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To Fret or…
NAME
___________________________
1. The precision of a measuring tape is the smallest unit marked on the tape. The accuracy of the tape is equal to half the precision. Identify the precision and accuracy of your U.S. and metric measuring tapes and record the results in the table below.
2. The most precise tool is the one that has the smallest unit (or partial unit) of measurement. Which measuring tape is more precise — the metric measuring tape or the U.S. measuring tape? Explain your answer.
3. The strings on a fretted instrument extend from the nut to the bridge, as shown below. Of the two tools considered above, choose the one that is more precise. Then, use it to measure the distance from the nut to the bridge on the instrument that your group has chosen.
| | PRECISION |
|---|---|
| Metric Measuring Tape | |
| U.S. Measuring Tape | |
4. Measure each of the lengths listed below. For each pair of consecutive lengths, calculate the ratio of the shorter length to the longer length. Express each ratio in decimal form to two places.
| SEGMENT OF INSTRUMENT | LENGTH | RATIO OF CONSECUTIVE LENGTHS (RATIO OF SHORTER TO LONGER, ROUNDED TO TWO DECIMAL PLACES) |
|---|---|---|
| Nut to Bridge | | |
| 1st Fret to Bridge | | |
| 2nd Fret to Bridge | | |
| 3rd Fret to Bridge | | |
| 4th Fret to Bridge | | |
| 5th Fret to Bridge | | |
| 6th Fret to Bridge | | |
| 7th Fret to Bridge | | |
| 8th Fret to Bridge | | |
| 9th Fret to Bridge | | |
| 10th Fret to Bridge | | |
| 11th Fret to Bridge | | |
| 12th Fret to Bridge | | |
5. What do you notice about the ratios of consecutive measurements? How similar are they?
6. If you measured the same segments on other fretted instruments, do you think you would get similar results?
7. Did other groups get approximately the same measurements as your group? Why were the measurements similar or different?
8. Did other groups get approximately the same ratio as your group? Did the size of the instrument matter? Did it matter if metric or U.S. measurements were used?
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STRETCH YOUR BRAIN & IMAGINATION HANDOUT
The prompts below were developed by Dr. Jane McGonigal a futurist and game designer. These strategies can be used to stretch and grow three parts of your brain, in addition to building imagination and creativity skills. Viewing the YouTube video of McGonigal's talk: The Future of Imagination is highly recommended. This talk was presented in 2016 at the Aspen Ideas Festival and it offers detailed examples of these activities as well as the science behind them.
Prompt #1: Counterfactual Memory
Ask yourself: What if instead of doing 'X' at some point in my past, I had done 'Y'? How might my life have turned out differently? (Example: What if I had joined the Coast Guard instead of going to college right after high school?)
Keep it personal. Neurological activation increases when there's an autobiographical element to the memory or future you are trying to imagine. McGonigal suggests: "Trying to imagine how things could have been different in the past allows you to imagine how things could be different in the future."
Step one : Write your “What if” question at the top of a new page in your journal. “What if instead of ___________________________, I _______________________.
Step two: Write a journal entry describing as many details about the ways your life might have turned out differently as if you had done it.
Step three: Reflection. Was this interesting for you to do? Were you surprised what came into your imagination? Did you think about one or multiple possible futures? Did any other insights come to mind?
When doing this exercise, the brain reaches for something that didn't happen, but that could have happened, by using a combination of logic, intuition and imagination. Three parts of the brain are activated. Research shows this exercise heightens 'agency' (the feeling that you have influence over how your life turns out), depression is reduced, and your creativity goes up. McGonigal also reports practicing these exercises can: "increase the sense of control you have over your own life" and "lead you to becoming a better creative problem solver."
Prompt #2: Counterfactual Foresight
Option A:
Step one : Imagine yourself in the future doing something you’ve never done before.
Step two: Describe the experience as vividly as you can.
Step three: Write your journal entry from the future - as if it already happened.
Step four: Imagine who is with you, how you got there, or other things that happened while you were there. Give your imagination free rein to go wild.
(My example: I’ve never lived on a houseboat. I imagined and wrote about all the adventures I had traveling that way for a year.)
Option B: The X, Y, Z Format
Step one: Imagine a physical activity (ie: cooking, biking) that you've done (X).
Step two: Imagine a person you care about who is alive and you could possibly have a future interaction with (Y).
Step three: Imagine traveling to a faraway place (Z).
Step four: Now imagine yourself doing this physical activity with the person you care about in this faraway place. Picture it for 10 seconds and imagine how you got there, and why you are doing this activity with the person you care about in a faraway place. Write an entry in your journal describing everything as if it already happened. Add as many details as possible.
Dr. McGonigal suggests: "Every time you remember a future that hasn't actually happened, you rate that future as more likely and the more vivid details that you describe about this future that has never happened, the more likely you are to really start to believe it could totally happen." This is a highly effective skill to practice and develop if you are interested in creating positive change in the world.
Part 3: Collage Postcards from the Future
Use a large index card or half a sheet of paper as the base of your postcard from the future.
Step one: Flip through magazines looking for images that catch your eye. The brain recognizes symbols, colors, and shapes. Words anchor us to the present, so avoid them in this exercise.
Step two: When you have a 6 or more images, begin cutting out specific shapes rather than 'boxes.' Play with different ways of arranging your images before gluing them in place. Let your intuition be your guide. Our purpose is not creating 'great art'. The process is used to 'bring forward' a story from the future.
Step three: When your postcard is complete, journal a description of the images you see in your collage. How do you feel when you look at it? Imagine a story emerging. Write the story in your journal from the future – as if it had already happened. The process ends with silent witnessing of the collages and a debrief of the process.
Reflections:
Reference:
McGonigal, Jane. (2016). The future of imagination
. Aspen Ideas Festival Lecture.
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CSSC Mercier - English First Peoples - Grade 11/12
Unit 1: Who defines us? How do we define ourselves?
Key questions:
How is our sense of self formed? What are the influential factors that help shape our sense of self?
How do our family and community affect how we define who we are?
What is meant by "authentic" First Peoples' voices?
How can we determine whether a text is authentic?
How are First Peoples often represented in popular culture?
Why is authentic First Peoples' voice necessary?
How can creating an authentic text help foster justice?
Key texts: Short fiction and film excerpts
Summative assessment: Learning journal entries, essay (grade 11/12)
Unit 2: First Peoples' Oral Traditions
Key questions:
What are First Peoples' Oral Traditions?
What purposes do oral traditions serve?
What are the relationships between the oral tradition, oral history, and the land?
How do stories by First Peoples writers reveal/respond to some of the shared experiences of First Peoples?
Key texts: oral stories and short films; interviews with community members
Summative Assessment: Learning journal entries, interview assignment/presentation (grade 11)
Unit 3: Understanding Character
Key questions:
What factors influence development of identity?
How can an examination of character development in stories influence my understanding of who I am?
Key text: Monkey Beach by Eden Robinson (grade 11 and 12) Keeper'n Me by Wagamese (grade 12)
Summative Assessment: Literary essay (grade 11) comparative literary essay (grade 12)
Unit 4: Steps toward Reconciliation - Understanding Residential Schools through Text
Key Questions:
How have Indian Residential Schools affected First Peoples in Canada, and how does their legacy continue to affect Canada today?
Why is it important for all Canadians to be a part of reconciliation? How can all Canadians be part of the process of reconciliation?
Key texts: Rabbit Proof Fence, non-fiction and graphic novels on Canadian residential schooling
Summative Assessment: Learning journal entries; student-designed reconciliation project (grade 11 and 12)
Unit 5: What Creates Family?
Key questions:
What does "family" mean? How is the sense of family created? How is family depicted in First Peoples texts?
Key texts: Whale Rider, Literature circle novel options
Summative assessment: Learning journal entries, literature circle portfolio (grade 11 and 12)
Unit 6: Digital Trickster: The Complex Interaction of New Media and First Peoples
Key Questions:
What effects can new digital media have on First Peoples' cultures?
How do we navigate the differences between cultural appreciation and cultural appropriation with respect to First Peoples' cultures?
How do increased digital media potentially impact opportunities for self-representation in, and misrepresentation of, Indigenous cultures?
How can social media and digital technologies be used to support cultural resistance and political advocacy for First Peoples?
Key Texts: non-fiction articles, music and other media texts
Summative assessment: Student-created media text (grade 11 and 12)
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Click here to print a PDF of this article so you can start a conversation with your child
Talking regularly with youth about the dangers of alcohol, tobacco and other drugs reduces their risk of using in the first place.
Know! encourages you to share this Parent Tip with friends and family.
Learn more at: DrugFreeActionAlliance.org
Know! is a program of:
Drug Free Action Alliance
Link to the article on the Drug Free Action Alliance Facebook page
Link to the Spanish archives
Drug Free Action Alliance 6155 Huntley Road, Suite H Columbus, Ohio 43229 PH: (614) 540-9985 FX: (614) 540-9990
Know! Positive Relationships Build Character
One of the greatest gifts you can give your children cannot be bought online or in-store. While it is not likely to be on their holiday wish list, this gift is likely to bring your children greater happiness with lifelong benefits. We are talking the gift of positive relationships and character development.
In 2013, Search Institute began a multiyear project based on their creation of the Developmental Relationships Framework, which examines the close connections in children's lives - parents, peers, mentors, teachers and other caring adults – and the impact they have on character development. Some key aspects learned thus far is that these significant relationships in a child's life are associated with their motivation to learn and take personal responsibility for their actions. Also, youth with strong, positive relationships are shown to be more resilient when faced with stress and trauma - which can otherwise lead to risky and dangerous behavioral coping strategies (like drinking, smoking and using other drugs).
The idea behind the Developmental Relationships Framework is to consistently surround young people with positive, supportive relationships to help them thrive; in their families, schools, programs and neighborhoods.
Search Institute provides the following five fundamental elements as part of the relationship-strengthening framework and shares specifics on how parents, teachers, coaches, etc. can act on them:
1. Express Care: Show me that I matter to you Be dependable; Really pay attention when we're together; Make me feel known and valued; Show me you enjoy being with me; Encourage
me; Praise me for my efforts and achievements
2. Challenge Growth: Push me to keep getting better Expect me to live up to my potential; Push me to go further; Insist I take responsibility for my actions; Help me learn from my mistakes and failures
3. Provide Support: Help me complete tasks and achieve goals Guide me through difficult situations; Empower me to take charge of my life; Defend me when I need it; Set boundaries to keep me on track
4. Share Power: Treat me with respect and give me a say Take me seriously and treat me fairly; Include me in decisions that affect me; Collaborate with me to solve problems and reach goals; Create opportunities for me to take action and lead
Inspire me to see possibilities for my future; Expose me to new ideas, people, experiences and places; Connect me with more people who can help me develop and thrive
5. Expand Possibilities: Connect me with people and places that broaden my world
Click here to print a PDF of this article so you can start a conversation with your child
Talking regularly with youth about the dangers of alcohol, tobacco and other drugs reduces their risk of using in the first place.
Know! encourages you to share this Parent Tip with friends and family.
Learn more at: DrugFreeActionAlliance.org
Know! is a program of:
Drug Free Action Alliance
Drug Free Action Alliance 6155 Huntley Road, Suite H Columbus, Ohio 43229 PH: (614) 540-9985 FX: (614) 540-9990
A young person with a sense of purpose, self-worth and self-respect, who feels loved and supported, is much more likely to experience success in school and work, care about their community, and excel in other areas of life. So as you're making your lists and checking them twice this holiday season, keep the above list in mind, as it promises to be the gift that keeps on giving.
To learn more about Developmental Relationships through Search Institute, visit: http://www.search-institute.org/research/developmental-relationships.
Source: Search Institute: The Developmental Relationships Framework.
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Brewer's Sparrow
Spizella breweri
Identification
Brewer's sparrows are smaller than a robin, 5-6 in/13-15 cm, and a rather drab-looking songbird with an unmarked gray breast and belly, gray eyebrow, brown streaky back, and relatively long, notched tail. Males and females look similar throughout the year. In their breeding range in sagebrush shrublands of western North America, they are usually the most common songbird.
Interesting Fact
Brewer's sparrows are highly adapted to dry environments year-round and can go weeks without drinking water.
Ideal Habitat
Brewer's sparrows live in shrublands year-round. In the spring and summer, they are most often found in sagebrush shrublands where shrubs are generally <5 ft/1.5 m tall. They may also occur in openings in pinyon-juniper woodlands or in other mountain shrub communities. They typically nest in taller, denser shrubs with less bare ground compared to surrounding patches, and the nest is usually placed low, <3 ft/1 m above ground, in a sagebrush shrub. They mostly feed on small insects in larger, more vigorous sagebrush shrubs. In the winter, Brewer's sparrows can be found in sagebrush shrublands, but are more likely to be desert shrublands dominated by saltbush shrubs and creosote. They also feed on insects in shrubs in the winter, but more commonly on seeds gleaned from plants.
Observation Tips
In the spring and summer, males can often be seen and heard singing their buzzy trills from the tops of sagebrush shrubs. In the winter, Brewer's sparrows are often found feeding on seeds in mixed-species flocks. They arrive on their breeding grounds in western US and parts of southern Canada in March and April, and migrate south starting in early fall to spend winters in the desert shrublands of Mexico and the southwest U.S.
Management Activities that Benefit Species – Best Management Practices (BMPs)
Maintain large patches of sagebrush with dense shrub cover. Control invasive plants such as cheatgrass. Removing juniper may also lead to increased bird densities.
Management Activities to Avoid
Avoid shrub treatments (e.g., mechanical thinning) in the late spring and early summer to reduce nest disturbance for breeding Brewer's sparrows. Chemicals used for large-scale insect or weed control could have negative impacts on Brewer's sparrow. Avoid chemical treatments for cheatgrass until after July. Any activity that reduces sagebrush cover has the potential to negatively impact the species. Avoid the use of prescribed fire in shrub and sagebrush habitat, which can reduce Brewer's sparrow densities.
Range map provided by BirdLife International
Other Species that Benefit from Similar Habitat Management
Other sagebrush-obligate species will likely benefit from habitat management for Brewer's sparrows, such as sage thrashers, sagebrush sparrows, greater sage-grouse, and pygmy rabbits.
Other Resources
BirdLife International and Handbook of the Birds of the World. 2019. Bird species distribution maps of the world. Version
2019.1. Brewer's Sparrow eBird, Brewer's Sparrow
The Cornell Lab of Ornithology, Birds of the World (Brewer's Sparrow)
The Cornell Lab of Ornithology, All About Birds (Brewer's Sparrow)
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'Grammar Hammer'
Skill Check 6
Name: ______________________________________
Class: _________ Date: ______________
1. Underline the suffix that turns the noun into a verb.
2. Underline the suffix that turns the noun into a verb.
crystal
ize
en
horror
en
ify
3-4. Underline any silent letters in these words.
echo
sound
school
shop
5-6. Underline the correct word to use in each sentence. Use a dictionary if you need to.
Can you ( alter / altar ) my dress?
I put the rubbish down the ( shoot / chute )
7. Use a dictionary to find the meaning of this word.
customary
8-9. Number these words to show their alphabetical order.
friend
frank
flinch
frame
10-11. Underlinetwo connectivesthat can be used tocompareandcontrast
nevertheless
luckily
including
in contrast
unexpectedly
12-13. Underlinetwo sentence openersthat might help showtimeandsequencein a piece of writing
In contrast,
Before long,
Because,
Firstly,
14-15. Underline thecorrectverb tensesto complete the sentences.
I just ( saw / seen ) a squirrel in the tree.
Did you ( saw / see ) it?
16. Underline thecorrectverbtoagreewith thesubject.
17. Underline the correctverbtoagreewith thesubject.
There ( is / are ) some butter left.
But there ( is / are ) no eggs.
18-19. Underline the correct verb to make these sentences correct.
He ( took / taken ) the boys ice-skating. He has ( took / taken ) the boys ice-skating.
20-21. Circle the adjective in this sentence and underline the expanded noun phrase.
The small child returned the crab to the deep, cool rock pool.
22. Underline the correct modal verb to complete the sentence.
For my birthday, I ( can / would / might ) be getting a bicycle.
23. Underline the relative clause in this sentence.
The small boy, whose bike had been stolen, was crying loudly.
24. Use a comma to punctuate this sentence and make the meaning clear.
When the lightning struck the tree caught fire.
25. Punctuate this sentence with dashes - to show parenthesis.
I passed my test I cheated but I passed.
Total:
Red (0 – 9)
Yellow (10 – 19)
Green (20 – 25)
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THE SIX WIVES OF KING HENRY VIII
Divorced, beheaded, died, divorced, beheaded, survived!
Ready for a trip back in time? Here at Nat Geo Kids, we're travelling back to Tudor England in our Henry VIII wives feature. Hold onto your hats – and your heads!
Henry VIII wives…
1. Catherine of Aragon
Henry VIII's first wife was Catherine of Aragon, daughter of King Ferdinand and Queen Isabella of Spain. Eight years before her marriage to Henry in 1509, Catherine was in fact married to Henry's older brother, Arthur, who died of sickness at just 15 years old. Together, Henry and Catherine had a daughter, Mary – but it was a son that Henry wanted. Frustrated that Catherine seemed unable to produce a male heir to the throne, Henry had their marriage annulled (cancelled) in 1533. But there's more to the story – towards the end of their marriage, Henry fell in love with one of Catherine's ladies-in-waiting (woman who assisted the queen) – Anne Boleyn …
2. Anne Boleyn
Anne Boleyn became Henry's second wife after the pair married secretly in January 1533. By this time, Anne was pregnant with her first child to Henry, and by June 1533 she was crowned Queen of England. Together they had a daughter, Elizabeth – the future Queen Elizabeth I. But, still, it was a son – and future king of England – that Henry wanted. Frustrated, he believed his marriage was cursed and that Anne was to blame. And so, he turned his affections to one of Anne's ladies-in-waiting, Jane Seymour. And Anne's fate? Following accusations of numerous crimes, including witchcraft and treason (plotting to kill the king), she was arrested and beheaded. Eek!
3. Jane Seymour
On 30 May 1535, King Henry married Jane Seymour. Unlike his previous wives, however, Jane never had a coronation and so was never crowned Queen of England. Some people believe this was because Henry wanted her to provide an heir to the throne first. And in October 1537, the time had finally come – Henry became the proud father of Prince Edward. But the prince came at a price – Jane took ill and died just two weeks after the birth. She was buried in a tomb at Windsor Castle, and would later become the only one of
Henry's six wives to be buried with him.
4. Anne of Cleves
Henry was single for two years after Jane Seymour's death. But as time passed, the King and his ministers felt that England needed a foreign ally – and so the hunt for a new bride began! Henry sent a talented painter called Hans Holbein to Germany to paint portraits of the Duke of Cleves' daughters, Anne and Amelia. Anne's portrait pleased him, and arrangements were made for the pair to wed. But Anne's arrival in England proved to be a bit of a disaster to say the least. Seeing her in person, Henry took an instant dislike to Anne and, finding her ugly, referred to her as "The Mare of Flanders". Poor Anne! Too late to cancel, their wedding took place 6 January 1540, only for the marriage to be annulled a few weeks later.
5. Kathryn Howard
Next in line to marry King Henry VIII was young Kathryn Howard – lady-in-waiting to Anne of Cleves and first cousin to Henry's second wife, Anne Boleyn. By the time they married in July 1540, Henry was 49 years old, overweight and unable to walk, and Kathryn a lively teenager. Delighted with his new wife, Henry is said to have spoilt Kathryn with gifts and called her his "rose without a thorn". But trouble lay ahead for Kathryn – two years into their marriage, she was accused of being unfaithful to the king. Her fate..?
6. Catherine Parr
The last of Henry VIII wives was Catherine Parr. An educated woman who loved to learn new things, Catherine married Henry on 12 July 1543. She proved to be a kind wife who looked after Henry in his sickness, and a good stepmother to the king's three children, Mary, Elizabeth and Edward. But yes – you guessed it – she didn't have it easy with Henry! Her interest in Protestantism (a new religious faith) made her enemies in court – enemies who tried to turn the king against her and have her arrested. Luckily for
Catherine, she managed to convince Henry that she was loyal to him and his religion, and was spared execution. Phew! Henry died in 1547, leaving Catherine widowed and free to marry her former love, Thomas Seymour.
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UK Science Research & Collaboration
'CUBED' WEBZINE
DANCE AND PARKINSON'S DISEASE
HIGH SPEED LIGHT HARVESTER
SECRETS OF REGENERATION
ADDICTION: NATURE OR NURTURE?
SMARTER PARKING
SILVER LINING
ANTI-ALLERGY PARASITE
PANCREAS PROTECTOR
POP HIT DETECTOR
BODY SENSITIVE CANCER TREATMENT
CHEAPER SMARTER PHONES
SPORTS TRAINING TOOL
LIGHT ENERGY HARVESTING
KITCHEN SINK FRENCH
CLEVER CAMERAS
CATALYTIC CLOTHING
SMART SURVEILLANCE
SUPER BROCCOLI
KICK AND CLICK
PICO SECURE ACCESS
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Science Policy Science & Society About us
ANTI-ALLERGY PARASITE
HYGIENE HYPOTHESIS
As rates of allergy are reported to have tripled in the UK in the past decade, the scientific finger is pointing to an over-sanitised lifestyle making our immune responses overactive. Now, a team of biologists at the University of Edinburgh, led by Professor Rick Maizels, are investigating how parasitic worms could offer a cure for modern illnesses. Countries that have largely eliminated parasites are seeing a rise in allergies and conditions such as multiple sclerosis and asthma. They want to isolate the component that has the most effect on reducing allergies and turn it into a drug using genetic engineering.
DAMPENING ALLERGY RESPONSES
Initially working on the helminth parasite as a public health problem, they found that a good proportion of people were tolerant and in fact had lower levels of allergy. Maizels recalls, 'the helminth was instructing the immune system to be less reactive that makes some sense because the immune system doesn't get rid of the parasites. That's not a good thing for humans but what does seem to be good is that the helminths have the effect of dampening allergy.'
If they can identify in the helminth parasite the mechanism that dampens allergy, it can treat allergies without expecting people to be infected by the parasite. They are excited by how their work crosses into other areas of research, including expertise in paediatric allergy and biochemistry
FINDING THE RIGHT MOLECULES
They have the helminth molecules, which they think are involved in the process so now the task is to identify what each one does. Maizels says 'our biggest challenge is that we need to do more than one thing at once, because different things are happening. It's a good problem. The principle of the approach is important, but we don't have the outcome yet.'
He expects it will take at least another year to complete testing of the individual components. Then the next step would be to find an industrial partner who is interested in developing one of them. Another positive impact of their work is the implication it has for our understanding of the relationship between public health and hygiene. We just need to find the right bit of the dirt.
LEARNENGLISH SCIENCE ACTIVITIES
Why not do a language activity based on this cubed story on Anti-allergy parasite? You can double-click on any word on this page for a dictionary definition.
Climate Change Home The Earth Debates
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Being active is important with a Lower limb amputation
What good things could being more active do for you?
Improved lower limb strength
Improves quality of life
Reduce your risk by being more active. All adults keeping physically active reduces your chance of:
Type 2 Diabetes
High Blood Pressure
Coronary Heart Disease
Cardiovascular Disease
Stroke
Cancer (Breast, Colon, others)
Joint and Back Pain
Falls
Obesity
-50%
-50% -40% -35% -30% -25% -25% -21% -10%
Reduces
back pain
Reduces morbidity and mortality
Improves self esteem
How can being active improve my quality of life?
Greater independence
Reduces back pain
Improves fitness
Reduces risk of falls
Improves mood
Builds confidence
© FSEM (UK)
Follow these Top Tips to keep you active:
Find an activity that you enjoy and make it fun 1
Start by setting yourself an achievable goal 2
Incorporate activity into your everyday life and routine 3
Regular physical activity has proven benefits to your physical and psychological wellbeing 4
5 If you're worried about becoming more active, contact your local prosthetic centre for advice and discuss your concerns with a healthcare professional
Remember to regularly check your residual limb to ensure there is no redness or skin breakdown and be aware of reduced sensation 6
7 It is normal for anyone who is not used to being physically active to experience some muscle soreness after doing a new activity. As your body gets used to the new activity this soreness will reduce
To progress your activity, increase the duration first, then the intensity 8
9 Extra sweating and changes in size of your residual limb are common when undertaking physical activity. Carry extra socks and contact your prosthetic centre for advice if it is causing you a problem.
Seek advice from LimbPower and the Limbless Association about activities you wish to do. Don't be put off by others saying you can't do it 10
Build activity into everyday life:
Exercise class
Yoga/pilates
Swimming or
aqua class
Throwing ball in
park with child
At play
Cycling
Walk
Public
transport
Travelling
Carrying
shopping bags
Online exercise
videos
Housework:
doing the
hoovering
Gardening
At home
Walking up
stairs
Standing to
talk on
telephone
Active meeting
Standing at your desk
At work
© FSEM (UK)
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Relationship Styles Activity
Scenario 1 - Being Dismissive: Mum and Max
Mum: Max, it's time to go.
Max:
I don't want to. I hate school.
Mum: Come on Max, you know you enjoy school. Of course you're going.
Max:
No , I hate it. Why do you always tell me what I like? You never listen.
Mum:
What do you mean I never listen? Now come on we need to go- I’ve got a meeting I need to get to this morning.
Max:
(comes out of the kitchen banging his bag on the door and kicking the chair shouting) OK I suppose I have to.
They drive to school in silence.
Scenario 2 - Being Disapproving: Mum and Max
Mum: Max, it's time to go.
Max:
I'm not going.
Mum: What do you mean, I'm not going?
Max:
I hate school.
Mum: That's ridiculous, you love school.
Max:
Jake's being mean.
Mum:
That’s quite enough now get into the car. You need to calm down and get your things together. Stop making such a fuss.
Scenario 3 - Being Laissez-Faire: Mum and Max
Mum: Max, it's time to go.
Max:
I'm not going.
Mum: What do you mean you're not going?
Max:
I hate school.
Mum: Oh dear, what's happened?
Max: Jake, he doesn't choose me for five aside now and I'm on my own at breaktime.
Mum: Oh dear Max, that's not very nice, poor you. Jake sounds like he's being really mean.
Max: I know, that's why I can't go.
Mum: I’ll tell you what, I’ll take a half day from work and we can watch a film until you feel better, poor Max
Scenario 4 - Emotion Coaching: Mum and Max
Mum: Max, it's time to go.
Max:
I'm not going.
Mum: What do you mean, you're not going?
Max:
I hate school.
Mum: Oh dear, what's happened?
Max: It's Jake, he doesn't choose me for five aside now and I'm on my own at breaktime.
Mum: Oh dear Max, that’s not very nice, poor you. It’s not nice being left out. I wonder what’s happening for Jake, you have been such good friends and it doesn’t sound like him.
Max:
I don't know why he's doing it because he used to be my friend.
Mum: Well Max, we do have to go to school, but what do you think we can do about this?
Max: Umm, I could try to ask him what's wrong, but it's difficult to speak to him at school.
Mum: Could we invite him and a couple of other friends for a sleepover at the weekend, or a swimming outing?
Max:
A sleepover with a film, that would be good.
Mum: OK Max, you invite your friends and I'll ring the parents tonight.
Shall we get off to school?
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BOARD OF DIRECTORS
Jack I. Dinaburg - President
Preventable injuries kill more children than cancer, more teens than suicide and more young adults than violence.
Robert E. Crandall - Vice President
Stewart R. Moscov - Vice President
Robert E. Cole, PhD-Treasurer
Carolyn E. Kourofsky - Secretary
Chennel Anderson
Greg Crandall
Jennifer Glanton-Ralph
Jane L. Glazer
Michael G. Hirsh, MD
Frank A. McGarry
Bishop David J. Singleton
Lidia R. Rohan, CEBT
Sharon P. Stiller, Esq.
Margaret M. Swift
PROGRAM DIRECTOR
Ellie Stauffer
ADVISORY BOARD
Iris Banister
Rick Costanza
Donna M. Dedee
B. Daniel Dillard
Captain Maria Figueroa
Harriet J. Kitzman, PhD
Salvatore Mitrano III
Mary Louise Musler
Wade Norwood
R. Wayne Powell
Joan Roby-Davison
Renee Temeckjian, PhD
Mission
Prevention 1st is a 501(c) (3) nonprofit, charitable organization whose mission is to reduce injuries from fire and burns, motor vehicle crashes, poisonings, drowning and falls.
Preventable injuries:
* Are the #1 cause of death of children, teens, and adults up to 44 years old.
* Are also a leading cause of death and disability for older adults.
* Cost the nation $80 billion every year in medical costs alone.
* Account for more than a third of all emergency department visits.
* Cost an estimated $406 billion in lifetime cost of injuries occurring in the U.S in a single year.
* Haven't gotten nearly as much attention as other leading causes of death, reduced quality of life, and health care costs such as smoking, obesity and diabetes.
* Are much easier to prevent than many other causes of death: by buckling a seat belt, checking a smoke alarm, or putting away clutter that can cause a fall.
Prevention 1 st Programs include:
* After the Fire: The Teachable Moment, helping kids, their classmates and families cope with the effects of a fire in their home or neighborhood. (See a teacher's story at http:// www.prevention1st.org/AftertheFire.htm)
* Safe at Home safety training workshops for agencies serving populations at high risk for injury including children and older adults.
* Safety for Special People workshops for agencies serving people with developmental disabilities, who are at higher than average risk for injuries.
* Home Fire Drill (www.homefiredrill.org), a biannual campaign to encourage everyone to have and maintain smoke alarms and CO detectors, and plan and practice their home escape.
Media Kit: http://www.prevention1st.org/Newsroom.htm
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THE BIG IDEA | We can show others mercy.
SCRIPTURE | 1 Samuel 24:1-18
So far, we learned about how God helped David be brave by choosing him to become the king, and using David to take down the giant Goliath. Today, we'll see how David showed he was brave by showing mercy and how we can show mercy to others, too.
INSTRUCTIONS: Look up 1 Samuel 24:1-18 in your Bible and encourage the kids to do the same. Read it!
In the chapters leading up to today's passage, David had become a hero in the eyes of the Israelites, especially after he fought and defeated Goliath. Saul, who was king at the time, became jealous of David's success and popularity, so much so, that he wanted to harm David. David knew this, so he ran and hid from Saul, and that's where we pick up the story.
* How many troops did Saul send after David?
* Where did Saul and David end up together?
* What did David's men want David to do to Saul?
* How did David respond?
* David could have used that opportunity to get rid of Saul for good. After all, his own life would have been spared. But David chose another way. He showed mercy to Saul.
* How did Saul respond to David?
* Two lives were changed that day: David showed mercy to someone who wanted to harm him and Saul received mercy that he did not deserve.
* The same thing happens when we show mercy to someone. We feel at peace and the other person feels gratitude.
ACTIVITY | Mercy Mosaic
INSTRUCTIONS: Give each kid a four-by-four square of light-colored construction paper. Encourage them to think of ways we can show mercy and compassion to others and write them on these paper squares. Then, make a mosaic by attaching the papers to a poster board or larger piece of paper to remind the kids to show others mercy often.
DISCUSSION
How can you respond to someone who has hurt you?
Read Luke 6:36. How has God been merciful to you this week?
Do you know anyone who needs to be shown compassion? How can you show compassion to them?
PRAYER
Dear God, we are so glad You show us mercy every day. You love us so much and you are very kind to us. God, please help us to show mercy to others.
MEMORY VERSE | Isaiah 41:10 (NIV)
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Lonehill Little Learners – Home Programme Gr 00
This is an outline of our daily routine, please refer to the table below for ideas for each of the activities below:
* Concept
* Circuit/ Gross Motor skills
* Choose a book for the day- examples of popular stories
* Creative/baking
* Physical Games-throwing/catching/ running
* Sit down activity (independently)- puzzles, playdough, cutting
* Outside play
* Inside games- open ended- blocks, lego, animals
These are just some ideas of activities you can do, choose one or two activities from each section every day. These are concepts that we have covered at school already.
| Duratio | n | | Concepts | Activities |
|---|---|---|---|---|
| 3 min +- | | Colours: Yellow/ Red/ Blue/ Green / Orange / Purple | | |
| | | Shapes: Circle/ Triangle/ Square/ rectangle | | |
| | | Counting 1,2,3,4 only | | |
| | | Rote Counting to 10 | | |
| | | Sorting Duplo Blocks Sort Animals Shapes and Colours | | |
| | | Patterns | | |
| Dura | tion | Life Skills |
|---|---|---|
| 2 min +- | | Life Skills |
| Durati | on | Creative/ Baking |
|---|---|---|
| 10-15 min | | Finger paint (attached recipe on Whatsapp Group) |
| | | Drawing with waxies, koki’s, chalk, pencil crayons |
| | | Paint with water |
| | | Collaging |
| | | Playdough (attached recipe on Whatssapp Group) |
| | | Shaving cream – Window/ Table |
| | | Tactile Tray (Popcorn seeds/ Pasta/ Rice/ Water with bubbles/ flour/ shaving cream) |
| | | Baking |
| | | Puzzles |
| Duration | Language Development |
|---|---|
| 5-10 mins | Ø Stories (these are just some examples; use any books you have) Julia Donaldson Books -The Gruffalo -A Squash and a Squeeze - The Hungry Caterpillar |
| 4 mins | Ø Theme discussion (Theme’s we have already discussed) |
| 10-15mins | Circuit/Gross Motor/Physical Activiti activities | es/Outside |
|---|---|---|
| | Balls | |
| | Hopping/ Jumping / Skipping | |
| | Circuit | |
| Durati | on | Inside Play |
|---|---|---|
| 20 mins | | Block play (wooden blocks, lego, bristle blocks) |
| | | Playdough |
| | | Puzzles |
| | | Creative and Imaginative Play |
| Durati | on | Music/Movement |
|---|---|---|
| 5-10mins | | Play Music |
| 5 mins | | Songs and Rhymes |
Other fun ideas you could try:
These ideas might be good for the weekend or when you have a bit more time together. Pop onto Pinterest and you will find some lovely ideas there too.
