in the school. We will also be sharing ideas and inspirational arts and crafts so don't forget to take a look.
Hey, ho me hearties! Start off your day by singing the 'Hello song' warm -up that we sing at school https://www.bbc.co.uk/teach/school-radio/music-ks1-sun-sea-song-index/zr4x2sg
Can you remember how to show the high and low notes using your hands when you are singing the song?
Sing this to someone in your family and ask them to sing it back to you.
The word in music for the high and low sounds is 'Pitch'
BBC Pirate songs: https://www.bbc.co.uk/teach/schoolradio/primary-school-songs-pirates/zjpgvk7
Sing along to these songs. Try tapping the steady beat when you are singing?
Can you make up some new words to the song 'When I was one?' For example: 'When I was one, I ate a bun', 'When I was two, I sneezed: ''atishoo!''
Draw some pictures of the new verses that you have made up. 'Swashbuckle cheer':
https://www.bbc.co.uk/cbeebies/watch/cbeebies-promswashbuckle
At the end of the song why not finish off with a swashbuckler cheer!
BBC Sun, Sea and Sand:
https://www.bbc.co.uk/teach/school-radio/music-ks1-sun-sea-song- index/zr4x2sg
Join Nigel Pilkington and Suki - the ship's monkey - as they set sail in search of buried treasure...and enjoy plenty of songs along the way!
There are seven songs about the sea. How many can you learn? Do you know any of them already?
At the end of each section there is a listening activity for you to enjoy.
'The Seahawk' by Erich Korngold: CBBs Pirate Prom:
https://www.bbc.co.uk/cbeebies/watch/cbeebies- prom-gem-pirates
Listen to this piece of music all about a ship sailing on the sea. Pretend that you are in the pirate ship riding the waves and climbing the rigging. The pirates in this piece of music are called the 'Seahawks'.
How many different instruments in the orchestra can you name?
Can you hear the trumpets, the violins, the drums and the flutes?
Can you dance around the room pretending to be the ship on the big waves?
P.E. Dance
Each week, you will be provided with a new dance lesson from Trinity Laban. To access the video just click on the link and use the password provided by the school (sent via ParentMail). Have fun!
KS1- My vegetable garden https://vimeo.com/425824919
Find the Crocodile
Tick tock, find the croc. With a little imagination, an egg timer makes a suitable crocodile (remember Peter Pan? the ticking crocodile…) Have pirates (the kids) try to locate the hidden croc by its tick, before the bell rings.
Extra fun
Treasure Hunt
This is one of the classic pirate games. It's extremely fun and interactive! The kids love it…. You can get a complete treasure hunt activity set, or put one together on your own.
You can make up practically anything for clues. Here's an idea that'll suit a group of different ages – use nursery rhymes for the clues. For example, the first clue can be: "The itsy, bitsy __________ climbed up the __________ _________. Spider and Water Spout are the clues. Once they figure this out, the next clue can be hidden (taped
to the bottom of) a rubber black spider taped on the gutter in your back yard or on some sort of water spout.
Another clue can be Jack & Jill went up a hill to fetch a _______ __ ______. The next clue can be floating in a vile in a pail of water. Another idea for a clue can be: Mary Mary quite contrary, how does your ________ grow? Hide this clue in your garden. Get the idea? At the end of the hunt, find an interesting place marked with a large X to hide a treasure chest filled with a goodie box.
If you're not the creative type to easily think of treasure hunt clues and riddles, check out this really cool site that has about 5,000 ready-made riddles for scavenger and treasure hunt clues.
https://www.riddleme.com/?sscid=61k4_5nvnl
Cosmic Yoga – Popcorn and the Pirates
https://www.youtube.com/watch?v=T_0P5grVoyg
Walk the Plank
Take a long thick board and mount each side on bricks or books (if you want more of an effect, and you don't have a real pool in your backyard, take a kiddie pool and put it underneath the plank. If you're confident, perhaps try being blindfolded and see who can "walk the plank" without falling into the "alligator pit". (You could substitute the plank for a piece of string that you could walk across also, and pretend that the space around it is an alligator pit.)
Other kid pirates can have squirt bottles and can be instructed to squirt the plank walker if they touch the ground. If you decide that your group of kids is likely to be overly excited and you don't want them to possibly hurt themselves, you can also draw a plank on a sidewalk with chalk and have the kids walk inside the lines.
Bobbing for Apples
Hang cored apples at the kids height. Then the kids have to bite the apple with their hands behind their backs. It's a simple and classic game, but the kids love this sort of pirate games. You could also get a large bowl filled with water and place some apples in the bowl. The children can attempt to pick the apples out of the bowl with their hands behind their back.
Pan for GOLD
If you don't have a sandbox, take a kiddie pool and put sand in it. Then take pebbles and spray paint them gold and bury them in the sand. Prepare foil pie plates with holes punched in the bottoms for the kids to sift through the sand for the "Gold".
Other ideas for fun games
https://learnenglishkids.britishcouncil.org/category/topics/pirates https://www.bbc.co.uk/cbeebies/joinin/swashbuckle-pirate-party-games
https://www.thespruce.com/pirate-party-games-for-kids-2104594
https://www.bbc.co.uk/bitesize/topics/zvsd8xs/articles/z6vyf4j
Screen Time
https://www.youtube.com/watch?v=jx79dLuqPwQ
https://www.youtube.com/watch?v=siCKjPCrNeQ
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A Little Wiser
Why does plastic always come out of the dishwasher wet?
The great thing about a dishwasher is that you don't have to wash and dry up yourself. Except for those pesky plastic boxes or cups, for which you always have to get the tea towel out. Very irritating.
So why do drops of water always collect on plastic items? For two main reasons, says Joris Sprakel, professor of Physical Chemistry and Soft Matter. The first has to do with how well a material absorbs heat, its 'heat capacity'. Materials such as metal, glass and china are good heat conductors, so they heat up quickly. That's why they still feel warm just after the dishwasher has finished. That heat is necessary for evaporating the water. 'Plastic stays fairly cool so the remaining drops don't disappear properly. That is also the reason why oven gloves are made from material that conducts heat badly, such a silicones (which are another form of plastic), textiles or leather.'
Another thing that doesn't help is that plastic is hydrophobic, which means it rejects water. As a consequence, large drops of water stay on it, just as they do on a newly waxed car. 'Your glasses, plates and cutlery, by contrast, are made of hydrophilic material. Water therefore spreads much more evenly over the surface, and therefore dries out more easily than it does when it forms large drops. If you put a Teflon pan in the dishwasher, you will see that the bottom of the pan, which is made of metal, dries out well while the inside, made of Teflon (plastic), stays wet.'
All this means that plastic takes on average five times longer to dry than the rest of the dishes. 'Unfortunately, the dishwasher doesn't have a separate drying cycle that you can lengthen, and even if it did, I doubt whether you'd want to wait four and a half hours for it.'
Conclusion: if you want to keep your tea towel dry you can choose between a long wait — the water will eventually evaporate — and getting rid of your plastic boxes. tl
And it doesn't help that plastic is hydrophobic: it rejects water
Joris Sprakel, Professor of Physical Chemistry and Soft Matter
Every day we are bombarded with masses of sometimes contradictory information on pressing issues. In this feature, a WUR scientist gives you something to hold on to. What are the facts of the matter?
Every question makes you a little wiser. Do you dare to ask yours? Email us at email@example.com | <urn:uuid:105d38d9-ab6b-4ba9-a3cd-140dfa29dbdf> | CC-MAIN-2021-17 | https://edepot.wur.nl/542247 | 2021-04-13T03:27:14+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618038072082.26/warc/CC-MAIN-20210413031741-20210413061741-00330.warc.gz | 346,003,639 | 534 | eng_Latn | eng_Latn | 0.999333 | eng_Latn | 0.999333 | [
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Peter H****
Professor Stafford
English 120
17 April 2017
To Meat or Not to Meat, That is NOT the Question!
Go to the refrigerator, open it, and take out every item that contains beef. Ground beef, steaks, roasts and all the dishes prepared with beef go in the trash. Now see what remains and consider how many of our favorite American meals are centered on beef. Bill McKibben, author and environmentalist, writes of how consuming such large amounts of factory farmed beef has contributed to pollution and climate change in his article "The Only Way to Have a Cow." While he effectively describes the environmental impacts of eating feed lot beef, he confuses the reader with an unclear thesis and fails to support his claim that it is unethical.
McKibben gives a thorough explanation of how modern beef production is a major source of methane gas and other pollutants, which many link to climate change and other environmental problems. He even lists some possibly unforeseen contributors, such as deforestation, manure filled cesspools, and the use of diesel fuel and its fumes during the transportation of corn and cattle. This works well at revealing the scope and depth of the pollution problem and engages readers who may be unaware. He adds to his point by including a UN Food and Agriculture Organization study which concluded "that a half pound of ground beef has the same effect on climate change as driving an SUV ten miles." McKibben humorously mentions that methane belched or "eructate[d]" from cattle accounts for 18 to 51 percent of worldwide greenhouse gas emissions. In a related article using similar tactics, Mark Bittman
cites the United Nation's Food and Agriculture Organization's findings that "an estimated 30 percent of the earth's ice-free land is directly or indirectly involved in livestock production." He strategically inserts statistics to help readers visualize the size of the problem, as McKibben does to the same end. Bittman's article also concurs that "livestock production generates nearly a fifth of the world's greenhouse gases." These statistics demonstrate the sheer size and influence of meat production in the world, and clearly benefit McKibben's argument. What McKibben's article lacks is a clear purpose for presenting this information.
Throughout his article, McKibben is unclear to his audience with identifying his overall message and goal. At first it appears he will advocate for vegetarianism, but McKibben veers in a different direction and instead promotes rotational grazing as a solution (McKibben). In his introduction he identifies himself as a vegetarian but insists that he is not a moral abstainer of meat. He claims that he does "not have a cow in this fight" (McKibben). This initially feels false as the article gives the impression that he is going to champion vegetarianism. He even cites studies which measure the environmental benefits of veganism, but does not ultimately push for this in the end. He identifies the main issue as the decision "to meat or not to meat," but then abandons this question and discusses alternative sources of beef. Although he is now supporting beef consumption, sporadic attacks on meat eaters throughout the article make his intentions unclear and muddle his point. McKibben states that eating meat purely because it "tastes good" is a "pretty lame…excuse," and is "indefensible- ethically, ecologically, and otherwise." If he wants to focus his message on the people with the most power to affect change, he should resist these attacks and avoid alienating his audience. He should support the carnivores in his audience and encourage them to buy meat from farms with different practices. Instead, he even goes as far as implying all Americans are overweight by describing how we "lodge [meat] in our everenlarging abdomens." Mark Bittman avoids any such confusion in his article with his consistency and flow of ideas. He mainly focuses on the exorbitant price of producing beef and its ecological inefficiencies (Bittman). Even Bittman's title, "Rethinking the Meat-Guzzler," is clearer at defining the article's purpose. Bittman lists the problems associated with our meat heavy diets, and then offers multiple solutions. He does not take a judgmental posture like McKibben, and stays focused on educating his audience. In the end however, both McKibben and Bittman miss the opportunity to appeal to their reader's emotions by discussing the ethics of feed lots.
Modern factory farms, especially feed lots packed full of cows, do not even closely resemble the natural habitats of the animals they hold or allow their occupants to behave or eat as they naturally would. Thousands of animals confined to a small area concentrates their waste, leaving them to live in filth and disease. McKibben claims that "industrial livestock production [and slaughter] is [ethically] indefensible" but fails to discuss how. Ethicist Leslie Cannold, however, works to justify our killing of animals for food, "so long as we ensure the animals we consume have lived and died without unnecessary suffering." In her article, Cannold questions vegan's intentions, wondering if their decisions are based on "animal welfare or moral superiority." McKibben decides to focus on our responsibility to the ecosystem rather than providing backing for his ethical concerns with feed lots. He leaves out any mention of the documented animal abuse at factory farms, which could have greatly strengthened his argument against them. Giving a picturesque description of the bleak living conditions at a feed lot might have conjured questions of morality with his readers. Cannold directly asks if "being vegan [is] the most ethical way to live." She at least acknowledges that raising cattle in a different manor could solve the ethical dilemma of eating meat. McKibben, however, does not mention how
rotational grazing solves more than just the environmental problem; giving cattle freedom to move and a more natural, healthy life. Cannold uses the ideas of Peter Singer, an animal rights leader, to explain that although animals may not possess the "right to life", we must do what we can to "stop…the unnecessary suffering of animals." This differentiates humans from the animals we eat and morally defends carnivores, as long as certain ethical conditions are met. Cannold believes that "we have a duty to...[boycott] businesses that treat animals cruelly," and more effectively discusses the morality and ethics of eating feed lot beef. By inadequately supporting one of his main statements, McKibben missed a chance to convince a portion of his readers that eating feed lot beef is unethical.
Supposing that McKibben's main purpose is to educate others about the environmental detriments of feed lots, his paper is a success. He presents a layered analysis of how each element of factory farming causes pollution and identifies new problems we have caused by altering cows' natural behaviors. He leaves no doubt that feed lots create massive amounts of pollution and greenhouse gases that may change our world drastically. His article's main fault is that his readers might be unclear with his desires until very late in his paper. Does McKibben want us to become vegan or vegetarian, or simply avoid feed lot beef? Why does he insult carnivores and question their reasons for eating meat in general? Is his goal to convince others to support a better beef industry which allows cattle to move and graze, or does he covertly want society to be vegetarian? McKibben wants us to switch to a different method of meat production which could drastically reverse environmental damage, but does not utilize all of the tools on hand. Although McKibben is more notably a proponent for the environment, he may have strengthened his argument by appealing to his readers' emotions. He states that feed lots are unethical, but does not elaborate further. The treatment and living conditions of the animals we
eat should have been illustrated as an emotional appeal for change. Though he surely has presented enough information to convince many people to change, others may need an extra emotional push to do so.
Works Cited
Bittman, Mark. "Rethinking the Meat-Guzzler." New York Times. New York Times, 27 Jan. 2008. Web. 27 Mar. 2017.
Cannold, Leslie. "Are Vegetarianism about Not Harming Animals, or Feeling Morally Superior? | Leslie Cannold for the Ethics Centre." The Guardian. Guardian News and Media, 01 May 2016. Web. 27 Mar. 2017.
McKibben, Bill. "The Only Way to Have a Cow." Editorial. Orion Magazine Mar.-Apr. 2010: n. pag. Orion Magazine. Orion Magazine. Web. 15 Apr. 2017. | <urn:uuid:e425500f-015d-44f6-86b7-227b4a1c20cc> | CC-MAIN-2024-22 | https://cdn.inst-fs-iad-prod.inscloudgate.net/e5210747-4c2b-46b1-aa83-67a16673ce76/RhetoricalAnalysisExample.pdf?token=eyJhbGciOiJIUzUxMiIsInR5cCI6IkpXVCIsImtpZCI6ImNkbiJ9.eyJyZXNvdXJjZSI6Ii9lNTIxMDc0Ny00YzJiLTQ2YjEtYWE4My02N2ExNjY3M2NlNzYvUmhldG9yaWNhbEFuYWx5c2lzRXhhbXBsZS5wZGYiLCJ0ZW5hbnQiOiJjYW52YXMiLCJ1c2VyX2lkIjpudWxsLCJpYXQiOjE3MTYzOTcxODYsImV4cCI6MTcxNjQ4MzU4Nn0.BRK0Xhjr7hxO1jjNdvsN7Uhrst4PaK55eIE3UauApYkZqLD8q4-REUA3Kvzo7GEHkK0kWmavuMU2gBCkwJr-Qg&download=1&content_type=application%2Fpdf | 2024-05-22T22:54:06+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00473.warc.gz | 131,101,929 | 1,799 | eng_Latn | eng_Latn | 0.966472 | eng_Latn | 0.998863 | [
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UNITED SCHOOLS FEDERATION
St. Michael's C. of E. Nursery & Primary School St. Catherine's C. of E. VA Primary School St. Mary's C. of E. VA Primary School Marldon C. of E. VA Primary School Ipplepen Primary School, Stokeinteignhead School & Doddiscombsleigh Primary School
Relationships and Sex Education (RSE) Policy
Statement of Intent
RSE is about the emotional, social and cultural development of our pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity. It involves a combination of sharing information and exploring issues and values.
Our curriculum encompasses many aspects of the Personal, Social, Health Education (PSHE) curriculum as well as contributing to promoting the spiritual, moral, cultural, mental and physical development of our pupils.
Our policy on RSE is based on the Department for Education (DfE) Relationships Education, Relationships and Sex Education (RSE) and Health Education (2019).
The intent of our Relationships and Sex Education is to help and support young people through their physical, emotional and moral development. A successful programme, firmly embedded in PSHE, will help young people learn to respect themselves and others and move with confidence from childhood, through adolescence into adulthood. Our programme aims to provide the basis for an ongoing programme of RSE that begins in Reception and continues through to Year 6.
The aims of relationships and sex education (RSE) in our schools
* Is a partnership between home and school
* To prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene
* To create a positive culture around issues of sexuality and relationships
* To teach pupils the correct vocabulary to describe themselves and their bodies
* Starts early and is relevant to pupils at each stage in their development and maturity.
* Includes the acquisition of knowledge, development of life skills and respectful attitudes and values.
* Has sufficient time to cover a wide range of topics with a strong emphasis on relationships, consent, rights, responsibilities to others, negotiation and communication skills, and accessing services.
* Helps pupils understand on and off-line safety, consent, violence and exploitation and how to keep themselves safe.
* Is both medically and factually correct and treats sex as a normal fact of life.
* Is inclusive of difference, gender identity, sexual orientation, disability, ethnicity, culture, age, faith or belief, or other life experiences.
* Promotes equality in relationships, recognises the challenges, gender inequality and reflects girls' and boys' different experiences and needs.
Reviewed Sept 2023 Next review Sept 2024
The RSE programme will reflect the schools' over-arching aims and demonstrate and encourage the following values:
* respect for self
* respect for others
* responsibility for our own actions
* responsibility for our family, friends, school and wider community
For our full RSE Policy, please follow this link
For further details of the PSHE curriculum, please follow this link
St Michael's
St Catherine's
Marldon
Brixton St Mary's
Ipplepen
Stokeinteignhead
Doddiscombsleigh
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13
Birthday curiosities for Kamala Harris
By Aziz Inan
American politician and att orney Kamala Devi Harris who has served as a United States senator is the running mate of the Democratic Party's presidential nominee, former vice president Joe Biden, in the 2020 US election.
7. Moreover, the rightmost two digits of Harris's birth year, namely 64, equals the sum of the lett er numbers of Joe Biden.
8. Twenty years ago, Harris's 36th birthday on 10/20/2000 was numerically special since 2000 equals four times the sum of the squares of 10 and 20.
9. Ten years ago, Harris's 46th birthday, 10/20/2010, was special too because if split
Harris is the fi rst African American, the fi rst Asian American, and the third female vice presidential running mate on a major party ticket "I am who I am': Harris, daughter of Indian and Jamaican immigrants, defi nes herself simply as "American." Harris was born on October 20, 1964 in Oakland, California and she turned 56 this month on October 20. I prepared the following birthday curiosities for her to recognize her hard work for equality and social justice:
1. If Harris's 56th birthday, 10/20/2020, is split as 10, 20, 20, and 20, then 5x6=10+20, 20=1+9+6+4, and if numbers 1 through 26 are assigned to lett ers A through Z, the sum of the lett er numbers of Devi equals 40=20+20.
2. The lett er numbers of Kamala Harris add up to 112 and 112 is twice 56, Harris's new age.
3. Furthermore, ten times 112 yields 1120, Biden's birthdate, 11/20. (Biden was born on 11/20/1942.)
4. The sum of the lett er numbers of Harris equals 73 and coincidentally, there are 73 days from Harris's birthdate until the end of each year.
5. Additionally, 73 equals the sum of the letter numbers of Joseph.
6. Also, 30 (see item # 1) coincides with the sum of the lett er numbers of Joe.
"God does not work for you He works with you"
- Pandurang Shastri Athavaleji
We offer our limitless salutations to the benefactor of Divine Life Vision to millions and the Conferrer of Human Dignity
Param Poojaniya Pandurangshastri Athavaleji on the occasion of his birth centenary year
Esha Corporation, NJ
H VAK Mechanical Corp., NY
Patel Builders Inc., NJ
as 1020 and 2010, 2010 interpreted as 20 October (20/10) represented her birthdate. 10. Ten years later, Harris's 66th birthday, 10/20/30, will be special since 10+20=30. 11. Twenty years later, Harris's 76th birthday, 10/20/2040, will be special too because if split as 1020 and 2040, 2040 is twice 1020. Also, the rightmost two digits of 2040, namely 40, equals the sum of the lett er numbers of Devi.
12. Further, twice 76 equals 152 and 152 is the sum of the lett er numbers of Kamala Devi Harris.
13. Harris's 100th birthday on 10/20/2064 will also be special since the sum of the 10th and 20th prime numbers, namely 29 and 71, equals 100.
14. Lastly, 31 days aft er Harris's 56th birthday, on 11/20, Biden will turn 78 and interestingly, 7x8=56, 5+6=11, the 11th prime number is 31, 31=11+20, and ten times the sum of the 11th and 20th prime numbers, namely 31 and 71, yields 1020, Harris's birthdate (10/20).
Happy 56h birthday, Kamala Harris!
[1] Kamala Harris, Wikipedia htt ps://en.wikipedia.org/wiki/Kamala_Harris Aziz Inan is a professor teaching in the electrical engineering program of the Donald P. Shiley School of Engineering at University of Portland and he can be reached at ainan@ up.edu. | <urn:uuid:14b8da83-d75c-4c27-95df-caa9d9f26f39> | CC-MAIN-2024-22 | http://faculty.up.edu/ainan/NewsIndiaTimesBirthdayCuriositiesforKamalaHarrisInanVolLINo43p13October302020.pdf | 2024-05-23T00:56:06+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00481.warc.gz | 12,113,200 | 976 | eng_Latn | eng_Latn | 0.993369 | eng_Latn | 0.993369 | [
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Guided Gallery Visit: Student Guide (College) Theme: Planning & Exhibition Design
Dan Flavin: cornered fluorescent light
Designing the exhibition with partition/temporary walls:
1. How does the design of the exhibition space affect your interpretation and experience of these installations?
2. What would you highlight about these large-scale installations and the exhibition?
3. Why did the curator/exhibition designer place the walls that divide the space?
Andy Warhol: The Original Silkscreens
Reading the exhibition and creating connections:
1. Observe the colors used in these series. Does Warhol's use of color affect how you interpret and experience each artwork and the exhibition?
2. Do you see any connections between the different series or any visual narratives when walking through the exhibition space?
John Chamberlain: Photographs
Interactive exhibition spaces. Allowing the audience to participate in the exhibition:
* Group discussion: What is your first impression when you see Chamberlain's work? Would you experience these sculptures/installations differently if they had barriers? Explain.
Fred Sandback: Sculpture
Designing an exhibition with coherence:
1. In what order did you choose to see and walk around Fred Sandback's sculptures?
2. Do you think that the selection of spaces to install each piece and the type of light affects how we experience the exhibition?
3. If you had the opportunity to redesign this exhibition, would you change anything? | <urn:uuid:70fbbf49-3d9b-4f66-baca-f1db4f0e0fc7> | CC-MAIN-2024-22 | https://monirafoundation.org/wp-content/uploads/2023/03/Guided-Tour-Student-guide-for-Exhibitions-Planning-and-Exhibition-Design-College-Education-Dept.docx.pdf | 2024-05-22T23:27:09+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00480.warc.gz | 356,744,374 | 286 | eng_Latn | eng_Latn | 0.996619 | eng_Latn | 0.996619 | [
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The Talk Before The Smart Talk Family Worksheet
The Impact of Technology
Want to know how technology impacts your family? Talk through these questions to find out:
1. How does technology help our lives?
2. How does technology make things harder?
3. What are some ways our family is more connected because of technology?
4. What are some ways our family is less connected because of technology?
5. How can our family stay connected while keeping technology in our lives?
Determine Your Online Values
Family Values: The principles that helps your family decide what is right and wrong, and how to act in various situations; the rules to help guide your actions.
Sample values: Honesty, respect, kindness, integrity, faith.
1. What are our family's values? How will they guide our online behavior?
Family values:
How they will guide us online:
_________________________________ __________________________________ _________________________________ ___________________________________ _________________________________ ___________________________________
2. Which online behaviors do we believe are OK and not OK for our family?
Online behaviors that are OK:
Online behaviors that are not OK:
_________________________________ ___________________________________ _________________________________ ___________________________________ _________________________________ ___________________________________
Find The Right Technology Balance
Consider both the quality of what you are doing online and how long you are on your devices. These questions will help you figure out if it is time to put your device down:
1. What do I do the most online? Is it a good use of my time?
2. Am I being creative or just mindlessly scrolling?
3. Are there things I am not getting done because I am online? How do I feel about what I am not getting done?
www.norton.com
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Inner Pocasset Harbor
What does this score mean?The Buzzards Bay Coalition scores the health of local waterways between 0 and 100. A Bay Health score of 100 represents pristine water and 0 represents water severely polluted with nitrogen. (The score does not measure bacteria, and does not indicate swimmability or shellfish bed status.)
What is nitrogen pollutionNitrogen pollution is the greatest long-term threat to the health of our local coastal waters. Nitrogen in Buzzards Bay comes primarily from our home septic systems and older wastewater treatment plants. It also comes in smaller part from manicured lawns, farms, roads, and acid rain.
To reach this score, the Coalition uses data collected through its Baywatchers monitoring program, conducted in partnership with the Marine Biological Laboratory in Woods Hole. The data that supports this score is on this fact sheet.
When nitrogen pollutes the water, it becomes cloudy and murky with algae. Nitrogen pollution also suffocates fish and shellfish by reducing the amount of oxygen in the water.
For more information on this and other monitoring sites on Buzzards Bay, visit https://savebuzzardsbay.org/bayhealth
Supporting Data
Inner Pocasset Harbor: Site PC1
(41.691051, -70.627298)
Algal Pigments
Dissolved Oxygen
Water Clarity
Inner Pocasset Harbor: Site PC5
(41.693016, -70.628555)
Total Nitrogen
Water Clarity
Algal Pigments
(41.692579, -70.632217)
Total Nitrogen
Water Clarity
What does the Bay Health measure?
The Bay Health Index is the sum of five health indicators: nitrogen (organic and inorganic), dissolved oxygen, algal pigments, and water clarity. Data are combined and reported as a single score that provides a snapshot of a waterway's health. (Note: The Bay Health Index does not include bacteria and is not an index of swimmability or shellfish bed status.)
Nitrogen
Nitrogen is a type of nutrient that controls plant production in Buzzards Bay. Some nitrogen is an essential part of any waterway. But when there's too much nitrogen in the water, it can become pollution.
The Coalition monitors two forms of nitrogen in Buzzards Bay: inorganic and organic. Tracking both forms of nitrogen helps to identify their source and potential impact on our water. Our nitrogen monitoring is conducted with the Marine Biological Laboratory in Woods Hole.
Dissolved Oxygen
Dissolved oxygen is the amount of oxygen in the water. Like you and me, fish, shellfish, and plants all need oxygen to survive. When oxygen levels are low, it's an indication that there is too much nitrogen pollution in the water.
Algal Pigments
Chlorophyll a is a green plant pigment found in algae and most phytoplankton. Plants use chlorophyll a during photosynthesis. Measuring chlorophyll a and its immediate breakdown product, pheophytin a, indicates the amount of algae in the water. High chlorophyll levels are often a sign of nitrogen pollution.
Water Clarity
Water clarity is affected by the amount of algae and sediment particles suspended in the water. Good water clarity is vital to the health of a waterway. When the water is too cloudy, sunlight can't reach eelgrass growing at the bottom.
Water clarity is measured using a Secchi disk: a black-and-white circle attached to a measuring tape. The disk is lowered into the water until it's no longer visible. This depth is known as the "Secchi depth."
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Developmental Behavioral Pediatrics
A Family Guide To Autism Spectrum Disorder
225 East Chicago Avenue, Box 16, Chicago, IL 60611-2605
Office: 312-227-6720 Fax: 312-227-9418
UNDERSTANDING AUTISM SPECTRUM DISORDER (ASD)
As a parent or caregiver of a child who has been diagnosed with autism spectrum disorder, one of the most valuable things you can do for your child is learn about ASD and how it affects your child and family. The more you know, the better you can advocate for your child and his or her needs. At first the diagnosis may feel overwhelming. It is important that you take the time you need to take in the information you have just been given. As you are able, you can read more about ASD in the pages below and from the resources included at the end of this handout. If you have any questions you can call our office at 312-227-6720.
What is autism spectrum disorder?
Autism spectrum disorder is a developmental disorder that affects how a child grows and learns in several areas, including speech, social skills and behavior. Children who have problems in these areas are sometimes said to have an autistic spectrum disorder because the severity of symptoms varies greatly. Other names you may hear to describe this disorder may be: pervasive developmental disorder (PDD-NOS), Asperger's syndrome or autism. Up until very recently, we thought that autism, pervasive development disorder and Asperger syndrome were separate disorders, but the latest research indicates that they are likely the same disorder.
What are the symptoms of autism spectrum disorder?
Children with autism spectrum disorder have a number of symptoms, ranging from mild to severe. Symptoms include:
* Difficulty interacting with others and making friends.
* Communication problems, both in understanding what is said and in using spoken language and gestures.
* Behavioral differences including restrictive or repetitive patterns or insistence on sameness and routine.
Each child with autism spectrum disorder is unique, but some common characteristics and behaviors may include:
* Repeats words
* Doesn't play "pretend" games
* Doesn't point at objects or wave "bye-bye"
* Is overly active
* Has frequent temper tantrums
* Avoids eye contact
* Has difficulty starting or maintaining conversation
* Does not respond to being called by name
* Repeats actions again and again
* Focuses on single subject or activity
* Wants to be alone
* Is overly sensitive to the way things feel, sound, taste or smell
* Dislikes being held or cuddled
* Has sleep disturbances
* Lacks fear in risky situations
* Is aggressive
* Hurts himself
* Loses skills ( for example, stops saying words he used to say
What causes autism spectrum disorder?
Autism is a disorder that is mostly genetic in origin; however, we don't always know why a specific child may have the disorder. Autism is a disorder of brain development that appears to be associated with subtle abnormalities in specific structures or functions in the brain.
Scientists believe that at least 100 genes on different chromosomes may contribute to ASD. The role environmental factors may play in the development of the disorders remains an area of active research. In a minority of cases, other genetic diseases, such as fragile X syndrome and tuberous sclerosis may play a role.
What does not cause Autism Spectrum Disorder?
Childhood vaccines, including the measles/mumps/rubella (MMR) vaccine, do not cause autism. Some suspect that this vaccine, given around 12 to 15 months of age, contributes to autism because children sometimes begin to display symptoms of autism around the time they are vaccinated. Most likely, this is the age when symptoms of the disorder commonly begin, even if a child is not vaccinated.
Another reason that childhood vaccines were suspected of playing a role in autism spectrum disorder is that, until recently, they included a preservative called thimerosal. Thimerosal is a substance related to mercury. Since 2002, all routine childhood vaccines have been free of thimerosal.
While higher doses of certain forms of mercury may affect brain development, studies show that thimerosal does not. In 2004, an Institute of Medicine panel concluded that neither the MMR vaccine nor thimerosal-containing vaccines are associated with ASD.
Diagnosing Autism Spectrum Disorder
When is Autism Spectrum Disorder diagnosed?
A child with autism spectrum disorder usually does not look different from other children. The child may appear to develop normally for the first year or so of life.
But during the second year of life, some children with ASD begin to fall behind in social skills, fail to develop speech, or even lose skills that they had previously acquired.
Most children with autism spectrum disorders are diagnosed between ages 2 and 5 years old. Children with more mild forms may even be diagnosed later in the school-age years or even in adolescence.
How is Autism Spectrum Disorder diagnosed?
There is no medical test to diagnose ASD. Doctors generally diagnose ASD with the support of occupational therapists, speech therapists, and/or psychologists by observing a child's behavior and by using tests that measure a number of characteristics and behaviors associated with autism spectrum disorder.
Who is at risk of Autism Spectrum Disorder?
Autism occurs in all racial, social and educational groups. Boys are about 4 times as likely as girls to be affected. Siblings of an affected child may be at increased risk for autism spectrum disorder, though the risk appears fairly low (2 to 8 percent).
TREATMENT FOR AUTISM SPECTRUM DISORDER
Although there is no single known cause or cure, autism spectrum disorder is treatable. It is important to have hope for your child, because with the right interventions and support, people with autism spectrum disorder can live full, healthy and meaningful lives. The types of intervention your child needs are as unique as your child, and may change over time. It is helpful to know about what treatment options are available so that you and the professionals working with your child can choose interventions tailored to your child's individual strengths, needs and challenges.
Treatment for autism spectrum disorders typically focuses on building self-help and communication skills as well as on decreasing disruptive and challenging behaviors. The most commonly recommended treatment options for children with autism spectrum disorder include therapies and education services.
Therapies can occur individually or in groups. They can occur in a child's home, in a therapist's office setting, or at school, and may include the following:
* Occupational therapy
* Speech therapy
* Social skills training
* Developmental therapy
* Behavioral therapy
* Physical therapy
* Music therapy
* Specific therapies for autism spectrum disorder:
o Applied Behavioral Analysis (ABA), also known as Discrete Trial Training. This highly-structured therapy focuses on 1-on-1 teaching with rewards. This form of therapy has the most scientific evidence to support its use.
o Verbal behavior therapy is similar to ABA but focuses on learning to use language in natural environments.
o Relationship Developmental Intervention (RDI). This family-centered approach focuses on skill-building through a child's natural relationships.
o DIR/Floortime (Developmental, Individual Differences, Relationship-Based) Model. This model focuses on following a child's natural emotions and interests rather than on specific skills or behaviors.
o TEACHH (Treatment and Education of Autistic and related Communication Handicapped Children). This highly-structured teaching program focuses on helping children with ASD to adapt to the world.
Medicines There are no known medicines that cure autism, but some medicines can be used to help manage behaviors that interfere with a child's progress, like hyperactivity, inattention, irritability, aggression, self-injury, repetitive behaviors, mood disturbances, anxiety and sleep problems.
Complementary and Alternative Medical Treatments (CAM) Many families try complementary and alternative treatments for their child, including nutritional supplements, diet changes, or other medications and therapies. These treatments may not have been scientifically studied. If you are interested in using any of these treatments, you should discuss them with your child's pediatrician. It is important to understand all of the potential benefits and risks of any chosen treatment, as well as the potential financial costs that may be involved.
SCHOOL CONSIDERATIONS
School-aged children with autism spectrum disorder are entitled by law to an education program that is tailored to their unique strengths and needs. This often includes having an Individualized Education Program (IEP) that identifies their specific strengths and challenges; goals for the child and school staff to address; and services or accommodations needed to help the child reach his or her full potential.
Enrolling your child in school is an important step in ensuring that your child is getting the services and supports he or she needs. Children 5 years old and older by September 1 st are eligible to enroll in Kindergarten. Children 3-5 years old may be eligible for your local school district's Early Childhood Education programs. There are different types of early childhood education programs for children aged 3-5 and they vary by school district. You will need to contact your local school district to find out what is offered in your area.
Illinois' Early Intervention Program
* Receive resources and supports that assist in maximizing their child's development
* Free to children who qualify from birth to 3 years old with diagnosed disabilities, developmental delays or substantial risk of significant delays.
* To apply: Use the DHS Office Locator to find an Early Intervention office in your local area. http://www.dhs.state.il.us/page.aspx?module=12
* Or Call 1-800-447-6404 (Voice/TTY). For automated service, call 1-800-323GROW (4769).
Pre-Kindergarten/Pre-School Programs
* Potty training not required
* Free, low-cost, and tuition-based programs for children from 3-5 years-old
* If your child could benefit from special education services, contact your public school system's department of special education services for more information
To find out more about these programs you can contact:
Illinois State Board of Education Division of Early Childhood
217-524-4835 (direct line) or 866-262-6663 (they can connect you)
https://www.isbe.net/Pages/Early-Childhood.aspx
For a directory of state early childhood programs:
https://www.isbe.net/documents/pfa_contact_list.pdf
If you live in the City of Chicago
For children 3-5 years old, you can contact the Chicago Early Learning Hotline at (312) 229-1690 or go to https://chicagoearlylearning.org/
If your child has not been evaluated for special education services through the school system, please also attend a Child Find Team Screening Site to obtain a free developmental screening. If a screening indicates a need for further evaluation then you will be referred to the Office of Diverse Learner Supports and Services (ODLSS). Please contact ODLSS at 773-553-1800 for Child Find Screening locations and dates/times.
For children ages 5 and up, Call Chicago Public Schools to find your home school, at 773-553-2060
You can find your home school and enrollment information via their website: http://www.cps.edu/Schools/Enroll_in_a_school/Pages/Enrollinaschool.aspx
For more information about special education laws and advocacy see:
Equip for Equality
http://www.equipforequality.org/issues/special-education/
Call the Free Special Education Helpline:
1-866-KIDS-046 (1-866-543-7046)
Family Resource Center on Disabilities
Phone: 312-939-3513
https://frcd.org/
ADDITIONAL RESOURCES FOR FAMILIES
* Autism Speaks www.autismspeaks.org or 1-888-AUTISM-2
Autism Speaks provides a wealth of information and resources for families, including through the first 100 days following a new diagnosis. This kit can be downloaded or
video clips about autism and the 100-Day Kit, a free resource to guide families ordered through their website or by phone, and personalized to include local resources for your family. Autism Speaks also maintains an online resource search engine, helpful for finding resources based on your zip code:
https://www.autismspeaks.org/family-services/resource-guide
* Autism Society of America www.autism-society.org or 1-800-3-AUTISM The Autism Society of America is the oldest support organization for autism and provides detailed information about autism spectrum disorders as well as resources for families, information and referrals, and advocacy for individuals with ASD.
* The Autism Program of Illinois (TAP) www.theautismprogram.org 217-525-8332 (Springfield Main Office).
TAP is a statewide network of resources for Autism Spectrum Disorder, providing information, training, consultation and support for parents and professionals.
* Rush Autism Resource Center https://www.rush.edu/servicestreatments/psychiatry/autism-resource
The Rush Autism Resource Center maintains an online directory of Chicago area resources for individuals with autism spectrum disorders. It includes resources for diagnosis, treatment, family support and other services such as special needs dentist
* Illinois Autism Law: An Illinois law passed in December 2008 requires insurance companies to pay for therapies for children with autism, but only if the company you work for is not self-insured. Your human resources department can provide you with information about your insurance policy. For more information about the law see: http://insurance.illinois.gov/HealthInsurance/AutismFactSheet.pdf
* Funding for Services in Illinois: The Children's Waiver Program provides additional funding for therapy, respite care and other supports for children 3-21 who qualify. In order to apply for this funding, families must register with the PUNS database. To find out how you can register with PUNS and apply for the waiver contact the Illinois Division of Developmental Disabilities Hotline at 1-888-337-5267. You can also contact the Family Support Network for more information 708-331-7370 or at www.familysupportnetwork.org.
* Social Security for Children with Disabilities: SSI (social security) provides monthly payments to families of children with qualifying disabilities who also meet certain financial criteria. For more information on SSI call the Social Security Administration at 1-800-772-1213 or visit their website at www.ssa.gov/disability.
* Resource Center on Autism and Developmental Delay- is a UIC Center for Literacy initiative established to provide resources, referral information, education, and training for parents and teachers of children with developmental disorders. RCADD is staffed by professionals who work with families and providers to identify and prioritize current needs and select or create appropriate resources for children with disabilities. Resources include books, software, games, home teaching kits, and visual supports. The library's resources are available to check out free of charge to provide community members and professionals with access to current, innovative, supportive services and materials.
RCADD also conducts workshops that are designed to support family members of children newly diagnosed with an Autism Spectrum Disorders (ASD). (See workshop schedules included in this packet)
RCADD South: King Community Center 4314 S. Cottage Grove Ave. #106 CHICAGO, IL 60653 312-747-8571
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Central Lancashire Online Knowledge (CLoK)
It is advisable to refer to the publisher's version if you intend to cite from the work. ##doi##
For information about Research at UCLan please go to http://www.uclan.ac.uk/research/
All outputs in CLoK are protected by Intellectual Property Rights law, including Copyright law. Copyright, IPR and Moral Rights for the works on this site are retained by the individual authors and/or other copyright owners. Terms and conditions for use of this material are defined in the http://clok.uclan.ac.uk/policies/
LITERATURE AND LANGUAGE AWARENESS: USING LITERATURE TO ACHIEVE CEFR OUTCOMES
Christian Jones, University of Central Lancashire Ronald Carter, University of Nottingham
Abstract
This article sets out to explore why literature (used in this article to mean poetry, plays, short stories or novels) is often a marginalised resource in EFL classrooms, even though the Common European Framework of References for Languages (CEFR) suggests it should have a role in the classroom. It first reports on the results of a questionnaire investigating English teachers' attitudes towards using literature in the classroom. After a discussion of these results, it explores some ways in which the use of literature can be linked to CEFR outcomes in a practical teaching framework which teachers can apply to literature they choose to teach.
: Literature, language teaching, language awareness, CEFR
Introduction
There have been a number of theoretical arguments for using literature in communicative classrooms since the nineteen eighties (for example, Brumfit and Carter 1986; Maley and Duff, 1990; Carter and McRae, 1996; Gilroy and Parkinson, 1997; Chan, 1999; Hall, 2005; Paran, 2006; Watson and Zyngier, 2006) and a number of activities and materials developed for using literature in the classroom (for example, Maley and Moulding 1985; Collie and Slater, 1987; McRae and Vethamani, 1999). Despite this, it remains a somewhat marginalised resource, featuring in only a limited way in general English textbooks, most often reserved for higher level learners and commonly employed for unimaginative reading comprehension. In an age when most textbooks are linked to the outcomes of the CEFR this is surprising, particularly when the ability to read literature features strongly in many of its outcomes. The following 'can do' statements, taken from the common reference levels, demonstrate this clearly:
'I can understand contemporary literary prose' (B2 common reference levels reading descriptor, CEFR, 2010, p 27)
'I can understand long and complex factual and literary texts' (C1 common reference levels reading descriptor, CEFR, 2010, p27).