* Go on a bug hunt
* Have a tea party of picnic in the garden
* Play in the sprinkler
* Draw outside with chalk
* Play dress up Walk the dog Play go fish
* Wash the car
* Build a bird feeder (pine cone)
* Watch the clouds
* Have a pajama party
* Blow up balloons- keep them up in the air by hitting them
* Play Charades or Pictionary
* Play a memory game
* Set up a mini library-read books together
* Do a science experiment (make a volcano, egg in vinegar)
* Play I-spy
* Plant a veggie garden
*
Play a game of picture bingo
* Use paper and crayons and do a leaf and bark rubbing
* Create your own stress balls using balloons and flour
* Bake some cookies
* Make a marble run
* Create something with air drying clay
* Make paper planes
* Box construction- create a car, dinosaur, house using old boxes
* Make jelly/ slime
* Camp out in your living room.
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Preventative care
Taking care of a senior pet can be difficult, but there are many things you can do to make the process a manageable one. Below are a few preventative tips to help manage the aging process.
Annual visits to the veterinarian for protection from distemper, hepatitis, leptospirosis, parvovirus and kennel cough. Annual heartworm and intestinal parasite checks are also important.
Good nutrition is critical to good health at all ages, so be sure your pet is on a proper diet.
For dogs, exercise is imperative to keeping them in good shape. Exercise can mean adding years on to a dog's life.
Other steps a pet owner can take to delay the onset of aging in their pets include: teeth cleaning to prevent gum disease; grooming to keep the skin and coat healthy and to be aware of any problems such as dry skin, thin or brittle coat, thin coat, body odor, or sore spots; and checking the ears for odor or gunk produced by infecting organisms.
Signs of aging
The first sign of aging is a general decrease in activity level, including lethargy, a tendency to sleep longer, a waning of enthusiasm for long walks and fun activities such as catch. These symptoms could also be indicative of an illness and may warrant a trip to the veterinarian.
Extremes in temperature and changes in surroundings can affect aging pets.
Hearing loss is a common consequence of aging, as is some deterioration of sight.
Skin and coat can also change as the skin loses pliability and the capacity of the oil-producing sebaceous glands diminishes. Wounds heal more slowly, allergies often worsen, non-malignant tumors may appear in the mouth or on or under the skin, and infestations of intestinal parasite may occur.
As aging advances, heart, liver, and kidneys lose their efficiency, and the immune system is less able to fight off attacks by bacteria and viruses. Bladder control may be affected, and muscles decrease in size and function.
Tips to keep your pet comfortable
If your pet is stiff, let them walk it out; don't rush them to get up. Be aware of when they last went to the bathroom and remind them when they need to go out.
Make sure your pet has a rug or bed. A comfortable place to lie makes a big difference in an older pet's life.
If your pet's coat and skin dry out, brush them more frequently to stimulate the production of natural oils and ask your veterinarian for shampoo and skin care recommendations.
Check your pet for fleas and ticks. Fleas can carry tapeworms and cause allergies; ticks can carry Rocky Mountain Spotted Fever and Lyme Disease. Older pets are more prone to these diseases since they have a decreased ability to fight off parasites.
Reduce calorie intake, if necessary, to prevent your pet from becoming overweight. Ask your veterinarian about a special diet if your pet needs to lose weight.
Use a baby gate to keep your pet away from the stairs or carpeted areas to avoid bathroom accidents and/or injury.
Most importantly, be aware of your pet's increased special requirements as an aging animal. Your pet may not remember to go to the bathroom outside or to eat, so you may need to remind them. And above all, be patient. With these simple tips, your pet may live years longer and better enjoy his/her time with the family.
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Maths Assessment Year 3: Number and Place Value
1. Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number.
2. Recognise the place value of each digit in a three-digit number.
3. Compare and order numbers up to 1,000.
4. Identify, represent and estimate numbers using different representations.
5. Read and write numbers up to 1,000 in numerals and in words.
6. Solve number problems and practical problems involving these ideas.
©twinkl.co.uk. You may photocopy this page.
1
Maths Assessment Year 3: Number and Place Value
1. Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number.
a) Continue these sequences:
b) Write the correct number in each box:
2. Recognise the place value of each digit in a three-digit number.
| 58 |
|---|
| 136 |
| 257 |
|---|
| 3154 |
What is the value of each digit in this number?
3. Compare and order numbers up to 1,000.
Write these numbers in order of size, starting from the smallest.
4. Identify, represent and estimate numbers using different representations.
a) Circle the calculation which has the answer closest to 1000:
395 + 697 =
265 + 742 =
©twinkl.co.uk. You may photocopy this page.
2
413 + 506 =
2 marks
3 marks
1 mark
1 mark
b) Represent the number 523 by drawing the correct number of counters in each column.
Total for
this page
1 mark
1 mark
1 mark
1 mark
1 mark
a) Write the number four hundred and five in digits:
a) Look at the cm on the ruler; circle the number 4 on the ruler, then circle the number 10 more than 4.
b) Write the number 527 in words:
5. Read and write numbers up to 1,000 in numerals and in words.
6. Solve number problems and practical problems involving these ideas.
b) How much liquid is in the measuring cylinder?
ml
©twinkl.co.uk. You may photocopy this page.
3
Answer Sheet: Maths Assessment Year 3: Number and Place Value
question answer
marks notes
Hundreds
Tens
Ones
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4
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The Formative Assessment Process
The Smarter Balanced Assessment Consortium is an organization of member states committed to providing tools and resources that support teaching and learning. The three core components of the Smarter Balanced Assessment System are summative assessments, interim assessments, and formative assessment practices.
Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback used to adjust ongoing teaching and learning strategies to improve students' attainment of curricular learning targets/goals.
There are four attributes in the Formative Assessment Process, represented graphically as a clover:
- Clarify intended learning
- Interpret evidence
- Elicit evidence
- Act on evidence
Two important components of clarifying intended learning, the first attribute of the Formative Assessment Process, are learning goals and success criteria. Learning goals state what students will know by the end of the lesson. They describe "big ideas" or concepts that are transferable and reflect the intent of the Common Core State Standards. Learning goals are written in student-friendly language, beginning with, "I understand." Success criteria define the evidence that teachers and students use to determine how students are progressing toward the learning goals. They are also written in student-friendly language, but begin with "I can."
The second attribute of the Formative Assessment Process, eliciting evidence, provides the information teachers and students need to determine where students are in their progress toward the intended learning. The evidence should be tightly aligned to the learning goals and is defined by the success criteria. Experts suggest that teachers and students consider student needs, interests, and learning styles when deciding how to elicit evidence so that students have a choice of different ways to meet the success criteria. It's also important to use multiple sources of evidence to draw accurate conclusions about student learning.
Teachers and students interpret the evidence they collect to determine where students are in relation to the learning goals and success criteria, identifying what students understand and don't yet understand. Students can independently analyze evidence of their own learning, though they benefit from sharing and discussing their interpretations with teachers and peers. Through careful analysis of the evidence, teachers and peers are able to provide actionable feedback. It is important to note that interpreting evidence is not a single event. Rather, evidence is interpreted in the Formative Assessment Process on an ongoing basis throughout instruction.
In the Formative Assessment Process, acting on evidence comes after teachers and students have clarified the learning and elicited and interpreted evidence of the learning. Once the evidence is interpreted, teachers and students use actionable feedback to determine next steps to continue to move learning forward. The steps may not be the same for all students and must take into consideration each student's readiness, interests, and learning preferences.
Learn More Visit the Smarter Balanced website: Follow us on Twitter: @SmarterBalanced
http://www.smarterbalanced.org
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Marine Debris Impacts on Marine Animals and Wildlife
What is harmful marine debris?
Harmful marine debris consists of plastic garbage washed or blown from land into the sea, fishing gear abandoned by recreational and commercial fishers, and solid non-biodegradable floating materials (such as plastics) disposed of by ships at sea.
Under the International Convention for the Prevention of Pollution from Ships, overboard disposal of food, paper, glass, metal and crockery (but not plastics) is permitted from vessels more than 12 nautical miles from land. Plastic materials are defined as: bags, bottles, strapping bands, sheeting, synthetic ropes, synthetic fishing nets, floats, fibreglass, piping, insulation, paints and adhesives.
Entanglement
Entanglement in marine debris can cause restricted mobility, starvation, infection, amputation, drowning and smothering. Turtles, whales and sea birds may be severely injured and even die after entanglement with fishing lines, fragments of trawl netting or plastic packing straps. Seabirds caught up in marine debris may lose their ability to move quickly through the water, reducing their ability to catch prey and avoid predators; or they may suffer constricted circulation, leading to asphyxiation and death. Fishing line debris, nets and ropes cut into the skin of whales or turtles, leading to infection or the slow and painful amputation of flippers, tails or flukes.
Ingestion
Marine species confuse plastic bags, rubber, balloons and confectionery wrappers with prey and ingest them. The debris usually causes a physical blockage in the digestive system, leading to painful internal injuries. Turtles frequently eat plastic bags, confusing them with jellyfish, their common prey. Sea birds eat polystyrene balls and plastic buoys, confusing them with fish eggs and crustaceans, and the Humpback, Southern Right and Blue Whales eat plastic debris. Autopsies performed on marine species such as Grey Nurse Sharks have found that swallowed hooks have punctured the stomach, pericardial cavity and oesophagus causing infection and death.
Which species are particularly affected by ingesting or entanglement in marine debris?
The following endangered and vulnerable species listed under the Environment Protection and Biodiversity Conservation Act 1999 are adversely affected by the threatening process:
Endangered species
- Loggerhead Turtle
- Southern Right Whale
- Blue Whale
- Tristan Albatross
- Northern Royal Albatross
- Gould's Petrel
Vulnerable species
- Leatherback Turtle
- Hawksbill Turtle
- Flatback Turtle
- Green Turtle
- Wandering Albatross
- Humpback Whale
- Antipodean Albatross
- Gibson's Albatross
- Southern Royal Albatross
- Indian Yellow-nosed Albatross
- Grey Nurse Shark
- Grey-headed Albatross
- Blue Petrel
Source: Department of Environment & Heritage
Seals and sea lions are also particularly affected by derelict fishing gear and nets, and six pack rings, probably due to their very inquisitive nature. Entanglement rates in these animals of up to 7.9% of a population have been recorded.
An estimated 58% of seal and sea lion species are known to have been affected by entanglement including the Hawaiian monk seal, Australian sea lions, New Zealand fur seals and species in the Southern Ocean.
Source: Debris in the World's Oceans, Greenpeace Report
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Spatterdock, American Lotus, Yellow Lotus, Water Chinquapin, Grains à Volée (Nuphar species), Sacred Lotus (Nelumbo nucifera)
Spatterdock grows in open water along the edges of bayous, ponds, and lakes and produces alkaloids poisonous to grazers. Throughout its distribution in temperate areas of North America, Europe, and Asia, there are 10-12 species of spatterdock. Recent comparisons of spatterdock DNA samples suggest that there are probably eight species of Nuphar in North America.
Spatterdock leaves occur in three positions relative to the water surface: floating, submerged at the base of the plant, and (in some species) elevated out of the water. The large submerged leaves are thin like those of Divers. The flat, valentine-shaped, floating and raised leaf blades have shiny, waxed surfaces that shed water. Plant snorkeling (or pressurized ventilation) was first discovered in spatterdock leaves.
The single yellow spatterdock flowers reach above the water on peduncles that can be almost two meters (six feet) long. The center of each young flower contains a red-rimmed, greenish-yellow pod that resembles a bathroom shower head turned upward. Dozens of yellow, pollen-filled stamens surround the pod. The flowers are pollinated by several types of insects, after which, a many-seeded fruit develops above the surface of the water. As the seedpods mature and grow larger, they turn to the east and crook like a bishop's staff. By winter, the grape-sized seeds rattle inside the dark brown, woody pods and poke out of holes in the top.
Grains à volée, which means "flying seeds," is the French name for spatterdock. Despite the name, the seeds are too heavy for wind to carry them. Perhaps the name refers to seeds flying in the faces of boaters who run into the ripe pods. The colonies of many thousands of plants amassed in lakes and quiet waters may be the remnants of abandoned Native American spatterdock farms. The nutty-flavored flesh inside the hard covered seeds is a nutritious food source.
The lemon-yellow flowers of spatterdock, and the pale pink flowers of sacred lotus are the largest and most spectacular of any water plant. Sacred lotus can heat its flowers to 30°C (86°F) for as long as four days, which can be as much as 20°C (36°F) higher than air temperature. Heating releases a scent from flowers that attracts insect pollinators. On the first morning, petals of the warmed flowers open slightly to expose the stigmas and tips of stamens. Pollinators may bring pollen from other flowers to cross-pollinate. That night the petals close, trapping the pollinators inside, and the stamens shed pollen into the bowl-shaped base of the flower to feed the pollinators. The next morning, the flower opens wider. Pollinators are freed, covered with pollen, to visit other flowers or to self-pollinate the same flower. The flower remains open that day, available for self- and cross-pollination of any unfertilized eggs. Seedpods develop above the water surface.
Native to India, sacred lotus is widely cultivated. Buried seeds of sacred lotus found in Manchuria were able to germinate after 200 years, and seeds may survive hundreds or even a thousand years.
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Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 1. Weak 2. Fair 3. Average 4. Very Good 5. Excellent |
|---|
| 1. Qualities and principals of design. (Balance, proportion, focal point) |
| 2. Project appropriate to the skill of participant |
| 3. Creativity |
| 4. Appropriate use of materials |
| 5. Overall neatness and presentation of finished project |
| Comments: |
| TOTAL SCORE: |
____________________________________________________
Signature of Judge
DRAWING EVALUATION FORM
PAINTING EVALUATION FORM
Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 2. Weak 2. Fair 3. Average 4. Very Good 5. Excellent |
|---|
| 1. Qualities and principals of design. (Balance, proportion, focal point) |
| 2. Project appropriate to the skill of participant |
| 3. Creativity |
| 4. Appropriate use of materials and color |
| 5. Overall neatness and presentation of finished project |
| Comments: |
| TOTAL SCORE: |
____________________________________________________
Signature of Judge
PHOTOGRAPHY EVALUATION FORM
Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 3. Weak 2. Fair 3. Average 4. Very Good 5. Excellent | RATING 1 2 3 4 5 |
|---|---|
| 1. Quality. Photo technically well done (Balance, proportion, focal point) | |
| 2. Project appropriate to the category entered or skill of participant | |
| 3. Creativity | |
| 4. Composition (Simplicity, used rule of thirds, good use of lines, good use of balance, minimal distraction from the focal point) | |
| 5. Overall neatness and presentation of finished project | |
| Comments: | |
| TOTAL SCORE: | |
____________________________________________________
ARTS AND CRAFTS EVALUATION FORM
Name:
Club (If 4-H member):
Title:
Use the space below to EXPLAIN YOUR RATING and to PROVIDE SUGGESTIONS for improvement.
| Check the number representing your response to the question. 4. Weak 2. Fair 3. Average 4. Very Good 5. Excellent |
|---|
| 1. Qualities and principals of design. (Balance, proportion, focal point) |
| 2. Project appropriate to the skill of participant |
| 3. Creativity |
| 4. Appropriate use of materials |
| 5. Overall neatness and presentation of finished project |
| Comments: |
| TOTAL SCORE: |
____________________________________________________
Signature of Judge
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PEST CONTROL ADVICE SHEET TEXTILE PESTS
INTRODUCTION
There are a number of pests which will attack clothing and furnishings in the home. They fall into two basic categories: moths and beetles.
Due to the industrial mothproofing of carpets, the threat of damage by moths has reduced markedly, but they can still be found in older houses where carpets have not been treated. However, the incidence of beetle varieties has increased due to the installation of central heating and wall-to-wall carpeting in many modern houses.
There are many species of textile pest, but we shall concentrate on the most common types: clothes moth, the varied carpet beetle and the fur beetle.
WHAT DAMAGE DO THEY DO?
Textile pests can cause a considerable amount of damage to many fabrics. The adult insect does not feed, but the larvae will chew their way through the fibres of carpets and clothing causing clean irregular holes. In feeding they show a preference for textiles of an animal origin including carpet, woollens, skins and furs. However, they will damage other fabrics by simply biting through and discarding the fibres without consuming them.
In all cases it is not the adult, but the larval form that causes the damage. It is therefore appropriate to describe the appearance of both the adult and the larva.
WHERE TO LOOK FOR TEXTILE PESTS
In a heavily infested home they may be found anywhere where there are carpets or woollens etc. The larvae are commonly found in dark undisturbed places such as beneath furniture, inside cupboards, in drawers and in airing cupboards. The adults are attracted to light and tend to be found on window sills and around lamp shades. Infestations of the varied carpet beetle and the fur beetle often originate from old birds' nests in a loft space and then spread through the home by following hot water pipes etc.
HOW TO TREAT AGAINST TEXTILE PESTS
The job of controlling textile pests is not an easy one as immediate results are rarely achieved and much perseverance and patience is required. Below is a suggested course of action:
1 Remove any birds' nests and carpets/fabric stored in the loft as these act as a reservoir of infestation.
2 Treat carpets and clothing with recognised mothproofer, carefully following the manufacturer's instructions.
3 Use an insecticidal dust to treat between the floorboards, around the skirting boards and in the loft if any nesting material is found.
4 In the case of the moth it may be necessary to remove the fabric from beneath upholstered furniture and spray with an insecticide suitable for the purpose.
As stated, textile pests can be persistent, and it is often best to contact a professional pest controller.
SAFETY ADVICE
Carefully follow the manufacturer's instructions when using insecticides. Care should be taken not to spray near uncovered food. Insecticides should be stored in a cool and dry place where children cannot reach, and always wash your hands after using an insecticide.
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Insects:
* Now that it is getting colder, crickets, spiders, sow bugs, and stink bugs will be trying to get into your home. Keep them out by applying Summit Mosquito and Gnat Barrier Spray or Bonide Eight around the house. Also, fleas in the lawn can be controlled with these same products.
Amaryllis:
* Now is the time to shop for Dutch amaryllis. The best blooming amaryllis to buy are Orange Souvereign, Prince Carnival, Apple Blossom, Christmas Gift, and Susan. When planting a Dutch amaryllis, use a pot approximately 2" larger than the bulb. Use Bacto light potting soil, and water with luke warm water one time after potting. Keep the potted amaryllis in a warm place. Light is not important right after potting, but heat is.
* After the amaryllis' flower stem is 5" tall, resume watering the amaryllis. Every time you water the amaryllis, feed with Seamate. Use an electronic moisture meter to determine when to water the amaryllis. If you do not use a moisture meter, you will probably over water the plant because the watering needs to be done based on the moisture near the roots. The moisture at the top of the soil is a poor indicator of the root moisture.
* When the flower stem is 5" tall, it needs to be moved to a cooler, well lit place to display and enjoy your amaryllis' bloom.
Flower bulbs:
* An interesting fall blooming flower bulb is the winter aconite. Plant this bulb this month, and it will bloom later this fall with beautiful yellow flowers. This bulb will re-bloom every fall.
* To keep existing clumps of daffodils and newly planted bulbs strong enough to rebloom year after year, you need to fertilize them with Garden Trust Fertilizer this month or when planting new bulbs. Do not put GardenTrust in the planting hole. Place the Garden Trust on top of the bed after planting, and sprinkle the Garden Trust in areas that you believe bulbs have been previously planted.
* Do not rely on Bonemeal to feed your spring blooming Dutch flower bulbs. Cool soil temperatures do not allow organic fertilizers to be effective. Spring blooming bulbs need lots of fertilizer when rooting in the late fall and early spring to prepare for the spring bloom and subsequent years of re-blooming. Bonemeal is better used in spring as a supplemental fertilizer for the summer blooming flowers bulbs, like gladiolus or dahlias.
* Also check the pH with your luster leaf Ph tester when planting or growing flower bulbs. The average pH for spring flowering bulbs is 6.5. If the pH is too low add Bonide Hydrated Lime.
* Dutch flower bulbs are now available at your local garden center. Select medium to large bulbs from bulk/loose displays. Do not select pre-packaged bags of bulbs because they are usually smaller sized bulbs. For instance, 12+up cm size tulips are
* sold in bulk displays; 11-12cm sized bulbs are often sold in pre-packaged packages.
Trees:
* Deciduous trees and shrubs that drop their leaves in the fall should be fed with Plant Trust Professional Tree and Shrub Fertilizer one time in October/November, preferably as soon as possible. For pear trees, use 1/2 ounce of Plant Trust for every foot of the height of the tree. For apple trees, use 1 ounce of Plant Trust for every foot of the height of the tree. For the remaining fruit , shade, flowering trees, and shrubs use 2 ounces of Plant Trust for every foot of the height of the plants. Remember these trees and shrubs only need to be fed Plant Trust one time a year.
* White pine trees that are over 15 feet and look dull are probably dying because of overwatering from the excessive rain, non-draining clay soils, or sprinkling systems. These trees are at risk for secondary infections such as pine tree borers or nematodes. If you are seeing holes in the trunk of the tree, it is likely that the tree is infected with pine tree borers. You will not see the damage from the nematodes because they work below the ground, damaging the tree's root system.
* Arborvitae, pines, and cypress that show yellowing of the inner needles/foliage do not need treated if the yellowing is less than 50%. This is normal and these yellow needles/foliage will drop. If the yellowing is more than 50%, it is an indication that the plant has not grown enough because it was under fed. Feed all evergreens in early spring with Plant Trust Professional Tree and Shrub Fertilizer.
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Tips and Troubleshooting
- Do not use a rain barrel for drinking water.
- A small amount of dish soap or vegetable oil in your barrel will prevent mosquitos.
- If you use your rain barrel to water your fruits and vegetables, rinse them with tap water before eating.
- Empty your barrel often
- Use at least a 10 foot hose on the overflow.
- Do not use a rain barrel with a roof that has been treated with moss killer.
- Use soaker hoses and watering cans with your rain barrel. There is not enough pressure to use a sprinkler.
About NJWSA
The New Jersey Water Supply Authority was formed in 1981 to manage Spruce Run and Round Valley Reservoirs, Manasquan Reservoir and the Delaware & Raritan Canal as drinking water supplies. The Watershed Protection Division was formed in 1999, and works with partners in the Raritan and Manasquan Basins to protect these water supplies.
For more information about rain barrels, please contact:
New Jersey Water Supply Authority
Heather Desko
1851 State Route 31
P.O. Box 5196
Clinton, NJ 08809 (908) 730-0270 x231
email@example.com www.raritanbasin.org
www.njriverfriendly.org
Native grass restoration at NJWSA Administration Facility
Benefits, Use, and Care of Rain Barrels
Keep the Rain from the Drain!
New Jersey Water Supply Authority Watershed Protection Programs
1851 State Route 31 P.O. Box 5196 Clinton, NJ 08809 (908) 730-0270 www.raritanbasin.org
Why Rain Barrels?
- Rain barrels are used to store rainwater collected from a roof that might otherwise carry pollution (like trash, pesticides, oil and other heavy metals) to the stream.
- Collecting rain water cuts down the volume of water that reaches the stream and can help prevent erosion.
- Rain barrels can help save money on water bills and stress on wells.
- Use rain barrels to water garden beds with a soaker hose.
- Use rain barrels for non-drinkable uses including:
- watering lawns and plants
- washing cars, dirty boots, lawn chairs, etc.
Rain Barrel Care
During the season (early April to mid-October)
- Empty your rain barrel regularly—do not let water sit for more than one week.
- Empty your rain barrel before big storms.
- Keep your gutters clean.
- Check for leaks or clogs.
- Attach a hose to your overflow (to keep water away from the house and to keep mosquitoes out).
- Place rain barrel on a stable surface, off of the ground. A full rain barrel can weigh more than 400 lbs.
Visit www.raritanbasin.org to learn more and to find out about Rain Barrel Workshops in your area
- Empty and rinse your rain barrel (use vinegar or other non-toxic cleaner). Scrub if needed.
- Disconnect your rain barrel from gutters to prevent ice and cracking.
- Store your rain barrel upsidedown (outside your house) or keep it inside your house, garage, or shed.
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Eight styles of Learning
| Likes to | Is good at |
|---|---|
| Read, write, tell stories | Memorizing names, dates, places, trivia |
| Conduct experiments, figure things out, work with numbers, ask questions, explore patterns and relationships | Math, reasoning, logic, problem solving |
| Draw, build, design and create daydream, look at pictures, watch movies play with machines | Imagine, sensing things, mazes and puzzles, reading maps and charts |
| Sing, hum tunes, listens to music, play an instrument, respond to music | Picking up sounds, remembering melodies, noticing pitches and rhythms, keeping time. |
| Move around, touch and talk, use body language | Physical activities, sports, dancing, acting, crafts |
| Have lots of friends, talk to people, join groups | Understanding people, leading others, organizing, communicating, manipulating, mediating conflicts |
| Work alone, pursue own interests | Understanding self, focusing inward on feelings and dreams, following instincts, pursuing interests and goals, being original |
| Physically experience nature, conduct observations, respond to patterning in nature | Exploring natural phenomena, seeing connections, seeing patterns, reflective thinking |
What is "Differentiated Instruction"?
Essentially, the aim of differentiation instruction is to maximize each student's growth by meeting each student where he or she is and helping the student to progress. In practice, it involves offering several different learning experiences in response to student's varied needs. Learning activities and materials may be varies by difficulty to challenge students at different readiness levels, by topic in response to students' preferred ways of learning or expressing themselves.
This is not the individual education program-IEP- approach where there are different experiences for all 20-30 students in the class. Typically two to four different learning experiences are offered by the teacher, or students are given opportunities to make their own choices. Teachers undertake differentiation in a variety of ways.
As a teacher, you can use numerous strategies and tools to differentiate instruction. Regardless of the specific combination of techniques you might choose, there are several key characteristics or elements that form the foundation of effective differentiated learning environments:
*
* Teachers and students accept and respect one another's similarities and differences.
Assessment is an ongoing diagnostic activity that guides instruction. Learning tasks are planned and adjusted based on assessment data.
* All students participate in respectful work-work that is challenging, meaningful, interesting, and engaging.
* The teacher is a coordinator of time, space, and activities rather than a provider of information. This helps students become self-reliant learners.
* Students and teachers collaborate in setting class and individual goals.
* Time is used flexibly in the sense that pacing is varied based on student needs.
* Students work in a variety of group configurations, as well as independently. Flexible grouping is evident.
* Students have choices about topics they wish to study, ways they want to work, and how they demonstrate their learning.
* Students are assessed in multiple ways, and each student's progress is measured at least in part from where that student begins.
* The teacher uses a variety of instructional strategies to help target instruction to student needs.
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Executive Summary
HEALTH CARE NEEDS OF CHILDREN AND YOUTH
Course Title: IN THE CHILD WELFARE SYSTEM
Outline of Training:
Trainees will understand the complexities of health care issues and concerns for children and youth in the child welfare system, which include preventative healthcare, common health care problems, and timely referrals. Trainees will understand the statewide health care resources and how to access them for children and youth in the child welfare system. Trainees will work with case examples in small group activities to develop a foundational knowledge of foster care health needs.
Target Audience:
New Child Welfare workers as part of the California Common Core Curricula for Child Welfare Workers
Outcome Objectives for Participants:
K1. Trainees will be able to recognize the need for and their role in preventive health care, including periodicity of medical and dental exams, immunization schedules, and early intervention programs.
K2. Trainees will be able to identify common health care issues of children and youth involved in the child welfare system.
K3. Trainees will be able to identify resources available to promote health and wellness for children and youth involved in the child welfare system.
K4. Trainees will be able to explain the role of care providers and foster care public health nurses in the prevention, care, treatment, advocacy, and follow-up of health care needs for children and youth in their care.
K5. Trainees will verbalize an understanding of the purpose and duties involved in developing and maintaining the Health Passport.
K6. Trainees will explore a holistic approach to health care and understand the connection between mind, body, and spirit, and the ways this approach can promote children's wellbeing.
K7. Trainees will be able to recognize racial and ethnic disparities in health and access to health care, and how such disparities parallel fairness and equity issues in the child welfare system.
Values:
V1. Trainees will value that overall health and wellness involves the care of the mind, body, and spirit, and includes the integration of a family's cultural practices.
V2. Trainees will value working in partnership with Foster Care Public Health Nurses and other health care providers to promote well-being for children and youth
Ways that Supervisors can support the Transfer of Learning from the classroom to the job…
BEFORE the training
1. Review job duties as related to the task of monitoring and supervising the health care needs of youth in foster care.
2. Find and read the county protocols for children with special health needs.
3. Identify two or three cases from case load that need particular attention to health supervision. Have new child welfare worker begin to formulate a care plan for health needs and identify gaps in knowledge.
AFTER the training
1. Worker should meet with PHN's to hear first hand about the role of the PHN in their county and make a plan for how to work together effectively.
2. Use the same two or three cases identified before the training that need particular attention to health supervision. Review the cases with a PHN and discuss appropriate medical referrals and follow up including the role of the PHN and the role of the worker.
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How to Record EVP's
For many the best evidence of life after death is the EVP (electronic voice phenomenon). EVP is defined as a sound or voice that is recorded on audio or video recording devices. While not heard at the time of recording EVP's are only heard later at playback. We use three basic classifications for EVP's that help us to develop interpretations.
* Class A: Easily understood by almost anyone with little or no dispute. Th ese are also usually the loudest EVPs.
* Class B: Usually characterized by warping of the voice in certain syllab les. Lower in volume or more distant sounding than Class A. Class B is t he most common type of EVP.
* Class C: Characteriz ed by exc essive warping. They are the lowest in v olume (often whispering) and are the hardest to understand.
The protocols below are basic and will help you to establish contact with spirits.
EVP Protocols
The following rules should be followed to ensure the validity and accuracy of any anomalies discovered during playback.
- Use new name-brand audio tapes.
- Open and load all tapes in front witnesses.
- An external microphone is required for an alog recording dev ices. An external microphone is not required for digital record ers but the use of one will greatly aid in recording.
- Pop tabs on all cass ettes after recording to eliminate the chan ce of accidental over-recording.
- Only record on one s ide of the t ape to prevent bleed- through and never ov errecord on tapes.
- Obtain a s ample voic e print of t eam members and c lients at the beginning of recording.
- Record the date, time and location on the cassette label, as well as verbalize it at the beginning of recording.
- No distorting your voice during recording. This inclu des whispering which may be confused for EVP during playback.
- No whistling, deliberate rust ling of papers or clothing or creating any noises that might be c onfused fo r EVP d uring playbac k. Clearly and voc ally id entify any accidental noises to eliminate them as possible EVP during playback.
- EVP's will often be re corded during normal team conv ersation, so no shouting, abusive language, or inflammatory topics ar e allowed. Keep s ide converstations to a minimum.
- Vocalize to identify any background noises, including t he conversations of other team members.
- For Analog recorders, make a c opy of each cassette and store t he original in a safe climate controlled place. Copies may be used for repeated playback.
- For digital recorders, transfe r your recordings to your computer. This will a llow you to make copies as needed or to isolate certain portions.
- Ask permission of the spirits to record t heir voices and encourage them to speak into the microphone.
- Each time you move to a new location, verbalize the time, change of location and the names of persons present in the location.
.
- For EVP recordings, allow a quiet time of 15-20 second s between each question to allow th e spirit to answer. Record for 4 to 5 minutes before playback Playback is essential for spirit interaction.
Analog Recording Device
1) Always use fresh new tapes.
3) Only record on one side of the tape.
2) Only use name brand tapes.
4) Always use an external microphone.
6) Label tape with location, date and time.
5) Always pull tabs on tapes following recording.
7) Store original tape in a safe place and make a copy for playback.
Digital Recording Device
1) Always use an external microphone.
3) Use free audio recording software such as Audacity to isolate portions of the recording.
2) Use computer compatible recording device.
4) Store original recording in a safe place and make a copy for playback.
Samples of EVP Questions
The best questions are normally those that can be verified or can be answered simply. Each question should be asked two or three times. (Allow at least 20-30 seconds between your questions for answers)
**Introduce yourself and whoever is assisting you. Ask for permission and ask spirits to help you.
- Is there anyone here?
- What are their names?
- What is your name?
- Would you like to talk to us?
- Are there children here?
- What is your gender?
- What year it is?
- How are you feeling?
- What is today's date?
- What is my name?
- Are you a spirit?
- Are you here all the time?
- Are you resting here?
- Is there anyone else with you?
- Are you happy?
- Is there anything you want to say?
You can also ask personal questions to get additional responses.
- What are your children's names?
- What kind of car did you drive?
- What did you do for a living?
- What is your favorite color?
- When is your birthday?
- How old is your wife?
- What color is your daughter's hair?
- What day is your anniversary?
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Hustle bustle on the floor…
The month of January embarked with field trips, sleepover and special days, which kept children in motion.
Night Out
Full of smiles and buzzing with excitement, Sr. Kg children had a night out with their friends and teachers.
Fun at Pizza Express
The evening started off with a visit to Pizza Express, where they watched the chef roll out the base, spread the sauce & cheese and bake the delicious pizza in the oven and later relished it. The fervor continued through dinner and while watching a moving during bedtime.
Children left in the morning with bagful of memories.
Rhyme Recitation
Rhymes help children to understand and learn about different sounds and also develop early literacy skills. Jr. Kg and Sr. Kg children presented a rhyme in class doing actions and using various props.
Garodia's Academy – A Preschool
Newsletter 2017 - 2018 Issue 9 /January' 18
Picnic
On the move
Picnics are always memorable trips for kids.
Role Play at KidZania
Fun at Little Monsters
Children from Nursery to Sr. Kg had a fun filled time at KidZania, while the tiny tots of Playgroup had a wonderful day at Little Monsters.
Parent – Teacher Meeting
Parents had an opportunity to interact with the teachers during the meeting to gain a report on their child's progress in all areas.
Post a Letter
The little ones from Nursery coloured a picture for their parents. They enjoyed posting it at the nearest post box.
Playgroup children enjoyed riding their tricycles on school ground with their friends.
Republic Day Celebration
Our young patriots came dressed in Tricolour attire and savored tricolour snacks as a part of Republic Day Celebration.
Puzzle Day
Whether it's a crossword, jigsaw, trivia, word searches, Puzzles put our minds to work and provide many skills, cognitive learning benefits and opportunities to toddlers & young
children. Our little geniuses of Playgroup to Sr. Kg solved age appropriate 2 – 10 pieces jigsaw puzzles with their friends and celebrated this day.
Chefs in making
Children from Playgroup to Sr. Kg prepared and relished for crispy Chinese bhel, cornflakes bhel, Ladybug sandwiches and puri chaat respectively.
The more I see the more I learn
Field visit – Lion's Community Garden Jr. Kg children gathered information about different plants, flowers and the gardening tools while they visited the Lion's Community Garden.
Children were overjoyed playing on the slides and swings later.
Wankhede Stadium and Taraporewala Aquarium
Sr. Kg children had an extensive tour of Wankhede Stadium.
The next stop was a visit to Taraporewala Aquarium and they returned to school via the Bandra – Worli Sea Link.
Garodia's Academy – A Preschool
Newsletter 2017 - 2018 Issue 9 /January' 18
match played by India's Women Cricket team.
6. Let them get messy and wear mismatched clothes
Regional Specifications
Looking at the picture of a penguin on the class bulletin board, Aarav Shah of Playgroup B said," It lives in Antarctica."
Ways to make your child feel loved
1. Dance with them.
2. Tell stories from your life
3. Teach them to do something – read, tie their shoes, shoot a bow and arrow
4. Use the words "no matter what" – I love you no matter what.
Right from the stands to the commentator's box & cricketer's lounge, they were thrilled to witness a
5. Maximize time at the dinner table with great dinner conversations
Plot No. 153, Garodia Nagar, Ghatkopar (E), Mumbai - 400 077. Tel.: 2506 1133, 2506 3157. E-mail: firstname.lastname@example.org
7. Spend time in nature together – camping, hiking, biking, boating…
8. Put down your phone
9. Do a fun run together
You can read the entire article on https://ericalayne.co/42-ways-makekids-feel-absolutely-loved/
10. Watch out for their natural talents
Health Tip
7 ways to boost your child's immunity
1. Serve more fruits and vegetables
2. Boost sleep time
3. Breast – feed your baby
4. Exercise as a family
5. Guard against germ spread – ensure kids wash hands regularly with soap
6. Banish secondhand smoke
7. Don't pressure your pediatrician for common cold or sore throat
February frenzies with...
| Date | Day | Level | Event |
|---|---|---|---|
| 6th | Tues | All | Doodle Day |
| 13th | Tues | All | Holiday – Mahashivratri |
| 14th | Wed | Playgroup | Valentine’s Day with Grandparents |
| 19th to 23rd | Mon to Fri | Sr. Kg | Story Narration |
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INSPIRA MANIFESTO
Opening spaces for girls and women in science and technology
We live in a global, diverse world where equality has not yet been achieved in many aspects. One that occupies us all and is also a cause for concern is the gender and technology gap.
It is a fact that far fewer women choose technological careers; that far fewer women work in science and technology; that women reach lesser positions and earn lower salaries in positions of equal responsibility.
This does not mean they have a lesser liking, lesser training; or that they are less career-focused or have poorer performance. It is the social, cultural and educational factors that empower, recognise and encourage women to a lesser extent than men. It is precisely the stereotypes, socialization processes, gender roles and covert sexist attitudes that help us build the education and society that lead women into believing they are less capable, and even cause women to be less socially and economically valued.
Yet this reality can be changed, and doing it is a must. There is much at stake. And it is something that concerns society at large and each individual and entity that form it.
This manifesto is a commitment of the people and organisations adhering to it, to working actively for equality between women and men in science and technology through the following lines of action:
Reflect and review the false belief that equality already exists. Know the facts that show this equality does not exist yet and there is still much work left to achieve it. 1.
Publicly acknowledge that women and men have the same capabilities, rights and responsibilities and, therefore, they both deserve the same recognition. 2.
Publicise the consequences of the existing lack of equality and work to raise public awareness in society of the need for positive action to avoid them, promoting a responsible, diverse scientific/technological system. 3.
Make past and current women working in science and tech visible by enhancing their work and creating new benchmarks. 4.
Overturn social stereotypes, demystifying beliefs about gender; providing information on scientific and technological careers; and disseminating the wide range of career opportunities provided by STEAM (Science, Technology, Engineering, Art and Mathematics). 5.
Promote a social and educational context where girls are encouraged, capable and recognised so that they can be free to choose their own future. 6.
Contribute to empowering women, by developing actions in all dimensions to achieve it. 7.
Taking a gender approach leads us to reviewing equality as a whole. This is only but one of all the actions that need to be taken. We are sensitive to other actions being taken and starting here and now, we aim to continue moving forward and taking further steps towards equality at all levels.
http://inspirasteam.net/manifiesto/
#inspiraSTEAM
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January 1: Betsy Ross (1752)
If you were raised in the U.S., you have probably heard the story of Betsy Ross in one form or another. Visited by General Washington, tasked with sewing the first flag, designing it herself. Sorry, that's probably not an accurate story! It's closer to a revolutionary myth, spun by her grandson a century later. But that doesn't mean that Betsy Ross isn't an admirable historical woman.
To begin with, the story of her immediate families illustrates a common situation at the time. She was one of seventeen children, and eight of her siblings died in early childhood. She herself went on to have seven children (all daughters), two of whom died as young children. While the death of these children was of course traumatic for everyone involved, the brunt of childhood mortality fell on the women who gestated, birthed, and raised these children, without the benefit of modern medicine.
While she is traditionally referred to by her first married surname (Ross), Betsy was actually married three times. Her marriage to her first husband, John Ross, estranged her from her Quaker family. He died during the Revolutionary War. She went on to marry Joseph Ashburn, who was imprisoned by the British for treason and died in jail. A few years later, she married John Claypoole, who died from illness decades later.
Throughout tumult, war, and widowhood, Betsy continued to survive. She was a successful businesswoman, starting an upholstery company with her first husband that she continued on with for the rest of her life, ten years past the death of John Claypoole, when it then passed on to her eldest daughter. During the Revolutionary War, she supported the Continental Army with her upholstery skills. And it is likely that she did influence the design of the flag to have 5pointed stars rather than 6-pointed ones, which is still seen in the U.S. flag today.
Elizabeth Phoebe "Betsy" Ross Ashburn Claypoole, née Griscom, died on January 30, 1836, at the age of 84. Today is the 265th anniversary of her birth. Happy birthday, Betsy Ross!
For more information about Betsy Ross:
http://www.ushistory.org/betsy/flaglife.html http://www.ushistory.org/betsy/news/state0605.htm
http://womenshistory.about.com/od/rossbetsy/a/betsy_ross.htm http://www.history.com/topics/american-revolution/ b et sy-r o ss
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College of Computing and Information Technology
Lecturer: Dr. Nahla Belal
Course: Computing Algorithms (CS312)
TA: Eng. Mohammad Badawy
Sheet 3
1. Implement and analyze the bubble sort algorithm.
2. A stack of fake coins: There are n stacks of n identical-looking coins. All of the coins in one of these stacks are counterfeit, while all the coins in the other stacks are genuine. Every genuine coin weighs 10 grams; every fake weighs 11 grams. You have an analytical scale that can determine the exact weight of any number of coins.
a. Devise a brute-force algorithm to identify the stack with the fake coins and determine its worst-case efficiency class.
b. What is the minimum number of weighings needed to identify the stack with the fake coins?
3. Alternating disks: You have a row of 2n disks of two colors, n dark and n light. They alternate: dark, light, dark, light, and so on. You want to get all the dark disks to the right-hand end, and all the light disks to the left-hand end. The only moves you are allowed to make are those which interchange the positions of two neighboring disks. Design an algorithm for solving this puzzle and determine the number of moves it makes.
4. Determine the number of character comparisons made by the brute-force algorithm in searching for the pattern GANDHI in the text THERE_IS_MORE_TO_LIFE_THAN_INCREASING_ITS_SPEED (Assume that the length of the text–it is 47 characters long–is known before the search starts.
5. How many comparisons (both successful and unsuccessful) are made by the bruteforce string-matching algorithm in searching for each of the following patterns in the binary text of 1000 zeros?
a. 00001
b. 10000
c. 01010
6. Consider the problem of counting, in a given text, the number of substrings that start with an A and end with a B. (For example, there are four such substrings in CABAAXBYA.)
a. Design a brute-force algorithm for this problem and determine its efficiency class.
b. Design a more efficient algorithm for this problem.
7. Let x1 < x2 < … < xn be real numbers representing coordinates of n villages located along a straight road. A post office needs to be built in one of these villages.
a. Design an efficient algorithm to find the post-office location minimizing the average distance between the villages and the post office.
b. Design an efficient algorithm to find the post-office location minimizing the maximum distance from a village to the post office.
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Excerpt from A Generation Removed, written by Margaret Jacobs, pp. xxvii-xxviii, 127-161.
[There was considerable opposition to ICWA.] As one woman put it in an anti-ICWA letter to Congress in 1977, "Surely the type of white parents who are glad to adopt an Indian child are the type who would have the child's best interests at heart. Furthermore, I think [adoption] is an encouraging effort towards unifying Indians and whites…. American Indian families and communities saw it differently. They experienced heartbreak and trauma and deeply mourned the loss of their children. They saw state intervention into their families and the placement of their children in non-Indian families as one of the most egregious violations of their rights. Their campaign to reclaim the care of Indian children … led to the uncomfortable question: Have white Americans been complicit in an unjust practice? (pp. xxvii-xxviii)
Grassroots Indian activists, Indian social service providers, and advocates … achieved the passage of the Indian Child Welfare Act in 1978, a radical piece of legislation that enabled tribes to take unprecedented sovereignty over child welfare. ICWA acknowledged that past policies and practices of child removal had deeply wronged Indian people and empowered them to reclaim the care of their own children.
To thousands of non-Indian Americans, the testimony of Indian activists and the passage of ICWA came as a shock. Many social workers, adoptive families, and nonprofit agency directors were accustomed to seeing themselves as caring rescuers. Now some perceived themselves anew through Indian eyes: as child snatchers. (p. 128)
ICWA embodied Indian self-determination through recognizing the jurisdiction and sovereignty of Indian tribes. Its primary provision affirmed tribes' rights to take unprecedented sovereignty over most child welfare matters involving Indian children … either a tribal member or a minor eligible for membership in a tribe. This rendering of the law meant that tribal courts held jurisdiction over not only children on tribal lands but also children who lived off the reservation. ICWA granted the right of the Indian custodian or tribe to intervene in the state court proceedings and to request transfer of child welfare proceedings to the child's tribal court under certain conditions.
ICWA sought to provide strong legal protections to Indian families to prevent the abuses that had led to the Indian child welfare crisis.
ICWA sought, too, to strengthen rather than tear asunder Indian families. It contained a number of provisions that were aimed at providing services to Indian families—through Indian tribes and organizations—that would prevent Indian children from being removed.
An optimistic mood swept through Indian country … after ICWA passed.
[T]here were also signs that the problems surrounding Indian child welfare had not vanished overnight. (pp. 158-59, 161)
http://upstanderproject.org/firstlight/icwa/
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Macedon Grammar School
Macedon Grammar School
Details of this project can be found below
The images will take a minute to fully download
Arrows to left and right allow you to progress and return
Images can be enlarged by using the icon in the middle of each image
Comments can be left below.
[smooth=id:148]
This project involved working with Senior Art students from Macedon Grammar School, a Victorian rural school located in a natural bush setting. It should be cross-referenced to the exhibitions titled Stone Sculptures in Nature and the exhibition on the tragic bushfires in the hills around Melbourne in early 2009 titled Bushfire: Out of the Dark (both found under the Exhibition file – see side menu).
Two major tasks were set
Each student was to construct an installation made entirely from natural 1. items found in the surrounding bush location. The found objects were to be arranged in an order that still suggested the natural setting (that is they were to appear as though they might be found that way). Nothing from
the bush setting was to be broken or destroyed.
Students were to combine with one or more students to undertake the same 2. task in a cooperative venture. Students chose with whom to work and most groups were 3 in number. While the task was similar to the first one, there were various levels of negotiation and decision-making employed. Photographs of these works are still be uploaded.
The decision-making was observed and this included selecting working partners, deciding what to do and how to work, and making on-going evaluations about the works in progress.This made the project more than an art education activity although that was its major focus.
The installations were to be left as arranged. As a result the importance of each of the ideas explored was critical and needed to reflect what was already natural and observable in the area rather than appear as though they had been constructed.
There was an important and intended tension established for students so that they were confronted by what might be considered 'natural aesthetic appeal' and 'constructed aesthetic appeal'… and the relationships they were building between those two things.
References were made to the works of Australian artists including John Davis and John Wolseley.
The site of the student works, located in the bush at the back of the school. Students were free to wander and work in locations they selected.
The relationship between the bush and art is one worth pursuing whenever the opportunity arises.
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Office of Emergency Management
Cuyahoga County
Together We Thrive
Chemical Threats
At-A-Glance
Chemical agents are poisonous vapors, aerosols, liquids and solids that have toxic effects on people, animals or plants. They can be released by bombs or sprayed from aircraft, boats and vehicles. They can be used as a liquid to create a hazard to people and the environment. They can have an immediate effect (a few seconds to a few minutes) or a delayed effect (2 to 48 hours). While potentially lethal, chemical agents are difficult to deliver in lethal concentrations.
Before a Chemical Threat...
* Build an Emergency Supply Kit. Be sure to include:
Did You Know?
* A roll of duct tape and scissors
* Make a Family Emergency Plan. Your family may not be together when disaster strikes, so it is important to know how you will contact one another, how you will get back together and what you will do in case of an emergency.
* Plastic for doors, window, and vents from the room you will shelter in place. To save critical time during an emergency, pre-measure and cut the plastic sheeting for each opening.
During a Chemical Threat...
* Quickly try to define the impacted area or where the chemical is coming from, if possible.
* If the chemical is inside a building where you are, get out of the building without passing through the contaminated area, if possible.
* Take immediate action to get away.
* If you can't get out of the building or find clean air without passing through the area where you see signs of a chemical attack, it may be better to move as far away as possible and shelter-in-place.
After a Chemical Threat…
The presence of many dead insects or birds may indicate a chemical agent release.
For additional information on chemical threats, go to www.ready.gov.
Source: Federal Emergency Management Agency (FEMA)
* Decontamination is needed within minutes of exposure to minimize health consequences. Do not leave the safety of a shelter to go outdoors to help others until authorities announce it is safe to do so.
* Use extreme caution when helping others who have been exposed to chemical agents.
* Decontamination guidelines are as follows:
* Remove all clothing and other items in contact with the body. Contaminated clothing normally removed over the head should be cut off to avoid contact with the eyes, nose and mouth.
* Decontaminate body areas likely to have been contaminated. Blot (do not swab or scrape) with a cloth soaked in soapy water and rinse with clear water.
* Flush eyes with water.
Facebook.com//CuyahogaOEM
@CuyahogaOEM
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Toss the Paste!
AND RETURN TO NEW, IMPROVED TOOTHPOWDER
by Santosh Krinsky
Until the early years of the last century, toothpowders were the primary mode of providing teeth-cleaning power. Then the convenient "toothpaste" form was invented and marketed, and over the years, toothpaste took over. Eventually, people forgot about toothpowders. Today, hardly anybody recalls Peppermint Tooth Powder, and why should they? The powders then were not very good.
Meanwhile, the quality of toothpaste has worsened to the point where it contains several detrimental ingredients. Fluoride, particularly, has become very controversial. The element is a waste by-product from the manufacture of industrial electrical plating and other very toxic chemicals such as gases. The chemical industry sought to find a way to get rid of this waste but in a profitable manner. Research determined that fluoride could reduce tooth decay. Too much fluoride, however, is toxic, and the multiple sources of fluoride (fluoridated water, fluoride treatments at the dentist's office and fluoridated toothpastes and mouthwashes) eliminates any control over the amount of fluoride we ingest. In addition, excess fluoride can discolor or "mottle" teeth, and there has been a dramatic increase in mottled teeth over the last few decades. The apparent connection is obvious. This discoloration causes more people to try to correct the problem with teeth-whitening treatments, which can harm enamel, causing long-term tooth sensitivity.
Artificial sweeteners found in many commercial toothpastes (to avoid sugar) are a cause for concern as well. Some of them have apparent links to hormonal activities, creating emotional and psychological imbalance and stress. Others, such as saccharin, have been the subject of studies showing an apparent link to various forms of cancer. Moreover, toothpastes that use various sugars are simply adding food for the bacteria in the mouth that thrive on sugars and help create decay.
Additionally, the toothpaste industry has sought to develop a stable formula that will maintain consistency over time while not providing a bed for bacterial growth. As a result, most toothpastes wind up having something of a chemical soup. Various forms of disease, including cancer, have increased dramatically over the last century, as the exposure the doctors’ prescription for healthy living
to chemicals all around us have increased dramatically, pointing to a serious linkage between our environmental health and our bodies' health.
Finally, just about all commercial toothpastes use abrasives that can actually weaken tooth enamel. Whether they call it calcium carbonate or chalk, by using it as their primary cleaning ingredient, most toothpastes can be actually quite abrasive.
One has to ask: "Are there any viable options?" The answer is a resounding "Yes!"
There were reasons why the toothpowders of old lost favor: They generally did not taste very good. They were hard to use. And they were inconvenient. But today there are toothpowders available that solve all these issues: They are great tasting, providing a refreshing, clean feeling. They are easy to use, with an effervescent action for effective brushing in hard-to-reach places. And they have been shown to clean teeth effectively without fluoride.
Eco-Dent has revolutionized toothpowders. Eco-Dent DailyCare Toothpowders are all based on a formula of baking soda and sea salt. While most baking-soda toothpowders of old were not pleasant to use, Eco-Dent has a refreshing taste and leaves the breath fresh and the mouth feeling clean.
Baking soda is a superior cleaning agent that is virtually nonabrasive compared to traditional toothpastes. Eco-Dent has been tested and found to be an effective lowabrasive cleaner compared to leading natural and commercial toothpaste brands. It comes in a variety of flavors (provided by natural essential oils), including the very popular mint, as well as cinnamon, anise and the mint-free lemonlime for those who are working with homeopathy. The easy-pour cap makes it simple to sprinkle just a pea-sized amount of toothpowder onto a moistened toothbrush. Eco-Dent foams up nicely and provides a great brushing experience. One 2-ounce bottle provides approximately 200 brushings (around three months' supply), making it much more economical than toothpaste as well.
So, if you are ready for a new and better solution to oral hygiene, toss the paste. Try something new—or, rather, old. It will give you something to truly smile about.
Santosh Krinsky has been in the book industry for 29 years, specializing in body/mind/spirit titles. He started Lotus Light Enterprises, a wholesaler of natural health and wellness products; Lotus Brands, a majority woman-owned company that offers products inspired by nature; and Lotus Press, a publishing company that focuses on alternative health and wellness information.
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Tìtìtòrea
Equipment
> Tìtìtòrea (make sticks out of rolled magazines).
> Tàku Papawira (available online).
Fundamental skill
> Balancing.
Achievement objectives
> Practise movement skills and demonstrate the ability to link them in order to perform movement sequences. (2B1)
> Describe how individuals and groups share characteristics and are also unique. (2C2)
Learning outcomes
> Keep in time to rhythm and beat.
> Demonstrate and practise hand and eye co-ordination.
> Work co-operatively to learn simple action songs/movements.
> Discuss elements of their own culture that are the same as others' and unique.
> Appreciate another culture and own.
Suggested assessment
> Students demonstrate Tàku Papawira song and tìtìtòrea actions.
> Students assess themselves using a smiley face chart (big smile – did well, straight smile – okay, slight downturn smile – could do better):
– How well did I keep in time to the beat?
– How was my hand/eye co-ordination?
– How well did I work co-operatively with others?
– What could I do to improve next time?
Health & Physical Education Activity Card
Level 2 (easily adaptable for other levels)
Notes
> Learning tìtìtòrea actions and song will take practice and can be developed over a series of lessons.
Before this lesson
> Focus on tikanga and understanding the origins of tìtìtòrea (See Traditional Màori and Pàkehà Games and Pastimes activity card). Students could learn actions to words/instructions such as:
– Ki runga – up
– Ki raro – down
– Ki mua – front
– Ki muri – back.
Teaching and learning
> Share learning intentions with students and together discuss success criteria.
> Make own sticks with rolled magazines and tape.
> Students learn the song Tàku Papawira by repeating the words after the teacher.
> Discuss the meaning of the words.
> Learn tìtìtòrea actions (see below). Break the movements down and teach small elements at one time. Model actions or get students to model.
> Discuss games from own culture and compare to tìtìtòrea such as the beats, co-ordination, skills, keeping in time/rhythm, hand and eye skill.
Tìtìtòrea actions
Students are in pairs, in rows or two circles (inner circle and outer circle), and with their two sticks lying in an 'A' shape on the ground. A leader calls 'tìmata!' ('begin!').
Students pick up sticks.
Actions to match the tune Tàku Papawi ra could include:
Tap the floor (one beat)
Tap together (one beat)
And
Tap alternately the right and left of own sticks (two beats).
Chorus
Tap the floor (one beat)
Tap together (one beat)
And
Tap alternately the right of their stick with their partner's right and then the left of their stick with their partner's left (two beats).
Repeat the above for the duration of the chorus (three times).
(Activity based on Kimihia Resources, Te Reo Kori, Volume 1, 1990)
What to watch for
> Are students watching the stick as they throw and as they catch?
> Do they have their hands open ready to catch the stick?
> Can they throw the stick at an appropriate height and speed?
> Do they keep in time with the music?
Ways to adapt
> Learn other songs and create tìtìtòrea actions such as Kei te Ako Au (Kiwi Kidsongs, 14).
> Adapt actions, for example tapping more slowly, for those less able students.
> Make poi and learn poi action songs.
> Mahi whai (string games). Learn basic patterns: two to four diamonds and design own string game and teach another person.
> Elastics. Learn a basic pattern and design own movement patterns.
> For more ideas see Te Ao Kori resource available on www.health.tki.org.nz/ key-collections/exploringte-ao-kori
Tìtìtòrea
Health & Physical Education
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Household Emergency Plan [www.readyscotland.org]
IF YOU OR YOUR PROPERTY ARE IN IMMEDIATE DANGER CALL 999
If a major emergency happens it may be some time before help arrives.
It's very important that you and your family get together to prepare.
Agree a plan in advance with those in your home.
Complete this template together and keep it safe in case you need to use it.
If the emergency means it is not safe to go out, the advice is usually to:
GO IN Go indoors and close all windows and doors
STAY IN Stay indoors
TUNE IN Tune in to local radio, TV or the Internet, where public information and advice from the emergency responders will be broadcast.
These stations are also broadcast on-line, on Smartphone applications, and via DAB [Digital Audio
Broadcasting] or Digital Radio. Use your car radio if you can't get a signal in your house. Remember your internet and landline will not work in a power cut. Consider getting a cheap conventional plug-in phone which doesn't need mains power.
If you have to leave your home, get out, stay out, and take others with you.
Think of two meeting places, one near home and one further away, in case you can't get home:
Pick someone to call who lives out of the area, to say you're OK, or where you could meet.
If it is safe to do so you should check on your neighbours and vulnerable people living close by. Have a think about who they are in advance:
Meeting Place 1 (Near Home)
Location:
Meeting Place 1 (Near Home)
Location:
Friend or Relative to call to let people know that you're OK
Name:
Tel:
Name:
Address:
Tel:
Name:
Address:
Tel:
Name:
Address:
Tel:
Important Telephone Numbers:
Your important numbers: Scottish Water 0845 600 8855
Police –
Non-emergency 101
SEPA Floodline
0345 988 1188
NHS 24 - 111
Power Failure
0800 300 999
Gas Leak
0800 111 999
Roads Issues - Aberdeenshire Council Roads 03456 081205 8am -6pm. After 6pm Police on 101
Your Important Telephone Numbers:
Schools/Colleges:
Carers/Childminder:
Work Contact:
Vet:
Doctor:
Plumber:
Gas Supplier:
Electrician:
Gas Boiler Breakdown:
Electricity Supplier:
House Insurance:
Other:
Policy No:
HAVE YOU IDENTIFIED A PLACE OF SAFETY ?
Have an Emergency Kit ready
Whether you have to stay in or get out, packing a small Emergency Kit will help you get through.
Keep it in a safe place at home where you can reach it easily. Your kit should be kept in a waterproof bag.
If possible include:
[x]Battery radio and torch with spare batteries, or a wind up radio and torch
[x]First aid kit, details of essential medicines, if possible include some essential medicines
[x]Important documents e.g. Birth Certificates, Passports, and Insurance policies
[x]Bottled water and ready-to-eat food that won't go off, pack enough for at least 3 days, plus can opener
[x]Spare keys to your home and car
[x]Toiletries and toilet paper
[x]Spare glasses or contact lenses
[x]Pencil & paper, penknife, whistle
[x]Pet food and pet carrier
[x]Ensure you have a supply of Longlife Milk and Bread, Please don't panic buy!
If you have to leave your home, plan to take the following
But only if there is time to gather them safely:
[x]Essential medicines
[x]Mobile phone and charger
[x]Cash and credit cards
[x]Spare clothes and blankets
[x]Pets
[x]Games, books, a child's special toy
For further advice on being prepared for emergencies see www.readyscotland.org more information and advice on flooding, including how to sign up to receive flood warnings direct to your phone, can be found on the Scottish Environmental Protection Agency website: www.sepa.org.uk The latest information on the weather and warnings of severe weather can be accessed by downloading the Met OfficeWeather App. Available on Android, iPhone, Windows Phone 8 and Kindle tablet at www.metoffice.gov.uk/mobile
For more information please email : email@example.com
IN AN EMERGENCY CALL 999
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For additional information contact:
Two Lick Creek
Indiana County Parks & Trails 1128 Blue Spruce Rd. Indiana, PA 15701
Phone: (724) 463-8636
Fax: (724) 463-8740
Waterworks Conservation Area
The Waterworks Conservation Area is a 10-acre site located next to Two Lick Creek, 3 miles south of Indiana, Pennsylvania. The site was donated to Indiana County by Consol Energy.
The site combines recreational opportunities with environmental restoration. This restoration includes an acid mine discharge (AMD) treatment system and an artificial wetland.
Planned recreational opportunities include a pavilion, trail circuit, fishing access and canoe/kayak launch.
Waterworks is located on a portion of the former Rochester & Pittsburgh Coal Company Lucerne 3A deep mine, which operated until the mid-1960's.
The Indiana County Conservation District and other partners are assisting in the development of the Waterworks Conservation Area.
Acid Mine Discharge
Acid mine discharge (AMD) results from mining coal or mineral deposits. Water flowing from the mines is acidic, which means the pH is below 6. Acidic water is harmful to fish and other organisms that live in streams.
The water becomes acidic because of a chemical reaction with the mineral pyrite (FeS2). Pyrite contains iron and sulfur, which are released into water through the chemical reaction.
Acid mine discharges are treated with both active and passive treatment systems. These treatments result in cleaner and healthier streams. Fish and other organisms return to these clean waters.
The discharge at Waterworks has a flow rate of 100 gallons per minute and a pH of 2.7. To treat this, a 75-ton lime dosing silo has been installed over the mine discharge.
Powered by water, premeasured amounts of hydrated lime are released into the stream, which will raise the pH of the water and help restore it to natural conditions.
Mining History
In 1904, Lucerne mines opened in Indiana County. The three mines (#1, 2 & 3) were all in the Upper Freeport Seam. The mines were owned and operated by the Rochester & Pittsburgh Coal & Iron Company (R&P).
At one time, R&P was one of the largest producers of bituminous coal in the United States. In 1998, Consol Coal Group (Consol Energy) acquired R&P.
Waterworks is located at the Lucerne 3A mine. Lucerne 3A was in operation from around 19071967.
There were 1,069 employees at the Lucerne mines. The capacity of the mines was 6,000 tons/day, or the equivalent of 150 freight cars. 900,476 tons of coal were mined while the Lucerne mines were in operation.
While there is an acid mine discharge treatment facility at Waterworks, it is not the first. In 1967, R&P installed an acid neutralizer to treat water at the #3 mine. Here, limestone was added three times a day. Iron was also removed.
Park Information
Planned features include:
Pavilion with observation deck overlooking Two Lick Creek
Canoe and kayak launch
Fishing access to Two Lick Creek
Trail circuit around wetlands with interpretive signage
Path along Two Lick Creek
Public restroom and parking area
Directions:
From Indiana, head south on 6th St. (PA 954) for approximately 2 miles. Turn left onto Lower Twolick Dr. Follow this road for around 0.2 mile, and turn right onto Waterworks Rd. As you follow the road downhill, the entrance will be on your right.
Hours:
Waterworks Conservation Area is open to the public from sunrise to sunset.
Indiana County Parks & Trails:
Indiana County Parks & Trails is a natural resource-based park system located in southwest Pennsylvania. We operate 2,600 acres of parks, natural areas, historic sites and covered bridges, along with an extensive regional trail system.
Visit www.indianacountyparks.org for more information.
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TWELVE-WEEK 5K WALKATHON TRAINING PROGRAM
The first step in training for an endurance event such as a walkathon is to establish a fitness base with regular, fairly low-intensity workouts. Once you have established your base, you can increase your strength, stamina, and speed by including some higher-intensity workouts in your weekly training.
GENERAL CONDITIONING
On walkathon day, warm up for 5 to 10 minutes at a fair pace then stretch your major muscle groups. Walk the 5K at about 60% to 70% intensity. Cool down afterward at a light pace for 5 minutes. If you collected pledges for the walkathon, remember to let your supporters know you finished, and remember, too, to reward yourself for your accomplishment. Then set a new fitness goal to keep you going and motivated.
MEASURING YOUR PULSE
Two of the most common places to measure the pulse are the neck and the wrist. To measure the pulse in your neck, place your middle and index fingers on one side of the front of your neck, just under the jaw. To measure the pulse in your wrist, place your middle and index fingers on the inside of the wrist, just under the thumb. (Because the thumb has a pulse of its own, do not use it to check the pulse in your neck or wrist.)
STRETCHES FOR WALKERS
STANDING CALF STRETCH To stretch your calves, stand facing a wall, place both hands on the wall, and slightly bend one knee while extending the other leg behind you. Keeping both heels on the floor, lean toward the wall so that you feel a stretch in the calf of the back leg. Hold until the muscle feels looser, then switch legs and stretch the other calf.
STANDING SOLEUS STRETCH For a stretch of the soleus (lower calf) muscle, stand facing a wall, place both hands on the wall, and slightly bend both knees while extending one leg behind you. Keeping your heels on the ground, lean toward the wall until you feel a slight stretch in the calf of the back leg. Hold until the muscle feels looser, then switch legs and stretch the other leg.
PLANTAR FASCIA STRETCH
To stretch the plantar fascia, a band of tough tissue that runs across the bottom of the foot, stand on the bottom step of a staircase, facing into the staircase. Hold the railing with your hand for balance. Place the ball of one foot on the edge of the step and lower the heel toward the floor until you can feel a stretch in the arch of the foot. Repeat with the other foot.
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Additives
Additives in pet food serve various purposes: the first one is to provide nutritional benefits, e.g. vitamins, the second purpose concerns technological additives for safety and maintaining the desirable features of texture, stability and resistance to spoilage and lastly there can be sensory additives providing the right color and flavor.
The term 'additive' can be applied to a range of ingredients that manufacturers add to the basic ingredients that are at the heart of pet foods. These minor ingredients include essential nutrients such as vitamins and minerals, but also flavors, colors and agents to prevent harmful spoilage of the foods due to fats going rancid or through bacterial contamination.
Vitamins and minerals are presented in the factsheet 'Nutritional needs of Cats and Dogs'.
Preservatives
Pet food safety is of critical importance. Preservatives (including antioxidants) may be added, largely depending upon the type of pet food product and processing, to ensure that food products remain nutritious and safe for consumption throughout their shelf life. The food must be protected from bacterial or mold contamination and spoilage, further it must be protected from degradation and the loss of nutrients during storage. The method of preservation used depends on the type of food because the way of processing also contributes to the food integrity and shelf life:
* Dry foods: the manufacturing process kills microbes and the low moisture content helps to inhibit the growth of most organisms.