A detailed look at the CEFR reveals that literature is seen as a central resource in achieving its goals: 'It is much hoped that teachers of literature at all levels will find sections of the framework relevant to their concerns and useful in making their aims and methods more transparent' (CEFR, 2010, p.56). Literature is discussed in broad and specific terms. It is described as something which helps to develop socio-cultural knowledge and aesthetic enjoyment of language (CEFR, 2010, p.56, p.103) and is also linked to specific outcomes, such as the following: 'Can write clear detailed descriptions of real or imaginary events and experiences' (B2 Creative writing descriptor, CEFR, 2010, p.62). This suggests that if we are to judge a learner's competence against the CEFR, literature should play a much less marginalised role in the classroom. This article aims to make a contribution to this debate through a discussion of a small sample of English teachers' attitudes to using literature, the difficulties they face and a suggested teaching framework which aims to give an easy route for teachers to use literature, should they choose to do so.
The attitude of teachers towards using literature
Since literature does have a role to play in meeting CEFR outcomes, what, then, are the best ways of achieving this in the classroom? In order to investigate how teachers themselves view using literature as a resource, a qualitative attitudes questionnaire was distributed to twelve English language teachers at the University of Central Lancashire, all involved in teaching a range of both EFL and EAP classes from intermediate (B1) to advanced (C1) levels. The intention was to obtain a snapshot of teachers' views, both positive and negative, in order to then make suggestions about using literature in the classroom. The sample was partly based on convenience (Dornyei, 2007), i.e. which teachers were available at the time, but there was also an attempt to survey teachers with a range of teaching experience.
Six of the teachers had between 0–5 years of teaching experience and six had from 5–17 years experience. Qualifications ranged from initial certificate level only, through to diploma and MA level. Two of the respondents are currently studying for PhDs. We would not wish to claim that such a sample is representative of all English language teaching institutions but we can suggest it is fairly representative of the teachers of EFL/EAP at this university and could therefore be generalized to similar teaching contexts.
The basic design of the questionnaire was modeled on a similar qualitative design used to elicit learners' attitudes towards learning English (Schmitt et al. 2004:p.77). A statement
which will elicit a judgment based on the respondent's opinion is stated and a response is given on a five or six point scale, from 'agree' to 'strongly disagree'. In this study, an identical six point scale to Schmitt et al. was originally used so that teachers could answer 'strongly disagree', 'disagree', 'slightly disagree', 'partly agree', 'agree' and 'strongly agree'. After piloting, this design was amended to a five point scale from 'strongly disagree' to 'strongly agree' with an option for teachers to answer 'not sure', as feedback indicated that this was an option that respondents wanted. The statements themselves were chosen to elicit a range of general opinions about the use of literature, rather than specific aspects of the CEFR, as it was felt that this would provide a richer set of data to analyse. The results of the questionnaire can be seen in Table 1, below.
Table 1. Attitudes towards using literature in the English language classroom
In addition to the statements, teachers were also invited to add any additional comments they wished. A selection of the comments is reproduced below:
- Many students arrive with instrumental motivation and as such desire more functional, practical English in the classroom. This often leads to a negative reaction by some students who cannot perceive the relevance of literature in their learning.'
- I have not used literature in the English language classroom as it is not a subject that I am particularly interested in and I feel I would find it hard to motivate students and not pass on my own feelings on the topic.'
- There are simply no literature resources in either of the places I work in… I'm not sure how big a part literature should play in classes but I think it could be an important feature.'
- I am not sure all students would react well to the use of literature if they were on an intensive course limited by time.'
- Using literature is like using any material in class – you have to come at it from an angle that students can connect with – and make sure there is a teaching point in there –
students should see that there is language being taught in class.'
- 'While I am confident that literature could play a role in increasing learners' cultural awareness, I am also concerned that learners are likely to reject it in favour of studying what they need to succeed in exams.'
- I don't use it too often, although I think it has value.'
- I prefer to advise students to read graded literature in their spare time as there is often not enough time in class to look at literature.'
- ..when teaching general English… it is beneficial for learners to be exposed to literature at every opportunity.'
It is clear from these results that the teachers have clear beliefs about using literature in the EFL classroom. They show that 75% of these teachers feel that it is a useful classroom resource and 66.6% felt it can help to develop language and cultural awareness. However, it is also clear that there are concerns that using literature will not meet students' needs, with 50% of respondents agreeing it was not what students need and 50% unsure if their learners would react positively to it. These attitudes are encapsulated by the following comments:
- 'While I am confident that literature could play a role in increasing learners' cultural awareness, I am also concerned that learners are likely to reject it in favour of studying what they need to succeed in exams.'
- 'I am not sure all students would react well to the use of literature if they were on an intensive course limited by time.'
Other worries are that it may be inaccessible and could take a lot of planning time, with 66.6% of respondents agreeing that it can contain difficult language and cultural references. These results suggest that if teachers decide to use literature, a teaching framework which addresses the main issues raised may be of benefit. The literature chosen needs to be accessible for teachers and students, to overcome the suggestion that it can be culturally and linguistically difficult. Also, it needs to have a clear learning pay-off which matches students' needs, particularly on a course where time is limited. The need for a pay-off suggests there is benefit in linking the use of literature to the CEFR, particularly as many courses, major English language exams and textbooks are now linked to these outcomes.
A teaching framework
What follows is a description and explanation of three suggested guiding principles for choosing and using literature. The principles entail interesting the learner, involving the learner in the text and creating a learning pay-off. Put together, these can be summarised into a three-point framework of 'access', 'activity', and 'awareness', each of which can be linked to a CEFR outcome. The ideas below exemplify this framework through the use of one sample text and are working towards the broad outcome at B2 level of understanding contemporary literary prose, with more specified outcomes suggested at each stage. The same framework could of course be applied at B1 or C1 levels and although primarily intended for EFL classes, ideas on how it might be adapted for EAP or exams classes are also given. Although these ideas have been used in our classrooms, we cannot claim to have incorporated them into a syllabus or conducted extensive classroom research, so they are offered largely as proposals for teaching and research at this stage.
Access
Teachers who know their students will easily be able to find texts with topics of interest for them but we also need to find accessible texts which match these interests. It is important, for instance, to make sure that students do not lose the desire to work with a text because interpreting it requires cultural knowledge that they do not have. We can imagine, for example, that our learners may be interested in description of places but many would have difficulty accessing the following description of the British seaside town, Morecambe:
Morecambe was once a rival to Blackpool in the popularity stakes. Then, like New Brighton on the Wirral, it became a byword for faded glamour…. Most ignominiously
of all, in 1994, Noel Edmunds opened his ill-judged (insane if you ask me) World of
Crinkley Bottom, a theme park based on his reviled but hugely popular TV show.
(Maconie ,2008, p.264).
It seems clear that if learners are not aware of the particularly British places and people mentioned here, the image the writer is trying to evoke will be lost on them. This is not to argue for texts which are culturally neutral or bland but rather for ones that do not require extensive explanation of cultural reference points before students can begin to engage with the text. In other words, we are arguing for texts which have an access point for learners. Here is an example of a poem by Bertolt Brecht (1898 -1956), which meets this need. The poem is translated from the German original but we do not consider this to be an issue as it 'works' well as an English text.
Pleasures
The first look out of the window in the morning
The old book found again
Enthusiastic faces
Snow, the change of the seasons
The newspaper
The dog
Dialectics
Taking showers, swimming
Old music
Comfortable shoes
New music
Writing, planting
Travelling
Singing
Being friendly
(Willett and Manheim, 1987, p.448)
While this text is not, strictly speaking, prose, it is closer to it than many poems will be and it is a short and accessible starting point. The word 'dialectics' needs to be pre-taught, but aside from that, learners do not need any extensive cultural knowledge to access the text
75
and do not in fact even need to know it is a poem when they start to engage with it. The language is simple and should be well within the linguistic range of learners at B2 level.
For the teacher, there are also access points into the text, meaning there are ways in which they can easily start to interest learners, without the need for too much time-consuming preparation. One way into this poem might be for the teacher to begin by describing their simple pleasures in life, or students guessing these from pictures. Students could then be given a simple task to think and rank their own top ten pleasures in life before discussing/deciding in groups which student has the most convincing list. Comparison of what is considered a pleasure in different cultural contexts could also be encouraged (see Collie and Martin, 2000, for relevant sample materials with respect to UK cultures).
Access tasks such as this of course serve a purpose of activating schemata and getting learners interested in reading a text. However, they can also be linked to specific outcomes and these can be highlighted to learners. In this case, the activity clearly links to the following outcome described in the 'informal discussion with friends' section of the B2 descriptor 'Can take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly, and evaluating alternative proposals' (CEFR, 2010, p.77). For a range of related activity-based ranking tasks, several with reference to similar accessible short texts, see also Maley and Duff, (1990) and Maley (1999).
Activity
Carter (1996) describes the 'activity principle' as something whereby 'students actively participate in making the text mean' (p.3). This suggests that learners are not simply given a text and then tasks to comprehend it. Rather, they are given tasks which first help them to construct and thus actively process the text. There are three clear reasons for this: actively involving students with the text also helps to engage them; it also values their ability to act as thinking, creative language users; and it help learners work towards another outcome of the CEFR at B2 level, that learners 'Can read with a large degree of independence' (CEFR ,2010, p.69). Class activities alone will not help learners to read independently of course, but they are a step towards encouraging independence.
If we return to the Brecht poem above, we can demonstrate this more clearly with a simple example. After an access task, students can be given a line each and, working in groups or as a class, they discuss and decide the best order for the lines, before finally comparing to the original poem. They can then discuss whether they prefer their own order or the poet's
order. Such tasks encourage learners to interact with the text, processing how a text means (McRae, 1991) on the way to understanding what it means.
Awareness
It is also clear from the teachers surveyed that many learners approach reading texts for some kind of language pay-off and without this, they may perceive that working with literature is a waste of time. In our experience, learners will see this in terms of the lexical, grammatical or phonological features they can pick up from a text. The CEFR is not intended as a document which specifies the language items to be taught at each level but instead gives competency descriptors for each level. At a weaker B2 level, for example, a learner 'shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding' (CEFR, 2010, p.114). Textbooks and syllabuses will normally specify the exact language which is to be taught at each level but literature can play a key role in helping to develop awareness, something which must be the first step towards gaining grammatical control (see Schmidt, 1990; Lewis, 1993; Fotos, 1994 for studies of how explicit consciousness raising, form-focussed tasks can lead to enhanced grammatical and lexical awareness). Language awareness tasks can help with this by encouraging learners to explore patterns in text and to notice features of the language as well helping them to think in English about English (Bolitho, et al. 2003).
If we look at the same Brecht poem, there are a number of discussion questions we might wish to use as shown in the sample task below:
Language awareness task
1. What kind of text is this? How do you know?
2. The text contains almost no verbs. Why do you think this is?
3. Why did the writer choose to write 'the newspaper' and not 'newspapers' or 'a newspaper'. How would the text be different if he had written 'newspapers'?
4. Why did he write 'snow' and not 'the snow'?
5. What other adjectives could be used before the word 'shoes'? How would each change the meaning of the text?
6. There are three common patterns in the text, (a) adjective + noun, (b) 'ing' form used as a noun and (c) definite article + noun. Find examples of each in the text. Why is each pattern used here? What effect does each have?
Such discussions can also be linked to a number of other learning outcomes such as 'Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments' (Informal discussion with friends B2, CEFR 2010, p.77) and again this can be explained to learners in order that they are clear that these tasks link to both broad and specific CEFR outcomes. Awareness can also be generated by comparison with other texts that are different in content, that are simplified, that are from different registers and genres or, in a distinctively more activity-based frame, through their own transformative writing, re-writing texts themselves from one style to another (Knights and Thurgar-Dawson, 2006).
Adapting the framework for EAP and exam-focussed classes
As outlined in the discussion above, some learners may be resistant to using literature in class perhaps because they have very instrumental goals such as passing exams or gaining admission to courses in higher education. It is understandable for teachers in these situations to focus primarily on texts which learners may encounter in their tests. However, with a little adaptation, it is possible to use the framework outlined above whilst adapting it to the learners' more instrumental needs. The shift in focus needs to take place at the activity and awareness phases in order for learners of these types to be able to see how these tasks relate to their instrumental goals. One way we might do this with the 'Pleasures' poem is to follow a similar access task and then allow learners to read the text. Following this, the activity can change so that we set up a mini- class discussion task using a table such as the example below. Learners first fill in their own reaction to the text and then find out the reactions of the rest of the class.
Table 2 Responding to literature
The students now have a table of data and the main activity can be changed so that they are asked to analyse and write a short report summarising the table; something they are required to do for examinations such as IELTS. Of course, this could be done without the use of literature and we might simply give students a table and ask them to analyse it. However, using literature is perhaps more likely to provoke a response from the students and does of course encourage thinking and discussion in English, a skill all EAP and exam students need to develop and one which can be linked to the academic outcomes outlined in the CEFR. Asking learners to analyse their own opinions also makes the task slightly more meaningful than analysing a table they are simply presented with.
At the awareness stage, the focus may be similar to the task given above but again can shift slightly to adapt to the learners. In this case, a teacher might use the questions as a first step to reviewing the use of zero, definite and indefinite articles, something many learners will need to master in order to improve written and spoken accuracy. Students could first work through questions one to four in the language awareness task given as a first step to
revising article usage. Learners could then compare the usage in this text to that of other texts such as essays, before revising the rules and asking learners to examine sample exam texts or their own texts for article usage.
Conclusion
It is clear that the CEFR suggests that literature should play a key part in developing language competence, especially at B2 level. The teachers surveyed in this article believe that literature can be a useful resource for developing language and cultural awareness but have some doubt about how useful students will perceive it to be and concerns about the preparation needed and the classroom time available. We have suggested that one solution could be for teachers to use an access, activity and awareness framework, which can be easily applied to any text and which could help learners not just to appreciate literature but also to use literary texts as a resource for developing language and cultural awareness.
We have also argued that literature can develop a number of skills which we can link clearly to CEFR outcomes to underline the pay-off for learners. Most learners do not want to study literature for its own sake but most would be happy if they could see a clear learning outcome linked to their developing language awareness.
References
Bolitho, R., Carter, R., Hughes, R., Ivanic, R, Matsuhara, H., & Tomlinson, B. (2003). Ten Questions about Language Awareness. English language Teaching Journal 57/3, pp.251-259.
Brumfit, C.J., & Carter, R. (Eds.) (1986). Literature and Language Teaching Oxford: Oxford University Press.
Carter, R., & McRae, J (Eds.) (1996). Language, Literature and the Learner. Harlow: Longman.
Collie, J., & Slater, S. (1987). Literature in the Language Classroom. Cambridge: Cambridge University Press.
Collie, J., & Martin, A. (2000). What's it Like? Life and Culture in Britain Today Cambridge: Cambridge University Press.
Chan, P.K.W. (1999). Literature, Language awareness and EFL. Language Awareness 8(1), pp.38- 50.
Fotos, S. (1994). Integrating Grammar Instruction and Communicative Language Use through Grammar Consciousness-Raising Tasks. TESOL Quarterly, 28, 2, pp.323340.
Gilroy, M., & Parkinson, B. (1997). Teaching Literature in a Foreign Language. Language Teaching 29, pp.223-225.
Hall, G. (2005). Literature in Language Education. London: Palgrave.
Knights, B., & Thurgar-Dawson, C. (2006). Active Reading London: Continuum.
Lewis, M. (1993).The Lexical Approach. Hove: LTP.
Maconie, S. (2008). Pies and Prejudice In Search of the North.Reading: Random House.
McRae, J. (1991).Literature with a Small 'l'.London: Macmillan.
McRae, J., & Vethamani, M. (1999). Now Read On.London:Routledge.
Maley, A. (1999). Short and Sweet: Short texts and how to use them. Harmondsworth: Penguin.
Maley, A., & Duff, A. (1990). Literature. Oxford: OUP.
Maley, A., & Moulding, S. (1985). Poem into Poem. Cambridge: CUP.
Paran, A. (2006). Literature in Teaching and Learning: Case Studies in TESOL Practice Alexandria, Va, TESOL.
Schmidt, R.W. (1990). The Role of Consciousness in Second Language Learning.
Applied Linguistics
Vol.11, no.2, pp.129-158.
Schmitt, N., Dornyei, Z., Adolphs, S., & Durow, V. (2004). Knowledge and Acquisition of Formulaic Sequences. In Schmitt, N. (Ed.) (2004). Formulaic Sequences: Acquisition, Processing and Use .Philadelphia: John Benjamins, pp.59-86.
The Common European Framework of References for Languages. 2010.
Retrieved from http://www.coe.int/T/DG4/Linguistic/Source/Framework_EN.pdf (21
April 2010)
Watson, G., & Zyngier, S. (Eds.) (2006). Literature and Stylistics for Language Learners:
Theory and Practice. Basingstoke: Macmillan/Palgrave.
Willett,J., & Manheim, R. (Eds.) (1987). Bertolt Brecht Poems 1913-1956. London: Methuen.
Biodata
Christian Jones is a Senior Lecturer in TESOL at the University of Central Lancashire and has previously worked as a teacher and teacher trainer in Japan and Thailand. His main research interests are in spoken discourse analysis, lexis, and the pedagogical treatment of spoken grammar.
Ronald Carter is Professor of Modern English Language at the University of Nottingham. He has written and edited more than 50 books and has published over 100 academic papers in the fields of language and education, language and literature, applied linguistics and the teaching of English, with particular reference to teaching English as a second, foreign or additional language. He has taught, lectured and given consultancies to government agencies and ministries in the field of language education, mainly in conjunction with the British Council, in over thirty countries world-wide.Recent books include: The Cambridge Guide to Teaching English to Speakers of Other Languages (ed with David Nunan) (CUP, 2001), The Routledge History of Literature in English (Routledge, 2 nd ed 2002); Language and Creativity: The Art of Common Talk (Routledge, 2004) and Cambridge Grammar of English: A Comprehensive Guide to Spoken and Written Grammar and Usage (with Michael McCarthy) (CUP, 2006). | <urn:uuid:3bc78302-07af-4d34-841b-e388fa607ac4> | CC-MAIN-2024-22 | https://clok.uclan.ac.uk/3320/1/Forum_2_Literature_and_Language_teaching.pdf | 2024-05-23T00:49:09+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00483.warc.gz | 144,820,557 | 5,669 | eng_Latn | eng_Latn | 0.944812 | eng_Latn | 0.997994 | [
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GCE Examinations
Statistics Module S1
Advanced Subsidiary / Advanced Level
Paper K
Time: 1 hour 30 minutes
Instructions and Information
Candidates may use any calculator except those with a facility for symbolic algebra and / or calculus.
Full marks may be obtained for answers to ALL questions.
Mathematical and statistical formulae and tables are available.
This paper has 6 questions.
Advice to Candidates
You must show sufficient working to make your methods clear to an examiner. Answers without working will gain no credit.
Written by Shaun Armstrong & Chris Huffer
Solomon Press
These sheets may be copied for use solely by the purchaser's institute.
1. There are 16 competitors in a table-tennis competition, 5 of which come from Racknor Comprehensive School. Prizes are awarded to the competitors finishing in each of first, second and third place.
Assuming that all the competitors have an equal chance of success, find the probability that the students from Racknor Comprehensive
(a) win no prizes, (3 marks)
(c)
win exactly one of the prizes.
(4 marks)
2. A statistics student gave a questionnaire to a random sample of 50 pupils at his school. The sample included pupils aged from 11 to 18 years old.
The student summarised the data on age in completed years, A, and the number of hours spent doing homework in the previous week, H, giving the following:
(a) Calculate the product moment correlation coefficient for these data and explain what is shown by your result.
(6 marks)
The student also asked each pupil how many hours of paid work they had done in the previous week. He then calculated the product moment correlation coefficient for the data on hours doing homework and hours doing paid work, giving a value of r = 0.5213
The student concluded that paid work did not interfere with homework as pupils doing more paid work also tended to do more homework.
(b) Explain why this conclusion may not be valid. (2 marks)
(c) Explain briefly how the student could more effectively investigate the effect of paid work on homework.
(2 marks)
3. A soccer fan collected data on the number of minutes of league football, m, played by each team in the four main divisions before first scoring a goal at the start of a new season. Her results are shown in the table below.
(a) Calculate estimates of the mean and standard deviation of these data. (8 marks)
(b) Explain why the mean and standard deviation might not be the best summary statistics to use with these data.
(2 marks)
(c) Suggest alternative summary statistics that would better represent these data.
(1 mark)
4. Alan runs on a treadmill each day for as long as he can at 7 miles per hour. The length of time for which he runs is normally distributed with a mean of 21.6 minutes and a standard deviation of 1.8 minutes.
(a) Calculate the probability that on any one day Alan will run for less than 20 minutes.
(3 marks)
(b) Estimate the number of times in a ninety-day period that Alan will run for more than 24 minutes.
(4 marks)
(c) On a particular day Alan is still running after 22 minutes. Find the probability that he will stop running in the next 2 minutes.
(6 marks)
Turn over
5. In a survey unemployed people were asked how many months it had been, to the nearest month, since they were last employed on a full-time basis. The data collected is summarised in this stem and leaf diagram.
(a) Write down the values needed to complete the totals column on the stem and leaf diagram.
(1 mark)
(b) State the mode of these data.
(1 mark)
(c)
Find the median and quartiles of these data.
(4 marks)
Given that any values outside of the limits Q1 – 1.5(Q3 – Q1) and Q3 + 1.5(Q3 – Q1) are to be regarded as outliers,
6. In a game two spinners are used. The score on the first spinner is given by the random variable A, which has the following probability distribution:
(a) State the name of this distribution.
(1 mark)
The score on the second spinner is given by the random variable B, which has the following probability distribution:
(2 marks)
On each player's turn in the game, both spinners are used and the scores on the two spinners are added together. The total score on the two spinners is given by the random variable C.
(e) Find the probability distribution of C.
(6 marks)
(f)
Show that E(
C
) = E(
A
) + E(
B
).
END
(4 marks) | <urn:uuid:bd3b4d6b-5438-402c-926d-e37c5d4d3751> | CC-MAIN-2024-22 | https://www.mathsgenie.co.uk/alevel/solomon/S1K.pdf | 2024-05-23T00:31:37+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00484.warc.gz | 748,337,673 | 982 | eng_Latn | eng_Latn | 0.99718 | eng_Latn | 0.99844 | [
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Woody Ornamentals IPM Advisory
Weekly Landscape Pest Update, Utah State University Extension, May 25, 2007
What's In Bloom
Beauty bush: end
Cranberry viburnum: bloom
Climbing roses: full bloom
Kousa dogwood: end
Privet: full bloom
Red-twig dogwood: end
Insect Activity
DECIDUOUS TREES
Striped Mealybug
This insect was found by an Extension agent on honeylocust trees in Utah county. This mealybug feeds on a wide variety of hosts, from various trees to tomatoes and eggplants, It was first identified in Utah last summer, so it does not have a wide host range here. It seems to multiply on plants that are water stressed, feeding on the leaves, shoots, and stem.
Control for this mealy bug is similar to all mealy bugs. Keep your plants healthy with regular watering. For the most part, natural enemies will control an infestation. If chemical control is necessary, try insecticidal soap or neem oil. (Use horticultural oil in the dormant season for eggs.) As a last resort, use malathion, carbaryl, or a pyrethrin spray.
Spittle Bug
No--that wasn't a rude person that spit on the branch--that is a spittle bug! Spittlebugs were found active in Salt Lake
Russian olive: full bloom
Shrub roses: begin
Smokebush: begin
Smooth hydrangea: begin
Snowball viburnum: end
Spirea: bloom
county. They are small insects that look like leafhoppers, but are usually not seen because they cover themselves in a white, frothy substance for protection from predators.
They usually do not cause much damage because of their low population numbers. Extensive feeding can occur, though, resulting in yellowing or stunted plant growth.
Generally there is no control needed, however, the bugs may be removed by hand, or with a strong flow of water, or the infested area can be pruned out and destroyed. Healthy plants have minimal pest problems. Inspect transplants for insects before purchase. Selecting varieties that are well adapted to the low desert, place them in appropriate locations to provide adequate space and light, provide proper fertilization, irrigation and insects will rarely be a problem.
Contact:
Marion Murray
435-797-0776 email@example.com www.utahpests.usu.edu/ipm click here for archived advisories
Honeylocust Plant Bug
The honeylocust plant bug does most of its damage as a nymph, feeding with piercing-sucking mouthparts early in the season when the new growth is expanding. But damage does not show up until the leaves have fully emerged. Damage includes leaf distortion, discoloration, and dwarfed leaflets. Severe defoliation weakens the tree and increases its susceptibility to invasion by secondary insect and disease pests. Complete defoliation is possible, but new foliage emerges later in the season.
The adults are still active, but do not cause the damage that nymphs do, so controls are not recommended at this time. (Adults lay eggs in early to mid-summer and die; the eggs hatch the following spring.)
If you have a problem with this pest in your honeylocusts, plan to treat them early next spring. The best control is to target the nymphs, 7 to 10 days after bud break. A strong stream of water on the plant leaves works for many plant bugs. When they are young, they will have difficulty getting back to the leaves. Insecticidal soap and horticultural oil also work. Stronger products include imidacloprid, pyrethrins, and carbaryl.
Sycamore Plant Bug
Sycamore plant bug was seen in Salt Lake county, causing the chlorotic spotting as seen in the photo. The eggs of this pest hatched following the emergence of leaves in the spring, and the nymphs immediately began feeding. Plant bugs inject a toxin into the leaves as they feed which eventually kills the tissue, causing browning and ragged leaves.
Control and timing for this pest are the same as for honeylocust plant bug.
Lecanium Scale
Honeydew dripping from scale
Lecanium scale crawlers have begun to emerge, so treatments should be applied at this time. Crawlers are newly hatched scales, and move to the underside of leaves to feed. (You can monitor if crawlers are out on your own by wrapping duck tape around a branch next to the scale and watching for tiny insects trapped on the tape.)
Control scale with neem oil, horticultural oil, imidacloprid (Merit), carbaryl, or malathion. Merit is a systemic insecticide, so treatment timing of this material is not as critical.
Repeated from an earlier advisory: Lecanium scales are a soft scale, meaning that they can move around on the stem. Also, the "covering" you see is actually the organism's outer wall, as opposed to a removable plate, as on armored scales. Soft scales are also usually larger and more rounded than armored scales.
Soft scales produce large quantities of honeydew that drip onto leaves and limbs. Limbs of heavily infested trees may be blackened by the growth of sooty mold fungus that thrives on the sugar-rich material.
Control of scale can be difficult and may take several seasons. The key is proper timing of insecticide applications. Scales are at their most vulnerable soon after hatching (called the "crawler" stage). Once settled, they begin to secrete a waxy covering that shields them from sprays.
Lace bug
Lace bugs were observed in Salt Lake county on sycamore. There are several different species of lace bugs on a variety of ornamentals. In one location in Salt Lake county, they were a problem on oaks. They feed on the underside of leaves by sucking leaf sap, causing stippling. Adults and nymphs also leave specks of dark, shiny excrement. Damage is usually most evident in late summer.
If you suspect lace bug, look for this insect now by examining the lower leaf surfaces or beating a branch over a cloth tray. The stippling that it causes looks similar to damage caused by spider mites and leafhopper.
The usual insecticides listed as control for other pests also work for lace bugs, including neem oil, insecticidal soap, horticultural oil (Green Light, Volck), as well as or spinosad
Disease Activity
Sycamore Anthracnose
(Natural Guard) These products may need to be re-applied. But they all have a very low toxicity to humans and a low impact to natural enemies. Be sure to get good coverage on the undersides of leaves.
CONIFEROUS TREES
Cooley Spruce Gall Adelgid
The cooley spruce gall adelgid has formed galls. For smaller trees, or where practical, remove and destroy these galls before they begin to turn brown (in mid to late July) to reduce the population. Once the adults have emerged from the galls, removing them will not help.
Sycamore anthracnose can be a common foliar disease, especially with cooler, wet weather. You'll first notice irregular brown patches along the leaf margins or veins. Over time, the necrotic (dead) area expands to cover almost the entire leaf. Leaves can also look tattered and distorted drop prematurely. The trees will re-foliate within 3-6 weeks and appear good as new. Sycamore seems to be able to tolerate yearly infections followed by re-foliation. When severe, this pathogen can also cause dieback of tender shoots which can result in deformity of the tree growth. It overwinters on these infected shoots or on fallen leaf litter.
To manage this disease, make sure trees are watered and fertilized properly to reduce stress. Rake and dispose of fallen leaves and prune out blighted twigs to reduce the chance of infection in the following season. Since this disease is usually not a serious problem for the health of the trees, chemical controls are usually not necessary.
Precautionary Statement: All pesticides have benefits and risks, however following the label will maximize the benefits and reduce risks. Pay attention to the directions for use and follow precautionary statements. Pesticide labels are considered legal documents containing instructions and limitations. Inconsistent use of the product or disregarding the label is a violation of both federal and state laws. The pesticide applicator is legally responsible for proper use.
Utah State University is committed to providing an environment free from harassment and other forms of illegal discrimination based on race, color, religion, sex, national origin, age (40 and older), disability, and veteran's status. USU's policy also prohibits discrimination on the basis of sexual orientation in employment and academic related practices and decisions. USU employees and students cannot, because of race, color, religion, sex, national origin, age, disability, or veteran's status, refuse to hire; discharge; promote; demote; terminate; discriminate in compensation; or discriminate regarding terms, privileges, or conditions of employment, against any person otherwise qualified. Employees and students also cannot discriminate in the classroom, residence halls, or in on/off campus, USU-sponsored events and activities. This publication is issued in furtherance of Cooperative Extension work. Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Noelle Cockett, Vice President for Extension and Agriculture, Utah State University. | <urn:uuid:a0f9ecd5-52fc-4c95-84bf-5cb50a78992f> | CC-MAIN-2024-22 | https://pestadvisories.usu.edu/wp-content/uploads/2016/07/hort-05-25-07.pdf | 2024-05-22T22:58:55+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00483.warc.gz | 387,241,274 | 2,059 | eng_Latn | eng_Latn | 0.997938 | eng_Latn | 0.998392 | [
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Prompt Engineering for Teaching Writing
Prompt engineering is a skill that can impact the nature and often the usefulness of a response generative AI provides to a query. But at a more basic level, prompt engineering is also about the importance of choosing words carefully, being thoughtful about sentence structure and adjusting wording if one's meaning is not coming across effectively. In other words, it has a lot in common with other skills we ask students to master, like searching the internet effectively using relevant keywords, or communicating their ideas clearly to an audience.
While a generative AI chatbot might not be the same type of audience as a group of peers or a teacher grading a paper, basic communication skills used in prompt engineering have relevance far beyond prompt engineering as an isolated task. The contours of prompt engineering will almost certainly change as AI models evolve in their training and need different things from users, but time spent learning how to be an effective prompt engineer with existing models will not be wasted, because the fundamentals of thinking about how to be a good communicator are transferable skills.
Note: For any assignment where you are asking students to employ AI, remember to verify the parameters for AI use allowed at your institution. Keep in mind privacy and confidentiality concerns of these models, and make sure students are aware that there is not an assumption of confidentiality for any data or information they use to prompt a model. AI tools will incorporate those prompts into the data that trains their model. Consider having an alternative assignment that will achieve similar learning outcomes but does not require the use of an AI tool.
Librarian and scholar Leo Lo has developed a framework for thinking about prompt engineering that can serve as a helpful introduction to prompt engineering for your students. 1 His CLEAR Framework defines best practices for writing effective prompts:
C - Concise
L - Logical
E - Explicit
A - Adaptive
R - Reflective
1 Lo, Leo S. "CLEARer Dialogues With AI: Unpacking Prompt Engineering for Librarians." Choice - Library Tech Insights Webinar. September 19, 2023. https://www.youtube.com/watch?v=3pvmMEnJhCs
The first three elements in this framework (Concise, Logical, and Explicit) focus on strategies for how to choose words and structure prompts, while the last two (Adaptive, Reflective) are broader and relate more to a mindset approach for effective prompt engineering.
Try a multi-part activity to introduce students to this framework:
Part 1: Prompt Writing
For students to understand how the way a prompt is written can influence the response, it's helpful for them to be able to compare prompts that are asking a similar question but written differently. Have your students work in pairs or small groups, each focusing on one of the first three CLEAR criteria (Concise, Logical, Explicit). Give them a broad topic, or have them select one. (You may want to select topics that focus on your discipline or the subject of a unit your students are studying.) Have students write two prompts: one that meets their group's CLEAR criteria, and one that does not. Give them the following guidelines for each criteria:
CONCISE prompts contain only relevant information, without unnecessary words or details. This doesn't mean they should be overly short, just that the words that are used are all important. Because generative AI tools lack the nuance that a human audience would possess, it's particularly important not to add too much extraneous information. But learning to be concise and direct is a skill that's useful when communicating with humans as well, so becoming practiced with this skill is relevant beyond prompt engineering.
Have students start by writing down a prompt that contains everything they can think of to ask the AI model about their topic. Then have them rewrite the prompt to be more concise, and have them compare the results.
LOGICAL prompts are designed to contain orderly information and clearly defined context. Have students start out by giving an informal, disorganized prompt (you might even want to purposely limit the amount of time they have to develop this "illogical" prompt, so that it will be extemporaneous). They should then try rewriting the prompt with more time, working with their partners to workshop the text to be more logical and clear.
EXPLICIT prompts should contain clear and specific instructions, such as the style or tone, the role the model should play, the number of examples you'd like it to provide, and any other details that your students deem important. Have your students experiment with prompt instructions that are more or less detailed, and how changing these details changes the nature of the response. This is great practice for them to consider why detail and clarity in writing matter.
Part 2: Discussion
Once your students have practiced several rounds of prompt engineering, have them develop a set of best practices for their criterion which they can share with the whole class. This process
can be used to kickstart a discussion about the last two elements of the CLEAR Framework, Adaptation and Reflection. Have your students consider the following questions:
* What did we need to change about our writing in order to produce more effective responses? How do we even define what an "effective response" is?
* What shortcomings remained with the responses we received even after following the criteria? What does this teach us about the limitations of these models?
* How can we apply those lessons of adaptation to our writing and communication strategies beyond this activity?
Conclusion
After completing both parts of this activity, your students will have gotten a helpful introduction to some best practices for prompt engineering, as well as some food for thought about how being careful and considered with language choices is integral to writing and communication more generally. Consider adding an "exit slip assignment" after this discussion to help you target future teaching and discussion on this topic. Give students a short list of reflection questions to choose from, which they can respond to on a slip of paper or virtually (if you're teaching online).
* Describe one practice you learned in today's exercise that you plan to apply
- In future prompt writing
- In a non-AI related writing context
* What area do you most want to improve in your prompt engineering, and why?
* Which element(s) of the CLEAR framework do you find most challenging to use in your writing, and why?
Sources and Suggested Resources
learnprompting.org.
Johnson, S.M., Coley, M., Bandy, J., Bradley, J., Molvig, O. (2023). Teaching in the Age of AI Vanderbilt University Center for Teaching.
https://cft.vanderbilt.edu/guides-sub-pages/teaching-in-the-age-of-ai/.
Lo, Leo S. "CLEARer Dialogues With AI: Unpacking Prompt Engineering for Librarians." Choice - Library Tech Insights Webinar. September 19, 2023. https://www.youtube.com/watch?v=3pvmMEnJhCs | <urn:uuid:616f631b-1fbd-47f3-a269-9efc1abadadb> | CC-MAIN-2024-22 | https://credoinfolit.zendesk.com/hc/en-us/article_attachments/20354849104539 | 2024-05-23T00:02:47+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00486.warc.gz | 156,543,450 | 1,398 | eng_Latn | eng_Latn | 0.921018 | eng_Latn | 0.99752 | [
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The Grey Snake
Hemiaspis damelii
AN EXCITING DISCOVERY
ABOUT THE GREY SNAKE
In the Summer of 2018-19, researchers from Charles Sturt University (CSU) were conducting a series of nocturnal frog surveys around the wetlands of the lower Murrumbidgee floodplains.
As well as recording a high number of frogs, the CSU researchers were excited to record a total of 21 sightings of Grey Snakes. These were the first ever confirmed sightings of this species in the Murrumbidgee River catchment!
The locations where the Grey Snakes were sighted include:
Nap Nap & Eulimbah Swamps
Two Bridges & Mercedes Swamps (Yanga National Park)
Piggery Lake (Yanga National Park).
The Grey Snake is currently listed as Endangered in QLD. Dr Damian Michael is now working to have the species listed as Threatened under National legislation.
Easily confused with juvenile Eastern Brown Snakes, or Curl Snakes
Relatively small ~43-60 cm long
Active at twilight and night
Feeds mostly on frogs
Most likely to be found in areas with cracking clay soils, near seasonally inundated wetlands that support high densities of frogs
HAVE YOU SEEN A GREY SNAKE?
If you spot what you think may be a Grey Snake, please take a photo and record as much detail as you can, including: location, time and date, and details of the area such as vegetation, and other animals present.
Send the details to Damian Michael (firstname.lastname@example.org) or upload to iNaturalist (via the app or website).
Note that Grey Snakes are venomous, so always observe caution if you do see one!
Photographs:
D.
Michael | <urn:uuid:c5aac5b4-c573-4ff2-9613-e9ae2043f4d6> | CC-MAIN-2024-22 | https://mli.org.au/wp-content/uploads/2020/08/Endangered-Grey-Snake.pdf | 2024-05-22T23:29:25+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00486.warc.gz | 350,214,383 | 372 | eng_Latn | eng_Latn | 0.995784 | eng_Latn | 0.995784 | [
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COACHING CORNER
INTENTIONAL INTERACTIONS IN TEACHING
Supporting Concept Development: Integrated Learning
Use these ideas and questions to build on what you have learned and extend your practice.
THINK ABOUT IT!
Self–Reflection Use these questions to think about your own practice.
Reflect with Others Supervisors, directors, coaches, and teachers/ providers can be reflective partners.
The Power of Practice Invite a colleague to join you; observe or record each other and share ideas.
REFLECTIVE QUESTIONS
What are some examples of integrated learning that I have observed during children's play or routines over the past week?
How can I stretch myself to engage with children during day-to-day interactions of play, inquiry, and routines to foster their development across domains?
What small changes can I make in my practice to plan learning experiences that support multiple domains of learning?
When planning an activity that focuses specifically on literacy, math, science, or art, for instance, how might I support development in other domains?
How easy or challenging is it for me to shift my thinking from math time or reading time to facilitate integrated learning experiences throughout the day?
TRY IT OUT!
Choose one of the following experiences to practice how to facilitate integrated learning:
How Did It Go?
Play | Inquiry | Routines
Identify an activity you can plan or an interaction you can initiate during play, inquiry, or routines.
Plan in advance how you can support children's development and learning in multiple domains. Here are some questions to help you plan integrated learning experiences:
Social-Emotional: How can this experience support children's relationships with caregivers or peers? In what ways can children work together during this experience? How does the activity promote children's self-regulation skills?
Language and Literacy: What new vocabulary can you introduce? What books might you read? How can you include print in this experience?
Physical: How does this experience foster fine or gross motor skills?
Math: Does this experience have opportunities for counting, patterns, classification, or other math concepts?
Science: How might you invite children to share observations and make predictions? Can you encourage children to investigate or experiment? What science tools might you introduce?
In the moment, pay attention to how children engage in the activity or interaction. Try to scaffold children's learning in multiple domains.
After facilitating an integrated learning experience, reflect on the children's development and learning. Record your thoughts. Which domains of development did this learning experience support? What worked and why? What might you try next time?
What Next?
Practice again. Try this exercise when planning other learning experiences during play, inquiry, and routines. Use the previous questions to intentionally support development and learning across domains. Check out the next bundle, Being Responsive to Children and Families, to learn about how to plan curriculum that is responsive to the diverse needs of children and families.
Copyright © 2014 First 5 California and WestEd | <urn:uuid:2b1692a4-f221-4d13-8edc-37182d4cd59b> | CC-MAIN-2024-22 | https://ccfc.ca.gov/partners/PD2GO/Bundle_SUPPORTING_CONCEPT_DEVELOPMENT/Pack_Integrated_Learning/pd2go_files/PD2GO-I3T-Pack08-CoachingCorner_2015Aug.pdf | 2024-05-23T00:42:42+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00484.warc.gz | 134,189,729 | 608 | eng_Latn | eng_Latn | 0.997195 | eng_Latn | 0.997195 | [
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Overview
-Athletics is the name for a number of different sports that require strength, endurance and skill. Athletics includes track and field events.
-Track events involve running and sprinting. Examples are the 100 metre sprint and hurdles.
-Field events often use skills like jumping and throwing. Examples include the shotput throw and the long jump.
-Someone competing in athletics is known as an athlete. They should learn how to perform movements safely, build our confidence and respond to feedback given by others.
Welton Primary School—PE Knowledge Organiser
KS1
Athletics
Social and Emotional
Supporting and Encouraging Encouraging and supporting others can help them to feel good and perform well.
Honesty and Fair Play
Keeping Safe Follow the rules and listen to the coach/ referees instructions. Store and handle apparatus properly.
Perseverance
Fair play is about learning the rules of the game and putting them into practice honestly. We should not try to gain an unfair advantage over others.
Building Confidence Some athletic moves can be difficult or dangerous. It is important that we believe in ourselves and build confidence before attempting moves.
Challenging Myself
Whenever we learn anything, we have to start somewhere! Improving ourselves is all about putting in hard work and practice, challenging ourselves to be better than we were before!
Perseverance is about keeping going even when something is difficult or tiring.
Thinking/ Strategic
Obstacle – Something that needs to be avoided (e.g. jumped over or moved around).