* Chilled foods: processed chilled foods have undergone a controlled thermal process and this, together with refrigeration during storage helps suppress spoilage.
* Moist foods: the heat applied in cooking of canned or pouch foods kill microbes and the packaging excludes air, protecting the food.
* Semi-moist foods: these generally have a low pH and contain humectants that bind water to the product, making it less available for use by invading organisms.
This information is provided by GAPFA as general information only. For advice and information concerning feeding and caring for your individual pet, we recommend that you seek the advice of your veterinarian. Visit our website
www.gapfa.org for further information on the Global Alliance of Pet Food Associations.
Antioxidant preservatives
Antioxidants are preservatives used to protect foods from deterioration due to oxidation. All pet foods have some fat and/or oil content and these should be stabilised by including antioxidants to prevent fats from reacting with oxygen in the air (oxidising) and food becoming rancid which leads to losses in nutritional quality. The inclusion of antioxidants helps to maintain wholesomeness and quality of the food. Antioxidants are incorporated into dry and semi-moist foods to protect them from exposure to oxygen after processing. These are not generally added to canned foods because these are cooked at high temperatures in the can, thereby "sterilising" the contents in sealed, airtight containers. Spoilage can occur if the can is damaged or if left too long after it is opened. Antioxidant
preservatives that might be included in dry pet foods include: a variety of herbal or plant extracts including: vitamin E (tocopherols), rosemary extract, citric acid, vitamin C (ascorbates) or man-made antioxidants, which have been used in various human foods for many years.
Antimicrobials
Coloring agents
Antimicrobial agents help protect food from potentially harmful spoilage organisms including mold formation or bacteria.
Emulsifiers and stabilisers
Coloring agents may be added to pet foods to enhance the appearance of the food. These include a range of naturally occurring food colors, food dyes or mineral based colors.
Flavors
Emulsifiers help keep the fat in the food and prevent the water from separating. Gums, lecithin, glycerin and modified starch are used to prevent separation of ingredients and to create the gravy or gel in canned, pouch and other moist pet foods. Food gums include seaweed extracts and seed gums such as guar gum (from the guar plant).
pet foods and these can be natural flavors such as extracts from fish or poultry, or agents designed to mirror natural flavors.
Flavors are used to enhance the palatability in some foods and to provide product variation. Much of the appeal of prepared pet foods to the dog or cat stems from the choice of raw materials, such as fish, meat, vegetables or cereals. As with many foods for humans, the cooking process often increases the palatability of many foods. Some flavors may be added to some
This information is provided by GAPFA as general information only. For advice and information concerning feeding and caring for your individual pet, we recommend that you seek the advice of your veterinarian. Visit our website
www.gapfa.org for further information on the Global Alliance of Pet Food Associations.
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Magnificent Monarchs
These activities are for you to do at home with an adult. You can do all of them or choose the ones that you find most interesting.
Activities
1. Write a sentence to explain the meaning of each of the following words.
2. Read these statements about monarchs. Decide whether each statement is true or false and give reasons for your answers. Write your answers in sentences.
* A monarch has to be a woman.
* William the Conqueror had absolute power and could do whatever he wanted.
* Queen Victoria was the first female monarch of the United Kingdom.
* Parliaments were set up because the monarch wanted a holiday.
* England has always had a monarch.
* Elizabeth II will be the last monarch of the United Kingdom.
3. Use a range of sources to find out about Balmoral Castle, Buckingham Palace and Osborne House. Describe what each of these royal residences are like, who lives or lived there and where they are found.
4. Use the internet or information books to find out about Elizabeth I, then write a short information leaflet about her life. Include details about her personal life, her time as a monarch and some of her achievements. Remember to organise information under headings. You might also like to add a glossary.
castle
monarch
ruler
palace
reign
5. Look at these photographs of members of the Royal Family. Use research to name them and write some facts about each person.
6. Find out when the following significant monarchs reigned. Then, draw a timeline putting them in the correct order. Record some key facts about each monarch on the timeline.
* Alfred the Great
* Henry VIII
* Elizabeth I
* Queen Victoria
* Elizabeth II
* William the Conqueror
7. Look carefully at some portraits of past and present British monarchs. Think about who the monarch is, what their clothes tell you about when they lived, how the portrait makes the monarch seem powerful and what objects are in the portrait. Then, choose a person in your house or a famous person that you like. Draw a portrait of them that shows others what that person is like and why they are important.
8. Finish your home learning by writing some sentences or explaining to an adult what you know about the monarchy, royal palaces and significant British monarchs.
Useful websites
BBC Bitesize – Famous monarchs The home of the Royal Family
Good reads
| Title | Author |
|---|---|
| 100 Facts Kings and Queens | Miles Kelly |
| The Usborne Kings and Queens Picture Book | Sarah Courthauld and Kate Davies |
| People in History: Henry VIII | Stephen White-Thompson |
| History Heroes: Elizabeth I | Damian Harvey |
| Info Buzz: Queen Victoria | Izzi Howell |
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VISUAL ART
FOR FAMILIES
You are your child's first teacher. Learn how to support the goals of Oklahoma's academic standards and why they are important for your child. Please be in regular communication with your child's teachers and ask how you can support visual art learning at home. When schools and families work together as partners, it helps your child achieve academic success!
5
What to expect:
FIFTH GRADE
In fifth grade, your child's ability in drawing, painting, sculpture, graphics and other forms of creative expression is growing, and they have greater confidence and skill with art media such as still life and collage. Students will also take greater satisfaction in creating art and be better able to express themselves, both in their own artwork and when discussing the artwork of others. They are also continuing to develop an understanding of why people create art and its importance throughout human history.
By the end of the school year, your child will:
* Use more than one of the ideas they have learned about art to come up with a new type of art or way to make art (for example, creating a photomontage with digital images, found objects and traditional art supplies such as paint and fabrics).
* Practice new approaches and techniques that could be used to make art (for example, gathering soil of several colors from different locations and using it to paint).
* Use materials and tools with care to show the importance of high-quality craftsmanship.
* Write artist statements using art vocabulary correctly to explain why they created a given work of art.
* Be able to explain how a museum or gallery exhibition presents an idea about a concept or topic, using information from the exhibition to do so.
What to do at home:
* Display your child's artwork at home and take pictures of it to share with family.
* Look for art in the world around your child, such as murals, statues, billboards, etc.
* Make art together at home. Ask your child to design cards for special occasions like birthdays and holidays, then share them with friends and family.
* Ask questions about the design of furniture in your home or another place familiar to your child, such as "Why do you think it was made this way?" and "What would you change?"
Education
FOR FAMILIES
Fostering Curiosity
Children are naturally curious and are motivated to learn about things that interest them. Since curiosity helps students be successful in the classroom, it is important to encourage it at home. Play is a wonderful way to develop curiosity in young children, so be sure to allow plenty of playtime. Encourage your child to ask questions, discover answers and explore their world.
Support your child's artistic curiosity with questions like these:
* When you look at this picture, what do you like about it? What do you not like about it?
* How would you make a picture like this?
If your child seems to be interested in drawing and creating, encourage them by providing supplies (paper, crayons, pencils, etc.) and draw with them. You can also use cardboard from shipping or cereal boxes to create sculptures and other things kids are interested in, like spaceships, animals, robots, etc. Find videos of how to make art online (such as Lunch Doodles with Mo Willems or Bob Ross videos) to watch together.
Fostering Communication
Build your child's vocabulary, thinking skills and curiosity by using new words and having conversations that include questions to make your child think. Communicating with others gives children a chance to see and understand that there can be more than one point of view about a given subject. Accepting different ideas helps children learn how to get along with others, encouraging positive relationships with other children and a strong self-image.
Support your child's art communication skills with questions like these:
* What kinds of things do you notice the artist used in this picture? Do you see particular shapes, lines, colors or other things that went into making it?
* Which element is the most obvious? Why do you think the artist chose to highlight that element, and what could that mean?
Fostering Connections
Making connections between different school subjects helps build your child's overall knowledge and learning. It's also important for your child to make connections between what they are learning at school and in the real world. Point out these connections to your child and encourage them to make them, too.
* Connect art with reading and writing. Ask your child to create three drawings and then think of a story that links them together. Add to the story with more drawings, then write the story on the drawing pages. Create a finished book by stapling or fastening the pages together and adding a cover.
* Connect art with history. Look at old family photos and talk about why they look the way they do. Search online for old photos of presidents or other famous Americans to examine the history of the nation through the history of photography.
Join the conversation!
@oksde
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Your INTERACTIVE Passport Through
In the nursery rhyme "I'm a little teapot", what is the 15th word?
We know it can be kind of tough to find your way through The MAiZE—it's designed to be that way. This passport can help guide wandering maze goers—depending on how well you can complete our silly activities—through the correct pathway.
Recite" Twinkle Twinkle Little Star", pointing opposite directions for each word. Go whichever direction you are pointing on the 16th word.
HINT: Start by pointing to the right
1
2
In the game, Rock-Paper-Scissors, what do scissors lose to? If you can't remember, play the game together.
b. Paper (turn right)
a. Rock (turn left)
In the nursery rhyme "Little Miss Muffet", what sat down beside her and scared her away?
d. Ghost (turn right)
On which side of your body is your heart located?
b. right (turn left)
a. left (turn right)
5
3 a. Snake (turn left) b. Spider (turn right) c. Bee (turn left) a. My (turn right) b. Handle (turn left) c. Spout (turn left) d. Short (turn right)
4
What is the 4th command in the Hokey Pokey?
b. Take your right hand out (turn left)
a. You turn around (turn right)
c. You shake it all about (turn left)
7
What was the 3rd piggy's action in the song "This Little Piggy"?
b. Had roast beef (turn left)
a. Went wee wee wee all the way home(turn right)
c. Went to the market (turn left)
Reach up and down the same number of times as there are letters in the alphabet. If you end:
Solve the riddle: I am tall when I'm young, and I'm short when I'm old. What am I?
b. A tree (turn right)
b. Up (turn left)
a. Down (turn right)
a. A candle (turn left)
c. A child (turn left)
Hint #1: start up ("a" is up, "b" is down...)
Who is pictured on the U.S. quarter and/or Canadian $100 bill?
9
a. George Washington/Sir Robert Borden (turn left)
c. George Washington/Sir Wilfrid Laurier (turn right)
b. John Adams/Queen Elizabeth II (turn right)
10
6 8
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Caithness Winter Night Skies
(Selected Winter Highlights - January 2007)
Got a Telescope/ Binoculars as a present for Christmas? Want to know what interesting objects there are in the night sky to look at? Well, except for the weather, you couldn't pick a better time of year to look skyward as the winter sky has an abundance of easily located interesting objects to view. Below are details of some of the highlights to get you started.
All these objects listed in this short guide are visible to the naked eye on clear, cloud free and moonless nights although some may only appear as small fuzzy patches that are a little brighter than the dark winter sky. Binoculars and small telescopes will show much more detail enabling views that never fail to impress those new to stargazing (see table below).
During winter months the prominent constellation of Orion dominates the sky above the southern horizon. Once this is found it should be possible to navigate to the other areas of interest using a star chart like the one below. Note that as the hours pass the stars to the south will slowly move in an arc across the sky from east to west.
One other obvious object not listed above that is never hard to identify and well worth a look with binoculars or telescope is the Moon. You'll be surprised how much detail can be seen. Note that you should never look at the Sun with binoculars or a telescope without special filters, as this will almost certainly lead to damage to the eyes.
st
G Mackie, January 1 2007
No Name
Selected Winter Sky Highlights
Info
View Through a Small Telescope*
| 1 | Andromeda Galaxy (M31) | This galaxy is the farthest away object visible to the naked eye. It lies 2.5 million light years away from us (ie so far away that it has taken 2.5 million years for light from it to travel to us). It is easily visible in binoculars or a small telescope, but unfortunately does not show much detail. |
|---|---|---|
| 2 | Double Cluster (NGC869 & NGC884) | Visible to the naked eye as a fuzzy patch of sky between the constellations of Perseus and Cassiopeia, this is one of the showpieces in the night sky. It truly is a beautiful sight through binoculars or a small telescope. These two clusters lie about 7,000 light years away within our galaxy (the Milky Way). The stars are present in a variety of colours which adds to its appeal. |
| 3 | The Pleiades (M45) | This star cluster is easily visible to the naked eye and is a stunning sight in binoculars or a small telescope. This is a relatively young group of hot stars and as a result they are bluish-white in colour. |
| No | Name | Info |
|---|---|---|
| 5 | The Winter Triangle | This triangle is made up of the bright stars Betelgeuse (right), Procyon (left) and Sirius (bottom). The last of these being the brightest star visible in the entire sky. The Milky Way passes through this area and as a result it contains numerous stars - a sweep of it and the neighbouring constellation of Orion with binoculars will therefore not disappoint. |
| 6 | The Beehive Cluster (M44) | This open star cluster is visible to the naked eye as a fuzzy patch of sky in the indistinct constellation of Cancer. Due to the large area of sky it covers (several times the diameter of the Full Moon) it is perhaps best viewed in binoculars as it is difficult to fit it all into the view through a small telescope. |
| 7 | Saturn | The view of Saturn's rings through a telescope is generally regarded as a sight that once seen will never be forgotten. Unfortunately binoculars are unlikely to show the rings around Saturn, but they will enable its brightest moon, Titan to be observed as a nearby star-like point of light. A small telescope will show Saturn's ring system and several more of its moons. During the first half of 2007, Saturn will be able to be observed close by the bright star Regulus in the constellation of Leo. |
View Through a Small Telescope*
(*Naked eye view)
small telescope.
Blue underlined text in the above guide contains hyperlinks to related web pages that you might find of interest.
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Deepwater Sculpin Fact Sheet
More information from this division:
Fish, Wildlife and Marine Resources Endangered Species Program
Deepwater Sculpin Myoxocephalus thompsoni
New York Status: Endangered
Description
The deepwater sculpin, New York's largest sculpin, ranges from 2 to 4.7 inches in length; however, one Lake Ontario specimen measured 9.2 inches. The fish has a long, tapered body, a blunt snout and a flat head. Unlike other sculpin species, the deepwater has four preopercular (cheekbone) spines, with the upper two spines close enough to appear as one large spine. Gill membranes join at a sharp angle and are
free from the isthmus (or breast). There are two widely separated dorsal (back) fins. The second dorsal fin has a long base and long fin rays and is often enlarged on males. The caudal (tail) fin is square, the pelvic (bottom rear) fins are shaped like paddles and the pectoral (front side) fins are shaped like fans. The body has no scales, but is prickled on top. It is generally grey-brown in color with a lighter underside. The back and sides are speckled and there are thin, dark saddle-like marks on the back.
Life History
The deepwater sculpin spawns year round and is usually found in cold water - 40 degrees F. or less. It spawns during the winter in Lake Michigan and during the summer and early fall in Canada. In Lake Huron, scientists determined that hatching occurs after ice breakup. The fish feeds on small crustaceans (primarily Mysis and Pontoporeia) and aquatic insects that live on the bottom.
Distribution and Habitat
The deepwater sculpin is found in deep, cool waters of mainland lakes in northern North America, from the Great Bear Lake in Canada to the Great Lakes. In New York State, the fish has been found in Lakes Ontario and Erie.
Population Status
The deepwater sculpin, abundant in Lake Ontario until 1980, was considered extirpated from this lake until caught in waters in 1996, 1998 and 1999. They were caught in Lake Erie as recently as 1995. The cause of the sculpins' population decline is unknown. However, scientists theorize that alewives and rainbow smelt may have contributed to the decline because they eat sculpin eggs and larvae. In addition, alewives and rainbow smelt compete with deepwater sculpins for food.
Management/Research Needs
The Department of Environmental Conservation will continue to track and report on observations of http://www.dec.state.ny.us/website/dfwmr/wildlife/endspec/dpwtscul.html (1 of 2)04/03/2006 1:53:59 PM
deepwater sculpins in New York waters.
To view other articles in the Endangered Species series, click on one of the following:
Shortnose Sturgeon Bluebreast Darter Silver Chub Pugnose Shiner Gilt Darter Spoonhead Sculpin Round Whitefish
Back to top of page http://www.dec.state.ny.us/website/dfwmr/wildlife/endspec/dpwtscul.html (2 of 2)04/03/2006 1:53:59 PM
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ROCKS AND SOILS
Rocks
* The earth's crust (Lithosphere) is composed of rocks. An aggregate of minerals on the Earth's crust is called 'rock'. It may be hard and compact like 'granite' or soft as 'clay' or loose as 'sand'.
* The scientific study of rocks is called petrology.
* Based on formation, rocks are classified as:
o Igneous
o Sedimentary o M etamorphic
Igneous Rocks
* The igneous rocks are formed by the solidification of molten magma. These rocks are also called as the 'Primary Rocks' or 'Parent Rocks' as all other rocks are formed from these rocks.
* They do not contain fossils.
* They are associated with the volcanic activities.
* These rocks are useful for construction work.
* Granite, pegmatite, basalt, etc are some of the examples of igneous rocks
Sedimentary Rocks
* It is formed due to the aggregation and compaction of sediments derived from the older rocks, plants, animals and contain fossils of plants.
* The bodies of plants and animals that fall on the deposits get embedded in the layers and form Fossils. Sandstone, limestone, chalk, gypsum, coal and conglomerate are examples of sedimentary rocks.
Metamorphic Rocks
* These are changed form of igneous and sedimentary rocks.
* When Igneous or sedimentary rocks are subjected to extreme heat and pressure, they undergo a complete change in their form and character.
* Rocks are useful for making – Cement, Writing chalk, Fire, Building materials, Bath scrub, Kerb stone, Ornament, Roofing materials, Decorative materials.
* Rocks are valuable source of minerals such as gold, diamond, sapphire etc.
Soils
* Soil is a mixture of organic matter, minerals, gases, liquids and organisms that together support life. It is known as the 'skin of the earth'.
* Soils are produced from rocks (parent material) through the processes of weathering and natural erosion.
* World Soil Day is observed on 5th December.
* The basic components of soil are mineral, organic matter, water and air. It consists of about 45% mineral, 5% organic matter, 25% of water and 25% air.
* Soils are classified on the basis of their formation, colour, physical and chemical properties.
* Based on these, soil is classified into six major types. They are: Alluvial soil, Black soil, Red soil, Laterite soil, Mountain soil, Desert soil.
Alluvial Soil
* Alluvial soils are found in the regions of river valleys, flood plains and coastal regions.
* These are formed by the deposition of silt by the running water. It is the most productive of all soils.
* It is suitable for the cultivation of sugarcane, jute, rice, wheat and other food crops.
Black Soil
* These soils are formed by weathering of igneous rocks.
* Black soil is clayey in nature. It is retensive of moisture.
* It is ideal for growing cotton.
Red Soil
* These soils are formed by weathering of metamorphic rocks and crystalline rocks.
* The presence of iron oxide makes this soil brown to red in colour.
* It is suitable for millet cultivation.
Laterite Soil
* These are the typical soils of tropical regions. These soils are found in the regions which experienced alternate wet and dry condition.
* It is suitable for plantation crops of tea and coffee.
Mountain Soil
* Mountain soils are found over the slopes of mountain.
Desert Soils
* These are sandy soil found in the hot desert regions. These soils are porous and saline.
* Since it is infertile, agriculture in these soils are not so successful.
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PSHE and Citizenship | KS1 | Planning Overview
Living in the Wider World Diverse Britain
About the Topic
Assessment Statements
This unit is inspired by the idea that individuals can have a positive impact on groups and communities to which they belong. It aims to enable the children to identify that they belong to various groups and communities and ways in which they contribute positively to these. In this unit, children learn about community, being good neighbours and looking after the environment. They will also learn about Britain, what it means to be British, about diversity and the importance of celebrating and being respectful of our differences.
Home Learning
Helping My Community: In this activity, the children draw a picture of a community to which they belong and write a sentence to describe how they can help this community.
Living in the British Isles: In this activity, the children draw or stick pictures that show how they feel about being British and living in Britain.
Wider Learning:
Why not arrange a 'Celebrating Differences Week' in school? This could include sharing favourite recipes, wearing traditional dress and inviting people from various community groups to come into school.
All children will be able to…
* identify groups and communities that they belong to;
* explain how to be a good neighbour;
* pick out things that harm and things that help a neighbourhood;
* describe what it is like to live in Britain;
* identify similarities and differences between British people;
* talk about what makes them feel proud of being British.
Most children will be able to…
* describe how they can help groups and communities they belong to;
* recognise choices can have negative and positive consequences;
* explain some consequences of negative and positive choices;
* talk about why helping their neighbourhood is important;
* describe different aspects of living in Britain;
* give reasons why it is important to have differences;
* identify famous British people, places and events;
* explain what famous British people, places and events tell them about being British.
Some children will be able to…
* talk about the benefits of helping a community;
* describe how other people are affected by choices they make;
* give more detailed reasons why it is important to help their neighbourhood;
* describe how they can make all people feel happy and welcome;
* begin to understand the idea of respect;
* identify that people have different opinions.
.
Lesson Breakdown
1. My School
L1. about what rules are, why they are needed, and why different rules are needed for different situations
L4. about the different groups they belong to
I can describe ways that I can help my school community.
2. My Community
R21. about what is kind and unkind behaviour, and how this can affect others
L4. about the different groups they belong to
L5. about the different roles and responsibilities people have in their community
I can describe ways that I can be a good neighbour.
3. My Neighbourhood
L2. how people and other living things have different needs; about the responsibilities of caring for them
L3. about things they can do to help look after their environment
I can identify things that help and harm my neighbourhood.
4. My Country
R25. how to talk about and share their opinions on things that matter to them
L6. to recognise the ways they are the same as, and different to, other people
I can describe what it is like to live in the British Isles.
5. British People
R23. to recognise the ways in which they are the same and different to others
L2. how people and other living things have different needs; about the responsibilities of caring for them
L6. to recognise the ways they are the same as, and different to, other people
I can explore how people living in the British Isles can be different and how they are the same.
6. What Makes Me Proud of Britain?
R25. how to talk about and share their opinions on things that matter to them
L4. about the different groups they belong to
Resources
* Coloured pens and pencils
* Glue
* Scissors
* 'Dinosaurs and All That Rubbish' by Michael Foreman
* Large sheets of paper
* Coloured pens or pencils
* Coloured pens or pencils
* Large sheets of paper
* Coloured pens or pencils
* Large sheets of paper
* Coloured pens or pencils
I can talk about being British and living in the British Isles.
This resource is fully in line with the Learning Outcomes and Core Themes outlined in the PSHE Association Programme of Study.
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THE MAIN QUESTIONS THAT ALICE WANTS TO ADDRESS ARE:
1. How can people be motivated to become aware of the holistic negative impacts of current animal use on animals, humans and the environment?
2. How can people be motivated to change their behaviour accordingly, and what possibilities for change are conceivable?
3. If we want to live in a society based on fairness and solidarity, is it ethical to draw the dividing line for rights of dignity and integrity between species?
4. What are the effects of animal use, not only for the individual in question, but also on the earth, its various ecosystems, its climate and thus also on us – humans?
PROJECT OBJECTIVES:
- The topics of animal protection and animal rights find their way into classrooms to a greater extent.
- Teachers use the materials created by experts to help them learn more about the political, legal, ethical and economic conditions for animal suffering and climate change.
- Teachers help their pupils think critically about the project topics, reflect on their own lifeworld approach and discuss with each other.
- Teachers learn how to show their pupils ways to get involved in school, society and politics.
- Pupils are involved in the production of the project results and experience their own self-efficacy.
PROJECT RESULTS:
RESULT 1: GRAPHIC NOVEL
In order to show that (farmed) animals have a personality, feelings, empathy and intelligence, the project consortium develops comics that focus on exactly these characteristics of animals. People are thus sensitised and encouraged to view (farmed) animals as individuals instead of mass-produced goods.
RESULT 2: PODCASTS
In order to enter into a discourse, to present areas of tension and to make it possible to view the topic holistically, podcasts are conceived for teachers and pupils.
Above all, the topics of animal suffering and climate change as well as the possibilities of minimising these as an individual and society will be addressed.
RESULT 3: BLENDED LEARNING TRAINING
This project result consists of modules for teachers for further training, the corresponding curriculum as well as teaching and learning units with which teachers can subsequently design their own lessons. The content of the modules deals in particular with animal husbandry and global interrelationships, legal principles, ethical issues as well as the teacher's own attitude.
RESULT 4: LEARNING VIDEOS
The learning videos, which work with the latest findings from animal intelligence and behavioural research, are intended to further deepen the corresponding knowledge of teachers and to encourage them to find a solid way of dealing with ethical areas of tension. Teachers should be enabled to teach the relevant content in such a way that their pupils can come to their own judgements.
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Summer Learning Institute Program Course Outline
Laser Camp
Lasers can be found all throughout our modern world, from medical technologies to cutting-edge astronomical research, to playing your favorite movie in your home DVD or Blu-ray player, or even the source of light in a laser show at a planetarium. We will explore how lasers have shaped our lives in this hands-on class where students have a unique opportunity to create, design, and orchestrate their own music laser show. The students will become their own "Laserists," as they mix lights and sound together to create a fun and dazzling show that will be displayed on our Lohman Planetarium dome. Throughout the class, these young "Laserists" will learn the fundamentals and physics of light, laser safety, and digital editing skills, that will allow them to create an entertaining show that will premiere at the end of the camp.
All program classes are organized to address the following aspects:
* STEM/STEAM Education.
* Cultivate an interest in Art, Science, and History.
* Develop interpersonal skills such as teamwork and problem solving.
* Continued knowledge and comprehension regarding Volusia County School Standards.
* Foster curiosity and imagination of the world around us.
Pre-requisites: None
Software/Materials/Books/Media: Handouts and materials provided in class.
Exhibits/Galleries that correspond with camp:
* Lohman Planetarium
Course Objectives:
Students will:
* Learn about the physics of light and lasers.
* Understand laser safety.
* Learn how to storyboard.
* Learn how to develop, create, and edit laser animations.
* Learn how to sync music and lasers together.
* Debut their laser show creations to their families in the Lohman Planetarium.
LASER CAMP| Museum of Arts & Sciences/ Summer Learning Institute/2024
5 Day Course Outline Example:
Schedules must consider, lunch time, snack time, free play, and lessons in the gallery. All movies/shows must be approved by MOAS staff prior to viewing.
* Day One:
o Introduction
o Discuss the physics of light: perform light demonstrations with filters and prisms
o What is a laser? Work with lasers and play with mirrors and other objects to understand laser physics
o Watch a laser show in the Lohman Planetarium
o Discussion on laser safety and protocol
o Brief introduction to the laser editing software
* Day Two:
o Discussion on storyboarding and show development
o Hands-on time with the laser editing software and classroom laser projector
o Form groups and begin laser song development (song/music choice, storyboard, planning visuals)
o Watch a laser show in the Lohman Planetarium
* Day Three:
o Allow groups to continue their laser song development and creation
o Watch a laser show in the Lohman Planetarium
* Day Four:
o Continuation of laser song projects
o Editing and begin testing of laser songs in the Lohman Planetarium
o Watch a laser show in the Lohman Planetarium
* Day Five:
o Finalize laser song projects and assemble full show
o Test student created show in the Lohman Planetarium
o Watch a laser show in the Lohman Planetarium
o Present full student created laser show to their families
* Day Six: (Optional)
o Present full student created laser show on the Saturday night after class for friends and families
Assessment:
Student's ability to demonstrate the following:
1= Below Expected Outcome
3= Meets Expected Outcome
5=Exceeds Expected Outcome
| The Student Has: | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| Demonstrated ability to use simple laser technology. | | | | |
| Demonstrated ability to put together their own show. | | | | |
| Demonstrated an efofrt for teamwork and communication. | | | | |
i
LASER CAMP| Museum of Arts & Sciences/ Summer Learning Institute/2024
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Bangladesh tears down brick kilns to fight toxic smog
December 8 2019, by Shafiqul Alam
Authorities say tearing down the brick kilns will make Dhaka's air more breathable but thousands of workers have been left without a job
Excavators flanked by Bangladesh riot police are at work demolishing illegal soot-belching brick kilns around the smog-choked capital Dhaka,
forcing migrant labourers out of work and back to their villages.
Every autumn, following the monsoon rains, Dhaka's brick kilns—which use coal and wood to fire bricks from clay—start up again, adding to the emissions pumped out by other heavy industries and the thousands of vehicles on the streets of the capital.
On November 25, an independent air quality monitor pegged Dhaka's air as the most polluted in the world. The next day, the High Court ordered the hundreds of illegal brick factories that surround the city to be closed within two weeks.
Many were built in the past five years as heavy industry and construction fuelled a booming economy.
While authorities say tearing them down will make Dhaka's air more breathable, thousands of kiln workers—who hail from poor rural regions or coastal areas hit by climate change—have been left without a job.
Standing beside an excavator as its metal teeth bit into a tall kiln chimney at Saturia, west of the city, magistrate Kazi Tamzid Ahmed ordered police to keep the workers at bay.
"It (the brick kiln) flouted environmental regulations... It is also set up near a school," he told AFP.
After his kiln was closed, the owner said some 300 workers were now without a job and would have to head home to their villages
The kiln's owner Nazrul Islam Nabin pleaded tearfully for the excavator to be stopped, but to no avail. Some 300 workers were now without a job and would have to head home to their villages on the south coast, he said.
"We sought 15 more days from the authorities, saying we'll pay off the dues of the workers by selling bricks. But they didn't heed our call," he said.
Most workers travel to urban brick kilns during the winter months, where they earn between 300-800 Taka ($3.5 - $9.5) per day, shovelling coal into furnaces or laying brick out to dry in the sun. The money they
save keeps them and their families afloat for the rest of the year.
Almost half of the 7,000 kilns across the country are illegal, Bangladesh Brickfield Owners Association secretary Abu Bakar told AFP, employing almost one million people.
Almost half of the 7,000 kilns across the country are illegal, according to a national brickfield owners association
So far at least 25 illegal kilns have been closed, Bangladesh's environment department said
The campaign so far has closed at least 25 illegal kilns, Rubina Ferdowshy, the environment department's director told AFP.
The demolitions have "improved Dhaka's air quality," she said. "We now rank much below among the worst polluted cities."
By early December Dhaka's air had improved, coming in at 23rd worst among major world cities according to the same monitor.
But for Bishwanath Mallick, who used to work at the Saturia kiln, the improved ranking has come at a price.
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"Now, where will I find work? There are only shrimp farms in my village, but they don't need many workers," he told AFP.
© 2019 AFP
Citation: Bangladesh tears down brick kilns to fight toxic smog (2019, December 8) retrieved 17 July 2024 from https://phys.org/news/2019-12-bangladesh-brick-kilns-toxic-smog.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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When do the 12 Days of Christmas begin?
The 12 Days of Christmas are now most famous as a song about someone receiving lots of presents from their 'true love'. While historically, the 12 Days have been celebrated in Europe since before the Middle Ages, few people really have the answer to: "When do the 12 Days of Christmas begin?"
The 12 Days of Christmas start on Christmas Day and last until the evening of the 5th January also known as Twelfth Night.
The 12 Days each traditionally celebrate a feast day for a Saint and/or have different celebrations:
Day 1 (25th of December): Christmas Day - celebrating the Birth of Jesus, the Christ.
Day 2 (26th of December also known as Boxing Day in England): Feast of St Stephen. He was the first Christian martyr.
Day 3 (27th of December): Feast of St John the Apostle and Evangelist.
Day 4 (28th of December): The Feast of the Holy Innocents – commemorating the Jewish male children slain by King Herod (two years older and under) in Bethlehem and its vicinity; after he had been told by the Magi of the birth of a king of the Jews. (Matthew 2)
Day 5 (29th of December): The Memorial of St. Thomas Becket; Archbishop of Canterbury who was murdered on 29th December 1170, for challenging the King Henry II's authority over the Church.
Day 6 (30th of December): Within the Octave of the Nativity.
Day 7 (31st of December): Within the Octave of the Nativity; sometimes celebrated as the Feast of the Holy Family of Jesus, Joseph and Mary (usually the Sunday immediately following Christmas Day).
Day 8 (1st of January): 1st January – The Solemnity of the Blessed Virgin Mary, the Mother of Jesus.
Day 9 (2 nd of January): The Memorial of St. Basil the Great and St. Gregory Nazianzen, bishops and doctors of the Church; considered great teachers, writers and scholars in the early 4 th century Church.
Day 10 (3rd of January): The Memorial of the Holy Name of Jesus. This remembers when Jesus was officially 'named' in the Jewish Temple.
Day 11 (4th of January): The Memorial of St. Elizabeth Ann Seton, the first American saint, who lived in the 18th and 19th centuries and founded the first congregation for women religious in the U.S., the Sisters of Charity.
Day 12 (5th of January): The Memorial of St. John Neumann who was the first Bishop in American in the 19th century.
(NB: The Solemnity of the Epiphany of the Lord is generally celebrated on the next Sunday.)
Twelfth Night
Twelfth Night was a big time of celebration with people holding large parties. During these parties, often the roles in society were reversed with the servants being served by the rich people.
At the start of Twelfth Night the Twelfth Night cake was eaten. This was a rich cake made with eggs and butter, fruit, nuts and spices. The modern Italian Panettone is the cake, we currently have that's most like the old Twelfth Night cake.
A dried pea or bean was cooked in the cake. Whoever found it was the Lord (or Lady) of Misrule for night. The Lord of Misrule led the celebrations and was dressed like a King (or Queen). This tradition goes back to the Roman celebrations of Saturnalia. In later times, from about the Georgian period onwards, to make the Twelfth Night 'gentile', two tokens were put in the cake (one for a man and one for a women) and whoever found them became the 'King' and 'Queen' of the Twelfth Night party.
During the Twelfth Night, it was traditional for different types of pipes to be played, especially bagpipes. Lots of games were played including ones with eggs. These included tossing an egg between two people moving further apart during each throw - drop it and you lose; and passing an egg around on spoons.!
The first Monday after the Christmas feast has finished was known as 'Plough Monday' as this was when farming work would all begin again!
Twelfth Night is also known as Epiphany Eve. In many countries, (following the recorded scriptural writings of Christmas) it's traditional to then place the figures of the Wise Men or Three Kings into the Nativity Scene on Epiphany Eve ready to celebrate Epiphany on the 6th of January. [Remember, the Wiseman did not arrive until after Jesus' birth – they saw and followed the Star until it came to rest over the crèche where they found the Christ child.]
It's also traditional to take your Christmas decorations down following Twelfth Night [in other words, after the Epiphany. Additionally, in many Eastern Rites to this day, (again following the recorded scriptural writings of Christmas) gifts are not exchanged between people until the day the Epiphany is celebrated.]
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Implementation and Impact
Music Intent
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.
" Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything ." Plato
Intent
We intend that every child shall enjoy their opportunities to learn about music in all its forms – to enjoy the opportunity to make music, listen to and appreciate it and understand the specialist aspects of it – its language, its patterns and its notation.
We want our children to enjoy performing together, and to see the links between music and performance across the Arts.
We intend through teaching of the National Curriculum for music to ensure that all pupils:
* perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
* learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
* understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
Implementation
Our curriculum is centred around 'Charanga', a musicbased scheme, in which the children learn to sing and play instruments. The scheme of work covers the National Curriculum. Children will have the opportunity to develop an understanding of pulse, rhythm and notation. The programme incorporates the use of technologies such as 'Garage Band', enabling the children to compose their own pieces. The curriculum is delivered by class teachers using a clearly planned and rich syllabus. This will be further enhanced through additional musical study and appreciation during performance and concerts.
Each unit follows a sequence of learning: listen and appraise, interrelated dimensions of music, singing, playing Instruments, improvisation, composition, perform and share. This approach ensures the children get a rich learning experience covering all aspects of music.
Music is taught throughout the school, establishing cross curricular links where possible –in English, Early Years, Maths, RE, Physical and Creative development.
Choirs and Music groups are formed to meet the school needs e.g. for school and the community seasonal events. Monksdown prides itself on the superb productions delivered to parents. Children have the opportunity to shine in these spectacular events.
Impact
As a result of our curriculum, children at Monksdown will:
* have opportunities to listen to, engage with and develop an appreciation for music
* develop an understanding of a wide range of musical genres through engagement
* learn to play tuned and un-tuned instruments and have opportunities to further interests through extra-curricular music activities
* have opportunities to listen to live music through our specialist teachers and other experiences such as workshops and concerts
Children learn musically, both independently and as part of a group, ensuring skills of resilience and teamwork are promoted in this subject. Children are enthused and engaged in a wide variety of music activities. Opportunities to perform outside of school and within our local environment ensure our children understand the significance and place of music within the wider world. Children are excited and inspired to participate in Christmas and end of year 'Monksdown' performances.
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The Way of the Cross, also known as the Stations of the Cross, are a way to pray and meditate on Christ's sacrifice for us. It is divided into fourteen stations; from the time Jesus was condemned to his burial and resurrection. This has been long encouraged by the Church and is especially useful during Lent and Good Friday.
The objective of the stations is to help the Christian faithful to make a spiritual pilgrimage through contemplation of the Passion of Christ. It has become one of the most popular devotions and can be found in many Western Christian churches, including the Anglican, Lutheran, Methodist, and Roman Catholic.
This devotion, highly recommended by the Church, was developed during the Crusades when the knights and pilgrims began to follow the route of Christ's way to Calvary. This devotion spread throughout Europe and was promulgated by the Franciscan friars in the 14th and 15th centuries.
Eventually, the Stations of the Cross became an important catechetical tool, and the popularity of this devotion inspired some of the greatest examples of medieval Christian art. Some scholars believe that medieval miracle plays, which were essentially tableaux of Christ's life, developed from the sculptured representations of the Stations of the Cross in the great Churches. These scenes from the Way of the Cross have provided inspiration for many of the world's greatest works of visual art.
During Lent or Holy Week Catholic parish churches schedule a service for Stations of the Cross every Friday or at least once for the faithful to participate.
The Fourteen Stations:
First Station - Jesus is condemned to Death
Second Station - Jesus is made to bear His Cross
Third Station - Jesus falls the first time under His Cross
Fourth Station - Jesus meets His Mother
Fifth Station - Simon the Cyrene helps Jesus carry His Cross
Sixth Station - Veronica wipes the face of Jesus
Seventh Station - Jesus falls the second time
Eighth Station - Jesus speaks to the daughters of Jerusalem
Ninth Station - Jesus falls the third time
Tenth Station - Jesus is stripped of His garments
Eleventh Station - Jesus is nailed to the Cross
Twelfth Station - Jesus dies on the Cross
Thirteenth Station - Jesus is taken down from the Cross
Fourteenth Station - Jesus is buried in the tomb
After announcing each station, genuflect and say:
Guide:
We adore you O Christ and we praise you.
All:
Because by your holy Cross you have redeemed the world.
Following a scriptural narrative for each station, then all recite an Our Father, Hail Mary, and a Glory be to the Father.
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Daniel Pink's Story Suggestions
* Write a mini-saga (extremely short stories, just fifty words long).
* Enlist in StoryCorps (record your own with a family member or friend).
* Whip out a tape recorder.
* Visit a storytelling festival.
* Experiment with digital storytelling.
* Read great stories.
Daniel Pink's book, A Whole New Mind: Moving from the Information Age to the Conceptual Age, can be ordered online at www.davisart.com.
"Story is just as integral to the human experience as design." —Daniel Pink
My life has always been full of stories. When I was a child, the bookmobile stopped in front of my house every other week and my siblings and I always checked out the limit of books. The only time I have been able to stay up all night was to finish reading a book because I couldn't wait until the next day to find out how the story ended. Fiction is still my favorite escape, and I am especially drawn to artwork that tells stories. My elementary students are always eager to tell me stories about their artworks, stories that deepen my understanding of them.
"Story represents a pathway to understanding that doesn't run through the left side of the brain." —Daniel Pink
In A Whole New Mind: Moving from the Information Age to the Conceptual Age, author Daniel Pink considers story as one of six essential right-brain-directed senses or aptitudes that are needed for success in our contemporary world, a time he calls the "Conceptual Age." Pink believes that now that
4 SchoolArts October 2007
facts and information are immediately available online, the ability to place these facts in context and to deliver them with emotional impact is more important. In other words, the ability to tell "an emotionally compelling narrative has become an essential aptitude." How better to do so than through art? This month we offer many forms of storytelling through art and invite you and your students to enter our first digital storytelling contest.
StoryCorps
Before we bought our own Airstream trailer, I had noticed that StoryCorps, a national project to inspire and help people to record their own personal stories, was using an Airstream as a portable recording booth. For these stories, two people record their conversation, often answering questions or remembering a special time.
ary StoryBooths in New York City and two traveling Airstreams, called MobileBooths. You can make an appointment at a StoryCorps near you or check out StoryCorps at www.storycorps.net and listen for ideas you can use for recording your own students' stories (about art) on podcasts and digital movies. (Daniel Pink's book also recommends StoryCorps.) A simple do-it-yourself guide (www.storycorps.net/participate/doit-yourself_guide/) is very helpful for making podcasts with your students.
Please keep sharing your students' stories of art. We will all be richer for it.
StoryCorps stories are broadcast on National Public Radio and archived at the American Folklife Center at the Library of Congress. There are two station-
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The Intent, implementation and Impact of our Curriculum – Computing.
Intent
When planning and teaching computing at St John's, we believe that it is an essential part of the curriculum; a subject that not only stands alone but is woven and should be an integral part of all learning. Computing, in general, is a significant part of everyone's daily life and children should be at the forefront of new technology, with a thirst for learning what is out there. Computing within schools can therefore provide a wealth of learning opportunities and transferrable skills explicitly within the Computing lesson and across other curriculum subjects.
Through the study of Computing, children will be able to develop a wide range of fundamental skills, knowledge and understanding that will actually equip them for the rest of their life. Computers and technology are such a part of everyday life that our children would be at a disadvantage would they not be exposed to a thorough and robust Computing curriculum. Children must be taught in the art form of 'Computational Thinking' in order to provide them essential knowledge that will enable them to participate effectively and safely in the digital world beyond our gates.
Implementation
In Key Stage 1 the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. They will be taught to create and debug simple programs and use logical reasoning to predict the behaviour of simple programs. They will be shown how to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content as well as recognise common uses of information technology beyond school. They will be taught to use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. Each of these skills will be taught through exciting half termly units. In Key Stage 2 the children will design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. They will use sequence, selection, and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs. Children will be taught to understand computer networks, including the internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be discerning in evaluating digital content. Children will be taught to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that accomplish given goals. They will use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Even our children in Early Years provision will be exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world.
Impact
After the implementation of this robust computing curriculum, children at St John's will be digitally literate and able to join the rest of the world on its digital platform. They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely. The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to keep themselves safe online.
As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical thinking and self-evaluation become second nature.
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Pine Newsletter Autumn 2 Term 2023-24
Upcoming Diary Dates:
General Class News:
Children in Need
November 17th
Christmas Light Walk December 7th
Cromer Church Carol Service 18th December
Christmas Dinner Day 19th December
Welcome back to school—we hope you've had a good break and you're feeling refreshed. There is lots to look forward to this half term staring with our trip to Gressenhall on November 14th to help us understand more of our topic on the Victorians. We'll also be enjoying preparations for Christmas!
Maths
In maths we will be starting to look at subtraction both mental strategies and written column subtraction. We will move on to look at multiplication and division including sharing and grouping, arrays and times table and division facts. We will be practising our timetables. A good resource for this is :
https://www.turtlediary.com
English
Pine are looking at Fantasy this half term and exploring books by Philip Pullman, Kasu Kibuishi and Anthony Horowitz. We will be examining characters and character development as well as improving our persuasive writing.
All students have a log on for our learning platform IXL ( ht ps://uk.ixl.com ) which can be used to consolidate and to extend their learning.
RSHE
We will carry on with our work identifying prejudice and discrimination as well as considering responsibilities, treating others equally and thinking about how to prepare for adult life by learning about finance and jobs.
Science
In science we are going to be learning and practising different techniques for separating mixtures. We will learn about filtration, distillation chromatography and other methods to separate mixtures depending on their properties.
PE
During this half term lessons will be moving into the gym where students will learn the basic skills of Basketball. We will be looking at dribbling, passing and shooting techniques. We will then look to put all these skills together and play a mini game following the rules. The other PE lesson students receive will be Circuit training and learning some Boxing skills.
Other subjects:
In Music and Drama we will be exploring different games and techniques such as mime, character portrayal and role-play. In Topic we will be continuing with our work on the Victorians and how it was in this time that many of the Christmas traditions we enjoy today became popular. In RE we will continue to think about how religion peace and conflict are linked. These are always thought provoking lessons. In Outdoor Learning the children will be enjoying some seasonal activities and in art pupils will look at African art, particularly mark making and textiles.
Any other useful information
Thanks for supporting your young person with their learning out of school. We always encourage children to read books of their choice and will reward home reading with house points! Time spent practising times tables is also helpful. The following website has some helpful content.
https://www.mathplayground.com/ASB_GrandPrixMultiplication.html
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NABA International Butterfly Park:
Since its dedication in the fall of 2004, NABA's Butterfly Park in South Texas has matured into an attractive destination for butterfliers and nature enthusiasts, as well as for local families. Although the park is not yet fully developed, butterfly enthusiasts from across North America, and as far away as England and Australia, are finding their way to this butterfly oasis on the Rio Grande.
broad diversity of native plants in the gardens. To enhance this diversity, the plants are cut back after flowering to force denser growth and maintain the desired shape and size. They are also irrigated during periods of drought to encourage more flowers and an abundant nectar supply. The native plants that thrive in the gardens at the Butterfly Park are treated like prized plants at a botanical garden.
A typical day of butterflying at the Butterfly Park will often yield as many as 60 to 70 species, with a recorded high of 96 species for a single day. The major reason for the diversity of butterflies at the Park, is the New butterflies continue to be found at the Park!
Butterfliers who arrive at the Butterfly Park are invariably rewarded with large numbers of butterfly species. And it is not unusual for several of these species to be lifers. Recent sightings include Two-barred Flashers, Guava Skipper, Silver Emperor, Banded Peacock, Crimson Patch, Manybanded Daggerwing, Rudy Daggerwing, Ornythion Swallowtail, Red-bordered Pixie, and Common Banner. Gil Quintanilla's recent sightings and photographs of a Dingy Purplewing (June 30, 2007) and a Tiny Checkerspot (July 7, 2007) bring the Park's list of butterflies to 172 species.
The rich diversity of butterflies that can be found in the Rio Grande Valley ensures the success of the Butterfly Park, and has helped garner nationwide publicity for NABA's
The Butterfly Park staff continues to enhance the Park's biodiversity by visiting sites throughout the Lower Rio Grande Valley and identifying and then propagating additional native plant species that have potential as butterfly gardening plants. The Park's new native plant nursery was made possible through a grant from the Stanley Smith Horticultural Trust. Javier de Leon, until recently the Park's naturalist, is managing the project with the help of Carol Goolsby, the Park's Education Coordinator, and the volunteer assistance of Ann Vacek, the former Restoration Ecologist. Rio Grande Valley plant species, which are not found in cultivation, are grown, tested, and introduced into the Butterfly Park. Those that prove to be easy to cultivate, valuable as garden plants and as butterfly host and/or nectar plants, will be propagated for distribution to the public (see article about the Park nursery on page 50 of this issue).
A Dingy Purplewing (right) on June 20, 2007
and a Tiny Checkerspot (below) on July 7, 2007 brought the total number of butterfly species seen at the Park to 172.
43
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Immigration and Universal Suffrage
Grade 4 and beyond
Curriculum Connections: Visual Literacy, Immigration, Suffrage
This activity is a way to provide a lesson on visual literacy within a history curriculum, as well as an introduction to or exploration of political cartoons. If your students are unfamiliar with political cartoons, you may want to begin with the Skills Lesson: Political Cartoons.
Display the image. Give students time to generate and answer questions about the object and write notes. Use the background material at the end of this activity whenever you think it will encourage students to ask more questions and think more about how to engage with the portraits.
Click here for a high-resolution version of this image.
Potential Questions
* What is this object?
* When was it published?
* Where is it from?
* What do you know about that period in the United States?
* What is it showing?
* What was the cartoon's purpose?
Potential Questions
* Examine the image using the grid system and write down details from each grid. What do those details communicate?
* What do the words in the two lower corners mean in this context?
* How many ethnicities can you identify in this image?
* What kind of information does this source give you about the period after the Civil War?
* What questions do you have about this image as a result of examining it? Where might you be able to get more information about this image or answers to your questions?
* What background knowledge do you bring to your understanding of this image?
Background
The cartoon was created in support of the Fifteenth Amendment. The amendment was passed by Congress in February 1869 and, when this cartoon was published, it was being debated in state legislatures. New York at first ratified the amendment, but when a Democratic majority won in the fall of 1869 that vote was reversed. By March 1870, enough states had ratified the amendment for it to be added to the Constitution.
The image shows Uncle Sam (carving the turkey on the far-right) and Columbia (farleft), a symbol of the United States and of Liberty. Columbia sits between Black and Chinese families. This reflects the artist's (Thomas Nast's) support for both groups against the violence and prejudice they experienced. Some of the other ethnicities and races pictured include German, French, Arab, British, Italian, Spanish, Chinese, and Irish. In the upper right is a picture of Castle Garden, which was the main entry point for European immigrants before Ellis Island was established in 1890.
Extension Activity
As an exploration of the U. S. Constitution, give students the text of the Fourteenth Amendment: "All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws."
Explain to them that, although the amendment was written to guarantee the right to vote of Black men, many people, including suffragist Susan B. Anthony, believed that it guaranteed the right to vote to women, since they were citizens. Then discuss what being a citizen in the U. S. means.
Additional Resources
* Collection Essay "Immigration and Citizenship in the United States, 1865-1924"
* "Uncle Sam's Thanksgiving Dinner—Two Coasts, Two Perspectives" in Illustrating Chinese Exclusion, ThomasNastCartoons.com
* "Uncle Sam's Thanksgiving Dinner" in Applied Social Sciences Magazine at Encyclopedia.com
* "Uncle Sam's Thanksgiving Dinner" in On this Day, HarpWeek (archived)
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'Let' imperative
Exercise 4.
Complete the dialogues with "let" and the words in brackets. ____________
Example:
A: Is it a good idea to visit them?
A: John, you can't travel alone.
B: No, it isn't. Let's not go there. (go)
B: Mum, please, let me do it. (do)
A: When do you think we should start?
B: ................... it right now. (do)
A: Where shall Susan meet you?
B: ................................ for me in the arrivals hall. (wait)
A: Oh, no! I left my driving licence at home.
B: Call your brother. ..................................... it to you. (bring)
A: I'm sorry, I didn't listen to you.
B: All right. ............................................ it once more. (repeat)
A: ......................................... the rock. (climb)
B: Oh, come on. We should try it at least.
A: We can't copy the document. The copier doesn't work.
B: .................................... a photo of it then. (take)
A: Wait a minute, please. I'm washing the dishes.
B: And where's Tim? ........................................................ (wash up)
A: Have you ever seen this picture?
B: No, I haven't. ........................................ a look. (have)
A: What did you say about my parents, Miss?
B: ...................................................... to school. I want to talk with them. (come)
A: Is Sheila faster than Mary?
B: Definitely. .............................................. the emails. (type)
Answer key
______________________________________________
A: When do you think we should start?
B: Let's do it right now.
A: Where shall Susan meet you?
B:
Let her wait for me in the arrivals hall.
A: Oh, no! I left my driving licence at home.
B: Call your brother.
Let him bring it to you.
A: I'm sorry, I didn't listen to you.
B: All right.
Let me repeat it once more.
A: Let's not climb the rock.
B: Oh, come on. We should try it at least.
A: We can't copy the document. The copier doesn't work.
B:
Let's take a photo of it then.
A: Wait a minute, please. I'm washing the dishes.
B: And where's Tim? Let him wash up.
A: Have you ever seen this picture?
B: No, I haven't. Let me have a look.
A: What did you say about my parents, Miss?
B: Let your parents come | Let them come to school. I want to talk with them.
A: Is Sheila faster than Mary?
B: Definitely.
Let Sheila type the emails.
Our tip: www.e-grammar.org/pdf-books/ All PDF exercises + grammar rules in one place.
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Two Miracles
This weekly bulletin insert complements the curriculum published by the Department of Christian Education of the Orthodox Church in America. This and many other Christian Education resources are available at http://dce.oca.org.
On September 6 we read Mark 5:1-20, which recounts one of the most dramatic of Jesus' healing miracles. Also on this day, we remember the miracle of the Archangel Michael at Colossae.
The story of the Archangel's miracle begins with the gratitude of a pagan father. This man's daughter, previously mute, was enabled to speak when she drank waters from a healing spring located near the city of Hierapolis. The father, desperate to find a cure for his daughter, had taken her to the spring after being told to do so by the Archangel Michael in a dream.
Overwhelmed with thankfulness, the father and his family members were all baptized. Then the father oversaw the building of a church dedicated to the Archangel. As the miracle became widely known, people with illnesses and disabilities began coming to the spring for healing. Some were Christians, some were pagans and idol worshippers, and it made no difference—the spring's waters were effective for everyone.
Many pagans who found healing at the spring followed the example of the mute girl's father, accepting baptism into the Christian faith. They were encouraged by the example of a believer named Archippus, who lived at the church and served as its sacristan for
decades. His unassuming manner, combined with sincere faith, made Christianity attractive to people who met him.
But some pagans feared the growing influence of the church that so strongly symbolized Christ's healing power, and decided to destroy it. They diverted a powerful mountain stream so that it would begin rushing toward the church and inundate it.
Saint Michael intervened by opening a fissure in the mountain, so that the stream's water plunged into it, bypassing the church. Since that time the place of the miracle has been called "Chonae" which means "plunging."
The account of the healing miracle in Mark's Gospel presents us with a man most people would hope to avoid. He lives "among the tombs" and is so violent that "he had often been bound with fetters and chains, but the chains he wrenched apart, and the fetters he broke in pieces; and no one had the strength to subdue him." He is clearly miserable, for he "was always crying out, and bruising himself with stones."
Such a man panics people; the only way they can think of to deal with him is with more and more chains. Jesus, by contrast, deals with him calmly, fearlessly and lovingly. Instead of binding the man, Jesus frees him; He drives the demons out of him, and before long the people see that he is "clothed and in his right mind."
The healing doesn't make people happy; in fact they are "afraid" and ask Jesus to go away. Perhaps even something as terrible as demon possession had become familiar, and frightened them less than having to see God's love and power right before them in the Person of Christ.
Troparion - Tone 4
Michael, commander of the heavenly hosts, we who are unworthy beseech you, by your prayers encompass us beneath the wings of your immaterial glory, and faithfully preserve us who fall down and cry out to you: "Deliver us from all harm, for you are the commander of the powers on high!"
Might we, confronted with God in person, also hope He would just go away?
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Mark 1, Mark 2, Mark 4, Luke 7
Web site "nathanolsen.com"
Next Weeks Lesson: "The Sermon on the Mount" (Matthew 5)
Today's Lesson: "[He] Took Our Infirmities, and Bare Our Sickness"
(Mark 1-2; 4:35-41; Luke 7:11-17)
1. He that loveth father or mother more than me is not worthy of me (Matthew 10:35-38)
A. How are verses 35 and 36 sometimes fulfilled when a person joins the Church?
B. Knowing that the Lord wants our families to be peaceful and united, why do you think he made these statements?
C. To whom should our first and strongest loyalty go?
2. A discussion on Miracles. (Bible Dictionary pg 732-733
)
A. What is one of the Savior's miracles that you would like to have witnessed? Why?
B. What is the danger of miracles?
3. Jesus travels through Galilee teaching the gospel and performing miracles.
(
Mark 1:14–15, 21–45
)
A. As Jesus traveled throughout Galilee teaching the gospel, he performed many miracles, including healing the sick and casting out devils (Mark 1:34, 39). Why did Jesus perform these and other miracles during his ministry?
B. Why were the people in the synagogue in Capernaum amazed at Jesus' teachings and his ability to cast out unclean spirits? (See Mark 1:22, 27)
C. By what authority did Jesus teach and perform miracles?
D. How do we have access to this power and authority today?
E. According to Mark 1:41, what was one reason Jesus healed the leper?
F. Jesus performed many miracles that directly blessed just one person. What do these incidents
demonstrate about how Jesus feels about us individually?
G. How has he shown love and compassion for you?
H. How can we show Christlike love and compassion for those around us?
4. Jesus forgives a man's sins and heals the man of palsy. (Mark 2:1–12)
A. By the time the Savior healed the man with palsy, he had performed many miracles. Because of the great faith of those who lowered the man through the roof, Christ decided to teach those assembled in the home a higher eternal principle. Instead of merely healing the man and sending him on his way, he responded by saying "Son, thy sins be forgiven thee." What eternal principle is he attempting to teach with this response?
B. How did the scribes respond?
C. Who are the scribes? (Bible Dictionary pg 770)
D. Christ's ability to read the minds of those around him allowed a distinct advantage to many of his discussions. Why?
E. The people in the congregation are really sure who this "miracle worker" is. Christ is attempting to reveal his God ship once more to them.
F. Levels of men on earth.
(1) Ordinary Human being.
(2) Ordinary Human being with the priesthood.
(3) Priesthood holder with special authority due to his additional duties. (General Authorities, Stake Presidents, Bishops etc)
(4) A Prophet.
(5) A God on earth.
5. Jesus calms the sea, casts out devils, and raises the son of the widow of Nain from the dead. (Mark 4:35–41; 5:1–20 and Luke 7:11–17)
A. The physical aspects of the Savior's miracles often
symbolized spiritual truths. What spiritual truths can we learn from the following miracles?
(1) Mark 4:35–41. Jesus calmed the sea.
(2) Mark 5:1–20. Jesus cast out a legion of devils.
(3) Luke 7:11–17. Jesus raised a young man from the dead.
B. Of all the miracles that the Savior performed, which one has spiritually strengthened you? Why?
6. Jesus heals a woman with an issue of blood and raises Jairus's daughter from the dead. (Mark 5:21–43)
A. How did the woman with an issue of blood show her faith? (Mark 5:25– 29)
B. What was the cause of her healing? (Mark 5:34)
C. How did Jairus show his faith in the Savior? (See Mark 5:22–23) What did Jesus say to strengthen Jairus's faith when Jairus heard that his daughter was dead? (Mark 5:36)
D. How can you apply these words in your life?
E. Why do you think faith must precede miracles? (Ether 12:12, 18; Moroni 7:37)
F. Why don't miracles alone provide a firm foundation for faith?
G. Brigham Young said: "Miracles, or these extraordinary manifestations of the power of God, are not
for the unbeliever; they are to console the Saints, and to strengthen and confirm the faith of those who love, fear, and serve God" (Discourses of Brigham Young, sel. John A. Widtsoe [1941], 341).
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Bethlehem Lutheran School, Lakewood, CO Science Curriculum Grade 2 (revised 4/01)
God created, rules and orders His universe. Science is the framework through which we discover, observe, analyze and synthesize the natural laws of God's creation. Understanding these laws and the systematic nature of the world assists and enhances the student's awareness and ability to be a better steward of God's earth and universe.
Science provides a conceptual framework for the understanding of natural phenomena and their causes and effects. Science study develops students who are scientifically literate, able to recognize that science is not value-free, and are capable of making ethical and moral judgments regarding science, social and technological issues.
To provide the student with an understanding of God's creation in the areas of Life Science, Physical Science, and Earth Science through facts, observation, and experimentation.
State Standard 1
Students understand the processes of scientific investigation and design, conduct, communicate about and evaluate such investigations.
Classroom objectives
1.1 The science program will provide students with a study and basic understanding of the universe that God created for us to use, care for, and enjoy, also it will provide this understanding of God and His universe through factual knowledge, experimentation, inquiry, observation and cooperative learning situations.
State Standard 2
Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
Classroom objectives
2.1 The student will be able to recognize how matter produces sound through vibration.
2.2 The student will be able to define "light" and demonstrate an understanding of how light travels.
2.3 The student will be able to identify the different sources of heat, and why all living things require heat.
State Standard 3
Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.
Classroom objectives
3.1 The student will be able to recognize and describe the characteristics of insects, fish, amphibians, reptiles, birds, and mammals.
3.2 The student will be able to compare their physical appearances and abilities during various phases of growth.
3.3 The student will be able to generalize the importance of plants and how they grow.
State Standard 4
Earth and Space Science: Students know and understand the processed and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space.
Classroom objectives
4.1 The student will be able to identify and compare the Earth's land formations, and observe how the Earth has changed and is still changing today.
4.2 The student will be able to classify conditions in the air which create the earth's weather.
4.3 The student will be able to understand and appreciate the vastness of our solar system and its components.
4.4 The student will be able to appreciate the earth's environment, including all resources available.
State Standard 5
Students know and understand interrelationships among science, technology and human activity and dhow they can affect the world.
Classroom objectives
5.1 Students will use a variety of materials to make simple products and identify what can be recycled and what cannot.
5.2 Students will identify careers that use science and technology.
5.3 Student will identify use of technology in their everyday life.
State Standard 6
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
Classroom objectives
6.1 To appreciate and have a better understanding of the complexity of God's wonderful and vast creation.
6.2 To recognize our uniqueness and to take responsibility for our universe.
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#2067 The Yom Kippur War and the Abomination of Desolation – The post-World War II U.S. waxing great toward the South and toward the East as a second Syria/Antiochus IV Epiphanes, part 326, Nuremberg Day of Judgment, (xxix), The Assassination of Abraham Lincoln: Abraham Lincoln is closely associated with (i) Booth and (ii) Thanksgiving because of the similarities between the Jewish Feast of Booths and the American 'Christian' Feast of Thanksgiving
Abraham Lincoln and Thanksgiving. Thanksgiving was first celebrated by the settlers at Plymouth in the Massachusetts colony in 1621 under the leadership of Governor William Bradford. Washington and Madison each issued a Thanksgiving proclamation once during their presidencies. It was not until 1863, however, when Lincoln issued his Thanksgiving Day Proclamation, that the holiday was established as a national annual event, occurring on the last Thursday of November. The first observance of the national holiday came one week after the dedication of the Soldiers National Cemetery at Gettysburg.
Review: Abraham Lincoln was assassinated by Booth because he was a counterfeit type of Moses. Obviously, Abraham Lincoln stood fully in the role as a type of Moses, delivering blacks out of Southern slavery. It is because of Abraham Lincoln's role as a counterfeit type of Moses – whose deliverance of Israel from Egypt is seen and commemorated in the Feast of Booths –
that the Lord ordained the assassin of Abraham Lincoln to be a man named Booth – John Wilkes Booth.
Moses in the Wilderness
Key Understanding: Abraham Lincoln and Thanksgiving and Booth. It was not until 1863, when President Abraham Lincoln issued his Thanksgiving Day Proclamation, that the holiday was established as a national annual event. Abraham Lincoln is closely associated with Thanksgiving because of the similarities between the Jewish Feast of Booths and the American Feast of Thanksgiving, to further confirm the spiritual/prophetic understanding that the Lord ordained Lincoln to be assassinated by John Wilkes Booth because of his role as a counterfeit type of 'Feast of Booths' Moses deliverer.
Here is #2067–Doc 1, which contains the content of Abraham Lincoln's October 3, 1863, Thanksgiving Proclamation, after which the holiday was established as a national annual event.
Click here for #2067–Doc 1
Click here for the Original Source of #2067–Doc 1
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Puzzles
Butterflies in a Flutter
Our butterflies are all in a flutter. Rearrange the letters to find out who they are. All answers are at the bottom of the last page but no cheating!
(1) mad real rid
(2) cape okc
(3) dad anty pile
(4) me rot bin
(5) yeod loud cllew
Linking Words
Find a word that fits between the two given, to make two new words or phrases
Example:
fish (pond) weed fish pond pond weed
(1)
garden ( ) sparrow
(2)
honey ( ) keeping
(3) summer ( ) dial
(4) long distance ( ) bean
(5)
weeping ( ) warbler
Wild Flower Word Search
See if you can find the following wildflowers in the word search below:
meadow buttercup daisy
cow parsley ragged robin
clover wood sorrel
cornflower poppy
bluebell harebell
Can you get from SEED to BUDS in 5 steps changing only one letter at a time, and making a new word at each step. For example SEED to SEEN is ok but not SEED to VEED
Wildlife Riddle
Read the words below and then read the riddle. Can you guess which words match up best with each part of the rhyme.
Mountain Hare Song Thrush Swan Mussel Squirrel Hedgehog Common Blenny Salmon Bioluminescence Toad Guillemot
(1) I'm a prickly chap and I eat worms from the ground
(2) I'm called Bufo and I hop around
(3) Eating snails at my anvil is a favourite dish
(4) I must have clean water, I'm just that kind of fish
(5) I change colour in the winter snow
(6) There's some special magic that makes some worms glow
(7) You'll find me in a rock pool at the sea shore
(8) I hide in a shell on the river floor
(9) I have my young on rocks close to the sea
(10) My home is my dray high up in a tree
Question Answers:
Answers: Butterflies in a Flutter
(1) red admiral (2) peacock (3) painted lady (4) brimstone (5) clouded yellow
Answers: Linking Words
(1) hedge (2) bee (3) sun (4) runner (5) willow
Seeds to Buds
© www.gardeningwithchildren.co.uk
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Standards‐Based Instruction, Feedback, Grading and Reporting
Frequently Asked Questions
What is Standards‐Based Grading?
Standards Based Grading (SBG) is a philosophy that provides middle schools in Poudre School District a way to align grading, reporting and feedback to grade level standards. This feedback will be measured against the Colorado Academic Standards or the International Baccalaureate (IB) Criteria. It provides a more accurate measure of a student's strengths and areas for growth. Poudre School District is committed to the intentional use of this type of feedback.
Why have PSD middle schools moved to standards‐based grading and reporting?
Middle Schools in Poudre School District have been making this transition over the past 8 years. The process began with research about best practices during the district's shift from junior high schools to middle schools. Middle schools across the district began to look at ways that we could give students and educators a better and more robust look at performance. The goal is to provide feedback that can monitor and communicate growth over time. Recent research tells us that one of the best ways we can help students succeed is for students to understand where they are with their learning and set goals with this knowledge. During this transition, our schools have been able to better understand student progress and provide opportunities for students to meet the targets and go above and beyond grade level expectations.
What is consistent or varied across the middle schools?
All middle schools in Poudre School District will continue using the Standards‐Based Grading model in the 2016‐2017 school year. All schools will be using the district's tool to track and communicate student progress through StudentVUE and ParentVUE. Our three IB middle schools will communicate student progress towards the IB Criteria and the remaining six middle schools will communicate progress towards the Colorado Academic Standards. Some procedures and decisions for tracking student progress may vary among schools – educators and families are encouraged to discuss these with the administration at the individual school.