Track – The name given to events that take place on a running track. The tracks are often made of rubber for more bounce and speed. Full-sized athletics tracks are often 400 metres around.
Field –Events that do not take place on the running track, e.g. jumping and throwing events. They often take place inside the oval track.
-In athletics, it is important to try and reflect on your strengths and weaknesses in order to beat your personal bests. When things do not go well consider which parts of your technique were not quite right, and take steps to improve them. You should also try to help others to improve through offering clear and fair feedback.
Health and Safety
Key Vocabulary
Athletics
Strength
Speed
Endurance
Running
Jumping
Throwing
Sprinting
Obstacle
Equipment
Persevere
Hurdling
Distance | <urn:uuid:9a16607d-9e6b-4c43-b750-55f33cb9dfac> | CC-MAIN-2024-22 | https://www.weltonprimaryschool.com/attachments/download.asp?file=3132&type=pdf | 2024-05-22T23:12:33+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00485.warc.gz | 942,044,780 | 487 | eng_Latn | eng_Latn | 0.997932 | eng_Latn | 0.997932 | [
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The National Curriculum for History in Years 3 to 6.
Pre-Roman Britain
Our children will be taught about changes in Britain from the Stone Age to the Iron Age.
Roman Britain
Our children will be taught about the Roman empire and its impact on Britain.
Anglo-Saxons & Scots
Our children will be taught about Britain's settlement by Anglo-Saxons and Scots.
Anglo-Saxons & Vikings
Our children will be taught about the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.
Local History
Our children will be taught about an aspect of local history.
Extended chronological study
Our children will be taught a study of an aspect or theme in British history that extends pupils' chronological knowledge beyond 1066.
Ancient Civilizations
Our children will be taught about the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of Ancient Egypt.
Ancient Greece
Our children will be taught a study of Greek life and achievements and their influence on the western world.
Non-European Study
Our children will be taught about Mayan civilization c. AD 900. | <urn:uuid:4a0ec1b9-1421-4863-9628-809ea00d69b5> | CC-MAIN-2024-22 | https://www.heritageparkschool.co.uk/_files/users/6/Curriculum/Year%206/DA21FFE84F7D111BB649526BA687BC77.pdf | 2024-05-22T23:47:58+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00487.warc.gz | 680,607,928 | 240 | eng_Latn | eng_Latn | 0.99189 | eng_Latn | 0.99189 | [
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Work Sheet
My Praise:
My Prayer:
(1)Theme: What was the general idea of the whole chapter?
(2) Most Important Verse: Pick a verse that seem to be important or had special meaning for you.
(3) Most Prominent Word: Pick a word that was repeated frequently or was important in its implication •
(4) Teaching about Christ: Find a teaching about Jesus Christ that affirms that he is God
(5) Command to Follow: select one verse that is a valid command for US to follow.
(6) Promise to Keep: Pick a verse that gives us reassurance of a promise of God to us.
(7) Truth Learned: Did you discover something in this study that had never occurred to you before or some new angle or insight that was given to you in your study.
(8) Lifes Application: What did you find that is useful in the healthy growth of your own spirituality? | <urn:uuid:0e440318-ad54-4aa9-896e-593913a3bfc1> | CC-MAIN-2024-22 | http://www.stjudeshawaii.org/uploads/2/7/0/3/2703074/work_sheet.pdf | 2024-05-22T23:31:13+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00488.warc.gz | 52,025,600 | 192 | eng_Latn | eng_Latn | 0.997318 | eng_Latn | 0.997318 | [
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High-frequency words
could
How to teach kids to spell high-frequency words
1. Segment the word into its phonemes (sounds).
2. Map the word showing its graphemes (spellings of the phonemes).
3. Identify the tricky spellings in the word and show familiar words with these spellings.
c
oul
d
w
oul
d
sh oul
d
4. Ask the child to say the sounds as they write the word.
For more information please visit phonicbooks.co.uk.
© 2023 Dorling Kindersley Limited | <urn:uuid:e9457c9b-ba58-4f67-ac63-9a156174efd1> | CC-MAIN-2024-22 | https://www.phonicbooks.co.uk/content/uploads/2024/04/UK_High_Frequency_Words_Could_v2.pdf | 2024-05-23T00:15:55+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00489.warc.gz | 809,889,957 | 121 | eng_Latn | eng_Latn | 0.996463 | eng_Latn | 0.996463 | [
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Nutrition in Epidermolysis Bullosa for children over 1 year of age
Lesley Haynes RD
Principal Paediatric Dietitian for epidermolysis bullosa (EB) Great Ormond Street Hospital for Children NHS Trust London WCIN 3JH, UK
DEBRA
13 Wellington Business Park
Duke's Ride
Crowthorne
Berkshire
RG45 6LS
UK
Tel: 01344 771961
firstname.lastname@example.org
DEBRA is the national charity that supports individuals and families affected by Epidermolysis Bullosa (EB) – a painful genetic skin blistering condition.
Nutrition in Epidermolysis Bullosa for children over 1 year of age
About this booklet
All children need to be well nourished to thrive and to enjoy the best possible quality of life and this is especially important for children with the more severe EB types. Although there can be wide variation in severity between and within EB types, it tends to be children with the more severe forms of recessive dystrophic EB (RDEB), Dowling-Meara EB simplex (DM EBS) and junctional EB (JEB) who experience nutrition-related problems. This is because their nutritional intake is limited by factors associated with their EB and at the same time, some of their nutrition is diverted away from growth into wound healing. It is not possible to cure EB with "special" diets (eliminating particular foods or containing megadoses of certain nutrients. However, by promoting optimal nutrition, growth, immunity and healing will have the best chance of succeeding.
Sadly, the nature of Herlitz junctional EB (HJEB) is such that nutritional modifications cannot exert any long term benefit. However some dietary manipulations may positively influence the young HJEB child's quality of life, and individual advice should be sought about this.
This booklet describes the nutrients that make up a normal balanced diet for all of us regardless of our age and whether we have EB or not. This has been done in order to offer comprehensive information, but please note that some foods mentioned are not appropriate for very young children with or without EB. This is followed by practical information specific to feeding EB children from about I year of age onwards.
A booklet like this can give only general advice and cannot provide answers to every situation. To aim for the best nutrition for your child, the advice of a paediatric (children's) dietitian should be sought. An individualised plan can then be drawn up and reviewed regularly to ensure that it remains realistic and feasible. EB affects girls and boys in equal proportions, but for ease of reading, the baby is referred to as "he" throughout.
For information on nutrition for babies with EB, please refer to:
Nutrition for Babies with Epidermolysis Bullosa by Lesley Haynes RD
Published by DEBRA UK
Why is nutrition important in EB?
Children who do not have EB channel most of their nutrition into growth. Because EB children's skin is fragile and easily damaged, they may need individually-tailored diets not only to promote growth, but also:-
- to compensate for nutrients lost through open wounds or lesions
- to supplement the nutrients necessary for optimal healing
- to help maintain an effective immune system to counteract infection
- to promote normal gut function and avoid constipation
- last, but by no means least, to feel as well as possible and enjoy a good quality of life
All children have "off days", e.g. due to minor illness, when food intake is reduced, and EB children are no different. However, this happens more often for EB children if they have also to contend with blisters in the mouth and throat which make eating uncomfortable and may reduce food intake significantly.
Parents naturally become very anxious at these times. However, by capitalising on the good days when your child is happy to eat, you will feel better able to cope with days when his intake is poor.
What is a nutritious diet?
A nutritious diet contains a balance of:
Proteins Carbohydrates
Fats
Vitamins
Minerals
Fibre
Water
This is not as complicated as it sounds because most foods are a mix of several nutrients, and a nutritious diet can be achieved with many different combinations of foods. The more varied the diet, the more likely it is to contain a good balance of nutrients. Very simply, most nutrients are used to satisfy the body's need for growth and repair (normal "wear and tear"), and to supply energy (calories). Complex chemical processes cause food to be broken down into small units and then reabsorbed in forms that enable us to live (this is called metabolism).
Nutritional requirements are relatively high during infancy, childhood and adolescence when growth rate is fastest. In EB, blistering and loss of body fluids require constant repair work and the metabolic rate (the speed at which metabolism takes place) can be higher than normal, especially when infection is present.
Lesley Haynes RD
Proteins
Proteins are important to build strong, healthy body tissues and to promote wound healing. Milk (and other dairy products such as cheese and yoghurt), meat, fish and eggs comprise the main dietary sources of animal protein. Vegetable protein is found in foods such as pulses (peas, beans and lentils or dhal), nuts and cereals.
A vegetarian diet needs careful planning to ensure its adequacy for any child. Nuts (except for smooth nut butters) should not be given to children under 5 years in case they inhale them or choke on them.
Fats
Fats are the most concentrated sources of calories in the diet and although some EB children may not be very physically active, they need enough calories to metabolise protein efficiently. If they do not consume enough calories from fats and carbohydrates, protein is used as a wasteful calorie source instead of being used to build body tissues. The high calorie content of fats and fatty foods is useful for children with small appetites. Butter, margarine, cream, oil, lard, suet and dripping are obvious sources of fat. Less obvious sources are full cream milk, full fat yoghurt, many cheeses (including fromage frais), ice cream, meat (especially when there is visible fat), eggs, oily fish (e.g. sardines, pilchards and salmon), avocados, nut butters and chocolate. On the other hand, some EB children can become overweight, often because of reduced mobility and/or reliance on a wheelchair. They may need to limit their fat intake to avoid further reduction in mobility.
Carbohydrates
Carbohydrates are an important source of calories and, in some cases, of fibre, vitamins and minerals. Carbohydrates that are useful mainly as a source of calories include biscuits, sugar, sweets, glucose, honey, jam and syrup. Carbohydrates containing a wider range of nutrients include cereals, breakfast cereals, flours, pasta, bread, potatoes, fruits and pulses. Puddings and cakes are valuable mainly for their calorie content, but can also be good protein sources if they are made with eggs and milk products. All carbohydrates are important; the sweet ones (biscuits, sugar etc) should be included with, but not instead of, the less sweet ones (cereals, potato etc). However, if your child has a tendency to become overweight, he may need to restrict his intake of sugary foods.
Fibre
Fibre (roughage) is the part of food which is unabsorbed as it passes through the gut. Far from being of no value, fibre is very important for keeping the gut healthy, the bowels working normally and encouraging the beneficial bacteria there to flourish (which in turn helps the immune system to work effectively). Fibre is found in wholegrain breakfast cereals, eg. Weetabix ® , porridge, bran flakes & muesli, wholemeal bread, wholemeal flour, wholemeal pasta, brown rice, pulses, dried fruit and fresh fruits and vegetables. Children with mouth and throat blisters can find high fibre foods difficult to chew and swallow. Citrus fruits (oranges, tangerines etc) and tomatoes may irritate the mouth if it is blistered or sore. A high fibre diet is bulky and filling and consequently can be low in calories, as less total food is eaten. (See Constipation and bowels).
Vitamins
Vitamins are essential for growth and health. If a sufficiently varied diet is eaten every day, vitamin intake is usually satisfactory, however if food intake is limited supplements may be recommended (see Vitamin and mineral supplements). There are several vitamins and each has a specific function in the body. For example:-
Vitamin A is found mainly in liver, milk, oily fish such as mackerel, fortified margarine and yoghurt. Dark green, red and yellow vegetables contain a substance called carotene which can be converted by the body to vitamin A. Vitamin A is needed to maintain the health of skin, eyes and mucous membranes and to help strengthen the immune system.
The B group of vitamins is found in dairy foods, meat, eggs, bread, cereal products and potatoes. Different B vitamins have specific functions eg. helping to metabolise , energy from carbohydrates, maintaining healthy blood and skin and promoting protein metabolism.
Vitamin C is found mainly in fruit, especially citrus fruit, blackcurrant drinks eg. Ribena ® and some vegetables, eg. green vegetables and potatoes. Vitamin C is important in activities such as wound healing and iron absorption.
Vitamin D is found in butter, margarine, oily fish, evaporated and dried milk, eggs and liver, with fish liver oils being the best source. Sunlight on the skin produces vitamin D in the body. With calcium, Vitamin D helps to build strong bones and teeth.
Vitamin E has several important functions eg. protection of cell membranes and immunity. It is found in vegetable oils, nuts, green leafy vegetables and wheatgerm.
Minerals
Minerals, like vitamins, are essential for health and growth and a well balanced diet usually provides adequate amounts for normal requirements. Iron, zinc, selenium and calcium are particularly important in EB.
Iron is mainly found in meat (especially liver, kidney and corned beef), bread and fortified breakfast cereals. Iron is needed for healthy blood and prevention of anaemia. Iron losses can be significant when skin is fragile and frequently damaged.
Zinc is found in a variety of foods, particularly protein foods e.g. meat, shellfish and to a lesser extent in dairy products, bread and cereal products such as wheatgerm. It plays essential roles in many complex metabolic processes including wound healing.
Selenium has a vital role, with Vitamin E, in protecting against cell damage and promoting immunity. It is found in Brazil nuts, dairy foods, some seeds and grains.
Calcium, with vitamin D, is essential for healthy bones and teeth, also for muscle and nerve functioning and blood clotting. Calcium is found in milk and milk products such as cheese and yoghurt.
Vitamin and mineral supplements
If food intake is restricted by factors such as sore mouth or painful swallowing, or if requirements are increased, supplements can be prescribed. However, excessive intakes can be harmful, so always ask for dietetic advice before introducing any form of supplementation. Blood tests can help to identify a need for supplementation and, depending on the type of EB, are carried out as part of routine medical care.
Water, although often not considered as a nutrient, is essential to keep us well hydrated. An adequate fluid intake is also important to avoid constipation.
After the first year
By the age of about 1 year, many EB children can eat the same meals as other family members provided that foods are of a suitable consistency and not too spicy or salty. Citrus fruits, e.g. oranges or tangerines, tomatoes or fresh fruit juices may cause discomfort if the mouth is blistered. Foods which are likely to cut or scratch and blister the mouth or throat should be avoided e.g. hard crusts and sharp chips, toast, crackers, hard raw vegetables such as carrot and celery. Take care with foods that can be somewhat tough such as the skin on fresh sausages (tinned sausages e.g. Plumrose ® have very soft skin), some brands of baked beans (mash these slightly to break up the skin) and small, round foods such as grapes and cherry tomatoes that can be swallowed whole and cause choking - it is safer to cut these in half. Fish is very nutritious, but always check that all bones have been removed.
Promotion of confidence in eating is very important, and if EB children prefer to continue with pureed or well mashed foods, this should be encouraged rather than being viewed as lack of progress.
The emphasis should be on a good, balanced diet with plenty of protein. If the appetite is small, offer 3 small meals a day with nutritious snacks in between (there is a suggested meal plan on page 22). Milk continues to be an important source of nutrients, so try to give not less than 500ml daily of the recommended milk formula. Some toddlers are reluctant to move from a bottle to a cup or teacher beaker. Although this may take time, it is worth persevering because prolonged bottle feeding can cause tooth decay, especially if bottles are drunk during the night when saliva production is low.
Nutritional problems in children with severe EB - causes and effects
INADEQUATE
FOOD
INTAKE
Nutrient losses
via lesions
and wounds
Nutrient deficiencies
Anaemia
Osteoporosis
Blistering in the mouth
and oesophagus (gullet)
Poor tongue mobility*
Tooth decay, fragile gums
Reflux of stomach acid
Oesophageal narrowing*
Limited hand dexterity*
PAIN
Constipation
Anorexia
Lethargy
Growth failure
Pubertal delay/failure
Poor immunity
Poor wound healing
MISERY
*
Generally confined to RDEB
Children with severe EB are often unable to eat enough to satisfy hunger and to promote growth and healing. This significantly reduces their everyday quality of life and adds greatly to their parents' stresses and anxieties. The diagram below shows how various factors can interact and how easily vicious cycles become established, despite parents' very best efforts.
Oral and oesophageal problems lead to slow, tiring and sometimes painful eating and such negative experiences often lead to reluctance to eat or to try new foods. The memory of even just one unpleasant episode of painful swallowing or choking can cause fear of eating and lack of confidence long after the event. Gastro-oesophageal reflux (GOR, the return of acidic stomach contents back up the oesophagus) is common in EB, it can be very painful and invariably causes some degree of aversion to eating.
It is very important to treat GOR promptly, not only because of its negative impact on eating, but also because of the corrosive effect of stomach acid on the delicate lining of the oesophagus causing an increased likelihood of narrowing (stricture). In some cases, GOR produces no obvious symptoms, but still causes internal damage, so it is very important to follow your child's specialist's advice about medication dosage.
When eating and swallowing problems are persistent, one mealtime commonly drifts seamlessly into the next and this is undesirable for several reasons:-
- it is wearisome and demoralising for both the child and his carer, detracting from the pleasure that should be a part of mealtimes
- it is very time-consuming, leaving less time for other activities
- it inhibits the development of an appetite
- it increases the likelihood of tooth decay
- it increases the likelihood of constipation
Pureeing foods allows the child to eat more quickly and with greater confidence. Setting time limits on meals minimises the frustrations felt by all concerned and reduces reinforcement of negative associations with food. It is important to strike a realistic balance between encouraging and helping the child to finish meals and still allowing time for play. Praise small achievements and don't be tempted to force feed; this increases fear and is counterproductive in the long run.
Pureed foods
Some children can manage only very soft, pureed or liquid foods. This rapidly becomes boring if it relies on soup and ice cream, but the inclusion suitable family dishes makes for much more variety and, equally importantly, makes the child feel less different from others. Children usually like to see food before it is pureed so that they know that they are having the same as everyone else.
Pureed meals look more attractive if each food is pureed separately and if colourful ones such as carrots, baked beans and peas contrast with meat on the plate. This also allows the child to savour the different tastes of each food on his plate. He may find that cool, cold or lightly frozen foods soothe a sore mouth or throat.
Some dishes can be frozen in individual portions for use when the family meal is not suitable for pureeing. Use soup, full fat milk, white sauce or full fat coconut milk to puree foods rather than water. Water dilutes the nutrient content of the dish and makes it taste bland. Avoid sieving food as this reduces its valuable fibre content.
Boosting the nutrient content of meals
Although it is easy to blame everything on the complications of EB, normal events such as illness also interfere with eating and drinking. These are an unavoidable part of every child's development, but they are very stressful times for parents. Children rapidly pick up on parental worries around food, so if your child is having an off day, for whatever reason, try not to transmit your anxiety as this can increase his fears.
When the appetite is small, it helps to boost the nutrient content of meals without increasing their bulk. The child who is accustomed to having food boosted when he is well is more likely to accept this when he is less able to eat. So it is a good idea to include boosts on a regular basis to minimise the likelihood of their being rejected at a time when they are most needed. Make the most of protein foods such as eggs, meat, fish, milk, cheese and dishes containing these and exploit the calorie content of high fat foods (butter, margarine, oil, mayonnaise, cream, full fat coconut milk, evaporated milk) and sweet foods (sugar, jam, honey, sweet spreads and syrup). Try home-made milk shakes (page 23) and encourage your child to help you make them.
Here are some ideas:
- Add grated cheese/cream cheese/mayonnaise to mashed potato, baked beans, spaghetti, omelette/scrambled eggs
- Serve white or cheese sauce with added cream with fish and vegetables
- Add butter, margarine, olive oil or mayonnaise to hot vegetables
- Add 2-3 teaspoons single/whipping cream or evaporated milk to mashed potato, sauce, yoghurts, custard, mousse, jelly. (Cream or evaporated milk can be frozen in ice cube trays for easy access)
- Spread butter, margarine, cream cheese or smooth nut butter liberally on bread, soft toast and plain sweet and savoury biscuits
- Top bread or biscuits with jam, honey, lemon cheese or chocolate spread. Mix any of these spreads into milk puddings or yoghurt
- Make savoury dips e.g:
o Avocado mashed with mayonnaise
o Hummus/taramsalata mixed with mayonnaise/crème frậiche
o Smooth liver pate mixed with mayonnaise/crème frậiche
- Make sweet dips e.g:-
o Mango mixed with fromage frais
o Banana mashed with brown sugar and crème frậiche
o Banana mashed with lemon cheese
- Add a raw egg and/or evaporated milk to home-made milk pudding e.g rice/tapioca before baking
- Add 1-2 teaspoons of jam, honey or lemon curd to custard and rice pudding
- Add 1-2 teaspoons of sugar to breakfast cereals, yoghurts, stewed fruits
- Make up packet jelly using a small tin of evaporated milk to replace an equal volume of water
- Add 4 tablespoons skimmed milk powder per 500ml full fat milk
Commercial nutritional supplements
When chewing and swallowing are particularly difficult for your child, the ideas above may only partly satisfy his increased nutritional requirements. Fortunately, a very wide variety of commercial nutritional supplements is available and most can be obtained on prescription from your general practitioner (GP). The supplements come in various presentations:
Multi-nutrient, sweet drinks and soups, some containing fibre
The sweet drinks are available in a wide variety of flavours and are presented in very "child friendly" packaging, often in a tetra-pack with a straw. As they resemble regular supermarket milk shakes, children are often happy to take them to school to supplement or replace a meal or break-time snack. The soups can make a welcome savoury change for children who tire of sweet tastes
Multi-nutrient (dried) pureed meals, some containing fibre
These are available in several flavours and need to be reconstituted with milk or water.
Multi-nutrient desserts
These resemble regular smooth, blancmange-style desserts
Pure energy supplements (carbohydrate or fat or a combination)
These are available in powder and liquid, neutral and flavoured. They can be added to foods or feeds; the liquid can be taken alone as a medicine
Energy and protein supplements (carbohydrate, fat and protein)
These are available as powder and liquid, neutral and flavoured. They can be added to foods or feeds; the liquid can be taken alone as a medicine.
Pure fibre (powdered) supplements
These can be added to foods or feeds.
The number of available products is constantly changing and published information quickly becomes out of date, so individual product details have not been included here. Please contact your dietitian for the most current information and advice on the best supplements for your child's needs. Children tire very quickly of supplements and it is important to "ring the changes" frequently - another good reason to keep in regular contact with your dietitian so that she can tell you about new additions to the available range.
Iron-deficiency anaemia and iron supplements
EB children can become anaemic (as indicated by a blood test) for two main reasons. Firstly, when their skin is very fragile, they regularly lose blood from wounds and this can happen internally in the mouth, oesophagus, gut and anus as well as externally from skin lesions. Secondly, some children find meat (the best dietary source of iron) difficult or impossible to chew and swallow. Chronic anaemia causes tiredness and an early symptom is poor attention span in school or lethargy in the afternoons. Anaemia also negatively affects wound healing and exerts other subtle adverse effects on overall health.
Unfortunately, iron supplementation often causes or worsens constipation (less commonly it causes diarrhoea), especially if it is taken on an empty stomach. It is extremely important that such unwanted consequences are dealt with so that the iron can continue to be taken, rather than stopping it. Supplementary iron is available in tablet and liquid form on prescription from a GP and it is absorbed best if the total daily dose is split into at least 2 doses (this also minimises adverse side-effects) and taken at the same time as a rich source of Vitamin C. To maximise absorption, iron and zinc supplements should be taken at different times of the day.
Zinc deficiency and zinc supplements
Meat is one of the best dietary sources of zinc. However, many EB children find meat difficult to chew and swallow, so their intakes may be poor. Zinc supplementation should not be started solely on the basis of a low level of zinc in the blood as this may be a reflection of additional dietary shortfalls which your dietitian can discuss with you and make appropriate recommendations. Zinc supplements are usually prescribed in liquid or effervescent tablet form for EB children. Lozenges that are designed to be sucked can also be bought over the counter from chemists and health food stores. Unfortunately, zinc often causes nausea and occasionally vomiting, and this invariably leads to poor compliance. To minimize unwanted side-effects, zinc should not be taken on an empty stomach. To maximise absorption, zinc and iron supplements should be taken at different times of the day.
Selenium deficiency and selenium supplements
Selenium is needed in only very small amounts and deficiency usually takes years rather than months to develop. Selenium deficiency usually occurs in association with other nutrient shortages, so the whole diet should be assessed and all deficits addressed, rather than prescribing supplementary selenium in isolation. Selenium cannot be prescribed by a GP; it must be prescribed by a hospital doctor and dispensed from a hospital pharmacy. It is available only as small tablets which should be crushed for those with swallowing difficulties.
Oesophageal dilatation (OD)
Children with RDEB often develop narrowing of the oesophagus which limits their ability to swallow food, and sometimes even liquids. Oesophageal dilatation (OD) is a surgical procedure during which the oesophagus is gently stretched, under anaesthetic, to relieve the narrowing (or stricture). For some children, this procedure significantly eases swallowing difficulties and it generally needs to be repeated from time to time. Children who are unable to maintain an adequate nutritional intake despite OD, may be recommended to have gastrostomy tube placed.
Feeding tubes e.g. naso-gastric (NG) and gastrostomy tubes
A sore mouth and painful swallowing are huge disincentives to eating and significantly reduce food intake. By supplying some of the child's nutritional requirements straight into the stomach (by-passing the main trouble spots of mouth, throat and oesophagus), he can continue to enjoy the foods he is able to take by mouth and be "topped-up" by the tube feeds. NG tubes (soft, narrow tubes passed via the nose, down the oesophagus and into the stomach) are recommended rarely and then only for short-term use. Children understandably object to the attention that they attract and they are difficult to secure to fragile skin.
Gastrostomy tubes (often called "buttons"; small devices surgically placed in the stomach wall) are concealed under clothing. The operation to place them is reversible, and they can be used as much or as little as necessary, depending on the child's oral intake. The child eats and drinks as much as he is comfortably able to, with the remainder of his nutrition given through the button. The button can also be used for giving unpalatable medicines and for pain relief and sometimes buttons are placed for this purpose alone.
Tube feeds
Passing pureed food through a naso-gastric or gastrostomy tube is not recommended because of the likelihood of blockage and growth of harmful bacteria. Instead, one of the many commercially-manufactured tube feeds, which are available on prescription from your GP, should be used. The dietitian can advise on the best choice of feed, depending on your child's age and requirements.
Although, physiologically, it is natural to fast during the night, many EB children prefer to have their tube feed at this time, leaving the daytime for meals and other activities. Overnight feeding sometimes leads to the need to pass urine or open the bowels during the night, involving a trip to the toilet or a soiled nappy and broken sleep for the child and other family members. These consequences are more likely when the feed volume totals more than about 500ml.
Tube feeds can be given during the day and if the required volume is not over about 200ml per feed, this can easily be fitted into the daily routine, at home and in school. There are many different permutations of feed timing and delivery. The important thing is that each child has his individual situation and requirements assessed by the dietitian and that an appropriate plan is drawn up and regularly reviewed.
The role of sugar
Children with the more severe types of EB need calorie intakes that often cannot be achieved without the consumption of sugar and frequent meals, so it is important to strike a realistic balance. Dentists advise that the frequency of sugar consumption is as important as the overall amount taken. So if sugary foods are restricted to mealtimes, they are less damaging to teeth than if they are eaten alone.
A chocolate biscuit eaten with a meal is less harmful than when it is eaten between meals, or worse, nibbled slowly over several hours. A
sugary drink should be drunk quickly, with or straight after a meal and followed by sips of water to rinse the teeth. Compromise is possible and used sensibly, sugar's benefits can be exploited, whilst minimising the likelihood of tooth decay.
Here are some important points:
- If young children are still using feeding bottles, they should never contain anything except water
- Encourage the progression from bottle to cup
- Even low sugar varieties of lemonade, coca cola, cordial squash etc should be restricted to mealtimes as they contain acid which weakens tooth enamel
- Instead of sweet snacks, offer cheese, sandwiches filled with smooth nut butter, Marmite ® , cheese spread or meat/fish paste; or savoury items which melt in the mouth such as Tuc ® , ,Wotsits ® , Skips ® , Quavers ® , prawn crackers
- End meals with a savoury rather than a sweet food
- Even young children with few teeth should be seen by a dentist, ideally one familiar with EB, who can give advice on cleaning techniques, mouthwashes, fluoride supplements .etc
Tooth decay
In some types of EB, tooth structure means that decay is virtually inevitable. In others, structure is normal but teeth decay because:
- food debris accumulates around the gum margin because blistering and scarring limit the tongue's ability to clear it away
- bacteria in the plaque accumulated around the teeth react with the sugars in food to produce acid. The acid softens and dissolves the tooth enamel, exposing the sensitive nerves
- tooth brushing is often difficult in a fragile or tight mouth
Tooth decay causes pain and reduces food intake. Extraction or filling of decayed teeth is difficult to carry out in EB and involves additional pain. If several extractions are needed, a general anaesthetic may be necessary. Extractions cause permanent scarring in some types of EB, leading to increased tightness of the mouth. In turn, this causes further problems achieving both good oral hygiene routines and a satisfactory nutritional intake.
So, it is extremely important to try to preserve the teeth as much as possible. Ask your dental specialist for advice about fluoride supplements and suitable mouthwashes and toothbrushes.
Constipation and bowels
Regardless of the severity of their skin problems, many EB children experience extremely painful bowel motions and become increasingly reluctant to open their bowels. This can be one of the least well-recognised and distressing aspects of EB.
Constipation makes EB children feel listless and apathetic and it can have a devastating effect on appetite and quality of life. Some children's motions are hard and they are constipated according to the medical definition. Others feel pain and avoid opening their bowels even when their motions are soft. In this booklet, both situations are called "constipation" as the management is similar for each.
The negative effect that chronic constipation exerts on eating is underestimated. The anal skin is very delicate and even a "normal" motion has the potential to tear it, after which pain is felt every time the child opens his bowels. He learns quickly to oppose or ignore the urge to open his bowels (sometimes for several days). He may be unable to resist passing a small motion, but retains the rest which becomes progressively drier and harder. A bowel that is loaded with hard "rock-like" motions makes the child feel bloated and very uncomfortable. This reduces his appetite and so he eats less. Less food means less bulk in the bowel to stimulate a motion and so on as the vicious cycle develops (see page 9).
The child may feel abdominal or anal pain as soon as he smells food or is asked to sit at the table for a meal. Refusal to sit or eat is often mistaken for naughtiness and manipulative behaviour. Even the anticipation of eating can be enough to cause abdominal pains, as the muscles in the bowel try to move the motions along to make room for the next meal.
The main ways of managing constipation are:
- Increasing fibre (and fluid) intake and/or
- Taking laxatives/softeners
Both these approaches influence the consistency and bulk of the motions and affect the speed at which they pass through the gut. Increases in dietary fibre and fluid can often very successfully help constipation and for those whose EB is relatively mild, and who can eat the appropriate foods while still maintaining satisfactory growth, this should be the treatment of choice.
Suggestions for increasing fibre intake
Include cereal fibre by using wholegrain breakfast cereals such as Weetabix ® , Shreddies ® , Bran Flakes ® , Ready Brek ® , porridge. Try wholemeal and pumpernickel (German rye) bread, wholegrain biscuits e.g. Digestive, flapjacks and cereal bars, brown rice and wholemeal pasta. Try using 50% wholemeal and 50% white flour in home baking.
Eat fruit, especially raw. Leave the skin on apples, pears, apricots, peaches, grapes etc. Include prunes, figs, dried apricots, raisins, sultanas. Many fresh fruits can be made into "smoothies".
Some words of caution about fibre-containing foods
Children with mild EB should be able to chew and swallow regular fibrecontaining foods and these can be regarded as part of regular healthy eating pattern. However, for children with severe EB, it is generally not appropriate to advise these because:
- Foods such as muesli, wholemeal bread, fresh fruit and salads are difficult or impossible to swallow.
- Fibre-containing foods are comparatively low in energy. Severely affected EB children need enough calories to grow properly and heal.
- The bulky nature of such a diet makes it very filling and may reduce the appetite for more valuable foods.
- Unprocessed bran is not suitable for children.
Other sources of fibre
Children who can't (or won't) eat conventional forms of fibre may benefit from:
- A pure fibre source such as Resource Benefiber ® (Novartis). This is virtually tasteless, mixes with many liquids and foods and is generally well-accepted
- A fibre-containing, multi-nutrient supplement. Several companies produce these in different flavours.
Ask your dietitian for advice regarding their suitability for your child. If the item is available on prescription, the dietitian can write to your GP requesting this.
Encourage your child to drink plenty of fluids preferably water. As a general rule of thumb, children should have 6-8 drinks a day. The size of the drink depends on the size of the child. A toddler would take about 150ml per drink; an older child could drink 200-300ml.
Laxatives and softeners
These can help greatly to counteract the difficulties that many EB children experience in opening their bowels, however they should be introduced with care when a child is already significantly constipated. If the bowel contains "rocks", a stimulant laxative (e.g. senna [Senokot]) may only increase abdominal pain as the bowel muscles squeeze on the hard motions.
A softening laxative (e.g. lactulose) will have a limited effect on the "rocks", softening some of them but leaving the rest behind. Very loose motions often cause "accidents" when the child sneezes or laughs and motions are unintentionally leaked. Such outcomes are sure routes to non-compliance, so it is very important to ask your child's specialist for advice on the best regime.
A suggested meal plan for a child with mild to moderately severe EB
Breakfast Cereal (ideally containing fibre, eg. Weetabix ® , or porridge) plus milk*
Bread or toast (preferably wholemeal) with butter/margarine, honey, jam, marmalade, peanut butter
Milk*
Mid-morning
Milk*, water, diluted fresh fruit juice or fruit squash plus fresh fruit, biscuit or cake
Lunch
Meat with gravy or fish and sauce
Potato, rice or pasta
Two vegetables
or a dish such as lasagna, shepherd's pie, macaroni cheese
Fresh or tinned fruit, ice cream, custard
Milk*, water, diluted fresh fruit juice or fruit squash
Evening Egg, ham, cheese, baked beans, sardines, liver sausage
Jacket potato or wholemeal bread and butter/margarine
Yoghurt or fromage frais or milk pudding e.g. custard, rice
Milk*, water, diluted fresh fruit juice or fruit squash
Bedtime Milk* or cereal and milk*
* Aim for 500ml full fat milk per day unless excessive weight gain is a problem in which case semi-skimmed milk should be used. Skimmed milk is unsuitable for small children unless on the advice of a dietitian.
Recipes for home-made milk shakes
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Faculty of Community Services
Academic Support & Resource Centre
Pre-Writing Strategies
COLLECTING IDEAS – DOING THE RESEARCH
* Before you organize your ideas, you must first have ideas
* Choose a general topic. Do some reading – use course documents, your textbook, and additional sources to get a sense of what others think about the topic you chose
* Try brainstorming, free-writing, or mind-mapping to inspire your own ideas
ORGANIZING IDEAS – BRAINSTORMING
* Start with a blank page. Write down as many ideas about your topic as you can think of within a time frame (try 10 minutes to start)
* Ask yourself questions as you write: Why am I doing this? Why do I like this? Why don't I like this? What is the most interesting thing about this field or issue? How would my audience feel about this? What can we learn from this? How can we benefit from knowing more? What do I already know about this topic?
* When you are done, check to see if there are patterns or ideas that keep arising; these repeated patterns or ideas are often clues about what is most important about this topic or issue
ORGANIZING IDEAS – FREE-WRITING
* A time limit is also useful in this exercise
* Using a blank piece of paper or your word-processing program, summarize your topic in a sentence and keep writing
* Don't worry about grammar or spelling, and if you get stuck, just write whatever comes to mind
* Continue until your time limit is up, and when it's time to stop, read over what you've written and start underlining the most important or relevant ideas
ORGAINZING IDEAS – MIND-MAPPING
* Mind-mapping will focus you on a central word (usually something that embodies a theme, topic, motif, etc. that is important to your ideas), which you then work-out by associating other words, thoughts, and ideas to that central word
* This may be a very useful technique for extremely visual people
* Be as creative as you want – just not at the expense of the ideas themselves! Using this technique allows you to very easily visualize all the ideas that are in your head
* Mind-mapping can include pictures, colours, or symbols to help you make connections between your ideas.
Further pre-writing resources (including those adapted for this handout):
Lahl, A. Before you start writing that paper: A guide to prewriting techniques.
Retrieved from http://slc.berkeley.edu/you-start-writing-paper-guide-prewriting-techniques-0
Learning Fundamentals. Resources: Examples of Mind Maps. Retrieved from http://learningfundamentals.com.au/resources/
University of Maryland University College Effective Writing Center. Prewriting and outlining.
Retrieved from http://www.umuc.edu/writingcenter/writingresources/prewriting_outlining.cfm | <urn:uuid:85834e3a-191b-407d-a1fd-d2e9b1596b16> | CC-MAIN-2024-22 | https://www.torontomu.ca/content/dam/fcs/pdfs/studentsuccess/academicsupport/pre-writing-strategies.pdf | 2024-05-23T00:19:27+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00487.warc.gz | 884,895,129 | 599 | eng_Latn | eng_Latn | 0.997679 | eng_Latn | 0.997679 | [
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Recycling of waste Paper at IEL!
Team Industrial Energy Limited at Kalinga Nagar initiated "In-house Recycling of waste paper including one sided printed paper" at plant level. They made writing pads using recycled papers.
Good work!
Benefits:
Saving natural resources Cost saving of new pads Saving of trees
Green heroes:
Mr. Bhaskar Patra, Mr. Mustkeem Ahamad, Mr. Biswajit Jena and Mr. Ajay Kumar
Energy saving by replacing PV Solar modules junction box!
Team WREL, Karnataka replaced the damaged junction boxes with the junction box of damaged modules which were in good condition. They have replaced the junction boxes for four PV solar modules.
Good work by WREL Karnataka team!
Benefits:
2. Saving resources
1. Cost saving of Rs. 28500
3. Improving plant generation
Mr. Hanumesha K, Mr .Mallikarjun, Mr. Shivaraja, Mr. Palayya and Mr. Krishanreddya
Green heroes:
Using scrap for plantation!
Team Vikhroli maintenance used scrap distilled water cans for planting saplings.
Good work!
Benefits:
2. Increase in green cover
1. Reuse of scrap
Green heroes:
Mr. Vinod Khaire, Mr. Tribhuwan Kanyal, Mr. Sanjay Naidu, Mr. S Rajan, Mr. Ulhas D Parab and Mr. Sanjay Shinde
Rescue of Python!
Mr. Akash Gorade and Mr. Rakesh Naik from hydro team helped to rescue a Python from 13 bunglow colony, Khopoli division with the help of snake catcher. The python has been released in the forest area.
Good work!
Benefits:
Snakes form a key link in the food chain. They act as predators, and as prey. They help maintain a healthy ecosystem and environment.
Green heroes:
Mr. Akash Gorade and Mr. Rakesh Naik
Rescue of snake!
Mr. Mirza Adhikari and Mr. Santosh Ovhal from Khopoli power house rescued a Russell's viper trapped in a relay room. After the rescue, they released the snake in its natural habitat with the help of snake catcher.
Great work!
Benefits:
When we conserve and protect wildlife species, we enrich our planet.
Green heroes:
Mr. Mirza Adhikari and Mr. Santosh Ovhal | <urn:uuid:4e761736-d449-483c-b3b4-cc70b60411a9> | CC-MAIN-2024-22 | http://www.greenolution.co.in/pdf/GH-19sep19.pdf | 2024-05-23T00:59:25+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058575.96/warc/CC-MAIN-20240522224707-20240523014707-00488.warc.gz | 42,534,963 | 519 | eng_Latn | eng_Latn | 0.985707 | eng_Latn | 0.991807 | [
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RECIPE OF THE WEEK- Kale Chips
Once you start growing kale, you will always have an abundance.
Kale is a leafy green that is part of the cabbage (Brassica family) which includes broccoli, brussels sprouts, cabbage and cauliflower. Kale has a two-year life cycle and is considered a biennial plant. During it's second year, it will produce tiny yellow flowers that are a great source of nectar for pollinators such as bees and often will start to flower in mid - April.
The flowers are edible and make a great edition as toppings to salads and pasta dishes. If you leave them on the plant, the flowers will eventually fall off and form an enormous quantity of seed pods to save for planting the next year!
Try this recipe from The Minimalist Baker for a healthy alternative to potato chips. These oven baked chips are crispy, crunchy, satisfying and quite easy to make.
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Upcoming Fifth and Sixth Grade Students & Families,
Congratulations! Summer is coming! During the break, it is essential that students continue frequent reading in order to maintain reading skills and strategies.
Below is the Summer Reading Requirement in which students must read at least 2 books!
1.) All students must read Bridge to Terabithia by Katherine Paterson. Students complete the attached guide to answer questions while reading the book.
2.) In addition to Bridge to Terabithia, students must read one additional book and create a cereal box project.
The cereal box project of their chosen book and Bridge to Terabithia question guide are due on Friday, September 8, 2023.
Please see the attached sheets for more information.
If you have any questions or concerns, please feel free to contact us.
Have an enjoyable and safe summer!
Mr. Paul Bonney Ms. Nicole Azzari Mrs. Yadira Perez
5-6 ELA SUMMER PACKET REQUIREMENTS
All Students Must Read: Bridge to Terabithia by Katherine Paterson
1.) Complete the Book Guide as you read.
2.) Hand it to your ELA teacher the first week of school.