How is student progress tracked and communicated?
Student performance is tracked at a more granular level in Standards‐Based Grading. The information will be reported in a more visible representation of student learning through our StudentVUE and ParentVUE system with numerical values and bar graphs specific to each standard within a subject area.
Typically, as a parent, you would see one letter grade for a student for a specific course. In a standards based grading system, a student is given feedback against specific standards (learning outcomes). This type of reporting allows parents and students to see strengths and areas for growth. This reporting provides educators with more actionable information and allows us to monitor and enhance learning of individuals and groups of students.
How is this different than traditional grade reporting with A‐F?
In a traditional system (based on 100 point scale), students do work that includes classwork, homework, projects, tests and quizzes. The points earned are added up and divided by the total possible points to give students one final letter grade to represent all skills and content from an entire class. The scores are usually based on what type of assignment they are rather than toward a specific outcome. Non‐academic factors may also come into play that could include attitude, effort or participation. This type of information about student learning and/or progress is hard to monitor.
In a Standards Based Grading system, students are given information about how well they have mastered a specific outcome. The work over time allows students to see specific movement against these outcomes. Scores and work are tracked over time to give the teachers, students and families a detailed picture of their progression in learning. This provides more specific information regarding learning, strengths and areas of growth.
What process led to the model being used in 2016‐2017?
The decision to shift from a letter grade to a numerical grade was made by all 9 middle schools in the fall of 2014. A representative team from each middle school met in the fall of 2014 several times to work on how to enhance our work with standards‐based reporting and ultimately provide better feedback to students and families. During this process, feedback was gathered from staff and families. The recommendation and decision were made to move forward with this model during the 2015‐2016 school year. In the 2015‐2016 school year, all middle schools continued using the standards‐based model but the reporting remained with traditional letter grades as the technology tool was enhanced.
How do staff and families find out more information, ask questions, or provide feedback?
The administration and teaching staff at each middle school can answer specific questions regarding Standards Based Teaching, Learning and Reporting. You can also provide feedback directly to the administration at your middle school.
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Weekly Newsletter
5th February 2021
NOTE FROM HEAD TEACHER
As-salaamu alaikom
Dear Parents / Guardians / Carers,
It is Children's Mental Health Week and Year 6 pupils participated in a Wellbeing Workshop led by Dr Khan, a psychologist.
Mrs Ghafori
I logged in too, eager to pick up some tips at a time where all of us begin to feel the strain of an increasingly challenging lockdown. Dr Khan emphasised the importance of exercise to release endorphins (produced by the body to relieve stress and pain) and suggested to share three positive things that have happened during the day with loved ones to 'spread positivity' or simply reflect on what we can be grateful for. And as I am writing my weekly Newsletter contribution from the comfort and safety of my home, a lovely cup of coffee next to me, I know that there is so much to be grateful for; the saying goes 'count your blessings' and even in these testing times let us remember that our blessings are too numerous to count. Al hamdu'lillah. Wasalaam
AbdurRahman
WE ARE HISTORIANS
Year 5 & 6 are looking at communication through the ages and the impact of inventions like the printing press and the telegraph. Here are their adverts to sell this 'new invention'!
Maryam
Zainab
Year 3 have been learning about life in Victorian times, sorting differences between school life then and now!
Events this week
AYAH OF THE WEEK
'My success can only come from Allah, in Him I trust and to Him I look.' (Quran 11.88)
The Right of the Fortnight
Article 3: The best interests of the child must be the top priority in all things that affect children.
ASSEMBLY
Mrs Chaudhry spoke about Safer Internet
Day which takes place next week, information we see online and
exploring the reliability of the importance of verifying what
we read.
Key Stage 1
Pupil Voice
Which science activities have we done at home?
"I have done science experiments from my science kit. I have learnt that some science can be messy and some cause explosions." Sara B, Year 3
"A volcano experiment -we used vinegar and bicarbonate of soda." Hassan, Year 3
"Through Winter Watch, I learnt different seeds attract different birds. If you put peanuts out you will attract pigeons, squirrels and female black birds. Sunflower seeds attract robins, gold finches, blue tits." Junayd, Year 5
"I did an experiment to learn about liquid densities. I mixed oil, water and food colouring and they separated into different layers." Iqraa, Year 5
"At home, we have carried out so many practicals and have learnt about refraction, reflection, shadows and a lot about light through them." Perry, Year 6
Year 1 have been learning about the beautiful names of Allah.
Year 2 created their own healthy menu plan in Science.
CERTIFICATES
Y1: Hafi Munir
Y2: Maryam Hussain , Irtaza Khan
Y3: Ibrahim Abbasi
Y4: Taa'ib Akbar, Sarah Ahmed
Y5: Eman Hafeez
Y6: Zakariya Nabulsi
Next Week:
Safer Internet Day 9th Feb. 2021
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West Moors Middle School: Careers Guidance
Everyone wants to create a stronger, fairer society in which people from all backgrounds can realise their potential. A thriving careers programme, that is accessible to all, is fundamental to this. The recently introduced careers strategy; Making the Most of Everyone's Skills and Talents aims to support everyone, to go as far as their talents will take them. We want everyone to be able to build a rewarding career.
The careers plan at West Moors Middle School sets out how the school intends to provide a careers programme, which will provide all pupils with the knowledge, inspiration and ability to take ownership of their own career plans. It aims to challenge perceptions and raise aspirations so that subject choices and career choices are free from gender bias. The plan should encourage pupils to look beyond their current environment and to help pupils investigate new and exciting career possibilities.
The careers plan will help pupils:-
1. Understand how their skills, knowledge and interests can be used in the workplace.
2. Understand the options that are available.
3. Understand how to apply for a job and to consider the attributes and qualities employers may look for.
Year 7 Entitlement
[x] Pupils are encouraged to identify personal traits, strengths and skills; to develop selfconfidence and to have a positive outlook, setting themselves high expectations.
[x] All Year 7 pupils will have at least one meaningful employer interaction.
[x] Subject staff will talk about careers in their field of expertise and explain to the pupils how access up-to-date career and labour market information.
[x] All Year 7 pupils will spend 2.5 hours working alongside Bournemouth University completing a STEM challenge.
[x] Assembly event promoting Bournemouth Arts University and possible course and career options.
Year 8 Entitlement
[x] Pupils are encouraged to look at their personal strengths and skills and how these may help them to achieve their career goal.
[x] Pupils will research a choice of career in order to understand what the requirements to achieve their career goal would be.
[x] Pupils are taught how to write a simple CV. Individuals are then encouraged to look at actions they may need to take to improve their employability.
[x] All pupils will play the How Do I Get a Job game; to help them understand appropriate behaviours for the world of work.
[x] Subject staff will talk about careers in their field of expertise and explain to the pupils how to find out more.
[x] All Year 8 pupils will have at least one meaningful employer interaction.
[x] All Year 8 pupils will spend 2.5 hours working alongside Bournemouth University completing a STEM challenge.
[x] All Year 8 pupils will have the opportunity to discuss their dreams and possible careers at an event organised by Ferndown Upper School.
[x] Assembly event promoting Bournemouth Arts University and possible course and career options.
[x] All Year 8 pupils to attend a HE Experience Day at Bournemouth University.
Career Insights
Career Insights is a free video library source that allows users to search careers they may be interested in and listen first hand to real professionals talk about their journey into that job.
Each video covers what they studied at school, their transitions from school to further education and into working life. What qualifications and skills are needed for their jobs, what a typical day looks like and advice for someone wanting to pursue a similar career.
https://career-insights.co.uk/video-library
Careers Leader: To add
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ALLERGIC PROCTOCOLITIS
Proctocolitis (prok-toe-co-LIE-tis) is inflammation of the lower part of the intestines (the colon). If this swelling is caused by an allergic reaction, it is called Allergic Proctocolitis. Allergic Proctocolitis in infants is also called Milk/Soy Protein Intolerance, Dietary Protein-Induced Proctocolitis, or protein hypersensitivity.
What are the Symptoms of Allergic Proctocolitis?
The main symptom of Allergic Proctocolitis (AP) is mucus with visible specks or streaks of blood in dirty diapers (stools). The stools may be watery, and they are often green. Many infants with AP are very fussy. It is not uncommon for families to be told their baby has colic. Bouts of crying (day and night), poor sleep, and obvious discomfort after eating can be a part of AP too. Some babies with AP have skin rashes.
What Causes Allergic Proctocolitis?
AP is caused by an allergic reaction to food proteins that pass through a baby's colon. These food proteins may come from formula, but, if you are breastfeeding, the proteins pass into your breast milk from the foods you eat. At least half of all cases of AP are caused by a reaction to cow's milk (dairy) proteins. Soy protein is the second most common cause, and many babies have a problem with both dairy and soy. Any food protein can cause an allergic reaction. At this time, no one knows why some babies get AP.
How is Allergic Proctocolitis Diagnosed?
The best way to diagnose Allergic Proctocolitis is to remove the suspected protein from the baby's diet and see if he or she starts to feel better. Your baby's doctor should first rule out other conditions, and may want to test samples of your baby's stool or blood.
What is the Treatment for Allergic Proctocolitis?
The treatment for Allergic Proctocolitis (AP) is to avoid the food(s) that cause the problem. If you are breastfeeding, you will need to stop eating foods that bother your baby. This is called an elimination diet. If your baby takes formula, the doctor can recommend a formula that will be better for your baby. Dairy and soy proteins are usually the first to be removed.
How long will it take for my baby to feel better?
Many babies will stop bleeding as soon as 2 or 3 days after you remove the offending protein(s). It can take 1 to 2 months for all symptoms to go away. If you are not seeing ANY improvement after 2 weeks on an elimination diet, see your doctor or a Registered Dietitian about removing a different protein. Most babies grow out of AP by their first birthday.
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Weekly Newsletter
19th March 2021
NOTE FROM HEAD TEACHER
As-salaamu alaikom
Dear Parents / Guardians / Carers,
'And the earth! We have spread it out, and set thereon mountains standing firm, and have produced therein every kind of lovely growth (plants).' [Qur'an, 50:7]
Over the past two weeks our pupils have been planting seeds and watching them do so reminded me of this beautiful ayah. Witnessing seeds we planted break through the soil in search of light, and grow into plants and flowers, is surely one of Allah's countless blessings. It fills our hearts with hope of new beginnings, joy and awe of our Creator and Provider. Al hamdu'lillah. Wasalaam
Mrs Ghafori
HIGHLIGHTS
Year 3 created some fruit art in DT. They discussed seasonal food vs. non-seasonal foods and the effects they have on the environment.
Year 6 have been developing their observational and drawing skills in art, sketching flowers.
Year 5 were in the garden planting some vegetable seeds. The girls were responsible for making paper pots to make sure our planting is as sustainable as possible.
STARS OF THE WEEK
More News
Y1: Ali Syed Taj &Parsa Khan
Y2: Nusaibah Munir
Y3: Shahzain Choudhary
Y4: Haniya Dar & Suwaibah Munir
Y5: Amaar Alvi
Y6: Zaina Ayub
Introducing our new Year 1 teacher. She has worked in a number of schools and is looking forward to her year at MMPS. She loves sports, especially swimming. She enjoys cooking and says she has a big sweet tooth. A big welcome to Mrs Aboukar!
AYAH OF THE WEEK
'Indeed Allah loves those who rely upon Him.' Quran (3:159)
The Right of the Fortnight
Article 30: Every child has the right to learn and use the language, customs and religions of their family.
ASSEMBLY
Mrs Jannath spoke about the month of Ramadan and how we should start preparing.
Pupil Voice
"Which women are our role models?"
Greta Thunberg because she is trying to save the planet. Rabia, Year 5
Rosa Parks. She changed things for people. Hassan, Year 3
Emmeline Pankhurst. She was an activist who helped to give women freedom. Omar Yagan, Year 5
Rosa Parks. She was an inspirational black woman who made a change . Eesa, Year 5
My mum never gives up, she's always working hard . Khadeeja, Year 6.
Khadeeja(ra)
She was kind and spent her worldly riches on the poor
and needy
. Razeen, Year 4
My big sister always helps me. Manahil, Year 6
My mum is a great role model, because she is a charitable person. Whenever we get food, we always buy extra to give to the homeless. Rohaan, Year 6
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Cyber Netiquette - What is considered good behavior online?
Distance conveys a degree of anonymity, and as a result, many people feel less inhibited in online situations than in their everyday lives. This lessening of inhibitions sometimes leads people to drop their normal standards of decorum when communicating online. In response, good cybercitizens have developed, over the years, an informal set of guidelines for online behavior called Netiquette. Netiquette can be summarized by three simple precepts: Remember that there is a human being on the other end of your communication, treat that human being with respect, and do not transmit any message that you wouldn't be willing to communicate face to face. Some specific corollaries of these precepts follow:
* Be careful what you write about others. Assume that anyone about whom you are writing will read your comments or receive them by some circuitous route.
* Be truthful. Do not pretend to be someone or something that you are not.
* Be brief. Receiving and reading messages costs time and money.
Use titles that accurately and concisely describe the contents of e-mail and other postings.
* Consider your audience, and use language that is appropriate. Excessive use of jargon in a nontechnical chat room, for example, can be bad manners, and remember that children sometimes dial into chat rooms.
* Avoid offensive language, especially comments that might be construed as racist or sexist.
* Remember that the law still applies in cyberspace. Do not commit illegal acts online, such as libeling or slandering others, and do not joke about committing illegal acts.
* Be careful with humor and sarcasm. One person's humorous comment can be another person's boorish or degrading remark.
* Do not post a message more than once. When summarizing, summarize.
* Generally speaking, avoid putting words into full capitals. Online, all-caps is considered SHOUTING.
* If you are following up a previous message or posting, summarize that message or posting.
* Do not post irrelevant messages, referred to in hacker's jargon as spam.
* Do not post messages whose sole purpose is to sucker others into an irrelevant or unimportant discussion. Such messages are known as trolls.
* Read existing follow-up postings and don't repeat what has already been said.
* Respect other people's intellectual property. Don't post, display, or otherwise provide access to materials belonging to others, and cite references as appropriate.
* Temper online expressions of hostility; in hacker's jargon, avoid excessive flaming of others.
* Never send online chain letters.
* Some e-mail programs allow one to place signatures containing text and graphics at the ends of mailings. Remember that elaborate materials take up valuable transmission time, and do not overdo these signatures.
* Limit the length of typed lines to less than 78 characters, and avoid unusual formatting.
* Identify any financial interests related to an e-mail message or posting. If you are selling something, make that fact clear.
* Do not send e-mail to people who might have no interest in it. In particular, avoid automatically copying e-mail to large numbers of people.
* Online messages can be quite informal, but try, nevertheless, to express yourself using proper spelling, capitalization, grammar, usage, and punctuation.
* Avoid chastising others for their online typos. To err is human. To forgive is good cyber-citizenship.
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What's Your Name Worth?
The letter A is worth 1 point, B is worth 2 points, C is worth 3 points, and so on.
What is your name worth?
Whose name in the family has the most points?
Who in the family can make the most valuable word?
Can anyone in the family make a word worth 100 points exactly?
14
15
16
19
20
21
22
23
24
25
26
Going Shopping?
You have to plan the meal for tonight's dinner.
Look through the grocery flyer. Use all 4 food groups for your meal:
- grain products
- vegetables and fruits
- milk product
- meats and alternatives
You have a budget of $10.00.
Cut out the food you select and glue them on the paper provided.
Show how you found the total money for your meal.
Do you have any money left over?
Crazy Coins
What is the least amount you could make with 4 of these coins?
What is the most you could make with these coins?
How much can 4 coins be worth? Think of at least 4 different amounts.
Coin Ratio
Use the coins to make a ratio equivalent to 3 nickels:2 pennies. Draw what you did.
How much money do you have?
Is there a different amount of money you could have with the same ratio? How do you know?
Packages of Pens
Pens come in packages of 3, 5, and 8.
Mrs. Crandall bought 26 pens for her class.
How many packages of each type might she have bought?
Calendar Math
The second Wednesday of the month is March 12.
What day of the week was March 1?
Eating Candies by Fractions
Mark ate half of the candies in the bag.
Leila ate 2/3 of what was left.
Now there are 11 candies in the bag.
How many were in the bag at the start?
Architect for the Day
Use marshmallows and toothpicks to create the tallest structure you can.
Who in the family can create the tallest structure?
Geometry and Spatial Sense
Crazy Quilt Game
The object of the game is to score more points than your opponent by completing more four-piece shapes.
Each player chooses a colour of marker.
The first player colours any single triangle on the outer part of the board (the twelve outside squares).
The second player colours a single triangle in the inner part of the board (the four inner squares).
Players take turn colouring a triangle anywhere on the grid. They count points as the go (point scores are on game sheet). For example, the first triangle is worth 3 points, the next shape you colour is another triangle (3 points + 3 points = 6 points) if that triangle is beside your first triangle you have created a larger triangle with the combination of shapes so you add another 3 points to make 9 points.
The game ends when the grid is completely filled or when neither player can score further.
Crazy Quilt Game Sheet
Parallelogram = 1 point
Rectangle = 2 points
Triangle = 3 points
Square = 4 points
Calculator Quiz
Use a calculator to solve the number sentence. Then turn the calculator upside down to see the word answer to the riddle.
a. It's the outside of an egg. 50 045 + 25 309 – 9 + 2000 = ?
b. Mountains usually are this. 4300 + 400 – 100 + 14 = ?
c. Bubble and steam! 28 432 ÷ 4 = ?
d. It's what a salesperson does. 3849 x 16 – 3849 = ?
e. It's good for a car. 1600 ÷ 2 – 90 = ?
f. This person is in charge. 4 x 9 x 9 x 17 = ?
g. To cry out loud 13 x 13 x 5 – 40 = ?
h. Every garden should have one. 0.002 415 ÷ 0.007 = ?
Make your own quiz.
(0 = O or D, 1 = I, 3 = E, 4 = h, 5 = S, 6 = g, 7 = L, 8 = B)
a. Make up a word from them letters.
b. Now make up a riddle.
c. Last, make a number sentence that gives the riddle answer you want.
d. Bring your riddle and number sentence to class.
Lend a Hand
Trace your hand, with fingers close together, on graph paper.
Estimate how many pennies it will take to cover the area of your hand.
Check how much your hand is worth.
Do you think your foot is more than your hand?
What Shape Are You?
Are you a "square" person? (Are you as tall as you are wide?)
Use the string and stretch it as long as your arm span (both arms stretched out). Cut the string when you have reached your arm span.
Is it equal to your height, or are you a "rectangular" person?
How many times will your arm span fit around your head?
Is the fit of the arm span the same for adults and children?
Measurement
Patterns Are Everywhere
Look through magazines.
Cut out the pattern.
Describe the pattern.
Patterning and Algebra
Toothpicking
Choose 24 toothpicks from the box and arrange them like this:
How many squares do these toothpicks make? Keep looking until you find 14 squares.
Take away just 8 toothpicks in order to have just 2 squares are left.
Patterning and Algebra
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Lead Preschool Teacher
* Daily, lead and learn alongside a group of 8-10 children (ages 3-4.5 or 3.5-5), serving as a coresearcher, resource, facilitator and advocate, utilizing the outdoor environment to the greatest extent possible.
* Under the leadership of the Program Director, implement a curriculum framework that encompasses social understanding, the arts, language development and literacy, scientific inquiry, and mathematics, and:
o Employs a social-constructivist approach
o Cultivates curiosity and wonder about the natural world and is rooted in a sense of place within our local ecosystem.
o Uses projects about real life concepts that are of interest to the children (emergent curriculum)
o Inspires children to investigate and research
o Builds understanding of processes, and encourages critical thinking and discovery
* Develop curriculum maps and ideas for daily work and extended project work and collaborate with other teachers in staff meetings.
* Develop spaces (indoors and outdoors) and materials that provide a stimulating environment for exploration for children and support daily, weekly, and long term goals and needs.
* Develop individual relationships with each child and learn about his or her unique personality and needs, and strong, positive and productive relationships with all families whose children are enrolled in the school, particularly those in teacher's core group.
* Adjust teaching approach based on individual children's needs; create a climate where children feel safe to learn and contribute; and provide support and feedback to children.
* With Program Director, brainstorm and discuss concepts and creative ideas for program development, school development, and activities and schedules.
* Enthusiastically participate in daily personal reflective practices and note taking, and in visible learning, such as documentation displays, online journals, photography and video and in developing children's portfolios.
* Use daily and weekly documentation and assessment rubrics to maintain ongoing assessment of each child's special interests, abilities, and areas for development.
* Plan for and lead parent conferences for parents of each core child two times per year.
* Work with other core groups of children as needed, both to share areas of personal expertise with other teachers and children, and as a substitute as needed.
* Develop knowledge of early child development theories and approaches such as those in Reggio Emilia, Italy and the Project Approach, the Forest Schools and nature-based learning.
* Attend annual Back to School night and lead orientation for families of children in your class.
* Assist in maintaining the school spaces and caring for school animals and garden.
* Participate in school-based and other professional development opportunities, some of which occur outside of school hours.
* Assist in developing the annual professional development plan for the school community and host workshops.
* Support the smooth operation of Eastern Ridge; willingly pitch in as needed to support the daily needs of the school and children.
* Participate in occasional school events and programs that occur outside of regular school hours (see school calendar)
Required Qualifications
* 3-5 years + teaching or other experience with multiple young children at one time.
* Degree in early childhood education strongly preferred.
* Love of nature and being outdoors in all weather; respect and appreciation for creatures, including insects, small wildlife and birds, and a true appreciation for the need for children to get muddy, dirty and wet.
* Practical experience with Reggio Emilia Approach and/or a nature-based approach.
* Ability to effectively work with children individually and in groups. Excellent group management skills.
* Ability to thrive in a collaborative, evolving environment.
* Compelling and inspiring ability to communicate respectfully and wholly with children.
* Demonstrated ability to understand and balance the needs of children, parents, and other staff.
* Up to date CPR/first aid certification.
* Ability to move about and stand for up to 8 hours.
* Ability to lift up to 40 lbs.
Hours, Compensation, and Benefits
* This is a full time, year round position. Starting salary $20-$23/hour, based on experience
* 4+ weeks of scheduled paid holidays plus 14 days PTO
* $18.50 bi-weekly cell phone stipend, plus annual $50 allowance for a waterproof phone case
* Medical, dental and vision insurance options
* Opportunity to work with and learn from a supportive team of teacher/mentors in a progressive, mostly outdoor, nature-based preschool setting
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Card sorting can be used during an interview or a focus group to better understand a participant's desires, priorities, or values, in comparison to one another. The activity uses a set of simple visuals (one per card), which show relevant choices that a person may have in a certain set of circumstances. For example, respondents may rank a set of characteristics of a latrine according to their importance (in their opinion), such as durability, easy to clean, attractive color, availability of local materials, etc., which are depicted in photos or graphics. Beyond the interview questions, this allows the researcher to more deeply understand users' values and priorities underlying their decision-making process.
OBJECTIVE
Researchers can use card sorting to understand respondents' preferences, as they prioritize or rank concepts.
WASH-HCD CONNECTION
WASH researchers can utilize card sorting to understand how users may prioritize or rank different WASH concepts, such as behaviors, values, or product features and characteristics.
TIMING
20-30 minutes
MATERIALS
* PREPARED PHOTOS/IMAGES/CARDS
* PAPER OR NOTEBOOK
* PENS OR PENCILS
STEPS
1. Develop Cards.
- Develop your cards while you are also developing your interview guide, as you want to make sure they are complementary - the cards can help you explore ideas or concepts not fully covered in the interview.
- Decide which concept you want to explore- it should be something that people will need to make a decision about. It could be something that has multiple options or a variety of factors influencing the choice.
- Some examples include:
i. Which sanitation behaviors are more or less socially acceptable or more or less important for health?
ii. Which actors are more influential in a community?
iii. Which types of sanitation products are more or less important?
- Once you have decided on the concept, make the cards with visuals depicting each option or characteristic. You can draw pictures or print photos or graphics. Try to choose visuals which are appropriate and will be easily understood by the respondents, requiring minimal explanation.
2. Facilitate card sorting with interview respondents
- Show the respondent(s) the cards, and explain the general categories (latrine product features, finance options, etc.).
- Ask respondent(s) to make an initial selection and rank them, such as the top or bottom, or most or least important or desirable.
i. Option 1: Pile sorting
ii. Option 2: Ordering or ranking
- Explore their ranking with further questions such as,
i. Which one of these are you most willing to invest in?
ii. Or which is most influential in your child's life?
iii. Or, which of these behaviors would you start doing? Stop doing?
- Keep asking 'why,' in order to understand the reasoning and motivation behind their choice.
- Remember to take notes of their responses, including both the ranking and their explanations. For ease of recording, you may also take photos of their ranking.
HCD for WASH
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Venn Diagrams
1. You are given that the 𝑃𝐴= 0.4. Calculate 𝑃𝐴 ′
The diagram shows the number of students in a year group who are female (set A) and the number of left handed students in the same year group (set B).
2. Write down the 𝑃(𝐴∩𝐵).
3. Write down the 𝑃𝐴∪𝐵.
4. How many students are in the year group altogether?
5. A student is chosen at random from the year group. What is the probability that the student is a right-handed given that the student is female?
6. On the Venn diagram shade the regions that represent.
a) 𝑃(𝐴 ′ ∪𝐵)
b) 𝑃(𝐴′ ∩𝐵)
www.missbsresources.com
/1
/1
/2
7. A gym has 150 members.
112 of the members use the gym.
68 members go to the classes.
14 of the members don't use the gym or go to classes. Use this information to complete the Venn Diagram.
G represents those members who use the Gym. C represents those members who go to Classes.
A shop is has 70 second hand books.
19 of the books have been written on and have missing pages.
48 of the books have been written.
34 of the books have pages missing.
8. Work out how many of the books have not been written on and have no pages missing.
/3
9. The Venn diagram gives information about the number of elements in the set 𝑅 and set 𝑆. Given that P(𝑅) = 𝑃𝑆, find the value of 𝑥.
Available
www.missbsresources.com
Answers
Venn Diagrams
1. You are given that the 𝑃𝐴= 0.4. Calculate 𝑃𝐴 ′
The diagram shows the number of students in a year group who are female (set A) and the number of left handed students in the same year group (set B).
2. Write down the 𝑃(𝐴∩𝐵).
34
140
𝑃𝐴∩𝐵=
280
= 17
3. Write down the 𝑃𝐴∪𝐵.
81
280
𝑃𝐴∪𝐵=
4. How many students are in the year group altogether?
109+34+38+99=280
5. A student is chosen at random from the year group. What is the probability that the student is a right-handed given that the student is female? 109
6. On the Venn diagram shade the regions that represent. 143
𝑃𝑅𝑖𝑔ℎ𝑡𝐹𝑒𝑚𝑎𝑙𝑒=
a) 𝑃(𝐴 ′ ∪𝐵)
/1
/1
/2
b) 𝑃(𝐴′ ∩𝐵)
www.missbsresources.com
Answers
7. A gym has 150 members.
112 of the members use the gym.
68 members go to the classes.
14 of the members don't use the gym or go to classes. Use this information to complete the Venn Diagram.
G represents those members who use the Gym. C represents those members who go to Classes.
150-14=136, 112+68=180 180-136=44
112-44=68 68-44=24
A shop is has 70 second hand books.
Check 68+44+24+14=150
19 of the books have been written on and have missing pages.
48 of the books have been written.
34 of the books have pages missing.
8. Work out how many of the books have not been written on and have no pages missing. W P
7 books have not been written on and have no pages missing.
9. The Venn diagram gives information about the number of elements in the set 𝑅 and set 𝑆. Given that P(𝑅) = 𝑃𝑆, find the value of 𝑥.
𝑅= 3𝑥+ 8 + 𝑥−4
𝑠𝑜𝑅= 4𝑥+ 4
Available
www.missbsresources.com
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Frontiers in History: People, Places, Ideas
The 2023 National History Day theme will connect to topics from every part of the world and area of study in history. When you start to select your topic, don't forget to start with your own backyard! Investigate the connections that Ohio has to the frontiers of innovation, exploration and transformation. Below we've broken down the theme to help you choose a topic.
What is a frontier?
When thinking about a frontier, the first image we have is of the American West, but it can be so much more! While a frontier is actually defined as any line or border that separates two countries, we use the word is many other ways. In U.S. history, it's traditionally seen as the border between the "settled" U.S. and the "unsettled" wilderness. We can think about frontiers much closer to home. Think local or even personal. Trying new things, challenging yourself, and making new friends can all be ways of exploring a personal frontier. What's important to remember is that a frontier can be able more than just physical spaces.
The People Who Lead the Charge
Behind every great change in history are the people who took the lead, spearheaded a movement, or rose to a challenge. Leaders, inventors, political activists, artists, educators and scholars, among others, have all created change and broken barriers. They used their passion, intelligence, and drive to cross a frontiers physically and socially.
* Victoria Woodhull, born in Homer, Ohio, was a leader in the women's suffrage movement and became the first woman to run for the presidency in 1872. She was actively involved in the labor movement and a supporter of women's rights. How did her advocacy lead to change for women in the political and social spheres? Did her work break down any barriers? What change did her efforts cause?
The Ideas that Move Us Forward
Another way to think about frontiers is to think about the ideas that ignite change in all kinds of areas. Groundbreaking inventions, politics, and social movements have all been impacted by the ideas of individuals or groups that push against the status quo to change society.
* During the late 1800s and early 1900s, the U.S. experienced a time of widespread social and political activism and reform called the Progressive Era. The progressive movement worked to address problems like labor practices, women's rights and civil rights. Changes including the 40 hour work week, women's suffrage, and education reform resulted from this movement. How do these ideas fit into the theme of a frontier? What impact did the ideas of the Progressive Era have on future generations?
The Boundaries that Spark Discovery
Physical frontiers are borders that we generally think of as the places where the "civilization" meets the unsettled, wild wilderness. While we may think first of the American West, many other locations have also held the name of frontier at different points in history. When thinking about places that are frontiers, don't think about what a place is today, but instead what it represented for the people that investigated it.
* A significant part of the Cold War, the Space Race of the 1960s saw America and the Soviet Union competing to prove their technological and intellectual superiority by being the first to explore the frontier of space. How did the competition between these two nations promote the exploration of the unknown? What developments that resulted from the Space Race have changed the way that we live now?
Ohio History Day is an affiliate of National History Day
Multiple Perspectives
Because frontiers are ideas and locations that meet at a border, there will most likely be more than one perspective to think about. It's also important to keep in mind that frontiers are not always unknown ideas, uncharted paths, or uninhabited lands. Many of the frontiers that have been crossed were already explored and inhabited by different groups. Think about who defines a frontier, in physical space and ideas, and how those definitions can include or isolate different groups. As you choose your topic, be sure to look at the perspectives of all those involved.
* Before the 1670s, Ohio was populated by numerous Native Americans even though European settlers viewed Ohio as an unsettled frontier. After the French-Indian War, a group of tribes came together to create the Western Confederacy and solidify the border between European settlers and Native American land. How did these boundaries create tension with Native American Tribes and European settlers? When did Ohio stop being seen as a frontier? Visit the OHD Research Guidelines: American Indian History to help you explore this, and other American Indian topics, further.
Change the landscape of the world
When thinking about your topic, it's important to remember that once a frontier has been investigated, then everything after must change. Things cannot stay the same. So think about what factors led to the exploration of your frontier and what developed or changed as a result of the exploration. Think about before and after when defining your topic in relation to frontiers.
Don't forget to check out the Local History Topic List for more help on how to explore this year's theme of Frontiers in History: People, Places, Ideas. We're so excited to see what topics you select and the projects you create this year!
Ohio History Day is an affiliate of National History Day
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Using Waits, Loops and Switches
Waits, Loops and Switches Pre-Quiz
1. In programming, what is a loop? When is a loop useful?
2. How can you control the duration for which a loop repeats?
3. In programming, what is a switch?
Waits, Loops and Switches Pre-Quiz
Answers
1. In programming, what is a loop? When is a loop useful?
A loop is an operator that allows us to repeat a set of commands indefinitely. Loops are useful when you need to repeat a set of commands multiple times.
2. How can you control the duration for which a loop repeats?
You can control how many times a loop repeats by clicking the dropdown arrow next to "Control" on the loop block and setting it to forever, time, sensor, count or logic.
3. In programming, what is a switch?
In programming, a switch is an object that gives different commands depending on the state it is in.
Wait Block Activity
Objective: Combine wait blocks, loops and switches to perform a task
Do This: First, attach 2 touch sensors (name them A and B) and a sound sensor to your robot.
Then program the robot to perform the following task:
Stay at rest and display "Ready" on the screen until detecting a loud noise. Once a loud noise is detected:
Move left and display "Left" whenever touch sensor A is pressed.
Move right and display "Right" whenever touch sensor B is pressed
Move forward and display "Forward" whenever both touch sensors A and B are pressed.
Stay at rest and display "Stop" when no buttons are pressed.
***Hint: Click on the select "Text" from the
icon, drag the block into the program, and dropdown menu to display text on screen.
4
Wait Block Activity Solution
13
Wait Block Activity Solution
1
various settings
2
3
4
5
6
7
8
9
10
Wait Block Activity Solution
various settings (continued)
various settings (continued) Wait Block Activity Solution
Waits, Loops and Switches Post-Quiz
1. In programming, what is a loop? When is a loop useful?
2. How can you control the duration for which a loop repeats?
3. In programming, what is a switch?
Waits, Loops and Switches Post-Quiz
Answers
1. In programming, what is a loop? When is a loop useful?
A loop is an operator that allows us to repeat a set of commands indefinitely. Loops are useful when you need to repeat a set of commands multiple times.