AND
Read one additional book and create the cereal box project. Some possible book suggestions below:
* Unschooled by Allan Woodrow (Level: R)
* The Trumpet of the Swan by E. B. White (Level: R)
* The Family Under the Bridge by Natalie Savage Carlson (Level: R)
* Crenshaw by Katherine Applegate (Level: S)
* The Last Kids on Earth by Max Brallier (Level: S)
* James and the Giant Peach by Roald Dahl (Level: S)
* From the Mixed-up Files of Mrs. Basil E. Frankweiler by E. L. Konigsburg (Level: S)
* Eagle Song by Joseph Bruchac (Level: S)
* Upside Down and in the Middle of Nowhere by Julie T. Lamana (Level: T)
* Class Dismissed by Allan Woodrow (Level: T)
* Ugly by Robert Hoge (Level: T)
* The Hero Two Doors Down by Sharon Robinson (Level: T)
* Song for a Whale by Lynne Kelly (Level: T)
* Bud, No Buddy by Christopher Paul Curtis (Level: U)
* Pay It Forward by Catherine Ryan Hyde (Level: U)
* Number the Stars by Lois Lowry (Level: U)
* Julie of the Wolves by Jean Craighead George (Level: U)
* Esperanza Rising by Pam Munoz Ryan (Level: V)
* Finding Someplace by Denise Lewis Patrick (Level: V)
* Liar, Liar by Gary Paulsen (Level: V)
* Insignificant Events in the Life of a Cactus by Dusti Bowling (Level: V)
* The Goldfish Boy by Lisa Thompson (Level: W)
* Restart by Gordon Korman (Level: W)
* Roll of Thunder, Hear My Cry by Mildred D. Taylor (Level: W)
* The Phantom Tollbooth by Norton Juster (Level: W)
* Any Small Goodness by Tony Johnston (Level: X)
* Hello, Universe by Erin Entrada Kelly (Level: X)
* Wolf Hollow by Lauren Wolk (Level: X)
* Pieces and Players by Blue Balliett (Level: Y)
* Frogkisser! By Garth Nix (Level: Y)
Bridge to Terabithia - Book Guide
Instructions:
1.) As you read Bridge to Terabithia, answer the following questions and we will review them when you return to school in September.
2.) Please write your
3.) You will submit this guide to your ELA teacher.
REMEMBER FOR ALL THE QUESTIONS TO RESTATE!
Restate or reword the question and turn it into a statement.
Answer the question. What is being asked? Answer all parts of the question.
Cite the source. Tell where you found the examples and details in the text.
Explain your response. Give evidence from the text to support your answer.
Chapter 1
1. Why does Jess want to be the fastest kids at Lark Creek Elementary School?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
2. How important do you think it is to be the best at something?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
3. What is Jess's family like? How is it like your family? How is it unlike your family?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Chapter 2
1. Why doesn't Jess show his drawings to his dad? How do you think it must feel to have to hide something you love from someone you love?
2. Why is Miss Edmunds the only person Jess shows his drawings to? How important do you think it is for Jess to have someone like Miss Edmunds in his life?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
3. How does Jess's family add to his feelings of loneliness?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
4. Why doesn't Jess seem very interested in befriending Leslie when they first meet?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Chapter 3
1. Does Leslie worry much about what people think of her? What about Jess? Which of these two characters are you more like?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
2. Why does Jess try to keep his distance from Leslie?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
3. Do you think Jess should have spoken up and asked Leslie if she wanted to run? Why or why not? Do you think you would have?
4. What does Leslie mean when she says to Jess, "You're the only kid in this whole durned school who's worth shooting"?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Chapter 4
1. Why do you think Miss Edmunds chooses to sing "Free to Be . . .You and Me" after meeting Leslie?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
2. What makes Jess change his mind about Leslie? How does he feel about the way he'd acted before?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
3. Why do Leslie's classmates make fun of her when they find out she doesn't have a television set? Why do some people have a hard time accepting other people's differences?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
4. What are some ways Jess shows he's brave, even when he's scared?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
5. Jess's mother implies that his father likes Jess playing with Leslie about as much as he likes his son drawing. And although Jess hides his drawings from his father, he does not hide Leslie. Why?
6. What are some of the major differences between Jess's and Leslie's families?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
7. What do you think Leslie and Jess bring to each other in their friendship?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Chapter 5
1. Do you think Jess and Leslie are right or wrong to write a letter to Janice Avery and pretend it is from Willard Hughes? What would you have done, if anything, to get back at Janice for the trouble she caused you and others?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
2. How does Jess feel about leaving the letter for Janice? How does Leslie feel?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Chapter 6
1. Why is it so important to Jess that he give Leslie something special for Christmas?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
2. Why is Christmas such an unhappy holiday at Jess's house? What does Jess do to try to make it happier?
Chapter 7
1. Why is Jess jealous of Leslie's father?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
2. How does helping to fix up Leslie's house help Jess feel better about himself?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
3. What do you think of the "rule" at Lark Creek that "you never mixed up troubles at home with life at school"? Do you think the two can be kept separate? Do you think they should be kept separate?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
4. Why do you think it's so important to Jess and Leslie that Terabithia be kept secret?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Chapter 8
1. How might Jess's father being laid off affect Jess and the rest of his family?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
2. Why do you think Jess's mother worries that Leslie pokes her nose up at her family?
3. What is May Belle worried will happen if Leslie dies? Why isn't Leslie worried? Do you think she should be?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Chapter 9
1. Why does Jess continue to go to Terabithia even though he becomes increasingly afraid of swinging across the rain-swollen creek?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
2. Do you think Jess should be ashamed of being afraid to go to Terabithia? Why or why not?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
3. Have you ever been as afraid of something as Jess is of the water? If so, how did you handle your fear?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Chapter 10
1. What do you think Leslie would have said or done if Jess told her that he didn't want to go to Terabithia because he was afraid of swinging over the creek?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
2. Do you think it's wrong for Jess to be glad to be alone with Miss Edmunds? Do you think he should have thought of asking if Leslie could come with them when she had called? Why or why not?
3. How do you think Jess will feel when he learns that Leslie died while he was out enjoying a perfect day with Miss Edmunds?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Chapter 11
1. Why is it so hard for Jess to believe that Leslie is dead?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
2. Have you ever tried to pretend something bad didn't happen, the way Jess does?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Chapter 12
1. Why does Jess throw the paints and paper Leslie gave him into the stream?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
2. Why does Jess say he hates Leslie when he doesn't mean it?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
3. How do Jess's father's words comfort Jess?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
4. What do you think of the way Jess treats May Belle, especially when he hits her in the face? Do you think he should try to make it up to her? If so, how?
Chapter 13
1. Jess wonders if Terabithia is still Terabithia after Leslie's death. What do you think?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
2. How do you think Leslie would have felt about the funeral wreath Jess makes for her?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
3. How does Jess finally come to accept that it's OK to be scared sometimes?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
4. How does Mrs. Myers surprise Jess after Leslie's death? Did she surprise you?
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
5. Do you agree with Jess that "it was up to him to pay back to the world in beauty and caring what Leslie had loaned him in vision and strength"? How does Jess begin to do this at the end of the book? | <urn:uuid:65fb3c58-3bb9-4542-ac5a-4277231410a5> | CC-MAIN-2023-40 | https://tccsnj.org/wp-content/uploads/2023/06/5-6-Summer-Reading-Assignment.pdf | 2023-09-27T01:21:03+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510238.65/warc/CC-MAIN-20230927003313-20230927033313-00175.warc.gz | 612,470,818 | 2,439 | eng_Latn | eng_Latn | 0.845625 | eng_Latn | 0.929698 | [
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Middle School ICAP Quality Indicators
Self-Awareness
An understanding of how one's unique interests, talents, and aspirations play a role in decision-making and interpersonal relationships. Individual thoughts and feelings that get students excited about life and learning, and the ability to articulate passions and dreams, including recognizing challenges and potential barriers to attaining goals, and how healthy lifestyles contribute to personal and professional success.
Element 1: Students will demonstrate knowledge, understanding, and personal awareness of their individual talents, interests, hopes, dreams, and passions. Students will (be able to):
* participate in self-discovery exercises/assessments in order to begin the process of uncovering potentially hidden talents, interests, and aspirations;
* identify the unique characteristics and attributes that set her/him apart from other people and allow them to express themselves as individuals;
* articulate, through written essay or other creative work, how her/his unique attributes may contribute to or possibly hinder their academic and/or career success.
Element 2: Students will demonstrate personal understanding of how their mindsets and behaviors impact their personal learning styles, self-management, and social skills. Students will (be able to):
* begin to develop appropriate critical thinking skills to make informed, ethical, and socially responsible decisions regarding their personal wants, needs, and aspirations in relation to their academic and/or postsecondary goals;
* begin to develop effective collaboration and cooperation skills by engaging in extracurricular activities with others who share the same interests, passions, or personal goals for success;
* learn the importance of self-determination and self-discipline and how to apply it to learning in order to enhance her/his aptitude and self-confidence when faced with difficult tasks;
* begin to develop her/his ability to work independently toward achieving an academic or personal goal;
* understand the importance of balancing academic, personal, and community activities in order to achieve a holistic sense of wellness.
Element 3: Students will demonstrate personal awareness and social maturity through the development of positive relationships with peers, teachers, and other adults. Students will (be able to):
* learn how to develop a personal/professional network of adult mentors that they may access for guidance and support when developing career or postsecondary goals;
* participate in specific assessments that identify unique, individual, leadership qualities. Those leadership qualities may be developed and enhanced through practice and self-reflection;
* learn to identify the types of individuals (peers or adults) upon whom they may rely for support in order to effectively transition through challenging situations at home, school, or within their community;
* begin to develop and practice self-advocacy skills and be able to assert themselves through the use of appropriate oral and written communication.
Career Awareness
Knowledge of the difference between jobs, occupations, and careers. Awareness of a wide range of local regional, national, and global career pathways and opportunities while giving consideration to economic, cultural influences, and the impact of stereotypes on career choice.
Element 1: Students will develop knowledge, understanding, and personal awareness about career pathways available in local, regional, national and global arenas. Students will (be able to):
*
identify one career pathway that they are interested in while recognizing local, regional, national, and global availability;
* name the career pathways as identified by the Colorado Career Cluster model.
Element 2: Students will be able to explain the influences of culture and stereotypes on career options. Students will (be able to):
* identify a stereotype that causes barriers to a career pathway that they are interested in;
* explain how culture impacts career choices.
Element 3: Students will be able to understand the economic influences and impact on career pathways. Students will (be able to):
* identify how the average salary of a particular career choice may influence their future lifestyle;
* identify and utilize two resources that will inform them about specific career pathways.
Postsecondary Aspirations
Career exploration centered on students' passions, interests, dreams, visions of their future self, and perceived options.
Element 1: Students will participate in activities that allow them to explore occupations based on dreams, passions, and individual interests. Students will (be able to):
* begin to explore and develop a future vision of themselves within the workforce;
* participate in extracurricular activities that support the life interests that relate to their postsecondary vision of themselves.
Element 2: Students will be knowledgeable about members in their community that represent a variety of career pathways. Students will (be able to):
* identify several professionals in their community that hold "real world" careers that are of interest to them;
* identify professionals whose careers are not represented within their local community, but exist in other places.
Element 3: Students will, through guidance and support from their school counselor, parents/caregivers, family members, and community, explore how their dreams and interests translate into career fulfillment. Students will (be able to):
* develop a post-secondary goal, based on the future vision of themselves within the workforce;
* begin to identify how values and academic aspirations support future life needs, wants, and goals.
Postsecondary Options
The awareness of a variety of post-secondary and career opportunities and advancements available using tools such as career clusters, personality assessments and learning style inventories to highlight individual strengths and capabilities.
Element 1: Students will develop a sense of self-awareness by assessing individual motivations, abilities, limitations, interests, and skills. Students will (be able to):
* describe the future visions they have of themselves within the workforce, through a written paper or presentation designed to articulate future goals, dreams, and aspirations;
* identify their individual strengths and challenges, as they relate to academic and/or career success;
* use critical thinking to assess possible career pathways that best fit their skills, abilities, and interests;
* demonstrate the ability to communicate an academic action plan for future goals and achievements based on acquired self-knowledge.
Element 2: Students will become knowledgeable about a variety of post-secondary opportunities including, 2-year and 4-year degree programs, apprenticeships, military service, career and technical colleges, and service-learning programs such as Job Corps. Students will (be able to):
* explore the differences between types of colleges, as well as technical and apprenticeship programs;
* make cognitive connections between personal self-knowledge, self-awareness, and postsecondary opportunities;
* demonstrate the ability to navigate and use tools such as CollegeInColorado.org, among other online resources as determined by the school or district;
* evaluate the potential costs, benefits, and challenges, including personal, social, environmental and/or family implications, of post-secondary opportunities.
Element 3: Students will gain exposure to basic academic and life skills necessary to reach their optimal postsecondary potential. Students will (be able to):
* identify advanced placement opportunities, extra-curricular clubs, organizations and college preparation programs available to them;
* begin to explore the basic vocabulary and information associated with application and interviewing processes;
* begin to explore the application and interviewing process, including how to dress for success, how to study strengths and abilities, and how to communicate verbally and on written assessments.
Element 4: Students will begin to explore their executive processes or self-management skills, including effective reasoning, critical thinking, using logic, forming arguments in a socially acceptable manner, assuming personal responsibility, and managing personal life transitions.
Environmental Expectations
An ecological system in which school, family, community, culture, and world view influence the students' career development and post-secondary plans.
Element 1: Students will understand how their academic environmental resources influence their career choice. Students will (be able to):
* have access to programs and activities, which focus on issues of equitable distribution of resources;
* explore academic resources in their region that minimize academic environmental limitations;
* explore the impact of academic environmental strengths and challenges.
Element 2: Students will explore and begin to participate in extracurricular activities in order to decrease the likelihood of engaging in risky behaviors while demonstrating behavior that positively impacts academic, postsecondary, and career options. Students will (be able to):
* explore how their involvement in negative environmental associations would increase the likelihood of negative impact on their academic, postsecondary options, and career choices;
* explore participation in positive environmental resources (community afterschool programs and clubs), which have a beneficial impact on postsecondary and career choices.
Element 3: Students will understand how values and beliefs within multiple environments (school, home, and community) influence future career and other postsecondary options. Students will (be able to):
* explore their cultural and environmental norms, values, and beliefs as they relate to career choice;
* explore their family structural and financial limitations that influence post-secondary and career options;
* explore limitations to their career choice based on their geographical region;
* explore environmental factors that influence their physical, emotional, and mental health in relation to future career choice.
Academic Planning
The skills and knowledge necessary to map out and pass the academic courses required to achieve postsecondary goals.
Element 1: Students will acquire the academic discipline necessary for 8 th Grade course completion (academic discipline includes organization, planning, and effort). Students will (be able to):
* demonstrate the ability to complete coursework in a timely manner using some type of organizational system (e.g. electronic calendar);
* use appropriate conflict resolution skills on an individual basis, resulting in reduction of disciplinary outcomes;
* demonstrate self-advocacy and self-assertion through use of appropriate communication skills when engaging teachers, parents, and fellow students as issues arise over coursework;
* begin to develop an understanding of how their own academic behaviors and mindsets influence career and college choices such as, setting high academic goals, demonstrating self-discipline, motivating themselves, managing stress, and organizing their lives to get better grades.
Element 2: Students will gain the knowledge and understanding of how the Colorado Common State Standards apply to their potential future career clusters and any other postsecondary options they are interested in pursuing. Students will (be able to):
* explain the importance of communication skills, teamwork, and problem-solving skills in the workplace;
* demonstrate reasoning skills such as critical thinking, using logic, and forming arguments in a socially acceptable
manner;
* apply personal responsibility and accountability skills to promote a reduction in their tardiness and absentee rates.
Element 3: Students will understand which courses are necessary to complete graduation requirements in high school to promote individual career readiness. Students will (be able to):
* apply information from her/his personal interests, values, and abilities assessments to select a career cluster;
* select high school coursework that is compatible with their individual career cluster interests;
* gain knowledge and understanding of the challenging coursework that is available to her/him in high school, through concurrent enrollment, Advanced Placement, or other options that align with her/his career aspirations.
Employability Skills
To define, develop, and hone skills that increase the likelihood of becoming and remaining successfully employed and civically responsible citizens.
Element 1: Students are able to locate, access, and utilize various systems in order to gain employability information what skills are needed for particular jobs/careers?). Students will (be able to):
* begin to identify relevant employability systems including: interpersonal, technological, and community;
* explore employability resources within their local, state, national, and international community.
Element 2: Students will be able to identify and develop personal and professional employability traits. Students will (be able to):
* summarize their personal and professional strengths;
* generate realistic goals to enhance their personal and professional traits in relation to a given career pathway.
Element 3: Students will identify and develop essential employability skills. Students will:
* become aware of their academic competencies related to basic employability skills (i.e. math, writing);
* generate goals and an action plan for improving her/his basic employability skills (i.e. math, writing);
* develop an awareness of the impact academics have on her/his future career choices.
Employability Skills
Having an awareness of the cost of postsecondary options and be able to apply this awareness to their personal postsecondary career and academic planning process.
Element 1: Students will complete 8 th grade with the financial awareness and preparation essential to meeting the needs for their postsecondary options. Students will (be able to):
* identify the various forms of financial aid, including grants, scholarships, and loans;
* locate and organize financial aid information relevant to their career pathway;
* become familiar with specific financial aid vocabulary.
Element 2: Students will complete 8 th grade with the skills to find and apply for federal financial aid to assist them in attending postsecondary options. Students will:
* know what the FASFA is and be able to locate the information necessary to assist them in completing the application process;
* know what expected family contribution (EFC) means and how it is calculated.
* know the purpose of determining the cost of attendance (COA) for a particular post-secondary institution, and how it is determined;
Element 3: Students will complete 8 th grade with knowledge of all financial options available to them through the State of Colorado to pursue postsecondary options. Students will:
* complete their own Colorado Opportunity Fund application;
* be familiar with College in Colorado, and how to utilize it for her/his post-secondary exploration and planning.
* determine what payment options are best suited to support her/his postsecondary plans, based on their individual environmental, financial, and academic constraints;
Comments, questions, or concerns regarding the standards should be directed to Rhonda Williams, Ed.D., University of Colorado- Colorado Springs (email@example.com), or Leann Morgan, Ph.D., University of Colorado-Colorado Springs (firstname.lastname@example.org). | <urn:uuid:b9206d94-5e49-488c-ab2f-de65f670567c> | CC-MAIN-2023-40 | http://csi.state.co.us/postsecondary/msqualityindicatorsandelements | 2023-09-27T01:13:19+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510238.65/warc/CC-MAIN-20230927003313-20230927033313-00174.warc.gz | 10,502,584 | 2,796 | eng_Latn | eng_Latn | 0.993288 | eng_Latn | 0.993447 | [
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Health Options
Alan Titchenal
& Joannie Dobbs
Monday, May 12, 1999
Heartburn linked to many causes
What health condition is more common in pregnant women, senior citizens, athletes, those carrying too much weight, and people over 50? Heartburn or gastroesophageal reflux disease (GERD).
is not based on scientific evidence but rather on reports of patients who frequently experience heartburn. Therefore all or none of these foods may affect you.
In the United States, more than 10 percent of adults have symptoms daily and 30-40 percent have it periodically. Most of us have experienced mild heartburn at some time. Generally the symptoms are mild and do not require treatment.
The lining of the stomach is designed to be protected from the strong acids it produces, but the wall of the esophagus is not protected. Normally a muscular sphincter or valve between the stomach and the esophagus closes tightly to prevent the acidic stomach contents from going back up.
The pain of heartburn usually occurs in the chest area but sometimes can radiate into the neck and arms and can last for minutes or hours. Some individuals also notice a sour or unpleasant taste in their mouths.
However, when there is a buildup of pressure in the stomach, it can force the valve open. The caustic stomach acid is forced up into the esophagus, actually "burning" it. Repeated reflux can weaken the valve and result in more frequent incidents of heartburn.
Although it is commonly called heartburn, GERD has nothing to do with the heart. The cause of heartburn is a reflux of stomach juices up into the esophagus (the tube that carries food from the mouth to the stomach). Because stomach digestive juices are very acidic, repeated back flow from the stomach up into the esophagus can cause irritation, inflammation, and sometimes, even ulcers in the esophagus. This irritation is sensed most commonly as a pain in the chest, thus the popular name heartburn.
Many factors can cause a buildup of stomach pressure or weakening of the esophageal valve. Gravity is the reason bending over or lying down too soon after a large meal causes stomach pressure to push acid against the esophageal valve. Excess abdominal fat can tend to push stomach acid upward. Even exercise can cause reflux, especially after a meal.
Both the size and composition of meals have been implicated in causing heartburn. Foods most frequently thought to cause heartburn are spicy foods, fatty foods, acidic fruits like oranges, alcoholic beverages, coffee, and chocolate. This
Emotional stress can increase stomach acid production and also foster a habit of constant nibbling, creating the perfect environment for GERD.
Various medications increase GERD. These include some antiinflammatory drugs, antidepressants, calcium channel blockers, asthma medications, and progestins, used in oral contraception and hormone replacement therapies.
Here are some tips to keep your esophagus healthy:
1. Keep meals at a moderate size.
2. Stay upright for at least two hours after eating.
3. Eat foods that agree with you.
4. Exercise to maintain a healthful weight.
5. Don't exercise too soon after a meal and avoid high fat snacks before exercise.
6.
Be happy.
7. Inform your doctor of heartburn symptoms, especially if you are taking medications.
Alan Titchenal, Ph.D, CNS and Joannie Dobbs, Ph.D, CNS
are nutritionists in the Department of Human Nutrition, Food and Animal Sciences,
College of Tropical Agriculture and Human Resources, UH-Manoa.
Dr. Dobbs also works with the University Health Service.
© 1999 Honolulu Star-Bulletin -- http://starbulletin.com http://www.nutritionatc.hawaii.edu/Articles/1999/48.pdf
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(Ten Frames - pairs layout). Colour by matching the numbers with the colour code below.
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Connecting Chromebook to your Home Wireless Network
How do I log into my Chromebook at Home?
Step 1: Sign into your home wifi network
Select the wireless icon usually in the lower right corner of the screen
Make sure the wifi is turned on and select the drop down menu to select from the available list of wifi networks.
Select your "Home" network. In our example we will be selecting the T-Mobile Broadband18 network. Your Home network will be called something different.
After selecting
your wifi
network enter
in the
password to
connect.
To sign in your will need to know your child's school issued, Google username and password. These should have been provided to you or your student. If not please contact your child's building for assistance.
Student accounts are in the form of:
(2 digit Year of Graduation) firstname.lastname@example.org. For example Jane Doe with a student ID of 12345 who is in 12th grade has a student Google account of email@example.com.
Students in grades 4th - 12th will be using their Google accounts and passwords. Students in grades KG - 3rd grade will have Google accounts but will use clever badges to login .
Example of a Clever Badge:
YouTube video of using a Clever Badge: https://www.youtube.com/watch?v=NOw3K68Qi9s
Step 3: You should now see your Google classrooms.
If your Google classroom does not automatically come up then please go to https://classroom.google.com/ | <urn:uuid:a1d3a4e5-c82b-4391-86dd-fa8885b183bc> | CC-MAIN-2023-40 | https://www.piqua.org/Downloads/Connecting%20Chromebook%20to%20Home%20WIFI_202326145557826.pdf | 2023-09-27T02:22:20+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510238.65/warc/CC-MAIN-20230927003313-20230927033313-00179.warc.gz | 1,036,508,611 | 335 | eng_Latn | eng_Latn | 0.991105 | eng_Latn | 0.997455 | [
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Name __________________________________________________________________
Budgeting – Quiz Review
For each scenario, find:
a) total assets
b) total liabilities
c) debt-to-equity ratio
d) monthly gross salary
e) monthly obligations
f) debt-to-income ratio (front-end and back-end)
1) Carmella and Tony – 48 years old
* House worth $670,000, mortgage balance of $235,000
* Total Student Loans of $19,000
* SUV worth $42,000 loan amount of $37,000
*
Sedan worth $30,000, no loan amount
* Yearly combined salary of $200,000
* Monthly Mortgage of $2900, Student Loans $390, Car Payments $550
a) What are their total assets?
b) What are their total liabilities?
c) What is their debt-to-equity ratio
d) What is their monthly gross salary?
e) What are their total monthly obligations?
f) What is their front-end debt-to-income ratio
g) What is their back-end debt-to-income ratio
h) Write a conclusion about Carmella and Tony's monthly situation
i) Write a conclusion about Carmella and Tony's long-term financial situation.
Name __________________________________________________________________
Budgeting – Quiz Review
For each scenario, find:
g) total assets
h) total liabilities
i) debt-to-equity ratio
j) monthly gross salary
k) monthly obligations
l) debt-to-income ratio (front-end and back-end)
2) Mark – 29 years old
* House worth $315,000, mortgage balance of $270,000
* Total Student Loans of $59,000
* Pickup Truck worth $12,000 loan amount of $7,000
* Yearly salary of $75,000
* Monthly Mortgage of $1750, Student Loans $590, Car Payments $250
j) What are his total assets?
k) What are his total liabilities?
l) What is his debt-to-equity ratio
m) What is his monthly gross salary?
n) What are their total monthly obligations?
o) What is his front-end debt-to-income ratio
p) What is his back-end debt-to-income ratio
q) Write a conclusion about Mark's monthly situation
r) Write a conclusion about Mark's long-term financial situation. | <urn:uuid:7f8e91a4-2089-41e1-80e4-0630626cb9d5> | CC-MAIN-2023-40 | http://www.timizzo.com/finance/BudgetingQuizReview.pdf | 2023-09-27T02:01:11+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510238.65/warc/CC-MAIN-20230927003313-20230927033313-00179.warc.gz | 87,338,354 | 483 | eng_Latn | eng_Latn | 0.99621 | eng_Latn | 0.996309 | [
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HATCH RUN CONSERVATION DEMONSTRATION AREA
Use of property and buildings
The Hatch Run Conservation Demonstration Area (HRCDA) is part of the farm property formerly owned by the Warren State Hospital. The Warren County Conservation District (WCCD) purchased this property from the state in order to demonstrate to the public conservation best-management practices in forestry, agriculture, wildlife, and recreation and to use the property as an educational venue for children and adults interested in conservation. WCCD chooses to keep this property open to the public and requests the following considerations:
1) Individuals may use the picnic pavilion, hike the trails and visit the pond freely keeping in mind the following rules:
- Do not litter anywhere. Take all refuse home with you.
- Clean up after pets if they relieve themselves on the trail, near the pavilion or in any area used regularly by others.
- In accordance with PA dog law, all dogs must be under the owner's control at all times.
- If the restroom is open for use, keep it clean for others.
- Do not remove animals or plants from the property. Be gentle when handling plants and animals and handle minimally - look but don't touch when possible.
- We support the Leave No Trace Principles.
2) Hunting in season is permitted on the property. WCCD may post signage advising users that there is an activity scheduled on the property. Hunters must be aware that non-hunters may be on the property. Non-hunters this means that you must be aware of hunting seasons. Safety precautions must be followed by hunters and non-hunters. Wear orange during hunting season for your safety. Users agree to comply with current Pennsylvania Game Commission rules and regulations.
3) Fishing is permitted at the HRCDA pond. It is our wish that fishing be limited to children accompanied by an adult, young people and handicapped people who may not be able to fish otherwise. The fishing is catch and release only. Users agree to comply with current Pennsylvania Fish and Boat Commission rules and regulations.
4) There are no designated trails for motorized vehicles or horses so these activities are prohibited in order to keep the trails safe and well-maintained for hikers.
5) Group registration of the property and facilities:
- All organized groups regardless of the size of the group must register with the WCCD before bringing the group to the HRCDA. Though there is no fee to visit the property, there is a fee of $25.00 to use the pavilion and restroom. We are asking you to register so that we can record use of the facility for funding purposes and because we want to avoid disappointment should more than one group want to use the facility at the same time. The pavilion fee is charged to help maintain the facility.
- Family groups or other informal groups of 10 or more who wish to reserve the pavilion must contact WCCD to register. There is a fee of $25.00 to reserve the pavilion and restroom. You will receive the combination to the restroom door after your payment has been received.
- Registered users of the pavilion will take precedence over non-registered users of the pavilion. Groups gathered for WCCD or HRCDA activities take precedence over other users.
6) HRCDA is a free public facility. At no time may any individual or group charge a fee to use the HRCDA facility without prior approval from WCCD. Examples of possible reasons for an approved fee might be to cover the cost of the pavilion rental or to purchase educational materials. No profit may be gained by any person or group using the facility or conducting a program.
7) WCCD reserves the right to restrict use of the HRCDA at any time.
The Warren County Conservation District staff and volunteers who guide and contribute to the Hatch Run Conservation Demonstration Area welcome you to this special place. Please let us know if you see something amiss or find something interesting or worrisome. This is your facility too and we hope that you will help us care for it. Contributions for the maintenance of the HRCDA facilities are always welcome and appreciated. These donations can be made to Warren County Conservation District. | <urn:uuid:a021535e-7e45-4511-a17a-31201340e1f9> | CC-MAIN-2023-40 | https://img1.wsimg.com/blobby/go/9ff28ea3-ea52-477c-aac6-b40153dd93e0/downloads/HRCDA%20Use%20Policy.pdf?ver=1686237438809 | 2023-09-27T03:08:44+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510238.65/warc/CC-MAIN-20230927003313-20230927033313-00178.warc.gz | 333,071,262 | 856 | eng_Latn | eng_Latn | 0.9984 | eng_Latn | 0.998374 | [
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RC Circuit Problems for Practice
Answers will be posted on Wednesday
1) For the circuit shown below, switch S has been open for a long time. At time t = 0, the switch is then closed.
a) What is the battery current (current through the battery) just after the switch S is closed?
b) What is the battery current a long time after the switch is closed?
c) What is the current in the 600Ω resistor as a function of time?
2) For the circuit shown below switch S has been open for a long time. At time t = 0, the switch is then closed.
a) What is the current through the battery just after the switch S is closed?
b) What is the battery current a long time after the switch is closed?
c) The switch has been closed for a long time. At time t = 0, the switch is then opened. Find the current through the 600 kΩ resistor as a function of time.
The following three problems are based on the circuit below:
3) In the circuit above, C = 6.00µF, ε = 100V and R = 500Ω. After having been at contact 'a' for a long time, the switch throw is rotated to contact 'b'.
a) What is the charge on the upper plate of the capacitor just as the switch throw is moved to contact 'b'?
b) What is the initial current just after the switch throw is moved to contact 'b'?
c) What is the time constant of the circuit (switch throw on b)?
d) How much charge is on the upper plate of the capacitor 6.00ms after the switch throw is rotated to contact 'b'?
4) At t = 0 the switch throw in the figure above is rotated to contact 'b' after having been at contact 'a' for a long time.
a) Find the energy stored in the capacitor before the switch throw is rotated away from contact a.
b) Find the energy stored in the capacitor as a function of time.
5) For the circuit shown above, suppose the capacitance C = 0.120µF and ε = 100V. The switch throw is rotated to position 'b' after having been at contact 'a' for a long time, and 4.00s later the potential difference across the capacitor is equal to ε 2 1 . What is the value of R?
6) The capacitors in the figure below are charged and the switch closes at t = 0s. At what time has the current in the 8Ω resistor decayed to half the value it had immediately after the switch was closed?
7) The switch in the figure below has been closed for a very long time.
a) What is the charge on the capacitor?
b) The switch is opened at t = 0s. At what time has the charge on the capacitor decreased to 10% of its initial value? | <urn:uuid:0e3118d7-71aa-4c44-821e-e6a63cb03e39> | CC-MAIN-2023-40 | http://www.instruction.greenriver.edu/csolomon/Physics/Winter%202014/RC%20Circuit%20Problems%20for%20Practice.pdf | 2023-09-27T01:22:56+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510238.65/warc/CC-MAIN-20230927003313-20230927033313-00179.warc.gz | 72,452,443 | 626 | eng_Latn | eng_Latn | 0.998836 | eng_Latn | 0.998934 | [
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Name :
Degree & Leading Coefficient
L1S5
Find the degree and the leading coefficient of each polynomial.
Printable Math Worksheets @
www.mathworksheets4kids.com
Name :
Answer key
Degree & Leading Coefficient
L1S5
Find the degree and the leading coefficient of each polynomial.
Printable Math Worksheets @
www.mathworksheets4kids.com | <urn:uuid:b6acbd3f-ea19-4e77-b3ce-da353a8e0829> | CC-MAIN-2023-40 | https://www.mathworksheets4kids.com/polynomials/degree/degree-level1-5.pdf | 2023-09-27T01:29:35+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510238.65/warc/CC-MAIN-20230927003313-20230927033313-00178.warc.gz | 943,259,636 | 88 | eng_Latn | eng_Latn | 0.798183 | eng_Latn | 0.771783 | [
"eng_Latn",
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] | false | docling | [
163,
340
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2.8125
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Name :
Score :
Equation•of•a•Line
L2S3
6 5 – , 9 If the slope of the line is 4 and passes through the point . Find the equation of the line. 2)
7 2, – 2 – 6) Gain complete access to the largest collection of worksheets in all subjects!
9
and slope m = 7
3 5 – , – 9 4 and slope m = 1 3)
–8, 6 7 and slope m = 5)
3
4
7 PREVIEW
– , 0 and slope m = –3
, –4
7
2
and slope m = –8
, 8 5 4 7 2 and slope m = 2)
Part - B
Find the equation of the line that cuts the y-axis at y = and whose slope is – .
Write the equation of the line whose slope and the point through which it passes are given. Express the equation in standard form.
Part - A
3
4
1
2
1)
4)
1)
www.mathworksheets4kids.com
Members, please worksheet. log in to download this
Not a member? Please sign up to access. gain complete
Printable Math Worksheets @
www.mathworksheets4kids.com
Name :
Answer key
Equation•of•a•Line
Score :
L2S3
3 5 – , – 9 4 and slope m = 1 3)
5) –8, 6 7 and slope m =
1)
6 5 – , 9 If the slope of the line is 4 and passes through the point . Find the equation of the line. 2)
20x – 20y = 33
21x + 7y = –12
14x + 21y = –94
63x – 9y = 133 Not a member? Please sign up to access. gain complete
3 5 – , – 9 4 and slope m = 1 3)
4
7 PREVIEW
– , 0 and slope m = –3
8x + y = 24
, –4
7
2
and slope m = –8
28x – 8y = 99
, 8
5
4
7
2
and slope m =
Part - B
Find the equation of the line that cuts the y-axis at y = and whose slope is – . 3 4 1 2 www.mathworksheets4kids.com
2x + 4y = 3
20x – 5y = –69
Write the equation of the line whose slope and the point through which it passes are given. Express the equation in standard form.
Part - A
1)
5) –8, 6 7 and slope m =
2)
4)
6) 7 2, – 2 – Gain complete access to the largest collection of worksheets in all subjects!
1)
9
and slope m = 7
3
Members, please worksheet. log in to download this
Printable Math Worksheets @
www.mathworksheets4kids.com | <urn:uuid:700de3bf-5dc9-425d-bf0b-aac9c3cf617e> | CC-MAIN-2023-40 | https://www.mathworksheets4kids.com/linear-equation/point-slope/standard-level2-3.pdf | 2023-09-27T01:54:52+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510238.65/warc/CC-MAIN-20230927003313-20230927033313-00177.warc.gz | 978,696,559 | 689 | eng_Latn | eng_Latn | 0.853649 | eng_Latn | 0.875703 | [
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We're winning the fight against COVID!
How strong is your shield of protection?
COVID-19 came into our world more than two years ago and we are finally learning how to live safely with this deadly disease. We now know what to do to protect ourselves successfully. Color each segment on the shield below that applies to you and see how strong your personal shield of protection is against COVID-19.
To learn more about how to protect you and your family visit gwinnettcares.org | <urn:uuid:b5d3eed1-e443-4b1b-8646-aa288bf0bf75> | CC-MAIN-2023-40 | https://gwinnettcares.org/wp-content/uploads/sites/7/2023/03/Shield-of-Protection-English.pdf | 2023-09-27T02:12:54+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510238.65/warc/CC-MAIN-20230927003313-20230927033313-00177.warc.gz | 321,320,370 | 98 | eng_Latn | eng_Latn | 0.99272 | eng_Latn | 0.99272 | [
"eng_Latn"
] | false | docling | [
479
] | [
2.03125
] | 1 | 0 |
CLASS 4 – Reception group 2: Weekly timetable – Summer term 2 Week 5 w/c 29/06/20
Good morning everyone!
☺
Thank you for continuing to support your children's learning at home. I understand that it is difficult to work whilst constantly being pestered. All we can do is try our best as parents to support them.
Please do not feel guilty when things don't go to plan. There will be good days and bad so any time you can give to your children whilst they are completing the set tasks is hugely appreciated.
This week we have given you a bit more help to get organised. Remember to have fun, do lots of exercise and make time to relax and laugh. Please remember that reading should be done daily. Feel free to complete the daily tasks in any order you wish
and let the children tick off the activities as they complete them.
DO WHAT YOU CAN BUT DON'T FEEL GUILTY IF YOU DON'T COMPLETE EVERY TASK.
Remember to email photos of completed work to firstname.lastname@example.org
Monday 29
th
June
Tuesday 30
th
June
Wednesday 1
st
July
Thursday 2
nd
July
Friday 3
rd
July
Phonics
Tasks for the day
Phase 3-4 Recap
Visitwww.phonicsplay.co.uk
Phase 3 – Flashcards speed trial – Phase 3
Activity:
Recap all Phase 3 sounds on your Phase 3
Phoneme mat – are there any sounds your
child is not confident with? Take note of these sounds and practise reading them in
sentences.
Visitwww.phonicsplay.co.uk– Phase 3 –
Sentences
Practise reading the sentences that feature the sounds you took note of.
Phase 3-4 Recap
Visitwww.phonicsplay.co.uk
Phase 3 – Flashcards speed trial – Phase 3
Activity:
Practise reading and spelling Phase 3 tricky words. Practise reading the words on your tricky
word keyring.
An adult then reads out these words one at a time for you to write. Remember these are tricky
words – we cannot sound them out.
Extension – try this with some Phase 4 tricky
words.
Phase 3-4 Recap
Practise Phase 3 Jolly Phonics
https://www.dailymotion.com/video/xuidg1
Activity:
Visitwww.phonicsplay.co.uk– Phase 4 – Buried
Treasure – Polysyllabic words.
Adult to say a polysyllabic word for your child to
practise writing.
Words – Lunchbox, treehouse, children,
handstand, farmyard
Phase 3-4 recap
Visitwww.phonicsplay.co.uk
Phase 3 – Flashcards speed trial – Phase 3
Activity:
Practise blending.
Visitwww.phonicsplay.co.uk– Phase 4 – What
did you put in my lunchbox? Interactive
storybook.
Apply your knowledge of phonics to read the story. Can you identify any tricky words?
Phase 3-4 recap
Practise Phase 3 Jolly Phonics
https://www.dailymotion.com/video/xuidg1
Activity:
Visitwww.phonicsplay.co.uk– Phase 4 –
Buried Treasure – Phase 4 – Revise all Phase
4.
Practise blending the words to read.
Literacy
Tasks for the day
The Very Hungry Caterpillar
Read the story 'The Very Hungry Caterpillar'.
If you do not have the book, you can listen to
the storyhttps://www.youtube.com/watch?v
=btFCtMhF3iI
Activity:
Complete the life cycle of a butterfly activity.
The Very Hungry Caterpillar
Recap the story – what happened? Can you remember what the caterpillar ate on each day? What
happened to the caterpillar at the end of the story?
Activity:
Sequence the key events in the story. You could cut out the pictures and sequence them or you could
copy the pictures in sequence onto PowerPoint in order to save printer ink.
Write a caption or short sentence for each picture.
The Very Hungry Caterpillar
Recap the story -https://www.youtube.com/watch?v=75NQK-Sm1YY
Activity:
Option 1: Write your own version of the story. You could copy what you can remember from the
original story or you may choose for the caterpillar to eat different fruits.
Option 2: You could record yourself retelling the story in your own words. You could even use some
props.
Maths
Tasks for the day
Addition and Subtraction
Practise number bonds to 10 using the
Whole-Part Model shown in the PowerPoint.
Activity:
Adult to write a list of addition number
sentences practising adding 1 more (with an
answer of no more than 10), e.g. 6+1=
If your child needs support with number recognition, you could draw dots under the
number to help them.
Addition and Subtraction
Practise number bonds to 10
https://www.youtube.com/watch?v=lD9tjBUiXs0
Activity:
Adult to write a list of addition number sentences (with an answer of no more than 10). Children to read the number sentences and find the answer.
Encourage your child to find the answer by
counting on.
If your child needs support with number recognition, you could draw dots under the
number to help them.
Addition and Subtraction
Practise number bonds to 10
https://www.youtube.com/watch?v=UD_RUVLPvTY
Activity:
Use the worksheet to practise number bonds to 10,
filling in the missing numbers.
You could use small objects from around the house
to count with.
Addition and Subtraction
Recap 1 less than.
https://www.youtube.com/watch?v=D3b-
kcK3Eg8&t=40s
Activity:
Adult to write a list of subtraction number
sentences practising taking away 1 (starting with
a number no more than 10), e.g. 10-1=
If your child needs support with number recognition, you could draw dots under the
number to help them.
Addition and Subtraction
Recap subtracting by joining in with the
subtraction song.
https://www.youtube.com/watch?v=QkPa9V2wt
Zs
Activity:
Adult to write a list of subtraction number
sentences (subtracting from no more than 10).
Children to read the number sentences and find the answer. Encourage your child to find the answer by counting back. You could use small
objects to count with.
Other tasks for the day
Daily reading (10 minutes)
Daily exercise (30 minutes)
Daily reading (10 minutes)
Daily exercise (30 minutes)
Daily reading (10 minutes)
Daily exercise (30 minutes)
Daily reading (10 minutes)
Daily exercise (30 minutes)
Daily reading (10 minutes)
Daily exercise (30 minutes) | <urn:uuid:725cf00e-d818-4190-8d23-6fcf892bb6ac> | CC-MAIN-2023-40 | https://stapleford.herts.sch.uk/wp-content/uploads/2020/06/Class-4-Planning-Reception-Group-2-Summer-term-Wc-29.06.20.pdf | 2023-09-27T00:49:40+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510238.65/warc/CC-MAIN-20230927003313-20230927033313-00182.warc.gz | 594,582,787 | 1,491 | eng_Latn | eng_Latn | 0.997114 | eng_Latn | 0.997114 | [
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E-Safety Statement
Stapleford Primary School works with staff, pupils and parents/carers to create a school community which values the use of new technologies in enhancing learning, encourages responsible use of ICT, and follows agreed policies to minimise potential e-safety risks.
We discuss, monitor and review our e-safety policy on a regular basis. We support staff in the use of ICT as an essential tool for enhancing learning and in the embedding of e-safety across the whole school curriculum.
We ensure that pupils are aware of the potential e-safety risks associated with the use of ICT and mobile technologies, that pupils feel able and safe to report incidents and abide by the school's esafety policy.
We provide opportunities for parents/carers to receive e-safety education and information, to enable them to support their children in developing good e-safety behaviour.
We hope you find the links below useful:
- Think U Know - containing internet safety advice for those aged from 5 to 16, along with parents and teachers, this site is produced by CEOP (the Child Exploitation and Online Protection Centre).
- Kidsmart - An award-winning internet safety programme for children.
- Know IT All - lots of useful advice for keeping yourselves and your children safe on the Internet.
- Bullying UK - Information and advice about bullying for children, parents and schools.
- Kidscape - An organisation which helps to prevent bullying and child abuse.
- Childline - ChildLine is the free helpline for children and young people in the UK. | <urn:uuid:10fee9f5-67ee-458f-9eb4-d8334e6fe919> | CC-MAIN-2023-40 | https://stapleford.herts.sch.uk/wp-content/uploads/2018/03/index_42_1200004755.pdf | 2023-09-27T01:15:14+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510238.65/warc/CC-MAIN-20230927003313-20230927033313-00182.warc.gz | 594,432,702 | 309 | eng_Latn | eng_Latn | 0.996873 | eng_Latn | 0.996873 | [
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] | false | docling | [
1554
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Rural Roads are More Deadly
Rural roads are twice as deadly as urban roads 1
Rural roads deserve your attention!
Choose freeways or divided highways when possible.
Use caution on rural roads, particularly narrow two-lane roads with limited visiblity.
59% of rural crash fatalities occur within 5 miles of urban areas. 2 As you transition from urban to rural roads, reduce your speed and be alert to the unique hazards of rural roadways.
Design features that make freeways and divided highways a safer choice:
Emergency response times are 50% longer in rural areas 3 — often the difference between life and death.
Scan for and anticipate blind intersections and driveways — Slow and cover your brake. Remember, if you can't see them, they can't see you and may pull out in front of you.
Wildlife hazards — Watch for deer crossing signs and dead animals on the side of the road. Deer collisions are significantly higher Oct-Dec.
Buckle up! More than half of the occupants killed in rural road crashes between 2016-2020 were unrestrained. 4
58% were unrestrained!
1 Safer passing of slow-moving vehicles. No need to move into a lane of oncoming traffic.
2 Medians or barriers between oncoming traffic
3 Wider lanes, shoulders and margins allow room for safer responses if hazards are encountered or driving mistakes made. Wider margins also allow for greater visibility of wildlife or other vehicles entering the roadway.
Slow moving vehicles — be alert for farm equipment on the road, especially during spring planting and fall harvest season.
Is the pass worth it? Passing is dangerous on rural 2-lane roads, even within legal passing zones. Judging the speed of oncoming vehicles is difficult and it's hard to anticipate what the vehicle in front of you may do. Motorcycles are often difficult to see.
Keep your vehicle under
control — Speeding was a factor in 27% of rural fatalities in 2020. 4 Limited visibility and narrower roadways are less forgiving at higher speeds. Use extra caution on winding roads.
1 Rural/Urban Comparison of Traffic Fatalities; NHTSA May 2020 DOT HS 812 957
2 Geospatial Summary of Crash Fatalities. Report Number DOT HS 812 607 Caitlin N. Webb, Mathematical Statistician, Mathematical Analysis Division May 2020
3 Emergency Medical Services Response Times in Rural, Suburban, and Urban Areas, JAMA Surgery, Oct. 2017, Volume 152, Number 10
4 America's Rural Roads: Beautiful and Deadly, Governors Highway Safety Association, September 1, 2022 | <urn:uuid:00aca55c-eabd-41be-bfd8-3efaff176bc1> | CC-MAIN-2023-40 | https://mylosscontrolservices.com/Images/Rural-Road-Safety-Infographic2_tcm148-57101.pdf | 2023-09-27T01:36:33+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510238.65/warc/CC-MAIN-20230927003313-20230927033313-00181.warc.gz | 444,250,784 | 544 | eng_Latn | eng_Latn | 0.996667 | eng_Latn | 0.996667 | [
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] | false | docling | [
2495
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CALIFORNIA STATE SCIENCE FAIR 2007 PROJECT SUMMARY
Name(s)
Mariah Lopez; Eliza Munger
Project Title
Super Tasters: All in Good Taste
Objectives/Goals
Abstract
Taste is one of our most important senses. Our tongue is covered with hundreds of papillae. Each papillae is covered with tiny taste buds. Through complicated chemical reactions, our taste buds help us detect very specific taste sensations. Everyone has papillae and taste buds, but some people have more than other people. The people who have the most taste buds are called #super tasters# and they are much more sensitive to taste sensation then the rest of the population.
We wanted to know if Chefs were more sensitive to taste and if they had a higher probability of being super tasters versus people who don#t like to cook. Our hypothesis is that Chefs are more likely to be super tasters compared to people who don#t like to cook.
We discovered that a simple test, called a PROP test, could be used to measure a person#s sensitivity to taste. We carefully measured out 1/32 of a teaspoon of Propylthiouracil (PROP) powder with one pint of water, and then soaked absorbent coffee filters in the solution. The filters were dried, cut into small pieces and placed into zip lock baggies. We then developed a questionnaire to carefully identify Chefs and non-cookers. Chefs had to be people who studied cooking for a career and "non-cookers" had to be people who said they disliked cooking. We then had each person put the PROP paper in their mouth and measured their reactions. Non tasters will not taste anything, tasters will detect a slight bitter taste, and super tasters will experience a very bitter taste. We recorded our observations and then analyzed our data.
Methods/Materials
Results
Conclusions/Discussion
We found that 22.2% of the Chefs were super-tasters, versus only 9.1% of the non-cooks. 51.9 % of the Chefs were non-tasters and 77.9% of the non-cooks were non-tasters. We were able to prove our hypothesis that chefs were more likely to be super tasters compared to people who don#t like to cook. Although we were surprised that over half of the Chefs were non-tasters, our experiment did demonstrate that the Chef group had a much higher percentage of taste sensitivity to PROP strips when compared to people who don#t like to cook.
Scientists are using information on super tasters and peoples sensitivity to taste to study obesity, colon cancer, heart disease and a number of other important health related disorders. We learned a tremendous amount about the tongue, taste and flavor!
Summary Statement
Using a procedure that measures sensitivity to taste, we tested whether chefs were more sensitive to taste than people who don't like to cook.
Help Received
Dr. Zata Vickers, Dept. of Food Sciences, Univ. of Minn., for her help with our hypothesis and direction on preparing our testing procedure; Freedom Branch Librarians for their assitance; the Chefs and cooking specialists who participated in our study; our Parents for help with typing and display design; our
Project Number
J1116 | <urn:uuid:7b8c63ff-6ef5-4e48-8fbf-0f67ea140005> | CC-MAIN-2023-40 | http://csef.usc.edu/CSSF/History/2007/Projects/J1116.pdf | 2023-09-27T00:36:43+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510238.65/warc/CC-MAIN-20230927003313-20230927033313-00187.warc.gz | 10,696,164 | 698 | eng_Latn | eng_Latn | 0.997929 | eng_Latn | 0.997929 | [
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General ENGLISH
for
GATE • PSUs
Also useful for
State public service commissions and other competitive examinations
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General English for GATE • PSUs
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All rights are reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photo-copying, recording or otherwise), without the prior written permission of the above mentioned publisher of this book.
First Edition: 2021
Second Edition: 2022
Third Edition: 2023
MADE EASY PUBLICATIONS Pvt. Ltd. has taken due care in collecting the data and providing the solutions, before publishing this book. Inspite of this, if any inaccuracy or printing error occurs then MADE EASY PUBLICATIONS owes no responsibility. MADE EASY PUBLICATIONS will be grateful if you could point out any such error. Your suggestions will be appreciated.
General English for GATE • PSUs
A
Section
C
GATE
Solved Questions
201 - 248
1
Tense
Tense is a form of verb which tells us about the time of action.
1. The Present Tense
2. The Past Tense
3. The Future Tense
Aspects
1. Indefinite / Simple
2. Progressive / Continuous
3. Perfect
4. Perfect Progressive
Simple Present introduced by
Always, Everyday, Sundays, Mondays, Often, Usually, Seldom, .
Formation
1. Singular Subject : He, She, It, Name.
2. Plural Subject : You, we, They.
3. 'I' is a singular subject, but treated as plural in the present tense.
Rule : 1 (Singular sub + V 1 + s/es + ob)
V 1 [main verb/base form/principal verb/root verb] is always plural; we add s/es to make it singular.
1. Go : Plural verb
2.: Singular verb
Goes
EXAMPLES —
1. Mohan goes to office.
2. She cooks food.
3. One of my friends lives in Delhi.
Rule : 2 (Plural sub + V 1 + object)
1. They go to temple.
(Negative)
[To say no to something or somebody]
(Singular sub + does not + V
1
+ ob)
EXAMPLES —
1. She does not go to temple.
2. We help the poor.
2. I do not compose a song.
Tenses
NOTE
In fact there are only two tenses in English, but the future aspect is possible with the help of modal i.e. will / shall or Present Simple / Present Progressive.
Never = Not any time in Present, Past or Future.
1. She never comes on time.
2. They never help the poor.
Interrogative / Interrogative negative [Asking Question]
Yes / No Type [Do/ Does/ Sub + V
1
+ ob?]
1. Does she write a letter?
WH type [WH + do / does + sub + V 1 + ob?]
Where do you live?
When does she go to office?
Why do you not go to school?
NOTE
Who functions as a singular sub. (Who + V 1 + s/es + ob?)
Who teaches you English?
Usage:
1. Present Habits
* Cindy cooks food [Again and again]
3. Near future
* She goes to Holland next month.
2. News paper headlines
* India wins by three wickets.
4. Universal Truth
* The sun rises in the east.
Present Continuous Tense
The present continuous tense is used to indicate an action which is going on at the time of speaking.
EXAMPLE —
She is writing a letter. [Now]
To understand it better, please read the following points carefully:
1. Action should be going on while speaking.
2. Action should be deliberate.
3. Action should be temporary.
4. Sometimes action may be incomplete while speaking.
5. Verb should be dynamic
EXAMPLE —
I am writing a novel. [It maybe the writer is not writing a novel while speaking]
Rule : (Subject + is / am / are + V 1 + ing + object)
EXAMPLES —
1. She is writing a letter.
3. They are watering the plants.
2. Do you play hockey?
2. I am listening to the music.
To indicate 'state' we do not use progressive tense.
Some verbs are not used in progressive tenses. They are called Stative Verbs.
Stative Verbs
like, dislike, know, belong to, love, hate, detest, realise, seem, appear, sound, agree, mind, believe, remember, forget, [look = seem] prefer, resemble, see, hear, smell, taste, astonish, have, recognise, own, wonder, understand, think.
Wrong : I am understanding your problem.
Right : I understand your problem.
Wrong : He is wondering to see her shouting at the beggar.
Right : He wonders to see her shouting at the beggar.
NOTE
Some Stative verbs can be used in continuous to indicate temporary action.
1. Think (Stative) : Opinion / believe
Ex:
I
think you are right
[correct]
It means, It is my opinion that you are right.
Think (Dynamic) : Consider, or to have something on mind
Ex: I am thinking about my friend.
2. See (Stative) : Understand / see with your eyes
Ex: I see what you mean.
I see a donkey on the road.
See
(Dynamic) : To meet
I am seeing her tomorrow.
Present Perfect Tense
This tense is used to indicate an action which is finished just now / recently.
[Sub + has / have + V
3
+ ob]
[V 3 = Past Participle]
1. [He / She / It / Name + has]
2. [I, you, we, they + have]
EXAMPLES —
1. He has written a letter.
2. They have composed a song.
Negative [Subject + has / have + not + V 3 + Ob]
He has not written a letter.
They have not composed a song.
Interrogative / Negative
WH + (has / have + subject + V 3 + object?)
1. Have they watered all the plants?
2. Why have you not eaten food yet?
Errors in the use of present perfect.
Rule : 1 (Imperative sentence + when + subject + has / have + V 3 + object.)
Wrong : Take this medicine when you ate food.
Right : Take this medicine when you have eaten food.
Wrong : Ask him to go to school when he completes his homework.
Right : Ask him to go to school when he has completed his homework.
Rule : 2 (Gone / been)
Gone : To go somewhere and be there.
Been: To go somewhere and come back.
Wrong : Have you ever gone to Holland?
Right : Have you ever been to Holland?
Wrong : Cindy has been to office, so Rochester is waiting for her.
Right : Cindy has gone to office, so Rochester is waiting for her.
Rule : 3 (It is the first time, the second time + .... + Subject + has / have + V 3 + object.)
Wrong : It is the third time, I saw her melting in his arms.
Right : It is the third time, I have seen her melting in his arms.
Rule : 4 (This is the only time + Subject + has / have + V 3 + object.)
Wrong : This is the only time Cathy went to America to meet her Sunday husband.
Right : This is the only time Cathy has gone to America to meet her Sunday husband.
Rule : 5 (Present Perfect + since + subject + V 2 + object.)
Wrong : Five years have passed since I have seen him reading a detective novel.
Right : Five years have passed since I saw him reading a detective novel.
Rule : 6 (Subject + has / have + V of stative verb + object + since / for + time.)
3
Wrong : I know her since childhood.
Wrong :
I have been knowing her since childhood.
Right : I have known her since childhood.
Wrong : I have this car since 2015.
Right : I have had this car since 2015.
Wrong : How long do you love Belinda?
Right : How long have you loved Belinda?
Rule : 7 (Do not use the Present Perfect Tense with the Past Time)
Wrong : Lydia has left her home town bag and baggage ten years ago.
Right : Lydia left her home town bag and baggage ten years ago.
Wrong : Meera has written a letter yesterday.
Right : Meera wrote a letter yesterday.
Present Perfect Continuous
This tense is used to indicate an action which starts in the past and continues while speaking.
1. [Subject + has / have + been + V 1 + ing + object + since / for + time]
2. Usage of [since / for]
'Since' is used to denote point of time.
* Morning, evening, noon
* Sunday, Monday, ........
* January, February, .......
* 2010, 2012, .......
*
2 o'clock, 3 o'clock, .......
* Birth, death, childhood, boyhood, .......
* Festivals : Holi, Diwali, .......
* Century : 19th century, 18th Century, .......
* O'clock — of the clock [5 o'clock means 5 of the clock]
NOTE
The Present Perfect continuous is not used with 'Stative Verbs'.
Wrong : They are watering the plants since morning.
Right : They have been watering the plants since morning.
Wrong : How long are you sitting in this classroom?
Right : How long have you been sitting in this classroom?
EXAMPLES —
1. They have been teaching in this school for the last two years.
2. Mother has been cooking food since morning.
Negative : They have not been reading this book for two days.
REMEMBER
Since + last
For + the last
For is used to denote period of time such as for two months, years, hours, etc.
Future Perfect Continuous Tense
We use the future perfect continuous tense to show that something will continue until a particular event or time in the future.
[Subject + will have been + V 1 + ing + object + by the / for + time]
Wrong : It will have been raining since morning.
Right : It will have been raining by the morning.
Right : Alison will have been teaching in this school for five years.
Negative
* He will not have been reading this book by the noon.
Interrogative / Negative
* Will he have been reading this book by the noon?
* Will he not have been reading this book by the noon?
Instructions : Out of the following four sentences, select the most suitable sentence with respect to grammar and usage.
1. (a) He has left his home town with bag and baggage last year.
(b) He has leave his home town with bag and baggage last year.
(c) He had left his home town with bag and baggage last year.
(d) He left his home town with bag and baggage last year.
2. (a) How long do you know him?
(b) How long have been knowing him?
(c) How long have you known him?
(d) How long are you knowing him?
3. (a) I am understanding your problem.
(b) I understand your problem.
(c) I understanding your problem.
(d) I understands your problem.
4. (a) I am reading this book since noon.
(b) I do read this book since noon.
(c) I had read this book since noon.
(d) I have been reading this book since noon.
5. (a) They have been teaching in this school since the last ten years.
NOTE
Do not use since with the Future Perfect Continuous.
(b) They have been teaching in this school for the last ten years.
(c) They have been teaching in this school for the last ten year.
(d) They have being teaching in this school since the last ten years.
6. (a) Return this book to me when you read it.
(b) Return this book to me when have you read it.
(c) Return this book to me when you have read it.
(d) Return this book to me when you will read it.
7. (a) It is the only time she goes to office.
(b) It is the only time she went to office.
(c) It is the only time she has gone to office.
(d) It is the only time she is going to office.
8. (a) It is high time he writes a letter.
(b) It is high time he wrote a letter.
(c) It is high time he was writing a letter
(d) It is high time he is writing a letter.
9. (a) It will have been raining since morning.
(b) It will have been raining for morning.
(c) It will have been raining by the morning.
(d) It will has been raining by the morning.
10. (a) Sandra cooked food before you came.
(b) Sandra has cooked food before you came.
(c) Sandra had cooked food before you come.
(d) Sandra has cooked food before you comes.
1. (d)
2. (c)
3. (b)
8. (b)
9. (c)
Explanations
Tenses
1. (d)
Present perfect is not followed by past time, so options (a) and (b) are wrong. For single action we don't use past perfect tense, so option (c) is wrong.
For past time we use past indefinite tense so option (d) is the best option choice.
2. (c)
'How long' is followed by either perfect tense or perfect continuous tense. So options (a), (b) and (d) are wrong.
According to rule option (c) is the best option choice.
3. (b)
Understand is a stative verb so it has no continuous tense, so options (a) and (c) are wrong.
'I' takes plural verb (V 1 ) so option (d) is wrong. Option (b) is the best option choice.
4. (d)
In case of since or for, perfect tense is required, so options (a), (b) and (c) are wrong.
According to rule option (d) is the best option choice.
5. (b)
The Rule says :
For + The last
Since + last
According to the above rule
Option (a) is wrong.
Option (c) is wrong because it contains ten year instead of the ten years.
Being is not used with perfect continuous tense, so option (d) is wrong.
Thus according to rule option (b) is the best option choice.
6. (c)
The Rule says :
[Imperative sentence + When + Present Perfect Tense]
According to above rule options (a), (b) and (d) are wrong.
Option (c) is the best option choice.
7. (c)
The Rule says :
[It is the only time + Present Perfect Tense]
Options (a) and (b) are wrong.
Option (c) is the best option choice.
8. (b)
The Rule says :
[It is high time + Past Indefinite Tense]
According to above rule options (a), (c) and (d) are wrong.
Option (b) is the best option choice.
9. (c)
We do not use since with future perfect continuous tense, so option (a) is wrong.
We do not use for before morning. So option (b) is wrong.
Will is not followed by has, so option (d) is wrong. We use by the at the place of since with future perfect continuous tense, so option (c) is the best option choice.
10. (c)
The Rule says :
[Subject + had + V 3 + object + before + subject + V 2 + Object]
According to rule of past perfect tense
Options (a), (b) and are wrong.
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Welcome to Year One!
Welcome back to the start of the school year for 2023. We hope that families have had a safe and enjoyable holiday break and are beginning to settle back in to school life. We have started back at school by establishing our classroom routines, expectations and by fostering relationships, both new and old. Below is an outline of our learning for Term One of this year.
We have a number of teachers working with us as part of our year one team this year.
* E31 Reannon and Emma-Kate
* E32 Jessica and Lara
* E33 Anna and Emma-Kate
* E34 Cassandra
* DC1 Bree
If you have any questions, please do not hesitate to contact your child's class teacher.
English
Phonological Awareness
Children will consolidate their Phonological Awareness skills through a range of whole class and small group activities. Phonological Awareness skills include syllables, matching and producing rhyme, initial sounds, blending, segmenting and sound manipulation. We will use the 'Heggerty' phonemic awareness resource every day at school.
Spelling and Phonics
Children will engage with the Jolly Phonics and Jolly Grammar programs to learn a range of letter sounds, digraphs and alternate sounds. We will learn a range of grammar features and spelling rules as well as learning to read and write tricky words. In Year one, it is an expectation that all children will read and write 72 words from the Jolly Phonics and Grammar programs.
Writing
Our text types this term are narrative/description. Children will explore a range of narrative texts with different characters, settings and events. We will focus on how describing words help us to create interesting stories and visual images. Children will engage in writing experiences to continue their journey as an Author. They will make picture books which reflect their own experiences. They will participate in a series of workshops to support their understanding of the conventions of writing and text composition strategies when writing texts in a range different styles (eg: narrative, description, information report etc).
Reading
Children will participate in a range of modelled, shared, guided and independent reading experiences. Through these experiences children will practise implementing a range of learnt reading strategies, targeted to their individual needs as a reader. Take home reading books will be distributed early this term and will be an essential part of our reading learning, both at school and at home. Please look out for information to be sent home from your child's teacher, as to how this will look in each classroom.
Oral Language
We will continue to focus on using dialogic strategies to support children to give oral responses and ask questions. We will use skills for active listening and interacting in a range of contexts. Children will use sentence stems to frame their responses and questions to others in all learning areas. Please see your child's communication platform for any upcoming sharing topics, if applicable.
Our end of year goals for all children in English are:
* I can read and write the 72 tricky words • I can read level 13 text independently
Mathematics
Being a Mathematician
We will begin our Mathematics learning this term by thinking about with it means to be a Mathematician. We will focus on developing positive dispositions towards Mathematics, including that everyone can be good at Maths and that Maths is fun! Children will develop their understanding of using a growth mindset in Maths, the power of making mistakes and the importance of thinking deeply and working collaboratively.
Counting and Quantity
We will revise our counting skills to develop a deep understanding of the five principles of counting:
* Number sequence (saying the number names in order)
* Cardinality (the last number we say tells us how many)
* Conservation (the amount stays the same even if we arrange the objects differently)
* One-to-one correspondence (count every object only once)
* Subitising (recognising the amount in collection without counting
We will practise counting, sequencing and ordering numbers in a range of multisensory activities, including using number charts and number lines with the goal of counting forwards and backwards to 120 from any starting point. Children will be explicitly taught the correct numeral formation.
We will begin to learn to count large collections by arranging them in groupable units to skip count by 2s, 5s and 10s.
Children will begin to develop understanding of partpart-whole relationships (that numbers can be split into parts to make a whole) to develop the relationship between the whole number and its component parts to 20. This skill will help children make connections between addition and subtraction of numbers to 20 and beyond.
Our Mathematics goals for all children in term 1 are:
* I can understand and demonstrate the principles of counting
* I can count forwards and backwards from any starting point
* I can form numerals correctly
* I can understand part-part-whole facts to 10
Science
In Science, children will explore the biological science strand of 'living things'. We will explore and identify the basic needs of humans, animals and plants and develop understanding that animals and plants live in environments where their basic needs are met.
Humanities and Social Science
In Humanities and Social Science (HASS) we will focus on the History strand in Semester 1. Children will explore and identify the differences in family structures and roles today and how these have changed or remained the same over time.
Health and Wellbeing
Child Protection Curriculum
The topic for this term is 'The Right to Be Safe'. We will be learning about identifying our feelings, skills to engage in a range of social situations, safe and unsafe situations, warning signs and risk taking.
Zones of Regulation
We will participate in learning from the Zones of Regulation curriculum. Children will develop awareness of feelings, energy and alertness levels while exploring a variety of tools and strategies for self regulation, self care and wellness.
Digital Technologies
Digital and Design technologies are integrated throughout learning experiences across all areas. This term children will identify and explore digital systems and their components. We will begin engaging with laptops whilst learning to login to the system with a username and password. Children will have frequent opportunities to engage with the smartboard and iPads, use scissors, staplers and other tools to explore joining techniques in making and STEM experiences and engage with robotic devices such as BeeBots.
Specialist Learning Areas
Children will participate in specialist subject learning in the areas of Japanese, The Arts and Health and Physical Education. Please see the PE, Arts and Japanese newsletters, available on the Mawson Lakes School website for specialist subject learning in Term 1.
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MOMO mural
Art in the HOTA Outdoors
Emmanuel College
is a Presenting Partner
of our Education initiatives.
Welcome to the great outdoors at HOTA
Alongside HOTA, Evandale Parklands is also home to a sculpture park with work by local and international artists. Having sculpture outdoors reminds us of our ability to create, make and connect with objects by making art part of our everyday.
Discovering art in nature reminds us of our place in the world. Here we unearth the artist's intention to locate their work in the elements and the dynamic experience of life spent outdoors.
Take our map into Evandale Parklands to explore our art outdoors.
WELCOME TO OUR OUTDOOR STAGE!
Walk underneath the canopy and look up. This pattern is a Voronoi tessellation – a network of cells that occurs naturally in many plants and animals. Tessellations are patterns that repeat over and over without overlapping. Honeycombs, pineapples, and bubbles are some examples – can you think of any others?
Take the sandstone stairs up, up, up, the adventure trail and onto the green roof of the Outdoor Stage. At the summit you will be rewarded with a birdseye view of the Evandale Lake, the Nerang River, the Surfers Paradise skyline, and the Pacific Ocean beyond. What a view!
A silent prayer 1998 Fumio Nishimura
b.1948 Japan granite Collection, Gallery at HOTA. Gift of Australia Fair
Shopping Centre 1998.
A Silent Prayer is one of four sculptures originally exhibited at World Expo '88 in Brisbane by Japanese artist Fumio Nishimura. Statues and sculptures installed in the public realm have a long history as commemorative works of art. Intended to mark a significant moment in time, these works are often made out of equally substantial materials, like bronze, marble and steel, or in the case of A Silent Prayer – granite. This material and the rendering of it by the artist from textured to smooth adds a gravitas to the work and its positioning as a memorial to the many Japanese who lost their lives to the bombing of Hiroshima in 1945.
Get up close to this sculpture, walk around it, touch the surface, approach it from each side…what do you see? What more can you say?
View 1996 Peter Cole
b. 1947 Gawler, SA painted steel, bronze, stone Collection, Gallery at HOTA. Commissioned through funds from Friends of the Arts Centre 1996.
In Peter D. Cole's work View we are introduced to his favoured palette of primary colours, symbolism, and playful use of line. Cole's inspiration comes from a shifting Australian bush landscape where curved steel represents a river, a stone, a moon, and where painted steel, shapes and angular lines can symbolise trees, hills, or a starry sky. Consider the different elements and principles of art involved in this work…can you use these to describe what you see?
Explore the work of 20th century artists Joan Miro, Piet Mondrian, and Alexander Calder and consider their influence on Cole's art practice today.
Peter Waddington Photography
Wiyung tchellungnai-najil (Keeper of the light) 1997 Chris Booth
b. Kerikeri, New Zealand helidon sandstone Collection, Gallery at HOTA. Acquired through funds from
Patrick Corrigan AM and Gold Coast City Council 1997.
These three large sandstone works by New Zealand sculptor Chris Booth were created in consultation with the local Kombumerri people and Elder Ysola Best. Ysola dedicated much of her life to researching and documenting her Indigenous heritage and culture. The title of the work Wiyung tcheltungra-najil (Keeper of the Light) utilises the Yugambeh language and speaks of the rich connection of the Aboriginal people to this Gold Coast region and the Saltwater Country specific to the Kombumerri People. This area stretches north to the Coomera River, south to the Tweed River, west to the hinterland and east out through the Broadwater estuary and Pacific Ocean.
This monumental work stands as a testament to the living culture of Aboriginal people and the artist's wish to evoke the spirit of place in his work, the surrounding environment, and its people. 3
Peter Waddington Photography
Gateway to Magmell 2001 Deej Fabyc
b. 1961 London, United Kingdom polyurethane Loan. Courtesy of the artist.
Here you will find artist Deej Fabyc's take on the fairy tale other world of Magmell. Irish folklore speaks of this mythical realm as a floating island paradise or a kingdom beneath the ocean, a place of beauty where time stands still. Take a peek, be adventurous and head inside…
The bright purple polyurethane rocks found here in Gateway to Magmell remind us of the stone circles found across the United Kingdom and Europe. Gateway to Magmell is based upon a Dolmen, a type of monument made up of two or more upright stones with a single stone lying across the top. To add to the magic and mystery dolmens are often referred to as portals and used as burial sites. Archaeologists still debate whether dolmens were originally encased in a cairn, a mound of stones built as a memorial to the dead. Collect a handful of stones to create your own landmark, practicing the balancing act of the dolmen by building your own cairn.
Wombeyan Triangles 2017 May Barrie b. 1918 Denmark, WA d. 2014 Albion Park, NSW Wombeyan marble
Collection, Gallery at HOTA. Gift of Tori de Mestre 2017.
May Barrie's geometric Wombeyan Triangles contains a peep hole through which light passes and where you can explore one unique way to view the work. The artist here has created a viewpoint that draws the viewer's eye up and out to the landscape beyond. A window on the world.
Use your fingers to create a frame and look through it across the Parklands with one eye closed. We can take in a distant view or look at something in detail, closeup. Move the shape of your finger frame to circles, now binoculars, change your position and experience your surroundings in a new and different way!
Peter Waddington Photography
40 Million Mornings 2020 Warren Langley b. 1950 Sydney, NSW and Jess Austin aluminium.
Collection, City of Gold Coast.
A collaboration between Warren Langley and Jess Austin the J-shaped landing of the green bridge from Chevron Island has been gift wrapped in folded aluminium, stretching over Evandale Lake and casting a reflection representative of the sun rising daily on the Nerang River.
The golden green colour of the cladding was chosen to celebrate the significant role of water in our ecosystems, and the journey the green bridge can provide from the ocean to the river and the lake. Here the artists explore the water elements by taking inspiration from the City of Gold Coast motto Terra Fluminum et Oceani – what does the City motto translate to? Research this and the City crest – a Coat of Arms complete with a lifesaver's surf reel!
The Tower Project 2018 MOMO
Peter Waddington Photography
Nude 2007 Michael Buzacott
b. 1974 San Francisco, United States of America exterior paint Courtesy of the artist.
Welcome to our super-sized public art piece! In 2018 American artist MOMO was selected as the winning entrant in an international competition to deliver a new artwork for the façade of HOTA. Applied to the surface of the building in just two weeks, MOMO had this to say about the project…
This region is gorgeous. As I adjusted to the sights and summer, I felt I had to make small adjustments in the mural, to be even sunnier and bolder, to try and match what I've seen. The fact that you can swim next to the mural is really next level.
What will appear next on the HOTA façade...? Imagine your own three-dimensional artwork, pattern, or slogan. Draw a cube on paper and fill its sides with your own unique design. Look at the text-based work of Nathan Coley, Sam Cranstoun, Rose Nolan, Raquel Ormella and Barbara Kruger for inspiration.
b. 1950 Sydney, NSW steel
Collection, Gallery at HOTA. Donated through the Australian Government's Cultural Gifts Program by Patrick Corrigan AM 2008.
Join us on the Lakeside Terrace with the steel work of Michael Buzacott. Like a weathered and hardened rubber band, our eyes trace the continuous line of this work as it buckles in on its side then curves before rising once again and carrying our gaze with it. Consider the composition of this work and the play of negative and positive space. For Buzacott, sculpture is always about the body. To prepare for creating work he studies the material, in this case steel, and lets it guide his approach to artmaking. Herein this case the work is spontaneous, intuitive, and employed to explore the representational qualities of the body through abstraction. The artist said…
I don't make any distinction between figurative or non-figurative work. I have never really understood what 'abstract' means. I've never made a drawing for a sculpture, I cannot make a plan, because the plan is mental, I absolutely reject it. You can't be authentic and copy something, every time you do something it's got to be that thing specifically; it can't be something that has already happened.
Do you agree? Discuss.
Water
2007
Paul Selwood b. 1946 Sydney, NSW steel
Collection, Gallery at HOTA. Donated through the Australian Government's Cultural Gifts Program by Patrick Corrigan AM 2008.
On the wall next to the entrance to the Lakeside Room at HOTA Central you will discover Paul Selwood's twisting and turning work titled Water. Like the meandering canal systems and waterways of the Nerang River this work coils and curls across the surface of the wall.
Let's use the meandering lines found here to inspire a blind contour drawing of a friend. Pair up to draw your friend's portrait. Without looking at your pencil on the paper OR lifting your pencil off the page draw the features of your friend's face. Have fun!
Double-faced avatar with blue figure 2021 Ramesh Mario Nithiyendran
b. 1988, Colombo, Sri Lanka
bronze, fibreglass, concrete, neon, acrylic
Collection, HOTA Gallery. Commissioned by Melbourne Art Foundation and HOTA for the Gallery opening 2021
Ramesh Mario Nithiyendran has created a giant sculpture to welcome visitors to the entrance to HOTA Gallery. Ramesh uses colour, texture and different materials to give his work character and personality. Double-sided avatar with blue figure explores Nithiyendran's research into guardian figures from across the Asia-Pacific region and links to his cultural background and contemporary culture. Today an avatar is a graphical representation of a person, often seen as a profile picture online or in three-dimensional form in virtual worlds.
Create your own expressive avatar with coloured marker pens and paper. Consider all your features, their size and shape from hair style, eye colour, to clothing and emotions. There are numerous free avatar maker apps now online to create characters that looks just like you! Try Bitmoji or create a 3D animated avatar with Filmize.
Pandarus (Version 12) 1965 Kenneth Armitage
b. 1916 Leeds, United Kingdom, d. 2002 London, United Kingdom bronze
Collection, HOTA Gallery. Gift of Australia Fair Shopping Centre, Southport as a contribution to the cultural enrichment of the City of Gold Coast 1998
This 1.5-metre-high bronze sculpture is the final work in a series the artist made between 1961 and 1965. Pandarus (Version 12) was originally installed at the Brisbane World Expo in 1988 before it was acquired by Australia Fair Shopping Centre and eventually gifted to the Gold Coast City Art Collection where it now has a permanent home outside the HOTA Gallery restaurant. Armitage is considered a pioneer of British sculpture, and his contemporaries include renowned fellow sculptors Lynn Chadwick, Barbara Hepworth, and Henry Moore.
Pandarus (Version 12) greets us as we walk by and communicates with us with two outstretched funnel forms like human arms or bronze horns. Cup your hands around your mouth and make an announcement shouted out into the world. How do you feel today? What is the weather report? Consider and discuss different forms of communication. Write down your experience to contemplate later and share your observations with a friend.
Morning star 1986 Inge King AM
b. 1915 Berlin, Germany, d. 2016, Melbourne, VIC painted steel
Collection, HOTA Gallery. Acquired through funds from the Gold Coast Taiwan Club, the Gold Coast Chinese Club, Buddha's Light International Association of Queensland and Jenny Wong 1998
Nestled amongst the garden on the staircase outside the HOTA Gallery restaurant sits Inge King's Morning star. Inge King made an incredible contribution to formalist sculpture and Australian art over 70 years of her working life, and her work is held in all major national collections and can be found in public realm commissions across the country. Often inspired by the natural world, in this work King draws from the morning sky to employ her modernist abstraction to create hard lines and geometric forms to render the rising morning star in painted steel.
Cadmium red and cobalt blue lead our eye around the sculpture and the twisting parts of the star. What shapes do you see? Describe your experience of this work when you look at it from different viewpoints. Inge King said, sculpture is the exploration of form and space, it is drawing from a thousand different angles… how does changing your physical position, change your experience of this work? Discuss.
nerung ballun (Nerang River) freshwater, saltwater 2021 Judy Watson
Waanyi
b. 1959 Mundubbera, QLD
bronze, bisalloy, steel, concrete, shell and jasper stones
Elisa Jane Carmichael
Jandai Quandamooka b. 1987 Brisbane, QLD
Dilly bag 2021
steel
Libby Harward
Ngugi Quandamooka b. 1976 Brisbane, QLD
Piccabeen basket 2021
bronze
Collection, HOTA Gallery. Commissioned by HOTA for the Gallery opening 2021
Commissioned by the HOTA Gallery for the opening in 2021, Waanyi artist Judy Watson has created nerung ballun (Nerang River) freshwater, saltwater to commemorate the Aboriginal culture that lies within the ground, the sky and the waterways found throughout the Evandale precinct.
Inspired by south-east Queensland's Indigenous communities and her time on the South Stradbroke Indigenous Artist Camp, Watson has collaborated with Quandamooka artists Elisa Jane Carmichael and Libby Harward to realise this artwork. Developed through consultations with the local Indigenous community, nerung ballun (Nerang River) freshwater, saltwater tells the story of this unique place, providing a site of ceremony, a place of gathering, and a sharing of knowledge.
Explore the winding form of nerung ballun and the shells and jasper stones embedded within. Follow the journey of Aboriginal survival through local language remembering this always was, and always will be, Aboriginal Land.
nerung ballun (Nerang River) freshwater, saltwater encourages us to engage in reconciliation, respect, and recognition of the world's oldest continuous living culture.
HOTA
LAKE
NERANG
RIVER
GREEN BRIDGE
CHEVRON
ISLAND
Map Key
Outdoor Stage
A Silent Prayer
View
Keeper of the Flame
Gateway to Magmell
Wombeyan Triangles
40 Million Mornings
The Tower Project
Nude
Water
Double-faced avatar with blue figure
Pandarus (Version 12)
Morning star
nerung ballun (Nerang River) freshwater, saltwater
Share your adventures exploring with us
Tag and follow us @hotagc #hotagc
We hope you have enjoyed exploring the great outdoors here at HOTA. For more info on our Education program and activities please visit our website:
HOTA.COM.AU/LEARN
Emmanuel College is a Presenting
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Feature Article
Bed Bug Epidemic: A Challenge to Public Health
Dhitinut Ratnapradipa, Dale O. Ritzel, Linn D. Haramis, and Kadi R. Bliss
ABSTRACT
In recent years, reported cases of bed bug infestations in the U.S. and throughout the world have escalated dramatically, posing a global public health problem. Although bed bugs are not known to transmit disease to humans, they pose both direct and indirect public health challenges in terms of health effects, treatment, cost, and resource allocation and coordination. Education is an important component of prevention and treatment of infestations and health educators can play a key role in educating the public about this re-emerging problem and in organizing community-based responses. Therefore, the two goals of this paper were to: (1) provide an overview of the public health threat from bed bug infestations, and (2) provide prevention and treatment guidance for health educators to utilize in educating the public about this challenge.
Ratnapradipa D, Ritzel DO, Haramis LD, Bliss KR. Bed bug epidemic: a challenge to public health. Am J Health Educ. 2011;42(4):245-251. This paper was submitted to the Journal on January 10, 2011, revised and accepted for publication on March 13, 2011.
BACKGROUND
"Good night, sleep tight; don't let the bed bugs bite." Bed bugs were once such a common problem that they became part of popular culture. Although the saying continued, bed bug populations experienced dramatic decline during the mid-20 th century with the use of dichlorodiphenyltrichloroethane (DDT) and other synthetic pesticides; they were essentially eradicated in the U.S. by the 1940-50s. 1 However, bed bugs developed resistance to DDT by the mid 1950s 2 and the U.S. began regulating DDT in the late 1950s; DDT was banned by the U.S. Environmental Protection Agency (EPA) in 1972. 3 Further restrictions of pesticides oc- curred in 1996 when the EPA re-evaluated numerous chemicals. 1,4
Bed bugs continued to pose a problem in less developed nations. 5 One study found that 37.5% of children's beds in rural Gambia were infested. 6 More recently, the U.S. has had a resurgence in reported bed bug infestations. 1,2,4,7-9 A survey conducted by the National Pest Management Association (NPMA) and the University of Kentucky found that 95% of survey respondents reported encountering bed bug infestations within the past year, up from 25% in 2000. 9 The problem is not limited to the U.S. but is becoming a global public health problem, with reported cases escalating in Canada,
Dhitinut Ratnapradipa is an assistant professor in the Department of Health Education and Recreation, Southern Illinois University Carbondale, 475 Clocktower Dr., Pulliam Hall 307, Carbondale,IL 62901; E-mail: dhitinut@ siu.edu. Dale O. Ritzel is a professor Emeritus in the Department of Health Education and Recreation, Southern Illinois University Carbondale, Carbondale, IL 62901. Linn D. Haramis is a public health entomologist with the Division of Environmental Health, Illinois Department of Public Health, Springfield, IL 62761. Kadi R. Bliss is a research assistant and doctoral candidate in the Department of Health Education and Recreation, Southern Illinois University Carbondale, Carbondale, IL 62901.