2. How can you control the duration for which a loop repeats?
You can control how many times a loop repeats by clicking the dropdown arrow next to "Control" on the loop block and setting it to forever, time, sensor, count or logic.
3. In programming, what is a switch?
In programming, a switch is an object that gives different commands depending on the state it is in.
Vocabulary
brainstorming: Thinking of ideas as a group.
iteration: Doing something again, especially with the intent to make improvements.
loop: An operator that repeats a set of commands.
switch: In programming, a switch is an object that gives different commands, depending on the state it is in.
Images Sources
Slides 1: wall switch drawing; source: Microsoft® clipart: http://office.microsoft.com/enus/images/results.aspx?qu=light+switch&ex=1#ai:MC900441745|
Device and programming images from LEGO MINDSTORM NXT User's Guide http://goo.gl/wuhSUA Screen captures, diagrams and drawings by author
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TESTIMONY IN SUPPORT OF HB 7352
AN ACT CONCERNING MINOR REVISIONS AND ADDITIONS TO THE EDUCATION STATUTES
March 15, 2019
To: Honorable Co-Chairs Sen. McCrory and Rep. Sanchez and Distinguished Members of the Education Committee
From: Lori Brown, Connecticut League of Conservation Voters
Thank you for the opportunity to testify IN SUPPORT OF HB 7352, An Act Concerning Minor Revisions and Additions to the Education Statutes.
In 2015, Connecticut adopted the Next Generation Science Standards (NGSS), which include climate change as a core element of science education, beginning in middle-school. By including language from HB 5011 that broadens the mandate to include elementary school students, HB 7372 will ensure that our youngest students can be equipped with an understanding of what is at stake and the role they can play in preserving their planet.
Climate change must be dealt with head on if we wish to save our planet and preserve it for future generations. However, according to a survey by the Yale Program on Climate Change Communication, only 58% of Americans believe climate change is caused by human activities. Nearly 30% of Americans don't believe in climate change at all. This knowledge gap stands in sharp contrast to the broad scientific consensus which has called for immediate action to remedy more than a century of environmental degradation. Climate change education can help close this knowledge gap—and equip future generations with the tools to solve complex climate issues.
Some Connecticut towns are already demonstrating the impact climate change education can have on young children. Through the Reforest the Tropics (RTT) initiative, and after a series of classes on climate change, sixth grade students at Clark Lane Middle School in Waterford voted to plant trees in Costa Rica to offset their school's carbon dioxide emissions. Other groups of students in New London and Groton have voted to enact the same change. Overall, the RTT program has translated children's passion for environmental stewardship into 4,000 metric tons of carbon sequestration annually. Thoughtful students like these will be front-line leaders in the fight against climate change, and we must prepare them adequately.
Climate change education will equip future generations with the knowledge and skills they will need to tackle climate change and the associated impacts on humans and our environment. Taking this step is an investment in the future. With this in mind, I urge you to amend the language of legislation before the Education Committee to mandate climate change education in Connecticut's statewide curriculum.
On behalf of the Connecticut League of Conservation Voters, I urge you to SUPPORT SB 7352. Thank you for your time and consideration.
Sincerely,
Lori Brown Executive Director CTLCV
553 Farmington Avenue, Suite 201 Hartford, CT 06105
email@example.com
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SA F E T Y G U I D E LI N E S
Surviving a Fire in Your Home
Take the time now to prepare — it can save lives!
AN OUNCE OF PREVENTION…
Smoke Alarms
* Practice crawling because you may need to escape by crawling under smoke, where the freshest air will be.
* Install a smoke alarm outside of each sleeping area and on each additional level of your home.
* Install smoke alarms INSIDE sleeping areas if people sleep with their doors closed.
* Test smoke alarms once a month by pressing test buttons.
* If an alarm fails the test or starts making beeping noises, replace batteries immediately.
* Replace ALL smoke alarm batteries at least once a year.
Fire Extinguishers
* Consider purchasing one or more fire extinguishers to keep in your home.
* Read the instructions to understand how your fire extinguisher works, and make sure all family members understand how to use it.
* Read the instructions to find out how to check if your extinguisher is in working order, and how frequently it needs to be checked.
Escape Ladders
* Consider installing escape ladders for upstairs rooms.
* Learn how to use your escape ladder.
* Store ladders close to windows.
Flashlights
* Keep flashlights throughout your house and make sure everyone knows where they are located.
* Check batteries regularly.
PLANNING CAN PREVENT PANIC
Escape Routes
* Figure out at least two ways for escaping for every room in your home.
* Everyone living in your home should be familiar with these escape routes.
Practice
* At least twice a year, practice using your escape plans.
©2020 Apria Healthcare, Inc.
Meeting Place
* Decide on a location where everyone will meet outside your home after escaping from a fire.
* A meeting place is important so that you can quickly see if everyone has escaped.
IF A FIRE OCCURS…
Making Your Escape
* If there is smoke or fire in one escape route, use another route.
* If there is no way to avoid smoke, remember to stay low and crawl under the smoke, where the freshest air will be.
* If you want to escape by opening a closed door, FIRST check to see if the door feels warm before opening it. If it is warm, do NOT open the door. Instead, use another route.
Blocked Escape Routes
If all of your escape routes are blocked by smoke, heat or flames:
* Stay in the room and keep any doors closed.
* Keep out smoke by piling rugs, blankets or pillows along the bottom of any doors.
* If there is a phone in the room, call 911 and tell them where you are.
* Signal out a window for help using a brightlycolored cloth, sheet, towel, or flashlight.
* Stay as close to the floor as possible, near a window or door.
After Escaping
* Go to a neighbor's house and call 911 as soon as possible.
* NEVER go back inside a burning house. Once you're outside, stay outside!
* When firefighters arrive, tell them if you think anyone is still inside.
GEN-3275 Rev. 08/20_v2
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Milton Reservoir Water Quality Report
August 8, 2017
Water Summary
Milton Reservoir (aka Pelican Lake) is sampled twice a month between March and October and monthly between November and February. The Barr Lake and Milton Reservoir Watershed Association coordinates all of the efforts to monitor, test, and improve the water quality in Milton. Regular lake sampling started in 2002 and will continue into the future. It is important to closely monitor water quality to observe any major changes that would impact wildlife, park users, or downstream water users.
August – Milton is showing signs of a second bluegreen algae bloom (microcystis). What's unusual is the lower pH and oxygen levels. The cooler temperatures and rain might be causing the algae to slow down. Most of the floating surface bloom was at the southern end of the lake. Milton is also fully mixing now that it is only 20 feet deep. This mixing can bring up bottom lake water that is lower in oxygen because of thermal stratification. Milton has been stratified since late May. Typically, early August is when the water is the hottest. The profile data shows that July water temperatures were much higher than early August. The temperature regime determines what happens in a lake.
Water Quality Stats (as of 08-08-17)
Maximum Depth: 20.0 feet Water Temperature: 72.1 0 F (dam outlet) (taken 3 feet below surface)
Water Clarity: 4.3 feet (> 3 feet is good)
Dissolved Oxygen: 72.0% (>80% is good)
pH: 8.94 (between 6 and 9 is good)
Chlorophyll-a: <30 ppb (How green, < 25 is good)
Rain water only goes down the storm drain. No dumping. BMW Association is helping Denver mark storm drains. Notice in the photo the stain of oil leading to a drain.
Watershed News
Just over 300 storm drains were marked in the Cole Neighborhood just upstream of the Burlington Head Gate. A group of youth girls spent a week gluing small plagues next to storm drains to inform people that the water goes straight to the S. Platte River.
Join BMW Association
BARR LAKE AND MILTON RESERVOIR ASSOCIATION
The BMW Association's mission is to improve the water quality by encouraging cooperation, involvement, and awareness with people living near and upstream of Barr Lake and Milton Reservoir.
You can learn more about the lakes and what is going on in the watershed by going to www.barr-milton.org.
Contact Amy Conklin, watershed coordinator, at email@example.com or 303-795-5925.
Cooperation, Involvement, and Awareness
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Welsh Fruit Stocks Gooseberry Growing Guide
Gooseberry bushes are of the genus Ribes. They produce large round berries that are green on culinary varieties, or red on dessert varieties. The older
branches on the bush are tough and woody, whereas younger growth is tender and green. They can be spiny or almost spine free. Gooseberry bushes will grow sporadically if left alone, so pruning is highly recommended (see below).
We take cuttings from our own PHPS certified (Approved Health grade) mother stock in early spring and plant them out in our fields. We look after them through the summer while they are growing, and then lift and despatch them as one-year-old bushes from November until March/April (depending on the season).
Planting
Location and Soil
Gooseberry bushes make a hardy soft fruit bush, capable of surviving in lower temperatures, windier conditions, and more shady conditions than many of the other soft fruit bushes and canes. Although gooseberry bushes do not necessarily need a very fertile soil, the ideal soil should be medium weight, well drained, loamy and moist. They are fairly tolerant of most soils, including those more alkaline. The site should be chosen carefully, as a gooseberry bush can survive for a good few years.
Preparation
The soil should be prepared in the late summer, by mixing in some organic matter. If you prefer, dig a hole about 3' (1m) across, mix in some organic matter, and then refill it. The bushes should be planted 4-5' (1.21.5m) apart.
Planting Method
Dig a hole big enough to accept the roots without bunching or curling, and ensure that the hole is deep enough to ensure the roots are covered. Firm in well to ensure that there is no air around the roots.
Fruiting and Cropping
Pruning and Care
Gooseberry bushes fruit on the spurs of both the young and the old wood. We recommend creating an upright bush (or a one or two-shooted cordon) by cutting away lower branches to create a clear leg. Initially after planting the remaining branches can be trimmed to half of their length, or to leave three to four buds on each branch. Try to make the last bud on the branch an outward-facing one.
Each winter trim the new (greener, less woody) shoots produced during the year to half of their growth, leaving any side shoots at about 2" (5cm) in length. This can also be repeated in the summer if growth is vigorous, leaving four to five leaves on each side shoot.
To create a fuller bush another option is to prune the older branches from the centre of the bush back to about 1" (2cm) in length, leaving the newer shoots around the outside of the bush.
Pollination
Gooseberry bushes are self-pollinating, so only one bush is needed. Ensure insects can access your bushes at flowering time to aid pollination.
Fruit Protection
As always, birds can be partial to gooseberries. There are various methods to help prevent this, like netting and bird scarers, or you may want to invest in a fruit cage.
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Pests and Disease
Gooseberry bushes have quite good disease resistance, with the most common problem being gooseberry sawfly caterpillars, which will eat their way through the leaves very quickly. At first sight pinch off the caterpillars, but if they are severe an organic insecticidal spray should prevent total defoliation. American Gooseberry Mildew has traditionally been a problem, but we choose to grow varieties that are more resistant to this, so they should cause less difficulties.
Feeding and Watering
Keep the gooseberry bushes well watered during dry weather, especially while the fruit is forming. A layer of organic matter can be applied as a mulch during the spring, although take care not to mulch right up to the base of the bush. Some high potash fertiliser could be a good addition to the soil at the end of the summer.
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CONTACT:
Susan Harris-Broomfield Nebraska Extension Educator Rural Health, Wellness, & Safety 308-832-0645
Love your Brain
Ask someone what the most important part of his or her body is, and most would probably say "my brain!" Ask anyone what he or she does to preserve cognitive function, and the answer may not come so easily.
New year advertising campaigns force Americans to consider prominent health habits like diet and physical activity. If the brain is so important to us, shouldn't we pay attention to that as well? According to the Alzheimer's Association®, doing so could help reduce risk of developing chronic memory loss.
Dementia is a catchall word, encompassing several disorders that cause memory loss, personality changes, or some sort of impairment. It is a nonreversible decline in mental function. Alzheimer's disease is a specific disease within the dementia definition that slowly and irreversibly destroys memory and thinking skills. There is a difference between the two and a correct diagnosis means getting the correct medications and support needed.
Anyone is at risk for developing dementia or Alzheimer's disease, but growing evidence indicates that individuals can keep their brains healthier by adopting certain key habits. These 10 ways to love your brain are courtesy of the Alzheimer's Association®:
* Catch Some ZZZ's – Not getting enough sleep may result in problems with memory and thinking.
* Heads Up! – Brain injury can raise risk of cognitive decline and dementia. Wear a seat belt and use a helmet when playing contact sports or riding a bike or ATV.
* Fuel Up Right – Eat a balanced diet that is higher in vegetables and fruits to help reduce the risk of cognitive decline.
* Follow Your Heart – Risk factors for cardiovascular disease and stroke – obesity, high blood pressure, and diabetes – have a negative impact on your cognitive health.
* Hit The Books – Formal education will help reduce risk of cognitive decline and dementia. Take a class at a local college, community center, or online.
* Butt Out – Smoking increases risk of cognitive decline. Quitting smoking can reduce risk to levels comparable to those who have not smoked.
* Break a Sweat – Engage in regular cardiovascular exercise that elevates heart rate and increases blood flow. Studies have found that physical activity reduces risk of cognitive decline.
* Buddy Up – Studies show that staying socially engaged may support brain health. Find ways to be part of your local community or share activities with friends and family.
* Stump Yourself – Challenge your mind. Build a piece of furniture. Play games of strategy.
* Take Care Of Your Mental Health – Some studies link depression with cognitive decline, so seek treatment if you have depression, anxiety, or stress.
When possible, combine as many of these habits as possible to ensure a healthier brain and body! Source – Alzheimer's Association (alz.org/10ways).
©
2016
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Elementary School Age Children and Their Vision
The majority of vision development occurs in the first few years of life. The older a child is at the time of diagnosis, the more difficult it may be to correct issues of ocular development.
Should my child have a vision test?
All children should have a comprehensive eye examination by kindergarten entry.
Children may not know that they have a vision problem. Changes in a child's vision happen very slowly. A child may think that everyone else sees the same way.
Vision problems often have a family history. If you know of vision problems in your family, your child's eyes should be examined by an eye doctor (optometrist or ophthalmologist), especially if you notice any concerns.
Some conditions can result in permanent vision damage if they are not corrected early:
- Crossed eyes (strabismus) is a condition where the eye muscles point one or both eyes in the wrong direction
- Lazy eye (amblyopia) is a condition where the vision in one eye is weaker than the other eye. The child's brain ignores the weak eye and uses the strong eye to see. If untreated, the child's brain develops a clear picture in the good eye and a blurry picture in the weak eye
What are some vision concerns and their symptoms?
Your child should see your family health care provider or eye doctor if you notice any of these signs or symptoms:
- Blurred vision
- Headaches
- Red, itchy or watery eyes or discharge
- Squinting or rubbing the eyes
- Excessive blinking
- Difficulty finding or picking up small objects
- Covering or closing one eye
- Drooping upper eyelid
- Tilting or holding the head in an unusual position
- Holding objects too close
- Eyes appear crossed or turned
-
Reading or watching screens very closely
- Avoiding activities needing distance vision
- Trouble focusing or making eye contact
- Difficulty following objects or people
- Poor performance in school or lack of concentration
- Lack of coordination or clumsiness in physical activities
How can I help to prevent eye injuries for my child?
You can reduce the risk of eye injuries and increase eye safety for children.
- Teach children to play safely with toys and games
- Take rest breaks to avoid eye strain while doing close up activities, such as using a computer or tablet, playing video games, or
watching television. These activities can decrease the natural blink reflex and cause irritated, red, or dry eyes
- Provide an area for homework that has even lighting and does not have glare or reflections. Children should take regular breaks to rest their eyes when reading
- Teach children not to walk or run while carrying sharp objects. Objects, such as pencils, keys, umbrellas, scissors, lollipop sticks, uncooked spaghetti, drinking straws, or pieces of wire, can cause an eye injury
- Teach children to sit at least 3 metres (8 to 10 feet) away from the television screen. Place the television in a spot that reduces glare or use soft lighting
What about wearing sunglasses and other types of protection?
Ultraviolet (UV) rays from the sun can cause eye damage, as well as harm the skin.
Sunglasses are recommended for children and adults. To protect eyes, sunglasses should:
- Have large lenses and a wraparound design, fully covering the eyes
- Fit well and be comfortable
- Have labels with 99 to 100 per cent UVA and UVB protection
- Not have cord or string attachments. Cord and string attachments are not recommended due to the risk of strangulation. If a cord or string attachment is used, it should come off easily if pulled
If your child wears corrective lenses or glasses, make sure they have UV protection.
Hats that shade the face and eyes may provide better sun protection. Hats can be easier for children to keep on than sunglasses. Children should wear hats when playing in the sun to prevent sunburn and any harm to their eyes.
Could my child be colour blind?
Some children, males more often than females, have trouble seeing certain colours. They can see colours, but the spectrum they can distinguish is less than people without colour deficiency. Some colours can look the same and be harder to tell apart, such as the difference between certain shades of red and green.
Your child can have a simple colour vision test by an eye doctor to check for any concerns. This can help you understand and deal with any problems your child may have in learning situations that involve colours.
For More Information
For more information, see:
- HealthLinkBC File #11 Ultraviolet Radiation
- HealthLinkBC File #53a Young Children and Their Vision
For more information on vision screening, contact your local public health unit.
To find an optometrist in your area, contact the BC Doctors of Optometry at 604 737-9907 or toll-free 1 888 393-2226, or visit https://bc.doctorsofoptometry.ca/.
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Name: ____________________________________________ Date: _____________________
Introduction to the Eyes — Eye-Opening Questions
Circle the correct answer, below, based on what you already know about human eyes.
1. What percent of what we perceive and remember comes from our eyes?
A. 10%
B. 25%
C. 50%
D.
80%
2. An adult eye is about ____ inch in diameter and contains about ____ photoreceptors (light-sensitive cells).
A. 5, 100
B. 1, 10
C. 1, 12 million
D. 5, 1 million
3. Our eyes can adjust their focus…
A. in about 10 seconds.
B. in 1 minute.
C. about as fast as a digital camera.
D. instantaneously.
4. How do our eyes adjust to different light levels?
A. Our pupils contract (become smaller) in bright light and dilate (become larger) in darker settings.
B. We automatically adjust our eye lids to cover our pupils so that they only let in the right amount of light.
C. There is only one brightness of light so our eyes do not need to adjust.
D. Our eyes release a chemical that acts like sunglasses to shade us from bright light.
5. Our eyes actually perceive images up-side down and then they are flipped by our brain to make sense.
A. True
B. False
6. What allows our eyes to see at night (in very low-light levels)?
A. We have reflectors in our eyes that bounce light around and amplify it.
B. We have 130 million rods (light-sensitive cells).
C. Our brain makes up images at night, based on what we have seen during the day.
D. We have 6-7 million cones (color-sensitive cells).
7. What are the three primary colors of light (you can make all colors from these three)?
A. Red, blue, yellow
B. White, black, grey
C. Red, blue, green
D. Blue, yellow, green
How many times a day do we blink?
A. 24 (once an hour)
B. 3,600 (once a minute)
C. 86,400 (once a second)
D. 12,000 (once every five seconds)
9. How can we see in 3-D and interpret how far an object is from us?
A. Our eyes are both on the same side of our head.
B. We have sonar (bounce sound signals off of objects to interpret distance).
C. We can judge an object's distance based on how fast it is moving.
D. Each eye has the ability to measure the distance to an object when it sees it.
8.
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10 Tips to Make Gardening Easier
By Lesley Fleming, HTR
1. Think about it….what gardening activities give you pleasure- growing veggies, smelling fragrant flowers, pruning? What tasks are physically challenging…and do you really need to do all of them? Can you purchase compost, hire someone to trim the 10 ft hedge or forgo the 15 flats of geraniums for 5?
2. Get higher….gardening at ground level is one of the most challenging aspects of gardening for many people. Options exist. Consider containers that can be placed at a comfortable height; window boxes, raised beds, hanging baskets, vertical walls of living plants.
3. Fool around with tools….visit a store with garden tools and try them all! Handle the handles and find the one that has the most comfortable grip, diameter, and weight…for you. Same for pruners and loppers- look for composite materials, ratcheted, geared mechanisms and the Arthritis Society's Ease of Use commendations. Keep your cutting tools sharp.
4. Reach out and touch….this will determine your comfortable reach/extension. If you need to have a deeper bed than you can easily reach, plant low maintenance plants at the back, place stepping stones to access those deeper areas, and buy long handled telescoping rake/pruner/weeder to make your arms (and back) go the distance without strain.
5. Don't repeat yourself….repetition of movement can cause strain on muscles and joints, taking the pleasure out of gardening. Consider breaking the task into smaller units over a period of days, practice using tools in either hand or better yet, use both hands.
6. Sit around…..both active and passive gardening can be fun; listen to the birds, use the bench you built, share lemonade with a friend in the shade of your tree. Take time to smell the roses.
7. To carry or drag…that is the question. Dragging branches, leaves, or mulch on a tarp or using the newer garden carts -- lighter and smaller with 4 wheel stability -- can make moving garden materials less physically demanding than carrying the items.
8. Walk the walk….for safety and accessibility. Especially for those with balance or mobility issues, keep paths and walkways level and clear of clutter. This includes toys, hoses, and deteriorating surfaces. Consider railings, seating platforms or garden beds closer to accessible paths. Bring the plants to you.
9. High maintenance….who needs it. With so many plants to choose from nowadays, consider plants that are perennials, dwarf varieties, colorful but compact, sterile and unable to invade. Read labels and select plants based on their maximum heights, reducing the need to prune as often. Use one high maintenance plant as a focal point.
10. Green is good….but can you reduce your lawn? Grass requires the most water, most effort, and probably the most chemicals in your yard. Making your lawn a bit smaller by enlarging beds, planting a tree or using permeable hardscapes will feel good and look good.
Lesley Fleming, registered horticultural therapist has worked with people of varying physical abilities, all of whom want to enjoy a garden. She created the adaptive tool display at Naples Botanical Garden, Florida in the Buehler Family Foundation Enabling Garden.
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Sample Exam Questions
PS303 Modern Physics
1. A container holds gas molecules of mass m at a temperature T. A small probe inserted into the container measures the value of the x component of the velocity of the molecules. What is the average value of ! 𝑚𝑣 !! for these molecules?
(a) ! 𝑘𝑇
(b) ! 𝑘𝑇
(c) 𝑘𝑇
(d) 3𝑘𝑇
2. A star (assumed to be at rest relative to the Earth) is 100 light-years from Earth. (A light-year is the distance light travels in one year.) An astronaut sets out from Earth on a journey to the star at a constant speed of 0.98c. (Note: At v = 0.98c, 𝛾= ? )
(a) How long does it take for a light signal from Earth to reach the star, according to an observer on Earth?
(1) 100y
(2) 98y
(3) 102y
(4) 20y
(b) How long does it take for the astronaut to travel from Earth to the star, according to an observer on Earth?
(1) 100y
(2) 98y
(3) 102y
(4) 20y
(c) According to the astronaut, what is the distance from Earth to the star?
(1) 100 l.y.
(2) 102 l.y.
(3) 20 l.y.
(4) 98 l.y.
(d) According to the astronaut, how long does it take for the astronaut to travel from Earth to the star?
(1) 100y
(2)102y
(3)20y
(4) 20.4y
(e) Light takes 100 years to travel from Earth to the star, but the astronaut makes the trip in 20.4 y. Does that mean that the astronaut travels faster than light?
(1) Yes
(2) No
(3) Maybe
3. A certain particle has a proper lifetime of 1.00 ×10 !! s. It is moving through the laboratory at a speed of 0.85c. What distance does the particle travel in the laboratory?
(a) 2.55 m
(b) 4.84 m
(c) 1.34 m
(d) 9.19 m
4. A 𝜋 ! meson (rest energy = 135 MeV) is moving through the laboratory with a kinetic energy of 405 MeV.
(a) Expressed as a fraction of the speed of light, what is the speed of the pi meson?
(b) At this speed, how long a track will the pi meson leave in the laboratory during its lifetime? The lifetime of a pi meson at rest in the laboratory 1.0 × 10 !!" s
5. The most intense radiation emitted from a hot sample of metal has a wavelength of 60 µm. When the temperature of the sample is doubled, what will be the wavelength of the most intense radiation?
(a) 30 µm
(b) 120 µm
(c) 960 µm
(d) 15 µm
6. Light of wavelength 477 nm is incident on the surfaces of several different metals. For which value of the work function will electrons be emitted from the surface?
(a) 4.2 eV
(b) 3.7 eV
(c) 3.2 eV
(d) 2.3 eV
7. Which one of these processes involves a decrease in the kinetic energy of an electron?
(a) bremsstrahlung
(b) photoelectric effect
(c) Compton scattering
(d) pair production
Obviously there's more than this!
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March 13, 2017
Dear Parents and Guardians:
Your children and all Vernon School District students deserve an education that prepares them to thrive in a global economy and civic life. Connecticut holds schools accountable for delivering on this promise in two ways: (1) by defining challenging content that students must learn; and (2) annual testing to see if students learn that content.
This is why Connecticut adopted the Connecticut Core Standards several years ago. These standards set challenging expectations for all students in English language arts (ELA) and math. They demand critical thinking and problem-solving abilities. Our students need these real-world skills to succeed.
This is also why Connecticut recently adopted the Next Generation Science Standards (NGSS). Like the Core Standards in English and math, the science standards emphasize critical thinking more than memorizing facts or terminology. In an NGSS classroom, students investigate natural phenomena and real-world problems like scientists and engineers do.
To see how well students are learning, Connecticut uses the following tests:
- Grade 11—ELA and Mathematics: SAT (also usable for college)
- Grades 3-8—ELA and Mathematics: Smarter Balanced
- Grades 5 and 8—Science: Connecticut Mastery Test (CMT)
*
- Grade 10—Science: Connecticut Academic Performance Test (CAPT) *
Think of assessments like academic checkups. They help teachers and parents see where students are compared with where they need to be. The results can reveal areas where students excel and where they need help.
Except for the SAT, all other tests (including science for the first year) are taken on computers. Computer testing enables assessment of more complex skills in less time. It also provides more supports for students with disabilities.
To find resources for parents and guardians, including ways to help your child at home, please visit CTCoreStandards.org.
Measuring student success against new standards is a major shift for our students and teachers. However, it is vital for preparing our children to meet the demands of college and work. Our teachers and administrators are committed to supporting students with great instruction and resources to meet these new expectations.
Sincerely,
Jason D. Magao Director of Teaching and Learning
* The CMT and CAPT Science tests align to Connecticut's old science standards from 2004. Over the next two years, Connecticut will be developing a new science test aligned to the NGSS.
VERNON PUBLIC SCHOOLS
Office of Teaching and Learning 30 Park Street P.O. Box 600 Vernon, Connecticut 06066-0600
Phone (860) 896-4677 • Fax (860) 870-6006
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All Children's Book Reviews
Liberty University DigitalCommons@Liberty University
Children's Book Reviews
10-2009
Review: Little Britches: Father and I Were Ranchers
Rachel Schwedt Liberty University, email@example.com
Janice A. DeLong Liberty University, firstname.lastname@example.org
Follow this and additional works at: http://digitalcommons.liberty.edu/child_bkrev
Part of the Comparative Literature Commons, and the English Language and Literature Commons
Recommended Citation
Schwedt, Rachel and DeLong, Janice A., "Review: Little Britches: Father and I Were Ranchers" (2009). All Children's Book Reviews. Paper 15.
http://digitalcommons.liberty.edu/child_bkrev/15
This Article is brought to you for free and open access by the Children's Book Reviews at DigitalCommons@Liberty University. It has been accepted for inclusion in All Children's Book Reviews by an authorized administrator of DigitalCommons@Liberty University. For more information, please contact email@example.com.
Moody, Ralph, Little Britches: Father and I Were Ranchers. University of Nebraska Press, 1991. ISBN:0803281781. Grades 6-adult.
Description
In the early 1900s, when Ralph Moody's father becomes ill working in the mills of New Hampshire, the family moves west in search of a climate more conducive to his health. Moving to Colorado at the advice of Ralph's Uncle Phil, they believe that their destination is a working ranch. The forlorn little house sitting in the middle of an open field with broken windows and crumbling walls is not what they expected, but Ralph's family is not given to complaining or giving up. They set about to create a safe and loving home. Together they face tornadoes, floods, and wars over water but with hard work, ingenuity, and the help of friendly neighbors, they bring the little ranch back to life. All is not despair in this true account, as Ralph and his family is introduced to farm auctions, roundups, cowboys, and Indians. Ralph himself is a tough, brave, young man who through his own adventuresome nature is thrown into sometimes humorous and sometimes tragic situations.
Critique
An actual account of Moody's growing up; this title is seasoned with memorable characters like Hi the cowboy and Two Dog the Indian. Most importantly, Ralph is influenced by his father who handles Ralph's adventuresome nature with love and firmness, showing Ralph by example that life can be lived with dignity and honor in the midst of trying circumstances. Throughout the narrative, Moody never covers up his mistakes but shares the good and bad with openness and humor. His family exemplifies the virtues of hard work, ingenuity, honesty, family unity and respect for others.
This is a book of living history. Those looking for a title that will capture the attention of both boys and girls alike will find it in this narrative. It is an excellent read-aloud book for the whole family or a readalone title for those ten and older.
Descriptors:
Moody, Ralph
Little Britches
Colorado
The West
Ethics
Obedience
Truth
Ranches
Death of parent
Cowboys
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Week 28
Work Makes Free
This is the sign on the gate that every prisoner saw as he entered Auschwitz. No lie was ever so true!
Most people never even saw the gates of Auschwitz with its infamous greeting.
Most of them went straight to the gas chambers and never saw the camps as Dr Mengele would stand and point where each prisoner was to go either to the camp or the gas chamber.
"In her postwar testimony, Olga Albogen, a Holocaust survivor, relates to her family's arrival in Auschwitz in the following way, "…We didn't even say goodbye to Mother and the little ones. We just had some food yet from home and I gave it to my mother and said, "We'll see you tonight." And that was it and I never saw them again"
Of the 1.4 million people murdered in the gas chambers, 90% were Jews while the others were Poles, priests and religious , prisoners of war, Jehovah Witnesses, homosexuals and other undesirables.
Those who entered the camp were hosed down, heads were shaved, given a number, (tattoos came in the later years) and prison garb to wear.
It was said that if a person survived the first day, then the next goal was to survive the first week.
If he survived the first week, the next goal was to survive for 90 days. If he survived for 90 days then the sky was the limit.
The camp breakfast consisted of "coffee" made from acorns, grains or herbs. The main meal consisted of three-fourths of a liter of watery soup and bread with occasional margarine, or cheese or a tablespoon of preserves on special holidays such as Hitler's birthday. The bread survivors said was a dark, heavy, wheatless food like nothing they had ever seen before. Corn was the only ingredient they could positively identify in it.
The camps were a source of free forced labor for everything imaginable from working the nearby farms, to collecting the belongings of the new prisoners for their jewelry, their clothes, to even their hair and the gold in their teeth, to working in the gas chambers and crematoriums.
Prayer : Blessed St. Joseph, who worked in your carpentry shop for your family, intercede for me that the work I do today may be not only for myself and my family but for the good of my neighbor and the whole human family.
Questions and Mediations :
1. What did I have to eat today?
2. What work did I do?
3. Who has no food and who is unemployed?
4. Where does slavery and forced labor still exist in the world?
5. Who are the isolated and rejected in society today?
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PARENT RECOMMENDATIONS
Your child has suffered a concussion. A concussion is a brain injury.
Don't be alarmed if your child has symptoms from this concussion for up to 3 weeks.
Concussion symptoms tend to slowly and steadily get better over 3 weeks, but some take longer. Please make sure, however, that your child is feeling less and less symptomatic each day.
What to Do? See the Symptom Wheel on the back page.
Be a partner in your child's recovery:
Communicate frequently with your child's school so that adjustments can be made at school.
Continue to follow-up with your child's healthcare professional.
Do not return your child to PHYSICAL activity (recreational, club or school-sponsored sports) until cleared by the healthcare professional.
PHYSICAL:
LIMIT physical exertion including activities at home such as mowing the lawn, taking out the garbage, doing chores, shooting hoops with friends or going out with friends.
LIMIT loud activities (such as dances, football and basketball games, movies, restaurants, birthday parties etc.) especially at first.
REMOVE all physical activities such as recreational, club and organized sports.
RESTRICT the amount of rough-housing and play between peers/siblings at home.
Allow child to keep lights low and shades drawn if bothered by light and/or wear sunglasses.
Keep noise level in home low and/or allow child to wear noise cancelling headsets or earplugs.
EMOTIONAL:
Make sure child is feeling connected with peers, athletic team, or both. Child may "hang out" with team (e.g. travel w/team, be on sidelines) as long as they don't need the time to be at home resting and only when he/she is able to be at school successfully.
Don't punish child for emotional outbursts. Understand that being more emotional or irritable is part of having a head injury.
Develop a plan with your child if they are feeling emotional. Work with school on a similar and appropriate plan at school.
Physical:
headache/nausea dizziness/balance problems light sensitivity/blurred vision noise sensitivity neck pain
Emotional:
feeling more: emotional nervous
sad angry
irritable
Cognitive:
trouble with: concentration remembering mentally "foggy" slowed processing
Sleep/Energy:
mental fatigue drowsy sleeping too much sleeping too little can't intitate/ maintain sleep
Rule of thumb: If symptoms intensify, there has probably been TOO MUCH use of technology, social media or home activity! Cut back the technology/social media and home activity and INCREASE the rest.