Australia, Europe and Africa. 2,7,10,11 A study found that reports of bed bugs in Toronto, Canada increased from 2002 to 2003 and that infestations were widespread. 12
Factors contributing to the re-emergence of this pest include documented resistance to DDT, malathion, carbamate and pyrethoid insecticides and restrictions on indoor use of other pesticides due to health concerns. 4,6,8 Other potential factors that may be contributing to the re-emergence of bed bugs in the U.S. and globally include increased mobility of populations (international travel), immigrant populations and transient workers, lack of bed bug control knowledge, reduced use of pesticides for control of other pests, and the decline or elimination of state and local public health agencies' vector/pest control programs. 1,2,10,13
Bed Bug Biology
Bed bugs are external parasites, similar to lice, which feed on blood. 2 Although they prefer human hosts, they will also feed on birds, rodents, bats, and pets such as cats and dogs. 5,7,14,15 Bed bugs are six-legged "true" bugs with a wingless, oval-shaped body and beak-like mouthparts used to penetrate the skin to suck blood from hosts. 2,5,6,14,15 They range in color from colorless nymphs to brown or red in color as adults and have a flat shape from top to bottom that swells during feeding. 5,7,12,13,15 Figure 1 (photo courtesy of Illinois Department of Public Health) shows an adult bed bug. 16
Bed bugs have no formal nesting site but they do congregate—clusters of bugs may be found in cracks and crevices during the day, usually near sleeping areas. 5,7,15 Bed bugs hide in a variety of places, including box springs and mattresses; bed frames; between carpet tack strips; along baseboards; ceiling moldings; window or door frames; behind electrical outlets or switch plates; in smoke alarms; behind wall hangings; in drapery pleats; behind peeling wallpaper, etc. 2,5,10,14,15 They can also be found on furniture, cloth- ing, and clutter or objects around the sleeping area. 14,15 They travel easily through wall voids, thus spreading easily in multi-unit facilities. 2,7,8
Eggs are glued to rough surfaces in areas where the bugs hide. 5,7,14,15 Eggs are cream or white in color and hard to see with the naked eye (1mm long). 7 A female may lay 200-500 eggs during her lifetime, 7 in groups of three to five per day. 14 Eggs hatch in approximately 4-12 days 17 and can mature to full adults in 4-5 weeks under ideal conditions (75-80% relative humidity with temperatures ranging from 83-90˚F). 7 Adults live 12-18 months and can remain fully active at temperatures down to 45˚F if acclimated for 24 hours at temperatures below 60˚F. 7,13,15
Figure 2 (provided by the EPA) 18 shows the bed bug life cycle. Before reaching adult size, bed bugs go through five nymphal instar (molting) stages and need one or more blood meals before molting. 5,15,17 Nymphs can live at least three months without feed-
16Photo courtesy of Illinois Department of Public Health
Figure 2. Life Cycle of the Bed Bug 18
ing, 7 and adults can survive up to a year without feeding, 7,13,14 although incomplete blood meals and starvation will prolong development. 5,15 They can feed to repletion in 3-10 minutes and will feed every few days if a host remains available. 7,13
Bed bugs spend most of their time hiding, coming out primarily at night to feed. 5,6,10,15 They can travel 5-20 feet 7 (maximum range is approximately 100 feet) 17 nightly, each direction, to reach a host and are attracted by the host's body temperature and carbon dioxide. 10,14 They often void part of their previous meal while feeding, leading to blood-like spotting on mattresses and other surfaces. 5,7,14,15 Following a meal, they quickly return to hiding. 5,15 In addition to finding live bugs and eggs, other signs of an infestation include blood from squished bugs, dark fecal spots, eggs shell casings, and molted or casts
of bed bugs. 5,7,14,15,17 In heavy infestations, there may be a sweet or musty odor compared to raspberries or stink bugs. 7,13-15,17
EPIDEMIOLOGY AND HEALTH EFFECTS
Bed bugs are opportunistic creatures. They can easily hitchhike on clothing, luggage, purses, backpacks, books, furniture and bedding. 7,14,17 As such, infestations can occur nearly anywhere that humans travel
and/or sleep, such as in hotels or motels, dormitories, shelters, hospitals and care facilities, apartment complexes, in private homes, and on public transportation such as buses, planes, trains and ships. 2,10,12,14,15,17 Infestations are not limited to particular socioeconomic status, so anyone can become a host. 11,17 Because bed bugs can be carried in and on a variety of objects, an infestation is not an indication of poor hygiene or lack of cleanliness. 4,5,8,12,15
Although there is no conclusive evidence of disease transmission to humans, 2,5,7,8,14 bed bugs have been found to naturally carry at least 30 human pathogens. 7 However, there has been limited research in this area for several years. 2 The initial bite from a bed bug is painless and reactions to the salivary proteins differ from person to person. 2 According to the Armed Forces Pest Management Board, reactions can be classified into 5 stages: (1) no reaction; (2) delayed reaction (symptoms usually appear 1-3 days after bite and may last 2-5 days); (3) both immediate (symptoms usually appear 1-24 hours after bite and last 1-2 days) and delayed reaction; (4) immediate reaction only; and (5) no visible reaction. 6 Individuals may develop a "sensitivity" to salivary proteins following repeated bites by a large number of bugs. Allergic reaction may include swelling, welts, and severe itching (lasting hours to days). 7 Scratching bite sites increases inflammation, which can lead to secondary bacterial infection. 7,8 In rare cases, anaphylaxis may occur. 7,8 Bed bugs and their fecal droppings could pose a potential allergy and asthma trigger. 7 Hwang et al reported that homeless individuals "with bed bug bites suffer a substantial degree of emotional distress." 12 Indirect health effects can include sleeplessness, agitation, and anxiety, as well as social stigma associated with having an infestation. 2,7,8 The aftermath of an infestation can also lead to significant stress, especially if legal action is taken. 11
CHALLENGES TO PUBLIC HEALTH
The challenges to public health which professionals face include the fact that treatment options for bed bugs are lim-
248
American Journal of Health Education —
ited and costly, 8,12 making it difficult for certain populations to obtain treatment. Beyond the direct cost of treatment, bed bug infestations have additional financial impact through costs for clinical diagnosis and symptomatic medical treatment of bites. 7,8 Indirect costs include legal fees and awards for damages 11 as well as decreased productivity and lost wages. 2,8 Reporting of infestations is largely voluntary, 7 so the true extent of the problem may be difficult to ascertain. Because bed bugs are not known to transmit human disease, local public health departments do not see them as a priority when allocating limited funding. 2,8,12 The low priority level of bed bugs as a public health concern leads further to a lack of coordination between federal and state officials, although the CDC and EPA have begun coordinating efforts, including issuing a joint statement and allocating funding for research and outreach. 2,8 Bed bug treatment has remained largely a local response in communities that view bed bugs as a serious issue, but municipalities struggle to identify landlord and tenant responsibilities for the costs of control and treatment. 2,8
Another concern is the misuse of pesticides not intended for indoor use or the application of indoor pesticides at levels higher than necessary. 2,4 The EPA has expressed concern about individuals using illegal and unregistered pesticides to treat infestations, as well as misapplication of chemicals (using too much or use of outdoor pesticides indoors). 1,2,4,7,13 Doing so may be dangerous, cause illness, and/ or scatter pests rather than killing them. 2,13 The EPA stresses following labeling directions carefully. In an effort to promote the safe use of pesticides for bed bug infestations as part of Integrated Pest Management (IPM), the EPA has developed a web-based search tool (see http://cfpub. epa.gov/oppref/bedbug/). In addition, the EPA cautions against using home remedies that have not been researched for effectiveness and safety because they can be dangerous or ineffective and may promote pesticide resistence. 2
July/August 2011, Volume 42, No. 4
INCREASING PUBLIC AWARENESS AND TREATING INFESTATION
"An ounce of prevention is worth a pound of cure" has significant application when it comes to bed bug infestations. Bed bugs can be difficult to treat once they become an established population, so preventing their introduction to a new setting is an important component of bed bug education and outreach. Table 1 presents a few simple tips for travelers, based in part on suggestions by the EPA 13 and Potter. 5 Traveler awareness and precaution can reduce the chances of bringing hitchhiking bed bugs into new areas.
IPM relies on a variety of intervention strategies based on knowledge of pest life cycles to provide an economical means to control infestations while minimizing potential hazards to people, property and the environment. 2 IPM relies on identification and monitoring, sanitation methods, non-chemical measures, and targeted application of insecticides. 2,7,13-15 The first step in IPM is to correctly identify the pest. When evidence is found, contacting a professional, licensed pest control company with experience using IPM to treat bed bug infestations is suggested. 10,13,15
Sanitation methods include de-cluttering, laundering, steam treating and vacuuming. 15 Clutter provides hiding places for bed bugs, making detection and treatment more difficult. Therefore, removing clutter is a necessary step toward eliminating the pests. 13 Laundering clothing and bedding will eliminate bed bugs on individual items, but will not provide residual protection, meaning that they are prone to re-infestation if eggs and insects are not eliminated from their hiding places. 5,7,14 Similarly, vacuuming with a high efficiency particulate air (HEPA) filtered vacuum (which removes >99% of particles >0.3 micron diameter) 6 will remove adults, nymphs, and debris that may block applied pesticides, but it will not collect all the eggs. 5,7,14,15 Care must be taken when disposing of the vacuum bag so that bed bugs are not inadvertently spread to new areas. 5,14,15 Professional-strength HEPA filter vacuums are available from a variety of
janitorial supply companies. Steam cleaning or heating (≥120˚C) upholstered furniture, curtains, carpets and bedding will kill bed bugs and their eggs, but the process is slow and labor intensive. 7 In addition, the steam head must be sufficiently large and care must be taken because the upholstery and bedding can disperse the treatment; 7 excess moisture can cause additional problems such as mold, mildew and dust mites. 7,15
an integrated approach such as IPM as well as educating occupants. 2,7 Because bed bugs travel easily through cracks and within walls, inspection and treatment in multi-unit facilities should be concurrent and coordinated with educational efforts to ensure occupant cooperation. 2,7 Ongoing vigilance is also important throughout and following treatment.
Non-chemical measures focus on eliminating bed bug access to hiding places. Mattress encasements for the mattress and box springs trap bed bugs and eggs and provide a bite-proof, escape-proof barrier. 5,7,13-15 Another step is to seal cracks and crevices, preferably with a silicon-based sealant, and to seal electrical boxes and switch plates. 7,13,15
IPM also includes the limited application of chemical treatments. Residuals work better than highly repellant materials which may only scatter the bed bugs. 14,15 At least two pesticides applications are usually needed, followed by very thorough re-inspections to ensure that isolated females are killed. 5,7,14 Caution must be exercised with use of chemical treatments and must be used according to labeling directions. 13,14
used to eliminate them. In addition, education can encourage individuals to report infestations to government agencies, thereby improving tracking 10 and possibly stimulating government agencies to increase the public's resources to deal with these pests. It is essential that health educators are available to answer questions and provide direction to those who are concerned but may not know where to get factual information. Prevention tips, such as the tips for travelers, are also an important component of public education. Although there are numerous resources online, such as through government agencies and university extension offices, it is important that messages be tailored to specific populations in clear language. Table 2 was developed from information provided on the EPA website, 20 and some state departments of health are beginning to post bed bug information on their websites.
Effective control of bed bugs requires
WHAT HEALTH EDUCATORS CAN DO
Recommendations from the EPA's National Bed Bug Summit held in April 2009 included consumer education and communication to "develop targeted bed bug education curriculum (i.e., children in schools, nursing homes, health care, hotel industry…)" focusing on "identification, biology, prevention, safe treatment options…myths, sanitary guidelines [and] best practices." 19 Additional recommendations called for fact sheets and training for tenants and landlords about the problem, including awareness of IPM practices. 19 Education and communication play a very important part in any bed bug control program, particularly in multi-unit facilities. Education should explain what bed bugs are, how infestations are established and the control measures
These recommendations coincide with the health education profession's areas of responsibility as defined by the National Commission for Health Education Credentialing, Inc., especially with two particular areas – serve as a resource person (Responsibility VI) and communicate and advocate for health (Responsibility VII). 21 Although
**IPM stands for Integrated Pest Management
bed bugs affect individuals, they have become a community concern due to the ease with which they spread and the direct and indirect impacts they have. Health educators can work as part of an interdisciplinary team to educate the public about this global health concern by serving as a resource and by developing resource materials about bed bug identification, biology, prevention, safe treatment options, myths and best practices including IPM. Beyond these two areas of responsibility, health educators can plan and implement community-based bed bug prevention programs in order to provide the public with the knowledge and skills necessary to prevent bed bug infestations, take appropriate precautions when travelling, and to treat bed bug infestations with best practice methods.
250
American Journal of Health Education —
REFERENCES
1. Leingang M. U.S. grapples with bedbugs, misuse of pesticides. Associated Press. August 30, 2010.
2. Centers for Disease Control and Prevention, U.S. Environmental Protection Agency. Joint statement on bed bug control in the United States from the U.S. Centers for Disease Control and Prevention (CDC) and the U.S. Environmental Protection Agency (EPA), 2010. Available at: http://tinyurl.com/278elrf. Accessed March 11, 2011.
3. U.S. Environmental Protection Agency. DDT—A brief history and status, Updated February 16, 2011. Available at: http://www. epa.gov/pesticides/factsheets/chemicals/ ddt-brief-history-status.htm. Accessed March 11, 2011.
4. Strong J. EPA plans national bed bug
July/August 2011, Volume 42, No. 4
summit. The Daily Caller. October 8, 2010. Available at: http://dailycaller.com/2010/10/08/ epa-plans-national-bed-bug-summit/. Accessed March 11, 2011.
5. Potter, MF. Bed bugs, 2008. Available at: http://www.ca.uky.edu/entomology/entfacts/entfactpdf/ef636.pdf. Accessed March 11, 2011.
6. Schwartz RA. Bedbug bites. Emedicine. Updated March 24, 2010. Available at: http:// emedicine.medscape.com/article/1088931overview. Accessed March 11, 2011.
7. Armed Forces Pest Management Board. Bed Bugs—Importance, Biology, and Control Strategies. Washington, D.C.: Armed Forces Pest Management Board; 2010.
8. Rossi L, Jennings S. Bed bugs: a public health problem in need of a collaborative solution. J Environ Health. 2010;73(4):34-35.
9. National Pest Management Association. The NPMA releases first-ever comprehensive global bed bug study to determine extent of resurgence. July 26, 2010. Available at: http:// www.pestworld.org/bedbug. Accessed March 11, 2011.
10. Anderson AL, Leffler K. Bedbug infestations in the news: a picture of an emerging public health problem in the United States. J Environ Health. 2008;70(9):24-27.
11. Owen J. Bloodthirsty bedbugs stage comeback in U.S., Europe. National Geographic News. May 13, 2004. Available at: http://news.nationalgeographic.com/ news/2004/05/0513_040513_bedbugs.html. Accessed March 11, 2011.
12. Hwang SW, Svoboda TJ, De Jong IJ, Kabasele KJ, Gogosis E. Bed bug infestations in an urban environment. Emerg Infect Dis. 2005;11:533-538. http://www.cdc.gov/ncidod/EID/vol11no04/04-1126.htm. Accessed March 11, 2011.
13. U.S. Environmental Protection Agency. Bed bug information. Updated March 3, 2011. Available at: http://www.epa.gov/pesticides/ bedbugs/. Accessed March 11, 2011.
14. Illinois Department of Public Health. Bed bugs. Revised January 2011. Available at: http:// www.idph.state.il.us/envhealth/pcbedbugs. htm. Accessed March 11, 2011.
15. Jones SC. Extension Fact Sheet: Bed bugs, 2004. Available at: http://ohioline.osu.edu/ hyg-fact/2000/pdf/2105.pdf. Accessed March 11, 2011.
16. Illinois Department of Public Health. Adult bed bug [image]. Revised January 2011. Available at: http://www.idph.state.il.us/ envhealth/pcbedbugs.htm. Accessed March 11, 2011.
18. U.S. Environmental Protection Agency. Life cycle of the bed bug [image]. Updated March 3, 2011. Available at: http://www.epa.gov/ pesticides/bedbugs/index.html#biology. Accessed March 11, 2011.
19. U.S. Environmental Protection Agency. EPA's national bed bug summit: Participant recommendations. April 15, 2009. Available at: http://www.epa.gov/oppfead1/cb/ppdc/ bedbug-summit/partic-recom.pdf. Accessed March 11, 2011.
20. U.S. Environmental Protection Agency. Top ten bed bugs tips. Updated June 16, 2010. Available at: http://www.epa.gov/pesticides/ factsheets/bed-bugs-faq-fs.html. Accessed March 11, 2011.
17. Centers for Disease Control and Prevention. Parasites—Bed bugs: Biology. Updated November 2, 2010. Available at: http://www. cdc.gov/parasites/bedbugs/biology.html. Accessed March 11, 2011.
21. National Commission for Health Education Credentialing, Inc. Responsibilities and competencies of health educators, 2008. Available at: http://www.nchec.org/credentialing/ responsibilities/. Accessed March 11, 2011. | <urn:uuid:0ff6aab0-aad6-4abf-a0ff-378464da4859> | CC-MAIN-2021-43 | https://files.eric.ed.gov/fulltext/EJ936511.pdf | 2021-10-17T12:40:21+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00133.warc.gz | 364,067,958 | 5,255 | eng_Latn | eng_Latn | 0.93071 | eng_Latn | 0.993485 | [
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Throughout our learning journey we strive to provide a wide range of possibilities which will help our children to develop aspirations and promote independence for their future lives. We are ambitious.
F2 Spring Term Theme Map
Once upon a Fairy tale
Creativity underpins all areas of learning in our curriculum. We want children to be enthusiastic and innovative and to develop these qualities through all subjects, not just the arts.
The community provides a wealth of learning opportunities. Our curriculum uses these, and we strive to instil a sense of pride in our children and develop them as kind and confident citizens. We are respectful.
We are imaginative.
Our Class texts and Poems for this theme are: Three Little Pigs The Gingerbread Man Goldilocks and The Three Bears Beware Of The Bears - A McDonald & G Williamson The Three Horrid Pigs and The Big Friendly Wolf - L Pichon Jack and The Beanstalk The Three Billy Goats Gruff Once Upon A Time
During this theme we will develop our knowledge and Understanding of:
Mathematics by learning about:
Literacy by learning about:
Calendar and Time
* Time and the seasons
* Days of the week and using everyday language to sequence and talk about daily events.
* Measuring short periods of time.
Numbers within ten then to fifteen
* Counting and recognising numbers to then and then to fifteen
* Representing numbers to 10 and then to 15 in different representations.
* One more/greater and one fewer/less within ten then fifteen.
* Ordering numbers to ten then fifteen and apply knowledge of numbers to ten and then to fifteen to solve mathematical problems
* Using key vocabulary linked to ordinal numbers 1 st to 10 th
Grouping and Sharing
* Counting in equal groups and adding them together.
* Counting in groups to find a total.
* Grouping objects in tens and fives to find a total.
* Sharing objects into two equal groups.
* Recognizing the connection between sharing and grouping and solve practical problems.
We follow the Mathematics Mastery scheme of learning,
Reading
* Reading simple sentences based our fairy tales.
* Applying phonic knowledge to decode regular words and read them aloud accurately.
* Participating in discussions about stories, events and the characters from the fairy tales.
* Participating in role play based on the text Jack and the Beanstalk
* Recreating characters from the books using puppets, small world and role-play.
Writing
* Writing their full names including surnames.
* Writing simple captions and sentences.
* Write letters to the characters from our stories.
* Enjoy using a range of different mark-making resources.
Understanding the World by learning to:
People and Communities
* The children learn to have an understanding of themselves, their families and their local community. They will be given opportunities to develop these skills within the continuous provision.
The World
* Build Dens, using construction and outdoor/box model houses.
* Design a house that will withstand a hairdryer when the wolf huffs and puffs.
* Follow an outdoor trail through the woodland area.
* Make porridge
* Create bridges for the three billy goat gruffs using different materials.
* Plant beans and make observations of the changes.
* Taste different beans from around the world.
Technology
* Using the Purple Mash program to create houses and select colour and texture.
* Using the keyboard to label or write a caption.
* Programming the bee-bots to move around a fairytale map.
* Using the interactive whiteboard to interact with age appropriate software
This area of learning and development is supported by the Purple Mash scheme of learning for computing.
Personal, Social and Emotional Development by learning to:
Making Relationships
* Children will be provided with opportunities to play cooperatively with their peers and taking turns with others.
Self-confidence and self-awareness
* Children will begin to develop their confidence in speaking within large groups. They will be provided with opportunities to talk about their ideas, and offer their opinions.
Managing feelings and behaviour
* Inviting parents in to have breakfast and share some books based on fairy tales.
* Learn about Dreams and Goals, talking about new challenges and how we celebrate them
* Talk about Healthy Me, my amazing body and explain to keep it healthy and safe.
Expressive Arts and Design by learning to:
Exploring and using media and materials
* Make split pin gingerbread man
* Participate in dissolving a gingerbread man experiment
* Use clay to create our own bean art patterns.
Being Imaginative
* Listen and responding to different styles of music
* Sing or sing along to nursery rhymes and action songs
* Play classroom instruments to explore music
* Study the units 'Everyone!' and 'Our World' which looks family, friends and music from around the world.
Communication and Language by learning to:
Speaking
* Talking about Events
* Joining in with familiar stories and enjoy joining in with the repeated phrases.
* Following stories and making predictions about what might happen.
Listening and attention
* The children will be provided with opportunities to listen to a range of stories and to respond with relevant comments and questions.
Understanding
* Children will be continuing to develop their skills in answering how and why questions about their experiences and in response to stories or events.
F2 Spring Term Theme Map
This area of learning and development is supported by the JIGSAW scheme of learning.
Physical Development by learning to:
Moving and Handling
* Participate in a sponsored 'Run as fast as you can' event to raise funds for school
Health and self-care
* Plant beans and talk about healthy foods that help us to remain healthy people
* Make porridge and talk about the importance of breakfast and healthy options
Each theme will start with a 'Talking Tub'. This activity allows the children to explore, texts, photographs, artefacts and resources to inspire and engage them and to encourage them to pose questions and take ownership of their curriculum themes.
Some subjects do not link directly to the theme, and will therefore be taught discretely.
To develop the children's understanding of the theme we will visit St Nicholas Church and Sundown Adventure Land
During the theme the children will showcase their learning through holding a Fairy tale fancy dress event.
Key dates and school events that link to this theme include Easter and World at Work week
These are just some of the areas which we will cover when we explore the theme of Once Upon a Fairy tale; the list is not exhaustive. There will be opportunities to develop other subjects and there will also be occasions when children will lead the direction of the curriculum through their questioning.
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Arrow of Light
Requirements:
1. Be active in your Webelos den for at least six months since completing the fourth grade or for at least six months since becoming 10 years old.
2. Complete each of the following Arrow of Light required adventures with your den or family
a. Building a Better World
b. Outdoor Adventure
c. Duty to God in Action
d. Scouting Adventure
3. Complete one Webelos/Arrow of Light elective adventure of your den or family's choosing.
4. With your parent or adult partner, complete the exercises in the pamphlet How to Protect Your Children From Child Abuse: A Parent's Guide, and earn Cyber Chip Award-https://cubscoutideas.com/2854/bsas-cyber-chip-kids-internet-safety/ for your age.*
*If your family does not have Internet access at home AND you do not have ready Internet access at school or another public place or via a mobile device, the Cyber Chip portion of this requirement may be waived by your parent or adult partner.
Leaders Guide: https://pigeonpost.scouting.org/wp-content/uploads/2019/07/Webelos-LeaderGuide.pdf
Into Video: https://www.scouting.org/programs/cub-scouts/den-meeting-resources/den-leadertips-tricks-video-series/#video-gallery-d5791a3-14
Month 2 Week 1 (Building a Better World- Continued)
* Can we do a virtual flag ceremony? Find out who is willing to and how the Den can connect. (Yes people/organizations still want this)
* Discuss public service (with a buddy, the den, the pack, up to you) Bullet points to present it to family or den.
o Why public service? Who can benefit?
o How does it make you feel? (with a buddy, the den, the pack, up to you) Bullet points to present it to family or den.
o What can we do a project as a unit and how?
o Due week 3
* Discuss your number 6 (some ideas below)
* Where is Scouting in the world? How do we all connect?
* Energy usage in your home and/or community (or the bulk of energy comes from?)
o What kind? Is it efficient? Why or why not?
* Who can we invite as a public speaker?
o Due week 3
* Sock baseball in the backyard (even if it is more like dodgeball)
Duty To God In Action
RATIONALE FOR ADVENTURE
Scouts are reverent. They are faithful in their religious/spiritual/energetic duties and respect the beliefs of others.
TAKE AWAY FOR CUB SCOUTS
* The BSA Statement of Religious Principle "maintains that no member can grow into the best kind of citizen without recognizing an obligation to God." Which also translates into recognizing that which is larger and connected with them. (Energy, Nature, etc. included)
* This adventure provides Webelos Scouts an opportunity to learn about and practice their faith however they choose.
* A Scout is kind.
This can be the weeks requirements and lesson. It could be spread out and just given to families, but a connection could be made by families by allowing some additional Cub discussion or video of what they connect to and shared.
AOL Duty to God In Action Requirements
Complete requirements 1 and 2 and at least two others.
1. Discuss with your parent, guardian, den leader, or other caring adult what it means to do your duty to God. Tell how you do your duty to God in your daily life.
2. Under the direction of your parent, guardian, or religious or spiritual leader, do an act of service for someone in your family, neighborhood, or community. Talk about your service with your family. Tell your family how it related to doing your duty to God.
3. Earn the religious emblem of your faith that is appropriate for your age, if you have not done so already.
4. With your parent, guardian, or religious or spiritual leader, discuss and make a plan to do two things you think will help you better do your duty to God. Do these things for a month.
5. Discuss with your family how the Scout Oath and Scout Law relate to your beliefs about duty to God.
6. For at least a month, pray or reverently meditate each day as taught by your family or faith community.
Month 2 Week 2
NOTES TO DEN LEADER AND PARENTS
Webelos Scouts will fulfill the requirements for this adventure primarily at home and with the support of their family and spiritual leaders. Several Duty to God in Action requirements are reflective in nature. Invite Webelos to share faith-building experiences during the opening or closing parts of the den meeting. Upon completion of the Duty to God in Action adventure, your Webelos Scouts will have earned the adventure pin shown here. Make sure they are recognized for their completion by presenting the adventure pins, to be worn on their uniforms, as soon as possible according to your pack's tradition.
Month 2 Week 3
RECOGNITION
* Acknowledge in a Pack/Den meeting all the requirements That have been met and by who. Talk about the amazing steps they have taken and how it reflects on them (or better yet have them talk about it either about themselves or to each other.)
* Public Speaker (via internet) Who and when?
* Public service where/how and when?
Month 2 Week 4
Outdoor Adventurer
RATIONALE FOR ADVENTURE
In this Arrow of Light adventure, Scouts will go on campouts or other outdoor adventures where they can gain and develop new outdoor skills.
TAKE AWAY FOR CUB SCOUTS
* Building on and improving outdoor skills
* Preparing for weather emergencies
* Tying bowline knots
* Outdoor Code and Leave No Trace Principles for Kids
* A Scout is helpful, trustworthy, thrifty
AOL Outdoor Adventurer Requirements
Complete Option A or Option B.
Option A:
1. With the help of your den leader or family, plan and participate in a campout.
2. On arrival at the campout, with your den and den leader or family, determine where to set up your tent. Demonstrate knowledge of what makes a good tent site and what makes a bad one. Set up your tent without help from an adult.
3. Once your tents are set up, discuss with your den or family what actions you should take in the case of the following extreme weather events: A. Severe rainstorm causing flooding B. Severe thunderstorm with lightning or tornadoes C. Fire, earthquake, or other disaster that will require evacuation. Discuss what you have done to minimize as much danger as possible.
4. Show how to tie a bowline. Explain when this knot should be used and why. Teach it to another Scout who is not a Webelos Scout.
5. Recite the Outdoor Code and the Leave No Trace Principles for Kids from memory. Talk about how you can demonstrate them while you are working on your Arrow of Light. After one outing, list the things you did to follow the Outdoor Code and Leave No Trace.
Option B:
1. With the help of your den leader or family, plan and participate in an outdoor activity.
2. Discuss with your den or family what actions you should take in the case of the following extreme weather events: A. Severe rainstorm causing flooding B. Severe thunderstorm with lightning or tornadoes C. Fire, earthquake, or other disaster that will require evacuation. Discuss what you have done to minimize as much danger as possible.
3. Show how to tie a bowline. Explain when this knot should be used and why. Teach it to another Scout who is not a Webelos Scout.
4. Recite the Outdoor Code and the Leave No Trace Principles for Kids from memory. Talk about how you can demonstrate them while you are working on your Arrow of Light. After one outing, list the things you did to follow the Outdoor Code and Leave No Trace.
Supporting Video Resource for Option A & B: https://www.scouting.org/programs/cubscouts/den-meeting-resources/den-leader-tips-tricks-video-series/#video-galleryb91a48b-1
Webelos Handbook, page 140 COMPASS CHARACTER 90 ARROW OF LIGHT NOTES TO DEN LEADER:
For now:
A campout is an option for this adventure. The den meeting plans are written to prepare the den to participate in a campout. These meeting plans can be adjusted to meet the other option of an outdoor activity. This adventure may require the assistance of expert volunteers for the Leave
No Trace (LNT) training activities. At this time Leave no trace is easily done at home together or in s small group or buddy system.
Below is VERY important when we are released to the final stage of Covid.
The council or district can provide outdoor ethics training and other outdoor skills information; see if they host any special events to aid Webelos Scouts in this adventure. Confirm plans for the pack campout with families, including transportation, all the necessary clothing, and any additional items they need to bring. Make sure activity consent forms are distributed, signed, and collected. See the appendix for optional den meeting activities, including openings, gatherings, and closings. Webelos den overnight campouts are parent-child events, under the direction of the Webelos den leader. It is required that at least one leader be trained in Basic Adult Leader Outdoor Orientation (BALOO), which is in addition to basic training. At the den overnight campout, the Webelos den leader may be assisted by the assistant Webelos den leader and the Webelos den chief. Sometimes, additional leadership from a troop may join you. In most cases, Webelos Scouts are under the supervision of their own parent or guardian. If a parent or guardian cannot attend, the Scout's family should make arrangements for one of the other parents or another adult relative or friend to be a substitute at the campout. It's essential that each Webelos Scout is under the supervision of an adult and that every adult has a share of the responsibility for the campout. Follow all Youth Protection guidelines, including tenting policies and bathroom/shower policies. Webelos dens are encouraged to participate in joint overnight campouts with a troop that the den members plan on joining. However, a parent or guardian of each Webelos Scout should still attend. More details on planning Webelos den campouts may be found in the appendix to the Webelos Den Leader Guide and in the Cub Scout Leader Book.
Begin these requirements/this week's agenda:
* As a den Plan a campout or outdoor activity. You can meet briefly online and then break into smaller groups or families alone to brainstorm. Come back and share within the week or even the "meeting time."
* Who is looking up Leave No Trace and presenting? In buddies? Families? Different sections/parts of the code?
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AT FIRST GLANCE WORKSHEET
This worksheet will help you develop an initial analysis of the content and design of the "President's Vision" poster on Ronald Reagan. Carefully examine the poster, then write your answers to the following questions on a separate sheet of paper.
TAKING A FIRST GLANCE
1. When did Ronald Reagan serve as U.S. president? How many terms did he serve?
2. The poster features a series of photographs from the Reagan presidency. Examine the different images of Reagan. How do you think Americans thought of Reagan as a man and as a leader, based on these photographs?
TAKING A KNOWLEDGE INVENTORY
3. What do you know about Ronald Reagan?
4. What would you like to learn about Reagan and his presidency?
READING THE NARRATIVE
5. What economic problems faced American society when Reagan took office?
6. What policies did Reagan pursue to address these problems?
7. What were the three central objectives of Reagan's agenda?
8. The poster's narrative argues that Reagan's foreign policy focused on winning the Cold War. Based upon previous study, briefly explain the Cold War.
9. Reagan inherited a longstanding foreign policy in which the United States sought to "contain," rather than directly confront, Soviet power. What specific policies did Reagan pursue to end the Cold War and achieve an American victory?
10. How does this narrative add to your understanding of Reagan?
STUDYING THE POSTER DESIGN
11. List all of the graphic elements (such as paintings, documents, and images) that the designer used to create the poster.
12. As you scan the poster, which image catches your attention first? Why are you drawn to this image?
13. Consider the work of the poster's designer. List three important choices that he or she made in designing this poster. Explain why each is important.
EXAMINING THE IMAGES
14. What "story" about Reagan does each of the poster's images tell?
15. Choose three images featured on the poster and explain how each image illustrates major points addressed in the narrative.
16. Use the poster to determine three characteristics of the United States during the years that Ronald Reagan served as president.
UNDERSTANDING REAGANʼS VISION
17. In two or three sentences, describe Reagan's vision for his presidency during his terms in office. | <urn:uuid:29c13ee3-6323-483d-a4dd-378fb07b83b8> | CC-MAIN-2021-43 | https://www.humanitiestexas.org/sites/default/files/RRAtFirstGlance.pdf | 2021-10-17T11:56:35+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00134.warc.gz | 988,015,604 | 482 | eng_Latn | eng_Latn | 0.998018 | eng_Latn | 0.998018 | [
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OUTSIDE JEB
Poison frog moms and dads use similar brain cells for parenting
PARENTING
Parenting is hard, and everyone takes a different approach. Infant mice are usually reared by mom, whereas songbirds tend to be exemplar co-parents. While scientists know how parenting gets kick-started in feathered and furry vertebrates, other animals, such as poison frogs (Dendrobatidae), have been largely under-studied. Despite their alarming name, poison frogs are superb caretakers who travel long distances to safely hide and feed their young. Recently-hatched tadpoles need to be in water to develop, so mom or dad give them a 'piggyback ride' to nearby pools on the forest floor. While some poison frog species do this as a single parent (either just mom or dad), others take after the birds and share the carpooling duty. However, it was not known how these different parenting arrangements are evoked.
Given poison frogs' diverse parenting styles, Eva Fischer in the lab of Lauren O'Connell at Stanford University, USA, along with a team of collaborators in the USA and Ecuador, explored whether the brains of solo parenting versus coparenting frog species differ. In their paper published in the Proceedings of the Royal Society B in July 2019, Fischer and her team focused on three poison frog species with different parenting tactics: single dads (Dendrobates tinctorius), single moms (Oophaga sylvatica) and coparents (Ranitomeya imitator). To accomplish this, Fischer intercepted parent frogs giving tadpoles a piggyback ride and compared how many brain cells were active in the brain of the caretaker and the uninvolved parent. Two brain regions stood out: the hypothalamus, which controls a range of social behaviours – including parenting – in other animals, and the hippocampus, which is important for navigating and storing memories. Overall, giving a piggyback ride to their kid triggered more activity in both the hippocampus and hypothalamus of mama and papa frogs compared with levels in childless adults or uninvolved partners across species, suggesting these areas are conserved in parenting frogs. But while the boost in activity pinpointed the brain regions excited by parenting, it was unclear which specific cells were active when the frogs dropped off their kids.
Focusing in further, Fischer scrutinized the expression pattern of genes in brain cells that had been activated while the frogs were parenting and how those expression patterns varied between the different parenting styles. Of the many genes in the brain that increased during piggyback rides, one stood out from the crowd: galanin. Galanin is a hormone found in the hypothalamus that is critical for mouse parenting, but its presence outside rodents was unknown. In coparenting frogs, transport of tadpoles sparked more activity in galaninexpressing brain cells than in frogs without kids. Interestingly, having kids generated more brain activity in galanin brain cells in the uninvolved female partner of solo dads, suggesting that moms are ready to jump in and help if dad fails at childcare. Oddly, dropping the kids at the pool didn't change solo mom frogs much – their galanin-expressing cells were just as active as those in their non-parenting counterpart.
It seems that the hypothalamus – with its galanin-expressing nerve cells – is part of an important and conserved parenting mechanism in many animals, as it exists in amphibians that are evolutionarily more ancient than their avian and mouse relatives. Fischer and her team suggest that this work lays an exciting foundation for exploring future questions about the
evolution of parenting in poison frogs and expands our understanding of the complex concoction of genes, brain circuits and hormones that combine to make 'Parents of the year'.
doi:10.1242/jeb.193128
Fischer, E. K., Roland, A. B., Moskowitz, N. A., Tapia, E. E., Summers, K., Coloma, L. A., O'Connell, L. A. (2019). The neural basis of tadpole transport in poison frogs. Proc. R. Soc. B 286, doi:10.1098/rspb.2019.1084
Daniel M. Vahaba (0000-0003-2960-3756) Smith College email@example.com
Unhatched turtles know what's hot
SEX DETERMINATION
Can you imagine if the climate your mother lived in determined your gender in utero? Fortunately, for us mammals, this is not the case. However, nest temperature during incubation can influence the gender of many egg-laying reptile species, including turtles, crocodiles and lizards; this phenomenon is called 'temperature-dependent sex determination'. If the nest is too hot, all the young might end up female but if it's too cold, they could all end up male – mothers aim for the perfect middle temperature, just like Goldilocks' preferred porridge. Even though mums choose nesting sites with the best conditions for their eggs, they can't control the weather once the eggs are laid. Sexual differentiation doesn't occur in turtles until after about three weeks of age, which places the vulnerable clutch at risk of producing an uneven ratio of girls to boys, jeopardising their chances of
Journal of Experimental Biology
reproducing in the future. As global warming continues and temperatures creep upwards, there is concern that this could spell disaster for species whose biology is influenced by developmental temperature.
But imagine if a reptile embryo could determine its own gender by moving from one side of the egg to the other. Wei-Guo Du from the Chinese Academy of Sciences and his collaborators from the same institution and Macquarie University, Australia, wanted to find out if this was possible for the eggs of an endangered freshwater turtle. They thought that if a turtle embryo could move and find the best temperature inside its egg, it could buffer the effects of unfavourable nest temperature. But is this behaviour possible on such a small scale? To test this, they ran a neat experiment. First, they measured the temperature at each end of eggs inside nests. Then, they gave the eggs a drug that stops embryos from sensing temperature and moving. They also located and marked the exact position of the embryonic turtles by holding up the eggs to a light at the beginning and end of the experiment. To complete the study, they predicted how hatchling sex ratios may differ 50 years into the future under a medium-level greenhouse gas and aerosol emissions climate change scenario.
The nest temperature that produced only females was a mere 5°C warmer than that resulting in only males, but the team found the temperatures at opposite ends of a tiny 34 mm turtle egg could differ by up to 4.7°C. Their main prediction also proved true: embryonic turtles moved to their preferred temperature inside the eggs, influencing their gender. Finally, the researchers' computer modelling revealed that the sex ratios of nests with embryos that couldn't respond to temperature by moving would become more and more uneven with ongoing climate change. This is a big problem, because the survival of future turtle populations relies on there being enough females to reproduce and lay their own clutches of eggs.
Du and colleagues have revealed a fascinating and effective way that turtles can control their temperature during development to avoid the negative effects of less-than-ideal nest temperatures. However, it's worth remembering that turtles have been around for millions of years – more than enough time to have experienced numerous changes in climate – so is this behaviour really important? The team thinks so. The species-specific temperature that produces an even ratio of females to males can evolve and change over time in response to climate shifts, but it doesn't happen overnight. Coping with the swift speed of human-driven global warming needs faster reactions to temperature – such as those behaviours displayed by the turtle embryos in their eggs – to help animals survive in the short term while the evolutionary changes slowly catch up.
doi:10.1242/jeb.193110
Ye, Y.-Z., Ma, L., Sun, B.-J., Li, T., Wang, Y., Shine, R. and Du, W.-G. (2019). The embryos of turtles can influence their own sexual destinies. Curr. Biol. 29, 2597-2603. doi:10.1016/j.cub. 2019.06.038
James M. Turner (0000-0001-8699-7750) Charles Sturt University firstname.lastname@example.org
Whirlpools are hotspots for hungry sharks
The open ocean looks like a vast and featureless expanse to land-lovers like us. But to its aquatic inhabitants, the ocean is a dynamic environment, guided by the constant motion of the wind and currents. One key feature of the ever-changing ocean surface are mesoscale eddies: huge areas of swirling water that peel off from larger currents and look like whirlpools from space. Eddies are the ocean's 'internal weather' system, transporting heat, salt and even plankton around the globe. But what happens to animals when they run into these underwater storms? Led by Camrin Braun, a team of researchers from the Massachusetts Institute of Technology, Woods Hole Oceanographic Institute, the University of
Washington, and the Massachusetts Division of Marine Fisheries, all based in the USA, used a unique combination of tools to track how a large voyaging predator, the blue shark (Prionace glauca), navigated these unstable ocean swirls.
Scientists wishing to simultaneously monitor the eddies – which can stretch across hundreds of kilometres – while tracking the movements of individual animals were hampered until recently by the technical challenges. However, the US-based team overcame this hurdle by using an inventive approach – combining satellite tracking of animal movements, ocean remote sensing and modelling – to record specific interactions between the blue sharks and eddies. The team also explored how ocean weather systems influence the behaviour of sharks living along the northeast coast of North America.
The team tagged 15 individual blue sharks with a pair of electronic tags: one that monitored water temperature and depth, and another that used satellites to precisely track the shark's physical location. By compiling over 2000 days of tracking data and nearly half a million measurements, the team constructed precise 3D models that linked the sharks' movements, the water temperatures they experienced and the positions of eddies in the region. They found that blue sharks frequented warm water eddies during the day and sought out these areas in preference to cold water eddies. Once inside the eddies, the sharks swam in characteristic foraging patterns, diving fast before making leisurely returns to the surface. And these new observations back up earlier reports of cephalopods and other deep-sea fish species found in the stomachs of caught blue sharks, leading the researchers to conclude that the sharks used the warm eddies to tunnel far beneath the surface in search of deep-sea prey.
But why do the sharks bother tunnelling into the ocean at all? Why didn't they just dip and dive as they please, regardless of where the eddies form? The researchers reasoned that it all comes down to the thermal physiology of blue sharks. Unlike some other large open ocean fishes, such as tuna, which selectively heat up parts of their body, blue sharks are true ectotherms; their body temperature is
Journal of Experimental Biology
dictated entirely by their environment. By hanging around in eddies, which were frequently 10 o C hotter than the surrounding ocean, blue sharks could dive deeper than the theoretical limits of their cold-blooded biology and make a meal of the most abundant fish community on Earth.
doi:10.1242/jeb.193102
Braun, C. D., Gaube, P., Sinclair-Taylor, T. H., Skomal, G. B., and Thorrold, S. R. (2019). Mesoscale eddies release pelagic sharks from thermal constraints to foraging in the ocean twilight zone. Proc. Natl. Acad. Sci. USA 116, 17187-17192. doi:10.1073/pnas.1903067116
Brittney G. Borowiec (0000-0003-00877577) McMaster University email@example.com
Eggs 'chat' about danger in the nest
COMMUNICATION
In an environment rife with dangerous predators, parents want their offspring to be born ready for life's challenges. Biologists have known for years that parents can affect their offspring's development in the womb or egg by sending signals via their hormones and behaviour. But can developing siblings also share information about the external environment with each other before being born? Exciting new research from Jose Noguera and Alberto Velando from the University of Vigo, Spain, suggests 'yes'. The researchers found that yellow-legged gull eggs may move and vibrate in a way that siblings can detect through their shells to communicate about predator threats.