COGNITIVE:
LIMIT activities including computer time, texting, television/movie watching, video game playing, reading, homework, socializing, extracurricular activities and working.
RESTRICT your child's driving until cognitive symptoms resolve and seem back to baseline.
Encourage and support child to follow the cognitive reduction plan developed by the school.
Determine if child is feeling stressed about school. Continue to work with school on adjusting the expectations and requirements at school throughout recovery.
Give only one task at a time for child to complete and allow additional time for child to respond to questions.
Write things down for child to remember.
SLEEP/ENERGY:
Get regular and sustained sleep. For the first few days after the injury, extra sleep is OK.
After the first days, start getting back to a regular sleep schedule. Allow napping but try to limit napping to no more than 20 minutes per day. Eventually eliminate naps.
Do not allow napping too late in the afternoon.
Don't allow child to text, read, talk on cell phone, watch movies, videos/computer or eat in bed. Educate about healthy sleep hygiene.
© 2012 HealthONE LLC and its affiliates Revised Oct 2013
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Catch!
Beach Ball Games Module 1
Beach ball basketball!
Play catch using a beach ball. Pretend it's like a hot potato. Keep it moving without dropping it!
Cut the bottom out of a used ice-cream bucket or container to use as a hoop. Attach the hoop to the wall with some tape or a hook. Each family member must stand behind the sofa or other piece of furniture and try to throw the beach ball through the "hoop". If you miss, you have to do three sit-ups. Each hoop gets one point. Award a prize or privilege to the winner!
Play beach volleyball!
Use an old sheet or blanket and hang it up like a volleyball net. Divide family into teams and play volleyball with the beach ball. You can make the game more challenging by making the older kids (that's you mom and dad) play on their knees!
Keep the ball in the air!
With your child, try to move around the house, keeping the beach ball off the ground without using your hands. For example, put the ball between your elbows, foreheads, tummies, bottoms. Can you stand up and sit down, without dropping the beach ball?
Bubble Games
Make Your Own Bubble Solution!
¼ cup liquid dish soap
¾ cups water
1½ TBSP light corn syrup
2 cups warm water
¼ cup good quality dish soap (e.g., Dawn)
a little food coloring or Kool-Aid powder
2 TBSP of corn syrup
Bubble solution works best when you let it sit for about two days before you use it.
Mod_1_Kit_PA_en_2013
Blow some bubbles in the air! See how long you can keep the bubbles in the air without letting them fall to the ground!
Blow some bubbles outside! Run to a designated area in the yard and back again and catch the bubbles before they fall to the ground.
Make Your Own Bubble Maker
paper cup
straw
dish soap
water
Poke a pencil hole on the side of a paper cup, one inch from the bottom, and stick a drinking straw through the hole half way through the cup. 1
Pour dish soap into the cup until the straw is covered. Add a little water. 2
Blow gently until beautiful colored bubbles froth over the rim of the cup and fill the air. DO NOT GIVE THIS TO YOUR CHILD TO USE, AS SHE/HE MAY SWALLOW THE DISH DETERGENT RATHER THAN BLOW IT OUT! 3
This institution is an equal opportunity provider and employer. Printing of this material was funded by USDA's Supplemental Nutrition Assistance Program -- SNAP. The SNAP provides nutrition assistance to people with low income. It can help you buy nutritious foods for a better diet. To find out more contact 1-800-432-6217.
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Case Study: Stockgrove Country Park
RIGS leaflet Stockgrove Country Park: Ice Age Landforms
Introduction
Stockgrove Country Park lies in Heath & Reach, on the western tip of the Greensand Ridge. It is open to the public, providing a glimpse into Bedfordshire's geology as well as a valuable conservation area. The park covers an area of approximately 80 acres and includes a variety of habitats including broadleaved woodland, a lake and marshes, grassland, heathland and conifer plantations.
These habitats are linked to the underlying rocks and landscape which have been created over many millions of years by a series of geological events. More recently some have been affected by human activities.
Geological History
About 100 million years ago Stockgrove was an estuary at the edge of a warm shallow sea. Rivers running south from what is now Yorkshire deposited sediments (sand grains, eroded bits of rock and occasional fragments of wood from forests of cycads) in this estuary. The layers of sediment were later buried under clay and chalk as sea levels rose and fell. Eventually wind, water and ice removed these more recent sediments, exposing the Greensand for us to see. Some of the sands are cemented by iron and silica to form sandstone; although there are no natural exposures of sandstone here, there is a sundial made of sandstone from a local quarry.
In addition to exposing the Greensand, the glaciers left more concrete evidence of their presence. As the ice moved across the landscape it scraped and pulverised the underlying rocks. The resulting mix of ground rock, known as till, was left behind when the ice melted. Much of Bedfordshire is covered by till, including some hilltops in Stockgrove. It is recognisable as an unsorted mass of pebbles, sands and clays. Stockgrove also includes a dry valley, a landform characteristic of the environment near a glacier. The processes that created the valley exposed the Jurassic clay under the Cretaceous Greensand, giving rise to springs and marshes.
Stockgrove Country Park today
At Stockgrove the vegetation clearly indicates the rocks from which the soil was derived. For example, gorse and heather grow in sandy, free-draining areas, while nettles prefer places where the soil is moist and rich in nutrients (particularly phosphate).
Modern Stockgrove is carefully managed to balance the needs of people, wildlife – and the preservation of our geological history.
Fieldwork and further study ideas
* Local geology and the ice age
* Properties of local rocks and soils
* Investigate local habitats linking to soil type
* Visitor pressure and management
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Suicide and Mental Health Resources in your area of the state
Call the toll-free National Suicide Prevention Lifeline (NSPL) at 1-800-273-TALK (8255), 24 hours a day, 7 days a week. The service is available to everyone. The deaf and hard of hearing can contact the Lifeline via TTY at 1-800-799-4889. All calls are confidential. Dial 911 in an emergency.
Learn more on the NSPL's website.
RESOURCES
Coronavirus Anxiety
CDC: Stress & Coping
APA: COVID-19 Information and Resources
AACAP: Coronavirus/COVID-19 Resource Library
GGIA: Three Good Things
MANAGING STRESS & UNCERTAINTY DURING COVID-19
How to Calm:
1. Slow and control your breathing
2. Physical Activity is great for stress reduction and mood improvement
3. Enjoyable, daily activities, can enhance feelings of wellbeing
4. Trigger the DIVE reflex by holding a cold pack or zip lock bag of cold
water on eyes and cheeks for 30 sec., keeping water above 50°F Dealing with Worries:
Do not try to directly stop worry, question it. Ask yourself: If my best friend or someone I love had this thought, what would I tell them? This can disrupt the worry and bring out the wisdom you would give others.
Reach out and Stay Connected:
Staying connected to other people and taking part in social activities will make a world of difference in your mood and outlook. Use technology to connect!
Cultivate Gratitude
Learning to cultivate gratitude can boost your mood.
1. Each day for a week, write down three things that went well today
2. The items can be relatively small
3. Give the event a title
4. Write down exactly what happened & how the event made you feel
5. Explain what you think caused the event
Limit how often you check for updates
Constant monitoring of news and social media feeds can quickly turn compulsive and counterproductive – fueling anxiety rather than easing it.
Information provided by:
Alex J. Reed, PsyD, MPH
Assistant Professor, University of Colorado School of Medicine
SYMPTOMS
* Poor performance in school
* Withdrawal from friends and activities
* Sadness and hopelessness
* Lack of enthusiasm, energy, or motivation
* Loss of interest in activities they used to enjoy
* Anger and rage
* Overreaction to criticism
* Feelings of being unable to satisfy ideals
* Poor self-esteem or guilt
* Indecision, lack of concentration or forgetfulness
* Restlessness or agitation
* Changes in eating or sleeping patterns
* Substance abuse
* Sexual promiscuity
* Risk-taking behaviors
* Problems with authority
* Suicidal thoughts or actions
TEEN SUICIDE WARNING SIGNS
* Suicide threats (direct and indirect)
* Obsession with death
* Poems, essays, or drawings that refer to death
* Giving away belongings
* A sense of "hopelessness" and/or no future vision
* Dramatic change in personality or appearance
* Irrational, bizarre behavior
* Overwhelming sense of guilt, shame, or rejection
* Significantly changed eating patterns (including drastic weight gains or losses)
* Significantly changed sleeping patterns (especially contributing to school truancy)
* Severe drop in school performance or social interest
For complete Mental Health Information, please go to
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Welcome to the OTR Guide To Self-Esteem
When we go through a tough time, whether that may be rejection from a loved one, not being accepted for a job role, or having a bad fallout with a close friend. What we tend to do after such painful experiences is start thinking of all our faults and shortcomings. Why is it that we damage our self-esteem even more when we are already suffering? Instead we should revive our self-esteem!
What is self-esteem?
Self-esteem is the manner in which we evaluate ourselves. It is our internal assessment of our qualities and attributes.
We have healthy self-esteem when what we think, feel, and believe about ourselves is honest and realistic. Building and maintaining healthy self-esteem depends on gathering evidence about what we are like as a person.
In contrast, when we have low self-esteem, we underestimate – or flat out ignore – our positive characteristics. If we struggle with low self-esteem, then we may tell ourselves that we are stupid, lazy, boring, selfish, inconsiderate, or generally a bad person because of the things we think, say, and do, we view ourselves through a harsh and negative filter. This can lead us to not liking some of the activities that we enjoy, not enjoying company of friends, or having less confidence.
This zine is designed to give you some tools to help you build a foundation for good self-esteem.
How do you visualise Self-esteem?
When you think about self-esteem, what do you think of? Use the space below and write down words or pictures that might describe self-esteem in your eyes...
Effects Of self-Esteem
When we have low self-esteem, due to thinking negative (or not very positive) thoughts about ourselves, it can affect us both mentally and physically. Use the two clouds below to write down what thoughts or behaviours that you might experience, e.g. unhealthy self-esteem (not taking care of yourself) healthy (focusing on your life without the need to compare yourself to others).
Healthy
Unhealthy
Coat of Arms
When we go through a tough time, we tend to forget about our achievements and our strengths that make us who we are. On the shield, draw or write any strengths that you possess (you might be a good listener or a creative person) or achievements (in the past or recent) that you have accomplished...
I'm Great because...
We all experience moments of self-doubt and uncertainty. Even the most confident and happy people have moments where they think "I'm such a failure". Down below, complete some or all of the sentences - this an opportunity to list all of the good things about yourself!
I like who I am because...
I'm great at...
My friends think I have an awesome...
Somewhere I feel happy is...
I mean a lot to...
Others reckon I'm a great...
I think I'm a pretty good...
Something I really enjoy is...
I really admire myself for...
My future goals are...
I know I can achieve them because I'm...
I'm naturally gifted at...
Others often praise my...
I have succeeded before at...
Something that makes me laugh is...
The characteristics I'm most proud of in myself are...
Social Snap
Although it is best to connect with those who can provide social support and feelings of connection, it might not always be possible for us to do so. One way of doing this is a 'social snap'. Next time you feel low, have a look at old pictures of you and your friends. Scientists have found having pictures of loved ones can improve mood when we're feeling low. Reading meaningful emails or letters, watching videos of loved ones, or using valued mementos of those who we feel most connected to can help rebuild damaged selfesteem. Use the space below to either write or draw some of your memories or messages.
create your own self care tips!
In this zine we looked at some activities and ways to help build a foundation for self-esteem. Use the space below to either write or draw some ways you can manage your self-esteem - that may be eating good food or even singing your favourite song...
Thanks for reading!
This zine is designed to give you tools to help build a healthy foundation for self-esteem.
It takes time and practice to build self-esteem as there will be challenges in the future you face, but just like driving a car, the more we practice driving, the more comfortable we are on the roads.
This booklet was made by OTR Bristol, a mental health social movement by and for young people aged 11-25 in Bristol and South Glos.
For more information on what we do, come and see us at one of our Hubs:
Mondays 4-7pm @ 8-10 West Street, Old Market BS2 0BH
Wednesdays 3.30-5.30pm @ Armadillo, Yate, BS37 4FW
Saturdays 10am-1pm @ 8-10 West Street, Old Market, BS2 0BH
You can also call us for free on 0808 808 9120 (Mon-Fri 2-5pm) email us at firstname.lastname@example.org or visit our website at otrbristol.org.uk
@otrbristol
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Name:
Section:
Score: _____/5
World History
Alexander the Great Reading
Directions: Using Information from the notes and the following article answer the thought questions at the end of this article.
Alexander the Great
Alexander the Great was so impressed by the Indian use of elephants in battle, that he immediately enlisted them into his army. Elephants were particularly effective against horses, which would often bolt away in fear at the presence of the enormous beasts.
Was Alexander the Great really great?
A great conqueror, in 13 short years he amassed the largest empire in the entire ancient world — an empire that covered 3,000 miles. And he did this without the benefit of modern technology and weaponry. In his day, troop movements were primarily on foot, and communications were face to face. Not bad for a kid who became the King of Macedon at the age of 20.
Many of Alexander's accomplishments were made possible by his father, Philip of Macedon. Macedon, which existed roughly where the modern country of Macedonia lies today, was a kingdom located that lay geographically north of the Greek city-states.
Alexander's the Great's tutor was the Greek philosopher Aristotle.
In 338 B.C.E., King Philip of Macedon invaded and conquered the Greek city-states. Philip took advantage of the fact that the Greek city-states were divided by years of squabbling and infighting. Philip succeeded in doing what years of fighting between city-states had not done. He united Greece.
Conquering the World
Philip's next goal was to defeat Greece's ageold enemy to the east: Persia. For years, the massive Persian Empire threatened the very existence of the Greek way of life. But before he was able to pursue his second goal, Philip was assassinated.
When his son, Alexander, took the throne in 336 B.C.E., he vowed to complete the plans of his father. In 334 B.C.E., Alexander invaded Persia, which lay across the Aegean Sea in Asia Minor (modern-day Turkey).
After three grueling years of warfare and three decisive battles, Alexander smashed the Persian armies at the Tigris River and conquered the mighty Persian Empire, including the legendary city of Babylon. For many Greeks, this victory marked a moment of sweet revenge against a bitter foe.
Alexander was an amazing soldier who led his army to conquer much of the known world.
At this point, at the age of 25, Alexander ruled an expansive empire. Nevertheless, his ambitions were not satisfied. While fighting the Persians, Alexander conquered Egypt and founded a city at the mouth of the Nile River. This city, which he named Alexandria after himself, became a cosmopolitan, diverse, bustling center of trade, the arts, and ideas.
But Alexander was not done. He continued his campaign, driving farther east, until he reached India and the Indus River in 326 B.C.E. At this point,
his exhausted troops refused to fight further. They told Alexander that a truly great leader knows when it is time to stop fighting.
Without the support of his army, Alexander had no choice but to turn back and begin consolidating and organizing his far-flung empire. On his way home, Alexander died from disease in 323 B.C.E.
Though he was an unquestionably skilled and highly respected military leader, Alexander the Great was feared by those around him for his paranoia and dangerous temper.
Alexander in Hindsight
Alexander the Great's legacy is both far reaching and profound. First, his father was able to unite the Greek city-states, and Alexander destroyed the Persian Empire forever. More importantly, Alexander's conquests spread Greek culture, also known as Hellenism, across his empire.
In fact, Alexander's reign marked the beginning of a new era known as the Hellenistic Age because of the powerful influence that Greek culture had on other people. Without Alexander's ambition, Greek ideas and culture might well have remained confined to Greece.
Many historians see Alexander the Great in a different light. Although Alexander was both intelligent and handsome, he also had a darker side. He possessed a ferocious temper and from time to time would arbitrarily murder close advisors and even friends. Also, toward the end of his many campaigns, he senselessly slaughtered thousands whose only crime was being in his way.
"Alexander the Great." Ushistory.org. Independence Hall Association, n.d. Web. 02 Oct. 2014.
Thought Questions:
1. What was Alexander's greatest accomplishment during his life time? Defend your answer using the Assertion, Reasoning, Evidence method.
2. What is the most important legacy of Alexander's accomplishments? Defend your answer using the assertion, reasoning, evidence method.
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Natural Environments: Where All Children Belong
Children learn best in familiar environments and during daily routines. Your EI provider can help you use daily routines to enhance your child's development. Talk about some places where you spend time with your child. Talk about other places you would like to go, such as the grocery store, park, or library. How do you want to spend your time there? Your EI provider may go with you to these places. Your EI provider can help you come up with ideas that will help your child take part successfully in those settings.
At Home
At Child Care
* Taking a bath
* Enjoying a meal
* Picking up toys
* Playing with siblings
* Going to bed/nap
* Dressing
* Walking in the neighborhood
* Getting in or out of the car
* Riding the bus
* Shopping at the store
* Swinging or sliding at a playground
* Using elevator buttons
* Visiting the library
* Eating out at a restaurant
* Spending time at the Laundromat
* Exploring nature
* Playing in sand or dirt
* Climbing stairs
* Petting a dog or cat
* Tossing/rolling a ball
* Putting on or taking off a coat
* Greeting and departing
* Sharing toys
* Looking at books
* Playing with a friend
* Sitting in a chair
In the Community
For more information, visit the Illinois Early Intervention Clearinghouse at http://eiclearinghouse.org
Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the Illinois Department of Human Services, Bureau of Early Intervention. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the Illinois Department of Human Services, Bureau of Early Intervention.
Illinois
Early
Intervention
Clearinghouse
Illinois
Early
Intervention
Clearinghouse
Illinois Early Intervention Clearinghouse Early Childhood and Parenting Collaborative University of Illinois at Urbana-Champaign Children's Research Center Illinois Early Intervention Clearinghouse Early Childhood and Parenting Collaborative University of Illinois at Urbana-Champaign Children's Research Center
51 Gerty Dr. • Champaign, IL 61820-7469 51 Gerty Dr. • Champaign, IL 61820-7469
Telephone: (217) 333-1386 • E-mail: firstname.lastname@example.org Telephone: (217) 333-1386 • E-mail: email@example.com
Toll-free: (877) 275-3227
Toll-free: (877) 275-3227
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The Great Tit
During spring, one of the most strident bird songs to be heard is that of the Great Tit. It is a persistent and metallic 'teacher-teacher' sound which can even be heard above the sound of heavy traffic. This isn't the only sound it makes and it has been revealed that a single male Great Tit may have a repertoire of any number between one to eight different songs. It is said by birdwatchers that if you hear a song you don't recognise, then it is probably a Great Tit.
The Great Tit is a rather handsome and colourful bird, and is the largest member of the Tit family. Its back is green, turning blue-grey towards the rump and wings. The crown, nape and throat are black and the cheeks are white. The crown is quite glossy in the male of the species. The breast and belly are yellow with a black stripe running down the centre. Both sexes are similar but the black stripe of the male is broader than that of the female and reaches all the way down to the legs. It is believed the broader the stripe of the male, the better parent he will be and this, of course, makes him more attractive to prospective mates.
Primarily a woodland bird, this species has adapted well to gardens and parkland. It nests in the holes of trees or walls and will quite readily take to nest boxes. Only the female constructs the nest while the male will defend his territory from other males. The female incubates the eggs alone but the male will help by feeding her and the chicks.
Because of its size, the Great Tit can be a bit of a bully towards smaller birds and may dominate at bird feeders. Also, because of its larger size, it is more likely to forage on the ground than other members of the Tit family. In spring and summer it is principally an insectivorous bird, its main diet consisting of insects and spiders. However, it feeds its young on caterpillars which are higher in protein. It will also take seed, peanuts and suet from bird feeders especially during the winter months. The Great Tit is considered to be an intelligent bird and will learn tasks quite easily. Some of you may remember the time when milk was more regularly delivered to the door. The Great Tit was one species which soon recognised this was an excellent food source and consequently it learnt to peck the foil cap and sip the cream from the top of the bottle. It is also known to follow Coal Tits and steal seed from their caches. There is obviously more to this bird than we think.
Jean Parrott
Jean is a voluntary British Trust for Ornithology (BTO) Garden BirdWatch Ambassador for Nott's. If you would like to help the BTO by recording birds and other wildlife which visit your garden, please contact Jean at email@example.com
Great Tit photo by John Harding
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"Les 2 Présents et les Futurs" : Exercices CORRIGE
1) We aren't working for school now, we are playing football in the garden.
2) You don't need ( to need -> toujours au présent simple) your raincoat; it isn't raining outside.
-> Tu n'as pas besoin de ton imperméable; il ne pleut pas dehors (sous-entendu: en ce moment)
3) – Do they go to the theatre every month - No, they don't.
?
4) Tomorrow it will rain in the North of the country. (Météo au Futur: toujours "Will")
5) I'm sure this top model will be rich and famous in five years' time.
6) You sometimes help your mum with the cooking but at the moment you are studying for your English test.
7) I think my cousin won't come to my father's party next Saturday.
8) – Does your little sister take the bus every afternoon after school ?
- No, she doesn't.
9) - Are ( to be-> toujours au présent simple) those flowers fresh ? - Yes, they are.
10) He doesn't want ( to want-> toujours au présent simple) a glass of coke now, he isn't ( to be-> toujours au présent simple) thirsty.
He wants a piece of chocolate cake because he is hungry.
11) Do you believe your little brother will pass his driving licence the day after tomorrow?
12) I listen to music every morning on my way to school.
13) Peter will be 15 next Wednesday.
-> Peter aura 15 ans mercredi prochain (= Certitude inevitable)
14) Do they often watch TV in the evening or do they surf the web?
15) We never get up early, we like ( to like-> toujours au présent simple) sleeping late.
16) I hope my best friend will come to the cinema with me next Friday.
17) The boss and his secretary go to London three times a year. They are very lucky!
18) My sister is helping my mum next weekend: she is doing the shopping and she is tidying up the house.
19) I usually finish work at 5.30 p.m. but today I'm working to 6.00 p.m.
20) I promise I won't tell your secret to anybody.
-> Je promets que je ne raconterai ton secret à personne (sous-entendu: dans le futur)
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Wisconsin Christmas Tree Producers Association
W9833 Hogan Road Portage, WI 53901 http://www.christmastrees-wi.org email@example.com Ph/fax 608-742-8663
Interesting Facts About Wisconsin Christmas Trees
* Over 657,000 Christmas trees were sold in 2014 (2)
* Over 600,000 wreaths made each year in Wisconsin (estimated)
* 23,651 Acres of Christmas trees in Wisconsin (1)
* $16.2 million Annual Wisconsin Christmas tree sales (2)
* 383 Licensed Christmas tree farms in Wisconsin (DATCP license list, Nov. 2018)
* Principal trees grown in Wisconsin: Balsam Fir, Fraser Fir, Canaan Fir, Scotch Pine, White Pine and Spruce
* White House Christmas Tree for the Blue Room came from Wisconsin in 2017, 2016, 2011, 2003, 1998, 1988, 1976, 1970, 1966.
* Rank 5 th in Number of Trees Cut (1)
* Rank 5 th in Sales of Christmas Trees in the U.S. (2)
* Rank 5 th in Acres in Production (1)
* Size of farms (1) : 51% of farms (441) have less than 10 acres
* Rank 7 th in Farms in Production (1)
20% (176) have 10-19 acres
19% (167) have 20-49 acres
10% (84) have 50 or more acres
Christmas trees are grown as a crop for you, just like pumpkins and flowers, with the intention to cut them. They are grown in rows with six foot spacing between the trees.
Christmas tree farming is sustainable – 1 to 3 trees are planted for every one that is cut.
Trees are locally grown, providing jobs each and every year of growth (planting, digging, re-planting, shearing, picking cones, mowing, harvesting, delivery, sales, machine maintenance, wreath making, office personnel).
Tree farms provide green space and habitat for wildlife. These farms are maintained in an early succession forest with young trees and plenty of ground covers. This provides habitat for deer and bear, ground birds such as turkey and quail, rodents which bring in predators such as hawks, foxes, and bobcats, and flowering plants that help feed butterflies, bees and all manner of insects.
Real trees are good for us – they utilize carbon dioxide, produce oxygen, and are recyclable through decomposition.
Celebrating the holiday season with a real Christmas tree is a long-standing tradition. In 1856, Franklin Pierce, our 14 th President, brought the first Christmas Tree into the White House.
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Shakespeare and More Spelling Scheme
What does the scheme consist of?
There are 32 lists of words for children to learn. The words are taken from the 2014 National Curriculum. The lists get progressively more challenging, matching the content of the new NC. It is likely that the school will choose to use the lists flexibly, but the table below shows how the lists align to the demands of different year groups drawn from the 2014 National Curriculum.
The demands for spelling in the 2014 National Curriculum are challenging and it may take a number of years for children to 'catch up' with the programme. Across each year group, the word list contain a mixture of new words and words previously learnt. This should give children the opportunity to revise words they know already, ensuring children do not simply learn them for the test and then forget them.
How should it be used?
Children move through the lists, with a new list each half term or when they have mastered the spelling rules/sounds on the list.
Spelling, especially in KS1, is taught through a phonetic approach. Schools may wish to rearrange the order of word lists so they match the phonics scheme of work followed by the school. This moves to learning words organised by specific spelling rules. In addition, there are common exception words that do not fit with spelling patterns on each list. This means children would benefit from spelling being explicitly taught, as well as children taking lists home to learn. It should be noted that apart from the common exception words and statutory spelling words, children are learning the letter string, sound or spelling rule, not the specific word.
Teachers should give regular spelling tests (the number of words and frequency depends on the age of the children). Where spellings are built around a particular sound or letter string, children should be given one or two words that are not on the list but fit with the rule or sound to see if there are able to generalise. For example, when learning words with the -ay letter string (and they are given day, play, say, way, stay) the teacher might also test to see if can they also spell may and bay.
In addition to teaching the rule/sound, children will benefit from being taught the meanings of words and how they can be used, supporting the development of their vocabulary. Spelling should also be corrected in children's writing.
Where does the scheme start?
The scheme begins at the start of Y1. Before children can begin on the first sheet, they need to be familiar with:
* all letters of the alphabet and the sounds which they most commonly represent
* consonant digraphs and the sounds which they represent
* vowel digraphs which have been taught through the phonics scheme and the sounds which they represent
* words with adjacent consonants
* the process of segmenting words into sounds before choosing graphemes to represent the sounds
Where does the scheme end?
If children work at the rate of one wordlist per half term they should finish the scheme at the end of term 1 of Y6. This would give two terms to return to any areas of that still need development.
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The Greenfinch
The Greenfinch is a familiar bird seen in both rural and urban gardens. The male is a dull olive-green colour with a yellowish breast, grey cheeks and distinctive yellow wing flashes. Females are duller with less yellow and juveniles are paler and streakier. Females and juveniles are often confused with female House Sparrows. The Greenfinch is a gregarious species which tends to nest in loose flocks, especially in conifers. It is, however, often aggressive towards its own kind and other birds at feeding stations.
Once settled on a feeder, it will nibble away contentedly for ages. Having a thick bill, it can eat most types of seed and peanuts, but it favours black sunflower seeds and sunflower hearts.
Over the past few decades the Greenfinch has experienced a few peaks and troughs in its population. Research has shown that in the 1970's and 1980's the species declined but then dramatically increased during the 1990's. Unfortunately, it is now in decline again and this is mainly due to a parasitic disease called Trichomonosis.
It was in 2005 that people began reporting that Greenfinches were being found sick or dead. The disease is also found in other species such as pigeons, doves, House Sparrows and Chaffinches but Greenfinches seem particularly prone. The disease affects the upper digestive tract and causes lesions at the back of the throat. As they worsen, the throat becomes blocked and the bird is then unable to eat or drink, eventually dying of starvation or dehydration.
Symptoms of Trichomonosis: It is easy to recognise the symptoms, which incidentally are similar to salmonellosis, as the bird behaves in a lethargic manner and will sit in one spot for a long time. Its plumage is fluffed up and it has difficulty swallowing. The disease is spread through regurgitated food and saliva, possibly during the breeding season, when breeding birds pass food to each other or at feeding stations from infected birds. If you happen to find a dead Greenfinch, visit www.gardenwildlifehealth.org which explains how you can help in the research of disease in wild birds by sending a record plus the carcass to them for a post mortem. It should be noted that Trichomonosis does not affect humans or domestic animals.
Preventative measures: You should maintain a good standard of hygiene around feeding stations and bird baths, and if possible, rotate feeders to different parts of the garden. Feeders should be cleaned with a specially-designed commercial product or a weak solution of bleach, then thoroughly rinsed and left to dry before re-using. If you find many birds are affected, you may have to stop putting food out for two to four weeks. The birds will move on and hopefully disperse thus avoiding crowded feeders. If you follow this advice, you will have done all you can to keep Greenfinches and other garden birds healthy.
Jean Parrott
Jean is a voluntary Ambassador for the British Trust for Ornithology's (BTO) Garden BirdWatch scheme in Nottinghamshire. If you enjoy watching birds and other wildlife which visit your garden, Garden BirdWatch may be perfect for you. If you would like a free information pack about the scheme, contact Jean at email@example.com or visit www.bto.org/gbw
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http://www.dawn.net/wps/wcm/connect/Dawn%20Content%20Library/dawn/news/pakistan/si ndh/calamitous+decline+of+birds+at+keenjhar
Calamitous decline of birds at Keenjhar Lake
By M. Iqbal Khwaja Saturday, 24 Jan, 2009
THATTA: The number of birds in and around Keenjhar Lake has dropped to a mere 1,750 from 50,000-150,000 in 1970, according to a recent survey. Authorities point to unabated hunting as the major cause of the decline.
According to surveys conducted by the WWF, there were 13,000 birds residing in the area during the winter of 2007. In January 2008, the figure dropped to 7,000, in November and December the figure declined further to 4,000 and 2,200 birds, respectively and the latest figure of January 2009 was 1,750, said the survey.
The survey stated that unabated hunting, particularly through hanging nets and shooting, loss of habitat, loss of feeding grounds, an increase in the water level, unrestricted boat traffic and unsustainable fishing practices were behind the problem.
'If not addressed immediately, the situation will lead us to a point when we will be searching for catching a glimpse of beautiful birds in the area but will not find any,' said the programme coordinator of the Indus for All Programme, Nasir Ali Panhwar.
Dr Ghulam Akbar, Regional Director of WWF said the KeenjharLake was an important breeding, wintering and staging area for a wide variety of terrestrial and migratory birds.
Around 65 species of waterfowl besides many other species, including night heron, cotton teal, pheasant tailed jacana, purple moor hen and some passerines were found on the lake, he said.
The lake which once used to be famous for birds had lost this status. The cotton teal had disappeared in recent years and had not been seen on the lake for a few years while the population of many other birds was on fast decline for the past many years due to a number of reasons, he said.
'Gone are the days when there used to be hundreds of thousands of birds in the lake during winter,' said Jehangir Durrani who is working in the area with Indus for All Programme as natural resource management officer.
He emphasised that the situation could be improved with collective efforts by concerned government departments and non-governmental organisations.
Keenjhar Lake, situated at a distance of 113km from Karachi and about 20km to the north and north-east of Thatta, is a freshwater lake, spread over 145 square km.
The lake was formed by the union of two lakes, Sonehri and Keenjhar, through construction of an embankment on their eastern side in 1950.
The lake, a wetland area of great ecological, biological and economic significance, was declared a Wildlife Sanctuary in 1977 under the Sindh Wildlife Protection Ordinance 1972 and designated as Ramsar site in 1976.
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9-12 On Stage Questions * Girls draw their questions form a bowl at their last X on stage.
1. What is your favorite thing to do with your family
2. What is your favorite movie and why
3.
4. Who is your favorite Disney character of all time
5. If you could make up a new princess for Disney World, what would her name be
6. What's your favorite thing about school
7. What's your favorite subject and why
8. Who has been your favorite teacher so far, and why
9. What's your favorite sport and why
10.Who is your best friend and what makes them special
11.What is your favorite song and why
12.If you could go anywhere in the whole world where would you go
13.What is the best gift you ever received
14.If you could be anyone in the world who would you want to be
15.What is something nice you have done for someone else lately
16.What is your favorite food or meal
17.What is your favorite restaurant
18.If you could be any animal which would you choose and why
19.If you could have a magic power what would it be
20.If you were a superhero , which one would you want to be
21.What do you like most about pageants
22.What is your favorite book and why
23.What do you want for Christmas this year
24.If you could have any magic power, what would it be
25.What makes your best friend – your best friend ?
26.What do you love most about your state?
27.If you met someone who didn't know anything about America, what would you tell them
28.If you were to invent a desert, name 3 ingredients it would have
29.What do you want to be when you grow up
30.What can you do to be a positive role model to girls younger than you
31.Why is community service or volunteering important to you
32.What is an embarrassing moment that has happened to you
33.If you wrote a book about your life , what would it be called
34.Who is someone you look up to and why 35.If you could invent something to make school easier , what would it be 36.If you could be your principal for a day, what is the first thing you would do -why did you enter this pageant ? -what are the five most important things to you? -what's your favorite thing or place about your home state? -which Disney princess would you be and why? -what do you want to be when you grow up? -if you could meet anyone who would it be and why? -who is a celebrity that's a good role for young girls today? -why do you want this title? -what would be the first thing you'd do if you won this title? -what did you do to prepare for this pageant ? -what's the strangest food you ever ate? -what's the craziest/funniest thing you've ever done ? -if you could be an animal, what would it be? -what's your favorite slang word?
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