Developing eggs don't sit idly by, waiting to hatch. They jiggle when the embryos move in response to external sound or contact from their parents and siblings, and these good vibrations have been shown to help nests hatch more synchronously. But whether eggs can warn their siblings about lurking predators and what effects these communications might have on chick development was unknown. Noguera and Velando collected wild yellow-legged gull eggs and brought them to a field lab to answer this question. Raising the eggs in nests of three inside cosy incubation chambers – no parents needed – the researchers assigned the nests to one of two groups. The first group was exposed to recordings of the shrill alarm calls of their parents when threatened by predators, while the other group listened to white noise only. Then, the researchers added another level of complexity to their experiment to be sure that they were recording genuine cross-talk between the nestmates. Only two eggs from each nest heard the alarm calls or white noise inside a sound-proof box for 12 min each day, while the third egg was excluded.
The researchers discovered that the eggs were certainly affected by the parents' alarm calls, as they developed in ways that might enhance their survival. Compared with the white noise nests, the chicks that had heard alarm calls as eggs were quieter and quicker to hide when they experienced alarm calls after hatching. They also had increased levels of stress hormones and more of their DNA was methylated, which suggests that they have altered gene expression patterns to help them cope with danger. However, these survival benefits also came at a cost. The chicks exposed to scary sounds inside the egg grew more slowly, possibly because of excessive stress hormones or because they had fewer mitochondria in their blood cells (an indicator of energy production ability). Most excitingly, the chick inside the third egg developed exactly like its nestmates, despite not hearing the frantic parental alarm calls while developing inside its egg.
The eggs were clearly sharing information before hatching, so the third egg was equally well prepared to deal with predator threats as its nestmates. Noguera and Velando also filmed the eggs before they hatched and scored their vibrations from the video footage. The eggs that had been exposed to their parents' alarm calls vibrated more than the eggs that had only heard white noise and the third egg, which had not heard the alarm calls, mimicked the other eggs' vibrations; the vibrations are a likely means of egg-to-egg communication.
More research is now needed to understand exactly how external cues like shell vibrations cause such major changes in an animal's development, but it is clear is that nearby siblings can eavesdrop on each other and gather important information that helps programme their biology in preparation for life on the outside.
doi:10.1242/jeb.193136
Noguera, J. and Velando, A. (2019). Bird embryos perceive vibratory cues of predation risk from clutch mates. Nature Ecol. Evol. 3, 1225-1232. doi:10.1038/s41559-019-0929-8
Erin McCallum (0000-0001-5426-9652) Swedish University of Agricultural Sciences firstname.lastname@example.org
Tackling obesity with zebrafish mutants
Obesity is a worldwide epidemic that is influenced by a combination of factors, such as lifestyle choices, stress levels and genetics. Each of these individual aspects, or a combination, can significantly alter a person's development, starting early in the womb and continuing into adulthood. But which of these components, or their interactions, are key to understanding the obesity epidemic and its detrimental effects on longevity and quality of life?
Erin Faught and Matt Vijayan, two researchers at the University of Calgary, Canada decided to tackle this monumental question by examining how the interaction between stress and genes during early development impacts fat accumulation and breakdown in the body. For their work, the team turned to zebrafish, small unassuming tropical fish that are quickly becoming a superhero of medical research
Journal of Experimental Biology
because their genes can be mutated easily, allowing researchers to learn more about the roles of these genetic elements during growth and development. Faught created two groups of zebrafish, each with a mutation in the genes encoding one of two receptors – the glucocorticoid receptor and the mineralocorticoid receptor – for the stress hormone cortisol. The researchers made these mutations so that they could compare the mutated fish with normal fish to figure out which of these receptors is activated during stress and how that activation affects fat accumulation and breakdown in the body.
Working with zebrafish embryos, the duo exposed both mutated and normal youngsters to either cortisol (i.e. stressed fish) or no cortisol (i.e. non-stressed fish) conditions from 3 days post-fertilization (dpf) up to 15 dpf. The researchers did this to simulate a stressful environment during development and compare the response with that of the non-stressed animals. By the end of the 15 days, the non-stressed fish with an intact mineralocorticoid receptor gene accumulated more fat than those with this gene mutated. The authors also found that mineralocorticoid and glucocorticoid receptors work together: the mineralocorticoid receptor allows the embryos to accumulate fat when there is no stress during development, while the glucocorticoid receptor is activated during stress, to mobilize energy and allow the organism to overcome the challenge. In addition, the receptors work together to increase lipid breakdown, allowing the fish to use the fat they accumulated from food as an energy source and cope with the stress. Faught and Vijayan concluded that the mineralocorticoid receptor is essential during development to allow lipid accumulation. They also suggest that exposure to stress during development, particularly in children, may lead to deficiencies in how the organism is using those lipids and how efficient it is at breaking them down. The authors conclude that these findings may help us to understand the influence of stress on gene expression and how exposure to a stressful environment early in
development may lead to genetic disorders and obesity.
While this study has shown a clear interaction between genetics and stress during early development, and how one can influence the other, it raises more questions. Can we predict the effects of stress on adults based on their experiences during development and early life? What effects does early exposure to chronic stress have on the way adults cope with stress and fat storage/breakdown later in life? Could genetic manipulation of genes such as the mineralocorticoid receptor be the answer to human metabolic diseases and offer the hope of personalized medicine for all? Only more research and time will tell.
doi:10.1242/jeb.193144
Faught, E., and Vijayan M. M. (2019) Postnatal triglyceride accumulation is regulated by mineralocorticoid receptor activation under basal and stress conditions. J. Physiol. 597, 4927-4941. doi:10.1113/JP278088
Oana Birceanu (0000-0002-3345-8769) McMaster University email@example.com
Journal of Experimental Biology | <urn:uuid:5d4cf379-3941-4047-bd78-539826b45fe9> | CC-MAIN-2021-43 | https://cob.silverchair-cdn.com/cob/content_public/journal/jeb/222/21/10.1242_jeb.193102/4/jeb193102.pdf?Expires=1637495616&Signature=pDjTLrQAP2e-UsxJ2CBthsQ7ZQ8k6NduKTXnnOXWvBv1--2XFzSgccvlsZ5bUVxeaPwNW2BbKC3-to5CVSuZXA7GFIok6JepMBb2FRGtAhL5o9YhBIa2BCdVjqGG25VNa9HfQ9BVW6Yu1E5CkxJdTHdZ3p9UclB1gOrCSRFOGhN3Ju17I0BeeoY7K0XnSS5Z-~bPq7CzCJD0OhiMJTtCJwDPEHWE7WXTBl7ZLhhez6FkWvILP3FBHYdpUbLW9cmYeoGzNNy~yQ5sgKWv6Qae1ocayRke33-hln94PDa3jIwUa3E38dz47BF63hlz3mvKJAeLBZMFvOhcZ4tH7ogjTQ__&Key-Pair-Id=APKAIE5G5CRDK6RD3PGA | 2021-10-17T11:53:36+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00135.warc.gz | 269,550,412 | 4,166 | eng_Latn | eng_Latn | 0.996784 | eng_Latn | 0.997264 | [
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STANLEY PARK JUNIOR SCHOOL
CODES OF BEHAVIOUR OUTSIDE THE CLASSROOM
Good behaviour will be rewarded in a variety of ways, including Praise, Merit Points, Sunshine Points, stickers, nomination for a Brick of Brilliant Behaviour
Poor Behaviour
Eg. being unkind, pushing, deliberately excluding others, poor manners, disrespect, leaving rubbish
You will be reminded of school Codes of Behaviour/Playground/Dining Hall Rules. Mid-day Supervisors will observe and help to problem solve.
What happens if I misbehave in the playground or dining room?
What happens if I am reported to have made a racist or perceived racist comment?
Repeated Poor Behaviour You will be given a yellow card and sent for 15 minutes silent reflection. You will be asked to apologise.
Continued Poor Behaviour or Physical Behaviour You will be given a formal Red Card Detention. You will complete a Reflection Sheet which will be stored in the Detention Folder and can be viewed by your parents on request.
Your parents will be informed by email.
Repeated Red Card Detentions will lead to Headteacher/Deputy Headteacher/SENCO involvement.
Extreme Behaviour or Danger to Others/Repeated
Internal Exclusion
EXTERNAL EXCLUSION
Chair of Governors informed Local Authority notified (this will stay on your record)
Formal, legal letter will be sent home Homework will be set
A Reintegration Meeting will be planned
A behaviour contract will be agreed.
External support may be requested.
Headteacher/Deputy Headteacher/SENCO Involvement
- Meeting with your parents
- Agreed action plan
- Daily monitoring
- Possible Internal Exclusion
High Challenge
Eg. fighting, swearing, verbal abuse, intentional damage to property, defiance/challenge to authority, throwing food, seriously unacceptable behaviour You will be given a formal Red Card Detention Your parents will be informed by email.
Repeated High Challenge/Extreme Violence
INTERNAL EXCLUSION
Your parents will be informed and will receive details in writing.
A behaviour contract will be agreed.
You will meet with Headteacher/Deputy Headteacher/SENCO to discuss the incident.
If necessary, the Local Authority and your parents will be informed.
Repeated Racial Comments INTERNAL EXCLUSION
Poor Behaviour
Eg. being unkind, pushing, deliberately excluding others, poor manners, disrespect, leaving rubbish
You will be reminded of school Codes of Behaviour/Playground/Dining Hall Rules. Mid-day Supervisors will observe and help to problem solve.
What happens if I misbehave in the playground or dining room?
What happens if I am reported to have made a racist or perceived racist comment?
Repeated Poor Behaviour You will be given a yellow card and sent for 15 minutes silent reflection. You will be asked to apologise.
Continued Poor Behaviour or Physical Behaviour You will be given a formal Red Card Detention. You will complete a Reflection Sheet which will be stored in the Detention Folder and can be viewed by your parents on request.
Your parents will be informed by email.
Repeated Red Card Detentions will lead to Headteacher/Deputy Headteacher/SENCO involvement.
Extreme Behaviour or Danger to Others/Repeated
Internal Exclusion
EXTERNAL EXCLUSION
Chair of Governors informed Local Authority notified (this will stay on your record)
Formal, legal letter will be sent home Homework will be set
A Reintegration Meeting will be planned
A behaviour contract will be agreed.
External support may be requested.
Headteacher/Deputy Headteacher/SENCO Involvement
- Meeting with your parents
- Agreed action plan
- Daily monitoring
- Possible Internal Exclusion
High Challenge
Eg. fighting, swearing, verbal abuse, intentional damage to property, defiance/challenge to authority, throwing food, seriously unacceptable behaviour You will be given a formal Red Card Detention Your parents will be informed by email.
Repeated High Challenge/Extreme Violence
INTERNAL EXCLUSION
Your parents will be informed and will receive details in writing.
A behaviour contract will be agreed.
You will meet with Headteacher/Deputy Headteacher/SENCO to discuss the incident.
If necessary, the Local Authority and your parents will be informed.
Repeated Racial Comments INTERNAL EXCLUSION
- Meeting with your parents
- Agreed action plan
- Daily monitoring
- Possible Internal Exclusion | <urn:uuid:2f1c29fe-b916-4fdf-bc1e-24449a5bd62a> | CC-MAIN-2021-43 | https://www.spjs.org/static/about_files/Playground-behaviour-flow-chart.pdf | 2021-10-17T12:46:54+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00134.warc.gz | 1,203,760,581 | 878 | eng_Latn | eng_Latn | 0.994542 | eng_Latn | 0.994542 | [
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Backyard Composting
PLACE THE FOLLOWING ITEMS IN YOUR BACKYARD COMPOSTER Cover Food with Soiled Paper & Yard Waste
FOOD WASTE:
- Vegetables, Fruit & Peelings
- Pasta & Rice (No Sauce/Plain)
- Bread & Baked Goods
- Egg Shells (Rinsed)
- Coffee Filters & Grounds
- Nut Shells
- Tea Bags
SOILED PAPER:
- Paper Bags, Sugar & Flour Bags (if shredded or torn-up)
- Napkins & Paper Towel
- Waxed Paper & Parchment Paper
YARD WASTE:
- Plants, Weeds (no seed heads)
- Leaves, Grass, Twigs
- Sawdust, Shavings, Wood Chips
HAVE QUESTIONS
Collection: 1-800-261-0372 Sorting: www.erswm.ca Antigonish & Guysborough Counties Waste Info
PUT WASTE IN ITS PLACE
Waste Sorting Guide
HOTLINE: 1-888-377-9622
We Recycle - Please do your part!
Recycling
MUST BE CLEAN & PROPERLY SORTED
Recycling & Cardboard
BLUE BAG # 1 — PAPER ONLY
Newspapers & Flyers
ALL PAPER MUST BE CLEAN & DRY.
Boxboard & Paper Boxes
Magazines & Catalogues
Office Paper & Envelopes
Egg Cartons
Cardboard (Small Amounts)
Books (Hard Covers Removed)
BLUE BAG #2:
CAPS & LIDS MUST BE REMOVED FROM ALL.
Refundable Beverage Containers ¢
All Milk Containers (jugs, cartons & bag)
Glass Bottles & Jars
Clean Aluminum Foil & Plates
Metal Food Cans
Plastic Household Containers ie. dishsoap (cap off)
Grocery & Bread Bags
CARDBOARD:
Empty, Flatten & Bundle for collection.
¢ REFUNDABLE CONTAINERS:
Deliver to an Enviro Depot TM to receive the refund. Or place in Blue Bag #2 for recycling.
Clear Bag For Garbage
A LIST OF EXAMPLES:
Hot & Cold Drink Cups & Straws
Soiled Plastic Wrap
Caps & Lids from Bottles
Chip Bags
Dirty Aluminum Foil
Candy Bar Wrappers
Netted Bags (ie. onion bags)
Frozen Juice Cans (paper/metal mix)
Broken Glass (wrapped for safety)
Paper Frozen Dinner Trays
Incandescent Light Bulbs
Floor Sweepings
Pens, Plastic folders
Cigarette Butts & Cold Ashes
Personal Hygiene Products
Toilet Paper & Diapers
Kitty Litter & Bags
Toys, Dishes, Fabric & Shoes (Consider Reuse)
Cat & Dog Food Bags
All Small Household Appliances
Empty Aerosols & Paint Cans (lids off)
(ie. Toaster) Expanded Polystyrene ie. Styrofoam TM
Empty Oil Containers (caps on)
Soiled Paper Boxes (ie. Pizza)
Meat, Fish, Bones, Dairy Products
Soiled Paper Bags (ie. Flour, Potato & Sugar)
A Goal for All Nova Scotians ...
Nova Scotians have achieved tremendous success by improving our environment and economy through recycling and composting. This success is due to the efforts of those at home and work who strive to sort their waste so that it is sent to the proper facilities for processing.
The Province of Nova Scotia has challenged Nova Scotians to further reduce waste disposed to 300kg/capita. To achieve this we need to reduce all waste disposed in a landfill by approximately 20%. Small changes can make a difference. Consider ways to reduce waste and reuse by donating your unwanted clothes and other textiles to a local charity or clothing bin in your community.
It's also the Law!
Remember proper recycling and composting is the law throughout Nova Scotia at home, work and while on-the-go. A fine can apply for failing to follow the waste management program rules identified through provincial regulation and municipal by-law. Ask questions to learn more about the importance of the program. Let's turn our waste into a resource by sorting it right everyday!
Businesses & Residents MUST use Clear Bags for Garbage You can place one privacy bag no larger than a kitchen catcher (20 x 22") into each clear garbage bag, that is no larger than 26" x 36". All other garbage must be loose in the bag. The garbage bag must not contain any recyclable or organic materials. Businesses may prefer to use clear bags without the privacy bag.
For More Information
Municipal: Municipality of the District of St Mary's — 902-522-2049 Waste Sorting: Eastern Region Solid Waste Management —1-888-377-9622 Waste Collection: Eastern Shore Cartage —1-800-261-0372
www.erswm.ca
Recycling—Blue Bag 1 & Blue Bag 2
We are all responsible to sort our recycling right. REMEMBER:
- Use a blue bag for Paper recycling and a second blue bag for Other recycling (lists on the other side). Never mix in the same bag.
- All containers and plastic bags must be clean for recycling.
- Paper must be clean and dry.
- Cardboard boxes must be empty, clean, flattened and bundled for collection.
- Some plastic containers will not have the recycling symbol with the number inside. It is okay to put them in the bag for recycling if they are similar to another container with the symbol. Example, apple sauce and yogurt cups.
- All covers and lids must be removed from plastic and glass containers.
- The lid from opened metal cans should be carefully placed into the can. If the lid is still attached it should be carefully pushed down into the can.
- To get your refund, beverage containers must be returned to an ENVIRO-DEPOT TM . Visit divertns.ca for a location near you.
Organics—Backyard Composting
Create a valuable soil conditioner by composting your food and yard waste. Use a small container such as a covered bucket or ice cream container to collect food waste in your home. Each day take the food waste to your backyard composter. Always cover the wet waste from your home with dry paper or yard waste. The pile will need to be turned once a week throughout the Summer and Fall. Then let sit for the Winer and Spring. It is also important to control moisture if using a bin. It should never be wetter then a wrung out sponge. From more information on what can be included and some basic composting tips visit, http://www.erswm.ca/backyard-composting-basics/
Other Waste Management Programs:
Cell phones — www.recyclemycell.ca or call 1-888-797-1740.
Enviro Depot TM — Find a depot near you. http://divertns.ca/recycling/find-a-depot EPRA NS — Electronics such as televisions, computers, printers, scanners, fax machines, telephones, radios, CD and VCRs and DVD players, camcorders, etc. www.recycleMYelectronics.ca/ns or call 1-877-462-8907.
Tires— return up to four tires at one time to a tire retailer.
.
Paint—unwanted paint can be dropped off for recycling at any ENVIRO-DEPOT TM The can must have the original label. More details visit ReGeneration at www.regeneration.ca/programs/paint/nova-scotia/ or call 1-888-772-9772. Mercury Containing Products—call 1-877-688-3065 or visit mercuryns.ca. Automotive Oil—ask your retailer, a drop-off should be provided within 5km. | <urn:uuid:34fe9d03-e799-4e29-9fff-cb67a0a8b49e> | CC-MAIN-2021-43 | https://saint-marys.ca/waste-management/187-waste-sorting-guide/file.html | 2021-10-17T13:17:14+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00135.warc.gz | 631,805,386 | 1,674 | eng_Latn | eng_Latn | 0.733144 | eng_Latn | 0.981103 | [
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Water Systems - Emergency Response Plans – FAQ
Q: What is an Emergency Response Plan (ERP)?
A: An ERP is a plan that provides a set of actions to address emergencies within a water system. ERPs are intended to lessen the impact of emergencies which could affect the delivery of water within specific water system or water service areas.
Q: What is the purpose of an ERP?
A: The purpose of an ERP is to outline the procedures required to address an emergency involving the source, transmission, treatment, storage, or distribution components of a specific water system.
Q: What do ERPs contain?
A: ERPs contain:
- Details of all of the water systems and critical components within those systems
- A list of all of the hazards and associated risks to the water systems
- Emergency contacts and phone numbers
- Alternative water supply options for each water system
- Emergency response procedures for specific emergencies
- Media and public notification procedures
Q: What are the specific emergencies that ERPs address?
A: ERPs address:
- Contamination of a water source
- Contamination of water storage reservoirs
- Structural collapse of a tank/reservoir
- Spill containment
- Power failure
- Equipment failure
- Watermain rupture
- Flood conditions
- Backflow and back siphon
- Loss of access to critical water system components
Q: How are ERPs used?
A: ERPs are used in the event of an emergency within a water system and the ERP document is readily available to trained water system operators.
ERPs provide the operator with the necessary actions to be taken during specific emergencies and following an emergency.
One of the most critical actions involves notification to the Drinking Water Officer at the Vancouver Coastal Health Authority.
Water Systems - Emergency Response Plans – FAQ
Q: How are emergencies within a water system addressed?
A: In the event of an emergency, trained SCRD water operators will take all necessary steps to ensuring that the infrastructure required to maintain water quality and quantity objectives are impacted as minimally as possible.
An action to address an emergency can be as simple as temporarily decommissioning a specific component of a water system without affecting water servicing or can be as severe as taking an entire system off line until the issues have been resolved.
In the event that water customers experience a sudden change to their water servicing (e.g. your water stops running), notifications to area residents will be made through the appropriate communication channels as identified in the ERPs.
List of all SCRD water systems
Regional Water Systems
- Granthams Landing
- Langdale
- Soames
- Chapman Creek
- Eastbourne
Pender Harbour Water Systems
- South Pender Harbour (Madeira Park)
- North Pender Harbour (Garden Bay)
- Katherine Lake
- Egmont
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Professional Display System Report
40
Vol.
Panasonic Center Tokyo Active Learning Camp
Tokyo, Japan
*Date delivered: September 2015
Proposing New Ways of Learning to Encourage Everyone to Learn, Think and Talk About the Olympic and Paralympic Games.
Installation Details
The "Active Learning Camp" as a Place Where Each and Every Visitor Self-Learns About the Olympic and Paralympic Spirit
through the learning of the Olympism, the "Workshop Garden" corner for interactive learning, and the "Trivia Board" corner which introduces various information about the Olympic and Paralympic Games. Each corner is equipped with a wide range of image display systems to propose a myriad of ways to use laser projectors, short throw projectors, 4K-ready LCD panels and multi-screen display systems.
The "Active Learning Camp" is an education-supporting exhibition facility established for the purposes of encouraging children to learn more about the Olympic and Paralympic Games and to think on their own about diversities of values, cultures and lifestyles around the world while having fun. The facility consists of the "Diversity Map" corner for gaining knowledge of various cultures around the world
Professional Display System Report
Vol.40
Panasonic Center Tokyo Active Learning Camp
System Outline
"Diversity Map" to Present Wide Ranges of Values and Cultures Around the World
Tokyo, Japan
Date delivered: September 2015
"Trivia Board" Produces a Variety of Tidbit Information Pertaining to the Olympic and Paralympic Games
The relief world map is designed to provide information of "food, clothing and shelter" of various countries. When a visitor places one of the national flags over the stand, the system announces the name of the country represented by the flag and displays on the map the information of
"food, clothing and shelter" of that country. The system uses the PT-RZ670 laser light source projector. The PT-RZ670 projects brilliant images on the pure-white relief map with an excellent level of white balance unmatched by any conventional lamp source projector.
Placing a flag over the stand displays pictures from the country represented by the flag.
PJ-RZ670 with incredible white balance
Placing a flag over the stand displays pictures from the country represented by the flag.
"Workshop Garden" for Interactive Learning and Creation
The "Workshop Garden" corner is a workshop where visitors think about Olympism in their own ways and share their ideas. It is equipped with a PT-TW343R short throw projector featuring an interactive function. Using interactive pens, children can draw pictures over the image projected onto the projector-compatible whiteboard, so they can share their learnings with other participants. Even when children stand in front of the whiteboard, their bodies won't cast shadows nor will they find the light to be too bright. Set up next to the whiteboard is the TH-98LQ70 4K-ready 98-inch LCD panel. It has a videoconferencing capability for distance lecturing.
"Active Learning Tree" for Learning About the Olympic and Paralympic Spirit Through a Variety of Themes
The "Active Learning Tree" corner is designed to promote deep and multilateral understanding of the Olympic and Paralympic Games. It stimulates children's interest in the Olympic and Paralympic Games through books and goods and promotes self-thinking. Four Space Player units are used for projection mapping on the white tree located at the center of the corner. Leaf patterns and messages hand-written on the "Go to 2020" pad are projected on this tree.
The "Trivia Board" introduces various tidbit information pertaining to the Olympic and Paralympic Games. By selecting the information of interest on the touch-panel screen located in front of each TH-55LFV70 LCD panel, the visitor can view detailed information on the display panel.
The Atrium Exhibition at Panasonic Center Tokyo introduces many of the Panasonic products and solutions that support the Olympic Games and event operation in the background and behind the scenes. It also presents sponsorship activities that Panasonic has conducted as The Official Partner (TOP) of the Olympic Games for more than a quarter of a century, the latest products and solutions, and examples of Panasonic products used in the 2014 Olympic Winter Games in Sochi.
Space Player units receive power through the light rails.
Profile of Panasonic Center Tokyo Active Learning Camp
The Olympic Games are an international sports event and also provide an opportunity to learn the "Olympism" proposed by Pierre de Coubertin. Panasonic Center Tokyo opened the "Active Learning Camp" corner where visitors can learn and think about Olympism. This facility uses various innovative systems to suggest new ways of learning to children who hold the future of the world. | <urn:uuid:0bdb5dbb-b42e-40c8-b0a8-fab9fd3ddef6> | CC-MAIN-2021-43 | https://panasonic.net/cns/prodisplays/casestudies/025/ALC.pdf | 2021-10-17T13:58:28+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00136.warc.gz | 572,757,051 | 970 | eng_Latn | eng_Latn | 0.995987 | eng_Latn | 0.996648 | [
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English- A Bear Called Paddington
Writing –
Secure the use of capital letters, full stops and questions marks
Orally rehearse our sentences before writing Use past tense when writing our narrative Use subordinating conjunctions in our writing Identify, generate and effectively use noun phrases for description
Plan and discuss our writing using story mapping to plan our own Paddington story
Collect and explore new vocabulary to use in out writing
Use inverted commas to punctuate direct speech Proof read our own and others work to check for errors in spelling, grammar and punctuation
Reading –
Listen, discuss and express views about a range texts
Explain the meaning of unfamiliar words using the context of what is read
Sequence and discuss the main events in stories Develop and demonstrate our understanding of characters and events through role play and drama
Make inferences about characters using evidence from the text
Use the point + evidence prompt to provide written answers
RE: Who should we follow? Christianity (God)
Maths
Investigating numbers and systems
- Read, write, compare and order numbers up to 1000
- Recognise the place value of each digit in a three-digit number
- Identify, represent and estimate numbers using different representations
Pattern sniffing
- Count forwards, backwards in steps of 4, 8, 50 and 100
- Find 10 or 100 more or less that a given number
- Recall and use multiplication and division facts for the 3, 4 and 8 times table Solving calculation problems
- Add and subtract three digit numbers mentally
- Use formal written methods of columnar addition and subtraction
- Estimate the answer to a calculation using inverse
Year 3 Autumn 1
Value: Respect
- know that the Abrahamic faiths believe in prophets (and that many of these are shared across the three religions)
- identify Christian beliefs and values contained within stories of the prophets (eg. Noah, Abraham, Moses, Jonah)
suggest why these prophets chose to listen to and follow God
Art – Quentin Blake
We will practise observational drawing in our sketchbooks. The end product will be a sculpture made from an armature.
Computing- Digital Literacy – Digital Literacy
Revise the importance of passwords and how to create them, learn how to analyse digital profiles, learn the importance of a digital/analogue balance by exploring the digital 5 themes.
Geography- Biomes and Climate Zones
We are learning to:
- locate the continents and countries of the world, identify climate zones and biomes (the plants and animals that live there).
- use map work to locate the Equator, Northern Hemisphere and Southern Hemisphere, Arctic and Antarctic Circle
- describe the physical geography of the regions
- understand how plants and animals have evolved to survive in the different climates
- To use world maps, atlases, globes and digital/computer mapping to locate countries/regions and describe features studied
- Representing our knowledge and understanding of the biomes and climate zones by creating shoe box models, using record facts sheets and using technology over a video of our model
Science – Animals including humans
- identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
- identify that humans and some other animals have skeletons and muscles for support, protection and movement
MFL French – Bonjour!
- Say hello and goodbye to someone
- Ask someone's name and say your own
- Ask how someone is and respond to the same question
- Learn some basic nouns
- Count numbers 1-10
PE – Invasion Games
Music - Singing
Can you help?
o Read regularly at home
o Practising their times tables
o Learning their spellings | <urn:uuid:53e70487-ab36-438e-8b76-779f0159debc> | CC-MAIN-2021-43 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/2516732/user/MFRcKyuEi8?response-content-disposition=attachment%3Bfilename=Year_3_%25285%2529.pdf&AWSAccessKeyId=AKIAXSFB2UMTD5BGZCOE&Expires=1634513762&Signature=c1z9dlL18UrPZ98fy%2FVYdCKYhGE%3D | 2021-10-17T11:36:04+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00137.warc.gz | 645,783,988 | 775 | eng_Latn | eng_Latn | 0.995053 | eng_Latn | 0.995053 | [
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London
Mobile
Learning
Group
Parameters and focal points for planning and evaluation of mobile learning Bachmair, B., Pachler, N. and Cook, J.
Analysing the mobile complex and planning school-based mobile learning: parameters and focal points
In our work, we identify four didactic parameters in order to define didactic spaces for teaching and learning. They can be seen to offer different possibilities for assimilating international youth culture and media habits, consisting of structures, agency and cultural practices with specific learn ing potentials, into school. The agents for this assimilation are mainly teachers and their emphases and preferences along the opposing poles of four didactic parameters.
Parameter A: Learning sets Pole: Practice of the school – Pole: Practices of mobile devices
Parameter B: Relationship to the object of learning Pole: Mimetic reproduction – Pole: Personal reconstruction
Parameter C: Institutional emphasis on expertise Pole: School curriculum – Pole: Personal expertise
Parameter D: Modes of representation Pole: Discrete (mono media, mono modal) – Pole: Convergent.
The parameters need to be seen in the context of the overall approach of the London Mobile Learning Group. One important aspect of this approach is the understanding of mobile phones as global cultural resources within individualized, mobile and convergent mass communication which includes user-generated contexts. As such mobile phones and other mobile devices function as resources for learning in formal and informal contexts. An important educational task is the assimilation of learning in informal contexts of everyday life in which students act as naïve native experts. Also, mobile devices lend themselves to situated learning, which is often militated against by the fossilized practices of schools. Mobile devices support the notion of learning as meaning-making and they bring into play the life worlds of students and create contexts that lend themselves to replacing the passive transfer of knowledge, which is still in the foreground in the approaches to teaching and learning in many schools.
Example: text+images workshop: searching and collecting pictures from students' life worlds and poems from the global youth culture
In a school with a majority of students from first and second generation migrant background of the first and second generation a workshop on text+images was offered to 13
to 15 year old girls and boys. Participation in the workshop was voluntary but classed as an official school event: it took place twice a week after school. The curricular aim was to offer an opportunity for creative writing within the context of youth culture. Access to the internet was available. A YouTube hiphop clip showing a local group of migrants was used as stimulus material. In addition, poems by the Nobel price winner in literature of 2009, Herta Müller, were presented as PowerPoint slides. The workshop aimed at relating students' personal writing to their life-worlds. The students were invited to use their mobile phones, in particular the photo and video functions to explore and document the environment around the school and at home. Students were asked to present their artefacts in the form of PowerPoint slides as they support a range of modes of representation.
In the event, one group of 3 boys and one of the girls aged 15 presented their text arrangements on PPT slides. The boys had searched through the internet for poetic texts and images on friendship and respect for human beings. They put on their slides German poems but also poems in the language of their families and communities. They added pictures of their childhood and recent photos of themselves which they had taken with their mobile phones. They aligned their arrangement of poems and images with the grid structure, which they had discovered as a basis of Herta Müller's poems. The group of girls presented an actual song, which they had downloaded from the internet. The intention had been for lyrics on the slides to be accompanied by one of the girls singing the song. After a long discussion the group decided to avoid the pressure of a life performance of the song; instead they played the song on their mobile phone. The slide with the lyrics was framed by pictures of group members and friends. In the same way the boys had done, the girls represented their life-worlds through pictures of themselves.
The third presentation came from a first generation 14-year-old migrant boy. On two Saturday afternoons he attended a course on digital video production. The course took place in a community school, i.e. outside the context of his normal school and was taught mainly in the mode of teacher-guided instruction but by a young man who was locally well know as video expert for the internet. This 'peer teacher' had experiences of internet-based at-risk communication of his own but he did not have any formal training in teaching or facilitating a workshop. The product of this workshop was a video clip. This clip contains mainly images of the boys in the group who present themselves on one hand as 'cool' (for example by portraying fight scenes) but on the other hand also as sensitive. The 14-year-old participant in the digital video production course at the community school would bring software expertise into the text+images workshop, especially in relation to the mobile phone's media applications. Like his peers, he presented PowerPoint slides, which he had extracted from his video.
Applying the parameters
Parameter A: Learning sets
Examined in relation to the parameter learning set both workshops remain rather closely linked to the practices of the school. The workshops offer sites of situated learn ing; they take place within the school and are facilitated by a teacher in the form of an open learning space which is rather remote from traditional instruction. The learn ing set of a workshop affords opportunities and provides time for mobile and other digital devices. The production of a digital artefact and its presentation to a wider school audience is the second dominant structure in this exam ple of situated learning. The workshop is mainly shaped by the pedagogical ideas of the young amateur teacher about what instruction and learning should look like.
Parameter B: Relationship to the object of learning The learning dynamic was based on the notions of search ing and collecting, which follows the poetry model of Noble price winner Herta Müller. The personal construction of text is supported by the internet and mobile photos and sound application. Both media, mobile phones and comput ers with internet access, are available to students at any time during the workshop. The internet research motivated students. The professional teacher offers a poetry model to which the students react in part by adoption of a certain text structure and in part by way of a word writing game.
Parameter C: Institutional emphasis on expertise The emphasis was deliberately on the students' expertise in media, global and commercial youth culture and on their competence in compiling multimodal symbolic elements from existing repositories into multimodal text units. The workshop revolved around the young tutor's high level of internet literacy and video production. In the role of the teacher he dismisses the mobile phone as an amateur video production device. The internet research expertise of the students dominated text production which resembled a process of creative compilation. The students didn't have the experience to use mobile devices and tools for search ing and investigating. Presentation software was used to support the creative compilation of research results.
The amateur teacher is clearly orientated on learning out comes, which he defines in relation to software competence. The boys attending the community school respond to this clear structure.
Parameter D: Modes of representation
The workshop in the school is structured by available media, mainly internet access complemented by students' artefact production with mobile phone applications. The intended relationship of text production to youth culture led the stu dents straight to the internet. Because the text model by the Nobel price-winning poet is based on a 'search and collec tion' procedure of written words this inherent structure pro vides an impetus for the students to research the internet.
Searching for words supported a word game on the board. The young people wrote arbitrary words on the board, which produced a mix of words in the languages spoken by the members of the group. This self-representation led to mobile pictures. The PowerPoint slides combined the variety of representational modes: written text and images from the internet, mobile pictures and short written comments into a presentable unit.
Focal points of a pedagogical approach to mobile learning
The focal points represent the educational and di dactic options within the four parameters of the LMLG in the form of guidelines and combine them with the breadth of available mobile applications.
1. Why?
Mobile learning is the didactic response to the changes in culture, media structures and hab its and learning of children and young people:
1. The new and dominant media culture of everyday life: individualized, mobile and convergent.
2. The increasing relevance of informal learning and decreasing reach of school-based learning.
2. How?
The key elements of mobile learning are:
1. To integrate informal learning by means of the mobile phone:
Through the optional workshop, software and media competences are brought into school through 'learning by doing'. An untrained 'native expert' advises students and the teacher on software skills. The mobile phone itself does not play an explicit role. Simple picture-portraits taken with the mobile phone are used for self-reflection.
2. To set up episodes of situated learning by means of the mobile phone:
The media ensemble of computer/internet, PowerPoint, board and mobile phone support situated learning. Media convergence is a basic feature of the workshop as a set for situated learning.
3. To generate learning and media contexts by means of the mobile phone:
Students carry out group work as a media-induced context. For search and collection of information they prefer the internet and they add photos taken with their mobile phones to their PowerPoint slides via internet repositories. The mobile enables the coding of the contexts of their personal life-world for identity formation purposes.
4. To construct conversational bridges by means of the mobile phone:
The mobile photos featured on the PowerPoint slides portray several personal issues, e.g. smoking in school, friendship, love and relationships, childhood. The photos on smoking functioned as a visible conversational bridge between youth culture and the school workshop. A discussion took place whether the slides should be changed.
Through associative word play on the board the students established a conversational bridge by writing words in their heritage languages. The professional teacher used mobile photos to objectify this playful use of language and the use of different languages. In the discussion of these photos the teacher reinforced the students by encouraging them to collect poems in their heritage languages.
5. To support students as experts of media use in eve ryday life within the school by means of the mobile phone: A wide range of media expertise influenced the group work on searching and collecting information. The native expert teacher, who led the workshop at the community centre, was motivated to bring in his software skills, which were not restricted to the mobile phone. His media expertise stems mainly from informal learning in everyday life. It is unequally appropriated by students and ap plied to the workshop by way of differentiation.
6. To set up responsive contexts for development and learning by means of the mobile phone: Personal development became visible in the interrela tionship of internet search, an associative word game across several languages on the chalk board, photos from childhood and PowerPoint presentation. The main input came from the recognition of the different heritage languages in the school and between group members. The main indicator was the reduction of pro vocative slang expressions and the rise of confidence and mutual respect.
3. What features and applications?
A variety of multimedia mobile phone applica tions and the mobile phone as miniaturized com
puter and interface within media convergence
1. Personal disposition at any time The immediate availability of the mobile phone was relevant when the group of girls failed to bring the sound track of their chosen song to the presentation of the group work. The girls decided to record the soundtrack with their mobile and to play it back. Without photos of the spontaneous word game in different languages taken on a mobile phone the group would not have been able to reflect the different languages used for research and personal expression.
2. Media applications for taking videos, photos, music The native expert decided to do without mobile video applications because he considers them to be inferior in quality. The boys and girls subordinated the photo and music recording application on the mobile phone to searching and collecting on the internet via a computer
3. Applications for managing everyday life, such as calendar, alarm, spatial navigation functions Telephony was very important for group coordination, especially to motivate participants to join the voluntary workshop and to remind missing group members about date and start times of future sessions.
4. High capacity repositories for a variety of representational modes High storage capacity on the device was largely irrelevant for mobile devices because the majority of students worked with internet repositories for mobile photos.
5. Access to a diverse range of personal communication (SMS, MMS, telephony) Telephony was important for group coordination and to provide mutual motivation to attend the workshop.
6. Access to the internet with its specific modes of com munication and with its knowledge and media archives Internet access operated via school computers. Girls and boys are always searching for interest ing offers within the context of global youth culture. Personal photos were uploaded to, and downloaded from internet repositories.
References
Pachler, N., Bachmair, B. and Cook, J. (2010) Mobile learn ing: structures, agency, practices. New York: Springer | <urn:uuid:66242072-8cdf-455f-b92e-7da6c783318d> | CC-MAIN-2021-43 | https://www.londonmobilelearning.net/downloads/Parameter_flyer.pdf | 2021-10-17T11:48:46+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00137.warc.gz | 1,057,012,839 | 2,728 | eng_Latn | eng_Latn | 0.954497 | eng_Latn | 0.998688 | [
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Sample Cricket Challenges: (You can find more challenges through the links below):
Week- Long Nature Challenge:
Pick a fictional book that includes a natural setting. For a week, spend at least 10 minutes a day outside looking for things mentioned in the book and keep a nature journal. Your challenges:
❖ Day one- find at least one insect and identify it, describe its life cycle, habitat, diet, and predators. Bonus points if you draw it and identify parts of its anatomy.
❖ Day two- find a leaf and identify the plant that it is from, its life cycle, habitat, and the animals who use it for food and shelter. Bonus points if you make a rubbing of the leaf and identify its parts.
❖ Day three- find and identify one bird and describe its life cycle, habitat, diet, and predators. Bonus points if you draw it and identify its anatomy.
❖ Day four- find and identify one mammal and describe its life cycle, habitat, diet, and predators. Bonus points if you draw it and identify parts of its anatomy.
❖ Day five- find a nut or seed and identify the plant that it is from, its life cycle, habitat, and the animals who use it for food. Bonus points if you draw it and label its parts.
❖ Day six- listen for bird calls. Identify at least one bird whose call you heard and answer the questions about it from day three. Bonus points if you research whether or not the bird migrates. Double bonus points if (for a migrating bird) you map out its migration route or (for a bird that does not migrate) you calculate the area in feet of the bird's typical territory.
❖ Day seven- sniff the air. See if you can identify a plant by the smell of its leaves or flowers. Write 7 facts about it in your nature journal. Bonus points if you draw the plant and identify its parts.
Create a Nature Discovery Center Challenge
❖ You can create a Nature Discovery Center. Gather items from nature that interest you, are safe to touch and are not endangered. To take your Discovery Center to the next level, you can include only items that are mentioned in a fictional book that you are reading. Make sure that you have permission from the landowner. Display the items in your Discovery Center. Your Discovery Center does not have to be anything fancy. You can use whatever you have on hand. Some ideas include a shadow box, an egg carton, a bowl, a plate, a jar, or a shoebox. You may wish to record from where you gathered the item and the date on which you gathered it, and (if you are using a fictional book as a reference, the page number on which the item is first mentioned). You can find a short video about creating a Discovery Center at
https://www.youtube.com/watch?v=Dc3Dz4YriQ8. As you continue to explore your natural world, you can add more things to your Discovery Center.
Go on a Nature Wonder Hour Adventure and Become a Nature Detective
https://www.teacherspayteachers.com/Store/Jo-Hackl
, and www.outdoorosity.org.
❖ Your Nature Wonder Hour can be as long or as short as you would like. The key is to let curiosity be your guide. As you go through your day, write down any questions you have about the natural world and items in your discovery center. For example, you may wonder what type of trees you see outside your window, why moss grows in certain spots but not others, what animals are making the sounds that you hear outside your window, why some plants have thorns, why a spider weaves its webs in a particular pattern, or why some birds migrate and some don't. Examining items from your Discovery Center also can help you to create your own Nature Wonder Hour Adventure. You can write down what you discover and add to it as you learn more. You can find a short video about the Nature Wonder Hour at
https://www.youtube.com/watch?v=lw7SrqhUmfw. Below are some sample questions you can ask about items from your Discovery Center. You can use them as a jumping off point to explore and learn about the things that interest you.
Items from Plants.
❖ Identify the plant from which the item came.
❖ How does it provide food or shelter for animals or humans?
❖ Does it have any companion plants that usually grow near it? Where does it grow in the wild? Is it native to your area? If not, where did it originate and how did it come to grow in your area?
❖ What type of ecosystem is the plant usually found in? Does it live on other plants? Do any other plants live on it?
❖ What is its life cycle? How does the plant change throughout the year?
❖ If your item is a leaf, is it a simple or compound leaf?
❖ What role has your plant played in human or animal history?
❖ Is your plant an annual or perennial?
❖ How are its seeds spread?
❖ How tall and wide does your plant usually grow?
❖ Does your plant prefer shade, sun, or a combination?
❖ In what type of soil does your plant grow best?
❖ How has the plant evolved over time? Has it been cultivated by humans?
❖ Does the plant have any protective physical or chemical defenses to protect it from predators?
❖ Are there any legends or traditions associated with the plant (for example, mistletoe)?
Items from Animals:
❖ Can you identify the animal from which the item came?
❖ Where does the animal usually live? Is the animal native to your area? If not, where did it originate and how did it come to live in your area?
Copyright 2021 Jo Watson Hackl. All rights reserved. You can find additional free activities and resources at
www.johackl.com/activities,
https://wakelet.com/@JoHackl,
https://www.teacherspayteachers.com/Store/Jo-Hackl
, and www.outdoorosity.org.
❖ Can you tell if the item is from a male or female? Do males and females within the species you selected have different colorations?
❖ What does the animal usually eat? What animals or plants are its predators?
❖ Does the animal use camouflage? What areas does it prefer to hide in? What strategies does the animal use to protect itself from predators?
❖ How does the item you found help the animal in its survival—for example, how do feathers help protect a bird in extreme temperatures?
❖ If the animal leaves tracks on the ground, what do the tracks look like? Can you identify the animal by its tracks?
❖ What sounds does the animal make? How does it use sounds to communicate with other animals?
❖ Does the animal migrate? If so, what is its migration pattern? When does it migrate?
❖ Does the animal have a territory? If so, how large is the territory? Does it mark its territory? If so, how? How does it protect its territory?
❖ How fast can the animal move? How far does the animal usually travel in one day?
❖ Does the animal live alone or in groups? Are there any other species of animals that are usually found near the animal that you selected?
❖ Is the animal usually active during the day or night?
❖ Are there any legends or folktales associated with the animal (for example, foxes)?
Other items from nature:
❖ You will have different questions for different types of items. For example, if your item is a growth, you might be curious about the following things:
o What plant is your growth usually found on?
o Is it a parasitic or helpful companion to its host?
o In what seasons does your item appear?
❖ If your item is a rock, you might be curious about the following things:
o What types of minerals does your rock contain?
o Does the mineral play any important part in human history (for example, gold)?
o How was your rock formed?
o How has it been shaped by its environment?
❖ What other things from nature do you wonder about or would like to learn more about? Below are some ideas to get you started:
o What type of bird do you hear every morning singing outside your window? The website www.audobon.org has great resources to help you identify birds. How do the bird's calls change throughout the day?
Copyright 2021 Jo Watson Hackl. All rights reserved. You can find additional free activities and resources at
www.johackl.com/activities,
https://wakelet.com/@JoHackl,
https://www.teacherspayteachers.com/Store/Jo-Hackl
, and www.outdoorosity.org.
o Have you ever wanted to grow something from seed? Your Nature Wonder Hour is a perfect time to learn how and to try it out.
o Have you ever wondered if you could use cricket chirps to figure out the approximate outside temperature? You can count the number of cricket chirps in 14 seconds and add 40. This will provide you the approximate temperature in degrees Fahrenheit.
Experience the World of Your Favorite Fictional Characters by Creating a Nature Journal from their Point of View
❖ Gather a notebook to use as a nature journal and a pen or pencil, and, if you'd like, colored pencils or markers.
❖ Pick a book where the outdoors plays an important part and where much of the action is set outdoors
❖ Find a relaxing spot to read.
❖Start exploring. As you read, make a notes and drawings in your journal about the natural world of the main character. Some questions you might answer include those below:
- What season is it?
- What is the weather like?
- What plants does the character encounter?
- What animals are active during the day in that area?
- What animals are active during the night in that area?
- Write down or draw what the character sees, hears, touches, smells and tastes as they explore their world.
- If you're not sure, do some research about the natural world of the main character.
- If your area is similar to that of the main character, you can make leaf rubbings and press flowers and leaves in your nature journal.
- Record how the natural world of the character changes over the course of the book.
❖ Use your nature journal to record the things in the character's natural environment that interest you.
❖ Research at least one fun fact about each natural element that interests you and write it in your journal
❖ If you were the main character, what would you do differently? What resources would you use in nature to help you stay safe and healthy? What items would you pack before heading outdoors in that environment?
You can take your reading experience to the next level. If you're enjoying reading about a character in a natural setting, below are some ways to experience some of the benefits of time in nature:
Start Your Morning Happier - with Nature – the Challenge
❖ You can check out this short Youtube video to learn how to make your day better by starting your morning in nature: https://www.youtube.com/watch?v=N3rTxeTxUfw
Make Your Day Happier- with a 5-Minute Flower Arrangement from Nature- the Challenge
❖ You can check out this short Youtube video to learn how to start your day in nature by gathering natural textures to create a 5-minute flower arrangement to brighten your day: https://www.youtube.com/watch?v=5OXr7Z9qf74
Make Your Evening Happier- with Nature- the Challenge
❖ You can check out this short Youtube video to learn ways to unwind each evening- with nature: https://www.youtube.com/watch?v=EnDaWfscNzs
Nature Scavenger Hunt Challenge
❖ Go on a nature scavenger hunt and try to find items mentioned in the book that you are reading. How many can you find? Another challenge is to try to find an item from nature that starts with each letter of the alphabet.
No Rules Reading Challenge
❖ If you'd like to make your reading more interesting and spend time in nature, you can download the free "No Rules Reading" bookmark at https://johackl.com/activities/forreaders/no-rules-reading
The Outdoor Adventure Bookmark Challenge
❖ You can download a free Outdoor Adventure Bookmark at https://johackl.com/wpcontent/uploads/2020/06/CC-FINAL-10-Things.pdf and check out this short Youtube video to learn ways to have more fun by spending time in nature https://johackl.com/activities/for-readers/try-outdoors/
Bloom Bing Challenge
❖ Each week, make a list of flowers that you expect to bloom in your area and share it with your friends. Create your own Bloom Bingo sheet by selecting flowers that you believe will bloom soon and arrange them on your Bingo card. You can download a bloom bingo card at https://johackl.com/wp-content/uploads/2020/04/bloom-bingo-
Copyright 2021 Jo Watson Hackl. All rights reserved. You can find additional free activities and resources at
www.johackl.com/activities,
https://wakelet.com/@JoHackl,
https://www.teacherspayteachers.com/Store/Jo-Hackl
, and www.outdoorosity.org.
sheet.pdf. Snap a photo or write the location of each flower as it comes into bloom and mark it on your Bingo card.
Outdoor Skills Challenge
Are you ready to build your outdoor skills? Try the challenges below:
❖ Research how to use a compass and a map to navigate an unknown, yet safe area. Bonus points if you use these methods to navigate a trail in a local park.
❖ Research how to make a sundial. Bonus points if you build one and use it to tell the time outdoors.
❖ Research how to predict the weather from things in nature such as clouds and animal behavior. Bonus points if you can accurately predict upcoming weather.
❖ Research how to make a reading nook outdoors by using items found in your natural environment. Bonus points if you build and use it. | <urn:uuid:dfeb32c2-640c-4ba8-b4bb-b896ce25c977> | CC-MAIN-2021-43 | https://johackl.com/wp-content/uploads/2021/09/Using-Fiction-as-a-Springboard-for-Readers-to-Explore-their-Natural-World.pdf | 2021-10-17T12:02:50+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00136.warc.gz | 450,928,024 | 2,955 | eng_Latn | eng_Latn | 0.994489 | eng_Latn | 0.99782 | [
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Chess Notation
Chess Notation is required in Open sections above 3 rd grade in most tournaments. We teach the kids how to keep notation and provide them with free scorebooks and pencils. Notation is critical as a way to review and analyze games with a coach for future improvement, as well as to solve disputes during tournament games. Please encourage your children to practice notation with every game they play at home! It is not difficult to learn how to write the symbols, but it is difficult for many children to focus on their game and keep notation. It takes practice, and soon it will become "muscle memory" and something they can do without thinking. Here's how it works:
Each square on tournament boards has a number and letter designation from a1 to h8. The numbers are listed on the sides of the board. White sits on the side that goes from a to h and 1 to 8. Black sits on the side that goes from h to a and 8 to 1.
```
K = King Q = Queen B = Bishop N = Knight R = Rook square number only = pawn x = "takes" + = check ++ = checkmate OR ++ = double check and # = checkmate
```
Examples:
A Knight moves to square h8 and takes whatever is there = Nxh8 (Read "Knight takes h8")
A Bishop moves to a square but doesn't take anything = Bc7 (Read "Bishop to c7")
A pawn moves to square e4 = e4 (Read "pawn to e4")
A pawn starting on the d square moves to square e4 and takes whatever is there = dxe4 (Read "d pawn takes e4")
If there are two possible knights that could move to a single square, indicate which one by telling which letter square it came from = bNc5 (Read "b Knight to c5") (same concept for Rooks)
King Side Castle = o-o
Queen Side Castle = o-o-o
A Rook moves to square e6 and checks the King = Re6+ (Read "Rook to e6 check")
A Queen moves to square b7 and checkmates = Qb7++ (Read "Queen to b7 checkmate") (also could be Qb7# when using ++ notation for a double check, which can only occur in a discovered attack) | <urn:uuid:2e307e72-f84b-4f9a-a65c-70799079d5ed> | CC-MAIN-2021-43 | https://hrchessclub.azurewebsites.net/wp-content/uploads/2020/02/Chess-Notation.pdf | 2021-10-17T12:54:39+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00137.warc.gz | 412,363,341 | 497 | eng_Latn | eng_Latn | 0.994567 | eng_Latn | 0.994567 | [
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Protect your property from plant biosecurity threats
August 2013 Primefact 1314 1 st edition Plant Biosecurity & Product Integrity
Protect your property from biosecurity threats
An exotic plant pest is an invertebrate or a disease causing organism not present in New South Wales which threatens agricultural production, forestry, native and amenity plants or the environment.
Biosecurity is the protection of the economy, environment and community from the negative impacts of pests, diseases and weeds. You can be actively involved because good biosecurity is a shared responsibility between government, industry and the community.
New South Wales' primary industries sector has a gross value exceeding $12 billion each year and accounts for about 20% of Australian agricultural production, all of which is protected by maintaining our biosecurity status.
Be aware Act early
As a landholder or primary producer you have an important role to play in protecting your property and industry from biosecurity threats. Six simple precautions you can take to reduce the chance of pests and diseases entering and establishing on your property are:
1 Be aware of biosecurity threats
Make sure you, your family and your employees are familiar with the most important biosecurity threats to the plants that you grow.
Farm biosecurity manuals, industry biosecurity plans and specific leaflets which provide information on biosecurity threats are available from Plant Health Australia, Farm Biosecurity and the NSW Department of Primary Industries.
Plant Health Australia www.planthealthaustralia.com.au
Farm Biosecurity www.farmbiosecurity.com.au
2 Use clean planting material
Ensure all planting material, propagation material and other farm inputs such as compost, mulch, fertilisers and soil are pest, disease and weed free.
Always source planting and propagation materials of a known high health status from reputable suppliers.
Keep records of what your bring onto your property.
3 Keep it clean
Restrict visitor vehicle access and movement on your property to protect your production areas.
Ensure all employees and visitors are instructed in and adhere to your business management hygiene requirements.
Clean your equipment regularly during the year to ensure pests and diseases don't carry over from one season to the next.
Make sure contracted and shared equipment and machinery is thoroughly cleaned before it enters your property and clean it again before it leaves.
Practice "Come clean, Go clean" do not allow dirty vehicles or machinery to enter or leave your property.
4 Check your crop
Be aware of the common pests and diseases that occur on your plants.
Checking your plants regularly will help you and your employees notice any new or unusual symptoms and pests.
Keep records of your surveillance inspections on your crops and plants.
5 Abide by the law
Be aware of legislative regulations established to protect plant industries in New South Wales from biosecurity threats.
Some industries that have regulations are bananas, citrus, grapes, potatoes and rice.
Some areas within New South Wales that have regulations are the Fruit Fly Exclusion Zone (FFEZ), the Rice Pest and Disease Exclusion Zone (RPDEZ), the Phylloxera Exclusion Zone (PEZ), the Seed Potato Protected Area (SPPA) and the Banana Protected Area (BPA).
6 Report anything unusual
If you suspect a new pest or disease please report it immediately.
Call the Exotic Plant Pest Hotline 1800 084 881
Take photos not samples to minimise the risk of spreading the pest or disease
Email clear photos with a brief description and your contact details to firstname.lastname@example.org
More information
NSW DPI Primefact 1119 (August 2011) Come Clean go Clean: a step by step guide to vehicle wash down
New South Wales Biosecurity Strategy 2013-2021
Warning © State of New South Wales through the Department of Trade and Investment, Regional Infrastructure and Services 2013. You may copy, distribute and otherwise freely deal with this publication for any purpose, provided that you attribute the NSW Department of Primary Industries as the owner.
Disclaimer: The information contained in this publication is based on knowledge and understanding at the time of writing (August 2013). However, because of advances in knowledge, users are reminded of the need to ensure that information upon which they rely is up to date and to check currency of the information with the appropriate officer of the Department of Primary Industries or the user's independent adviser.
Published by the NSW Department of Primary Industries.
PUB13/90 | <urn:uuid:5313df55-599d-4387-8acc-bc4608d95dde> | CC-MAIN-2021-43 | https://www.dpi.nsw.gov.au/__data/assets/pdf_file/0010/472924/Protect-your-property-from-plant-biosecurity-threats.pdf | 2021-10-17T13:26:25+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00138.warc.gz | 911,880,217 | 889 | eng_Latn | eng_Latn | 0.994202 | eng_Latn | 0.99421 | [
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Climate Change and Severe Thunderstorms in Yangon Region, Myanmar
Kyi Lint 1 , Mu Mu Than 2 , Khin Mar Yee 3 , Marlar Han 4
Abstract
Thunderstorms, lightning, isolated heavy rainfall, and gale-force winds hit Yangon in April 2018, and cause down trees, ripping off roofs and power off and. The strong wind hit for 20 minutes. In Yangon Region, thunderstorm and lightning usually happen during pre-monsoon season, they also occur now during the post-monsoon and even during the monsoon. The objectives of the paper are to analyze the number of occurrences of thunderstorm in last twenty years, to identify the factors causing thunderstorm and lightening. Data are recorded from Kaba-aye, Mingaladon, Khayan, Hmawbi (air) and Coco-island stations in Yangon Region. These data are analyzed with the Monsoon periods, cyclones and other weather disturbances such as El-Nino.
Keywords: El-Nino, Lightning, Monsoon, Thunderstorms, Yangon
Introduction
Study Area
Yangon Region is located in lower part of Myanmar (Figure 1). It is bounded by Bago Region in the North, Kayin State in the East, Ayeyarwady Region in the West and Gulf of Mottama on the South (Figure 1). It has an area of 10,277 km². Total number of population is 7,360, 703 in 2014 Census. Its topography is nearly flat plain.
Objectives
Objectives of the paper are to analyze the number of occurrences of thunderstorm in last twenty years and to identify the factors causing thunderstorm and lightening.
Source of Data
Google Earth Image and Topographic map are used for base map.
The Monthly Meteorological Registers (MMR) of the
1-4 Department of Geography, Dagon University, Myanmar
Department of the Meteorology and Hydrology of Yangon Region during 1981to 2010 are used in all occasion. Thunderstorm occurred with or without precipitation has been counted as thunderstorm at stations. Thunderstorm and lightning information have been counted in annual, monthly and daily from Kaba-Aye, Mingaladon, Hmawbi(air), Khayan and Coco-Island.
Data are used as an observation time 00z to 15z for the stations (Kaba-Aye, Mingaladon) and 00z to 12z for the stations ( Hmawbi(air), Khayan and Coco-Island).
Methodology
A storm is classified as a thunderstorm only after thunder is heard. Because thunder is produced by lightning, lightning must also be present. At first, record the secondary data for base map. Secondly, the frequency of thunderstorm is tabulated for each year and the data have been analyzed with respect to time of occurrence. Then, distribution patterns of resulted data are shown by mapping.
Result and Discussion
Lightning
Frequency and the rate of Lightning during 1981 to 2010 are shown in Figure 2. They are active in May and October in every station in Yangon Region in the morning and late afternoon. The occurrences in Mingaladon and Kaba-Aye stations are the highest.
Thunderstorm
Thunderstorms are usually highest in pre and early monsoon, and late and post monsoon. The most active months are May, September and October. Hmawbi station is greater amount of thunderstorm than that of the rest stations. Thunderstorms are active in peak monsoon period. At that time air is unstable and favouring the development of Cb clouds which is causing violent wind, hail, lightning and torrential rain (Figure 3 and 4).
Thunderstorms occur 182 times in 1987 and 55 times in 2003 in Hmawbi station. 37 times in 1982 and 15 times in 2006 in Mingaladon station. In Kaba-Aye station, it is at least about 45 times and the most is about 95 times during 1981-2010. In Coco- island station, it occurs 75 times in 1986 and at least once in 2005. The frequency is decreasing (Figure 5).
In Hmawbi station, 131 thunderstorm days were reported in 1987 and 47 days in 2003. In Mingaladon, it was at least 30 thunderstorm days in 1982 and the most 94 days in 2006 (Figure 6).
Effects of Monsoon Onset and Withdrawal
Normal monsoon onset patterns and withdrawal patterns can be clearly seen in Figure 7. Monsoon onset dates in coastal regions are earlier than that of central and mountain areas and opposite true is in monsoon withdrawal dates (Figure 7).
There is a relationship between monsoon onset date and withdrawal date – if the onset is earlier, withdrawal is also. However, withdrawal dates have much more variations than onset dates (Figure 8).
During the peak monsoon, occurrence of lightning and thunderstorm are found the relatively high.
Effect of Cyclone formation in Bay of Bengal
A tropical cyclone is a storm system characterized by a low-pressure center and numerous thunderstorms that produce strong winds and flooding rain. A tropical cyclone feeds on heat released when moist air rises, resulting in condensation of water vapour contained in the moist air.
Thunderstorms and cyclones can be caused due to excessive rain and heavy winds, which bring a lot of destruction of property and life.
Low pressure area in Bay of Bengal effects on the activities of thunderstorm & lightning. These activities occurred in Yangon Region (Figure 9 and 10)
Effect of El Nino and La Nina events
Table (3). El Nino and La Nina Events in Myanmar
Source: ggweather.com updated 15 Feb 2018
Very severe El Nino events occurred in Myanmar in 1982-83 and 1997-98 during the period of 1981 to 2010. The last very severe year was 2015-16. Strongest El Nino occurs about 15 years interval.
Strong La Nina events occurred in Myanmar in 1973-74, 1975-76 and 1988-89. It is difficult to predict the interval year of occurrences.
Conclusion
Myanmar is located in tropical region and thunderstorms occur year-round. Yangon Region is one of the highest lightning strikes causing deaths in Myanmar. Lightning strikes may generate irregular rain patterns due to the forming of "cumulonimbus clouds", which are dense towering vertical clouds associated with thunderstorms and atmospheric instability.
Cumulonimbus clouds are formed in the evening due to the high temperature during the day and can result in thunderstorms, hail storms and isolated showers later in the day.
Thunderstorms may damage lives and properties. It contains many of the most severe atmospheric hazards to flight. They are almost always accompanied by strong winds, severe turbulence, lightning and heavy rain-shower.
Over the past few years, lightning strikes have occurred frequently immediately before and after the monsoon season in Yangon Region.
But last year, cumulonimbus clouds causing thunderstorms formed during the whole rainy season, inducing more rains that triggered massive floods and displaced thousands of people.
The present study reveals that afternoon and evening thunderstorms events are the highest frequency. Thunderstorm events are peak in early and late monsoon periods in Yangon Region and its surrounding.
During the periods of monsoon onset phase, thunderstorms are minor events due to the impact of El Nino over deltaic areas in May 1998. Therefore, thunderstorm events depend on southwest monsoon onset and withdrawal, low pressure area in Bay of Bengal.
These facts and figures examining thunderstorm activities and lightning can be applied to avoid hazard in coastal area, in public safety and in urban disaster management.
Climate data such as temperature and precipitation should be combined with the frequency of thunderstorm activities and lightning to point out the more detailed answers and predictions.
Table (1). Monsoon Onset and Withdrawal Dates During
Withdrawal
Source: Weather Stations in Yangon Region
S = Southern Myanmar D = Deltaic Myanmar C = Central Myanmar N = Northern Myanmar
Table (2). The number of depressions forming in the Bay of Bengal during 1981 to 2010
Source: Weather Stations in Yangon Region
References
[1] Thunderstorms hit Yangon:http://www.globalnewlightofmyanmar.com/unexpected-thunderstorm-hitsyangon-2/
[2] Flashfloods inundate downtown Yangon: https://www.mmtimes.com/news/flashfloods-inundate-downtownyangon.html
[3] Kyaw Lwin Oo, A study of thunderstorm days at Yangon (Kaba-Aye) during the period 1971-2000.
[4] Frederick K..Lutgens, The atmoshphere: an introduction to Meteorology, 7 th Edition. | <urn:uuid:fcb5996d-bf04-4f84-a23d-02f38ed850d4> | CC-MAIN-2021-43 | https://mynces.org/download/2019/ProceedingMNCES2019/122_KyiLint.pdf | 2021-10-17T13:09:16+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00139.warc.gz | 533,117,144 | 1,874 | eng_Latn | eng_Latn | 0.966464 | eng_Latn | 0.994141 | [
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Southwest Michigan Planning Commission
185 E. Main Street, Suite 701, Benton Harbor, MI 49022
Phone: 269.925.1137 Fax: 269.925.0288 Website: www.swmpc.org
Roundabouts 101: Intro to Roundabout Navigation
What is a Roundabout?
A modern roundabout is an unsignalized circular intersection engineered to maximize safety and minimize traffic delay. Roundabouts have been popular in Europe, Australia and other parts of the world for decades, but it is only recently that they can be found in the United States.
Roundabouts are particularly effective at intersections with large numbers of left turns. They are also effective at places with moderate to high entering traffic volumes, at the ends of freeway on and off ramps, and at intersections with more than four legs.
In the cities and towns where roundabouts have been built, even where the public has been hesitant about accepting them initially, roundabouts have ultimately been accepted willingly because of the increased safety they provide, along with traffic calming, and aesthetic benefits.
Safety - Roundabouts have been shown to reduce fatal and injury accidents as much as 76% in the United States. Slower speed and the reduced number of conflict numbers is attributed to the reduction in accidents.
Calming Effects - Roundabouts can actually decrease aggressive driving because roundabouts provide no red light to try to "beat," or opportunity to race away from the stop line after the signal finally turns green.
Low Maintenance - Roundabouts eliminate maintenance costs associated with traffic signals.
Reduced Delay - By yielding at the entry rather than stopping and waiting for a green light, delay is significantly reduced.
Capacity - Intersections with a high volume of left turns are better handled by a roundabout than a multiphased traffic signal.
Aesthetic - A reduction in delay corresponds to a decrease in fuel consumption and air pollution. In addition, the central island provides an opportunity for landscaping.
Roundabouts 101
Page 2
How to Navigate a Roundabout
Roundabouts can be used by cars, trucks, buses, bicycles, and pedestrians. By exercising caution and using proper signalization, all users can safely and effectively navigate a roundabout.
Motor Vehicles
1. When approaching the roundabout, especially multi-lane roundabouts, follow the lane designation
To enter a roundabout:
signs and choose the proper lane. Slow down and yield to any pedestrians in the crosswalk.
3. Look to the left. Traffic in the roundabout has the right-of-way!
2. If another car is waiting at the yield line ahead of you, do not stop in the crosswalk. Keep the crosswalk clear for pedestrians.
4. Approach the yield line and enter the roundabout when there is an adequate gap in the circulating traffic flow.
5. Bicyclists are permitted to ride within the roundabout and will be riding in the lane just as other vehicles do. Please do not pass a bicycle in the roundabout.
To exit a roundabout:
2. As you approach your exit, turn on your right turn signal.
1. Once you have entered the roundabout, proceed counter-clockwise to your exit. You now have the right-of-way.
3. Exit the roundabout, yielding to pedestrians in the crosswalk.
Trucks
Trucks should drive on the circulatory roadway, and navigate the roundabout just as a car would. Truck and trailer combinations may use the truck apron provided to negotiate the tight turning radius. Trucks can drive (usually with just the rear wheels) on the raised pavement of the truck apron to navigate more easily, only if the trailer length requires it. Cars do not to use the truck apron.
Pedestrians
Pedestrians should stay on the designated walkways at all times, and cross only at the designated crosswalks. Pedestrians should never cross to the central island. When entering the roundabout, pedestrians have the right-of-way, but your best protection is your own attention, so watch for cars. Cross the crosswalk one lane at a time, using the splitter island as a refuge area before crossing the next lane.
Bicyclists
Bicyclists can take the lane and circulate as though they are a vehicle, making sure to yield to traffic in the circle when entering. Cyclists should ride as close as possible to the speed of the circular roadway to discourage cars from passing. When exiting the roundabout, use your right hand signal. If you are unsure about using the roundabout, dismount and walk your bike as a pedestrian at the designated crosswalks.
Additional Roundabout Resources
There are many online resources available to receive additional information about roundabouts, including several websites that host videos and animated demonstrations of roundabout navigation. A few of these resources are listed below.
Southeast Michigan Council of Governments:
http://www.semcog.org/TranPlan/Roundabouts/index.htm
Livingston County Road Commission: http://www.livingstonroads.org/Roundabout%20Guide.htm
Oakland County Road Commission: http://www.nwconnector.com/education.cfm
New York State Department of Transportation:
https://www.nysdot.gov/portal/page/portal/main/roundabouts/guide-users
City of Sammish, WA: http://www.ci.sammamish.wa.us/RoundaboutDemo.aspx | <urn:uuid:b0223e3f-5110-422b-85f6-47088988251e> | CC-MAIN-2021-43 | https://www.swmpc.org/downloads/roundabouts_brochure.pdf | 2021-10-17T13:09:53+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00139.warc.gz | 1,223,829,614 | 1,146 | eng_Latn | eng_Latn | 0.997875 | eng_Latn | 0.998031 | [
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An Ounce of Prevention: Workbook
1. KNOW: the key components of a multi-tiered system
2. UNDERSTAND: how a multi-tiered system can be used as a model of prevention
3. DO: determine long-term goals and short-term contextual wins in establishing a multitiered system of supports
The Virginia Tiered System of Supports uses a 3-tiered model for reading, math and behavior, and incorporates core principles:
* Intervene early
* Use a multi-tier model of service delivery
* Use research-based, scientifically validated interventions/instruction
* Use data to make decisions
* Use a problem-solving methodology
* Monitor student progress to inform instruction and intervention
Leadership Team Established: Support the vision of a sustainable implementation of a tiered system through effective communication, common language, infrastructure planning, and consensus and commitment building
Build a Continuum of Supports: Evidence
PRACTICES
OUTCOMES
Resource Map what you
have:
Assessments
Teams
Continuum of Supports
Start with universal
data
and other multiple
measures to set goals
Tier Definition: set up
system of decision rules and
clarity of tiered support
Based practices. Teaching Matrix. Instruction and resources for delivery for reading, math, and behavior. Intervention plans. Very High
and interventions at 3 tiers with a scheduled time
Priority is defining quality instruction at Tier 1.
Evaluate with a problem-solving process: Outcomes. Fidelity of assessment, instruction, and implementation
PRACTICES
Supporting
Staff
Supporting
Decision
Making
Supporting
Students
OUTCOMES
Progress Monitor all 3 tiers
systematically using
assessments defined in tier
definition.
Set up a system for data-
informed decision making.
Clarity of purpose. Efficient
teaming.
Provide professional development
to support staff in improving
outcomes and meeting goals.
Why Universal Screening: With a partner, think of 5 reasons why we universally screen. 60 seconds. Go.
1.
2.
3.
4.
5.
Also consider students in relation to peer growth.
Also consider "at risk" screening data for behavior using the risk ratio from PBIS:
From: Recommendations for Addressing
Discipline Disproportionality in Education , 2014 www.pbis.org
With a Partner: What is one of the first things a school should do when addressing disproportionality in behavior:
Another piece of data: What are the common concerns typically brought to child study/problem solving/early intervention teams?
In order to correctly respond to School Improvement required indicators and establish a clearly defined system, Tier Definition is completed. Things to avoid:
* Based on student schedule
* Based on teacher preference
* Based on availability
* Based on a single data point
Decision making rules for entry and exit into tiers of support are critical. Other factors include assessments and progress monitoring, parent involvement, number of students in groups, duration, staff, or any other criteria to define these layers of support. Sample is in handouts.
"If it is predictable, it is preventable" is a common slogan for PBIS. "Predicting rain doesn't count. Building arks does." Warren Buffet
Determine the evidence based practices in your building and plan to support these practices with professional learning and data analysis. Evidence Based Practices criteria sheet included.
Evaluate the efficacy of the practices at all tiers.
What if a student in School A was brought to the team with the recommendation that after intensive intervention the student was not making progress and should be referred for evaluation?
What questions do you have about fidelity of implementation?
Utilize Data Based Decision Making and Progress Monitoring in an efficient and effective manner. Organized data with critical components will make the process more efficient and effective.
Progress monitoring occurs at all 3 tiers. For students below level, always consider the rate of learning and the level of learning. We progress monitor with our Tier 1 data in addition to the Tier 2 or Tier 3 data in order to make an informed decision on progress.
There are different types of data meetings. Students who are below benchmark should be looked at monthly to determine if they are making progress. These data meetings need to be efficient and effective.
Data Evaluation Meeting for Students Receiving a Tiered Intervention Grade____
Name:_____________________ School:________________________
Reading SOL___ Math SOL___ (*any yearly score)
Date:
R__ M__ B__
9 week benchmark test s core ____ Grade for the ____ 9 weeks BL OL AL (*this is on level, etc. – use any term)
Goal ROI/Trend ROI ____/____
Intervention Data:
Other: (i.e. absences, missed assignments, disciplinary referrals, etc.
Is the progress : ___ Good
___ Questionable
___Poor
Decision:
__exit tiered program (goal met)
__ continue current program (progress made) __ assign to more intensive tier (insufficient progress)
__modify current tier (insufficient progress)
__schedule problem solving meeting
Rules of Engagement
1. Start with data only – nothing anecdotal
2. Don't bring it up unless you want to do something about it
3. Everyone participate in the two decisions
4. 5 – 7 minutes per student
Small steps: How can we assist our school or division with this framework?
Small Steps. What are some ways that you can support a multi-tiered framework? You may put your actions into the purple "participant planner" from Day One.
Use the VTSS blueprint to look at gaps/strengths of your multi-tiered system
Determine screening measures with your leadership team; early warning systems with high school
Learn to utilize the data and set goals around data points that need to move
Set an achievable action plan with evidence based practices (hint: don't forget that teachers need to be a part of this plan to obtain buy-in)
Complete tier definition so that it is clear what students have received prior to consideration for evaluation
Gather information on using a Curriculum Based Measures for low performing students to measure rate of learning
Compile data on types of referrals to intervention/child study/student assistance teams and plan the strategies and professional learning around Tier 1 supports
Build a data dashboard of the key pieces for making data based decisions
Teach staff the elements of an efficient data meeting with brief but critical documentation
Work on a continuum of supports so that all staff are aware of available resources for predictable problems
Build the continuum of supports around what your division has described as what good instruction looks like
Establish a system to collect specific intervention data
Watch for, and then explore, information on Cohort 3 of VTSS
Presenter: Regina email@example.com
Virginia Tiered System of Supports: Dr. Tom firstname.lastname@example.org | <urn:uuid:cbbba8d1-cfad-4238-9649-0d5f590d5ba1> | CC-MAIN-2021-43 | https://doe.virginia.gov/special_ed/program_improvement/eligibility_determination/2015/jan/an_ounce_of_prevention_workbook.pdf | 2021-10-17T12:40:20+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00141.warc.gz | 315,460,712 | 1,475 | eng_Latn | eng_Latn | 0.980558 | eng_Latn | 0.989787 | [
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What is meningococcal disease?
Meningococcal disease is a serious illness caused by the bacterium Neisseria meningitidis (also known as "meningococcus"). A small proportion of infected people can develop a serious form of illness, such as meningitis (inflammation of the lining of the brain and spinal cord) or a bloodstream infection (septicemia).
Who gets meningococcal disease?
Anyone can get meningococcal disease, but it is more common in infants, children, adolescents and young adults. Other persons at increased risk include household contacts of a person known to have had this disease, people with weakened immune systems (e.g., those with HIV or those without a spleen), people in community settings (e.g., college campuses), and people traveling to certain parts of the world where meningococcal meningitis is more common.
How is meningococcal disease spread?
Neisseria meningitidis bacteria are spread from person to person through the exchange of respiratory and throat secretions. An infected person can spread the bacteria by coughing or sneezing directly into the face of others, kissing a person on the mouth, or sharing cups, water bottles, eating utensils, cigarettes, lipstick, or toothbrushes. The bacteria are not spread by casual contact or by simply breathing the air where a person with the disease has been.
What are the symptoms of meningococcal disease?
The symptoms depend on where the infection is located. Meningococcal meningitis is characterized by a sudden onset of fever, headache, stiff neck, sensitivity to light, confusion, nausea, and vomiting. In newborns and infants, these symptoms might be absent or difficult to notice. The infant might appear to be slow or inactive, irritable, vomiting or feeding poorly. A less common but more severe form of meningococcal disease is meningococcal septicemia. The symptoms of meningococcal septicemia include fatigue, vomiting, cold hands and feet, cold chills, severe pain in the muscles, joints, chest or abdomen, rapid breathing, diarrhea, and a dark purple rash.
How is meningococcal disease diagnosed?
Laboratory tests on samples of blood or cerebrospinal fluid are needed to confirm the diagnosis.
What is the treatment for meningococcal disease?
Meningococcal disease requires immediate treatment with antibiotics. Depending on how serious the infection is, other treatments might also be necessary, such as breathing support, medications to treat low blood pressure, and wound care for parts of the body with damaged skin.
How can meningococcal disease be prevented?
A vaccine is available for the bacteria that cause meningococcal disease. Keeping up to date with recommended vaccinations is the best defense against the disease. Preventive treatment with
Meningococcal Disease Fact Sheet
antibiotics for household members, roommates, or anyone with direct contact with a patient's oral secretions (saliva or spit) can reduce the risk of infection. Good hygiene can reduce the risk of infection as well, such as hand washing, covering noses and mouths when sneezing or coughing, and not sharing cigarettes, lipstick, straws, cups, drinking glasses, toothbrushes, or eating utensils.
How can I get more information about meningococcal disease?
If you have concerns about meningococcal disease, contact your healthcare provider.
Call your local health department. A directory of local health departments is located at https://www.vdh.virginia.gov/local-health-districts/.
Visit the Centers for Disease Control and Prevention website at http://www.cdc.gov/meningococcal/index.html.
September 2018 | <urn:uuid:6dc1bed3-2d07-4393-b6ed-934d9092ec00> | CC-MAIN-2021-43 | https://www.vdh.virginia.gov/epidemiology/epidemiology-fact-sheets/meningococcal-disease/?pdf=1032 | 2021-10-17T12:28:17+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00139.warc.gz | 1,271,550,363 | 759 | eng_Latn | eng_Latn | 0.994343 | eng_Latn | 0.995859 | [
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Yalata Anangu School No Bullying Policy
OUR BELIEFS
We believe that:
1. Bullying has no place in our school.
2. Bullying is everyone's business.
WHAT IS BULLYING?
"Bullying is repeated verbal, physical or social behaviour that is harmful and involves the misuse of power by an individual or group towards one or more persons. Cyber‐bullying refers to bullying through information and communication technologies. Conflict or fights between equals and single incidents are not regarded as bullying. Bullying in any form or for any reason can have long‐term effects on those involved, including bystanders. Bullying is behaviour that may cause hurt, fear and stress. Bullying is an abuse of power." Safe and Supportive Schools Communities Management Group
TYPES OF BULLYING
* Verbal – name calling, swearing (including sexual swearing), put downs, threats.
* Physical Aggression – fighting, hitting, tripping, poking, punching, kicking, spitting, hair pulling,
* threatening hand signs, damaging property.
* Social – ignoring, leaving out, pulling a face, disrespecting.
* Psychological – spreading rumours, stealing, lying, and telling secrets.
* Cyber – using technology to bully via text messages, voice mails, photos, videos and social networks.
WHAT TO DO IF BULLYING OCCURS
WHAT CAN A STUDENT DO?
* Ignore the bully
* Tell the bully to stop
* Use a power sentence: "I'm not listening!" or "Stop bullying me!"
* Take three deep breaths and remove yourself from the person
* Go to a safe place and DO NOT respond
* Tell someone – a friend, parent, teacher
* Report the problem to an AE or the Anangu Coordinator
* Ring a help‐line
WHAT CAN A PARENT DO?
* Talk to your child and help them do any of the suggestions above
* Empower your child with the confidence to say NO to bullies and/or report the problem
* Arrange a meeting with the teacher or AE to talk about the problem
* Call a help‐line
WHAT CAN AN AE DO?
* Counsel both children without blaming
* Ask for help from the teacher, if needed
* Report the problem to the teacher and help fill out an incident report
WHAT CAN A BYSTANDER DO?
* Tell the person bullying to STOP!
* Be a friend to the person being bullied
* Seek help
* DO NOT ignore it. When bullying is ignored, it may get worse.
WHAT WILL WE DO AT SCHOOL?
* Teachers and AEs will listen to the person being bullied and the person who has bullied
* Teachers and AEs will help everyone involved to solve the problem
* We will work out a plan to make things better
* The student/s who are bullying will complete a 'time out' and be counselled by leadership. If the bullying continues, the student will participate in a family meeting.
* We will record the incident and the type of support given on EDSAS
* Severe bullying may result in a "take home"
* If bullying continues, there will be clear consequences which may include counselling,
* referral to CAMHS, internal or external suspension
If a staff member feels they are being bullied, they can:
* Talk to the Anangu Coordinator or Principal or phone the AEU
* Ring 1300 360 364 "Employee Assistance Program" (a free service)
NEED MORE INFORMATION OR HELP?
Bullying No Way: www.bullyingnoway.gov.au
Kids Helpline: www.kidshelp.com.au 1800 551 800
Child and Youth Health Parent Line: www.cyh.com 1300 364 100
Cyber Safety: www.cybersmart.gov.au
Crisis Care: 131 611 | <urn:uuid:96a88d70-e0ce-4760-bf71-a3d40a96f659> | CC-MAIN-2021-43 | https://yalataab.sa.edu.au/wp-content/uploads/2021/08/yalata-anangu-school-no-bullying-policy.pdf | 2021-10-17T12:54:21+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585177.11/warc/CC-MAIN-20211017113503-20211017143503-00140.warc.gz | 1,299,758,672 | 788 | eng_Latn | eng_Latn | 0.996196 | eng_Latn | 0.996359 | [
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Sunday 27th June 2021
Thirteenth Sunday in Ordinary TIme
Jesus the Miracle Worker Mark 5:21-43
Jesus went back across to the other side of the lake. There at the lakeside a large crowd gathered round him. Jairus, an official of the local synagogue, arrived, and when he saw Jesus, he threw himself down at his feet and begged him earnestly, "My little daughter is very ill. Please come and place your hands on her, so that she will get well and live!" Then Jesus started off with him. So many people were going along with Jesus that they were crowding him from every side. There was a woman who had suffered terribly from severe bleeding for twelve years, even though she had been treated by many doctors. She had spent all her money, but instead of getting better, she got worse all the time. She had heard about Jesus, so she came in the crowd behind him, saying to herself, "If I just touch his clothes, I will get well."
She touched his cloak, and her bleeding stopped at once; and she had the feeling inside herself that she was healed of her trouble. At once Jesus knew that power had gone out of him, so he turned round in the crowd and asked, "Who touched my clothes?" His disciples answered, "You see how the people are crowding you; why do you ask who touched you?" But Jesus kept looking around to see who had done it. The woman realized what had happened to her, so she came, trembling with fear, knelt at his feet, and told him the whole truth. Jesus said to her, "My daughter, your faith has made you well. Go in peace, and be healed of your trouble."
While Jesus was saying this, some messengers came from Jairus' house and told him, "Your daughter has died. Why bother the Teacher any longer?" Jesus paid no attention to what they said, but told him, "Don't be afraid, only believe." Then he did not let anyone else go on with him except Peter and James and his brother John. They arrived at Jairus' house, where Jesus saw the confusion and heard all the loud crying and wailing. He went in and said to them, "Why all this confusion? Why are you crying? The child is not dead – she is only sleeping!"
They laughed at him, so he put them all out, took the child's father and mother and his three disciples, and went into the room where the child was lying. He took her by the hand and said to her, "Talitha, koum," which means, "Little girl, I tell you to get up!" She got up at once and started walking around. (She was twelve years old.) When this happened, they were completely amazed. But Jesus gave them strict orders not to tell anyone, and he said, "Give her something to eat."
Gospel Summary
The woman in the story had been ill for a long time. She touches Jesus' clothes and feels better straight away. The little girl is very ill, her father comes to ask Jesus for help, so Jesus goes to their house and tells the girl to get up. Jesus cares about them and heals them both.
If we were ill what would happen? We would expect to be able to go to see a doctor or, at least, get medicine from the chemist. Can everyone in the world do this?
Today we hear about two of the healing miracles of Jesus. We learn about Jesus' kindness and understanding. Write down 5 acts of kindness that you will complete this week,
Prayer
Dear God,
You healed those who asked for your help. May we also be willing to reach out our hands to others in need.
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