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Signs of healthy/unhealthy Boundaries - blueprint for a new life style
| Signs of UNHEALTHY boundaries... | Signs of HEALTHY boundaries... |
|---|---|
| Trusting no one - trusting anyone - black and white thinking - tendency towards racism | Appropriate trust - accepting people regardless of caste or color |
| Tell all | Revealing a little of yourself at a time, then checking to see how the other person responds to your sharing |
| Talking at intimate level on first meeting | Moving step by step into intimacy |
| Falling rapidly in love with new acquaintance | Putting a new acquaintanceship on hold until you check for compatibility |
| Falling in love with anyone who reaches out | Deciding whether a potential relationship will be good for you |
| Being overwhelmed by a person - preoccupied - 'snowed under' | Staying focused on your own growth and recovery |
| Acting on first sexual impulse | Weighing the consequence before acting on sexual impulse |
| Being sexual for partner, not self | Being sexual when you want to be sexual - concentrating largely on your need for pleasure rather than monitoring reactions of partner |
| Going against personal values or rights to please others | Maintaining personal values despite what others want |
| Not noticing when someone invades your boundaries | Noticing when someone else displays inappropriate boundaries |
| Not noticing when someone invades your own boundaries | Noticing, and acting upon this fact, when someone invades your boundaries |
| Accepting food, gifts, touch, sex, advice that you don't want | Saying 'No' to food, gifts, touch, sex, advice you don't want |
| Touching a person without asking | Asking a person before touching them |
| Taking as much as you can get for the sake of getting | Respect for others - not taking advantage of someone's generosity |
| Giving as much as you can give for the sake of giving | Self respect - not giving too much in the hope that someone will like you |
| Allowing someone to take as much as possible from you | Not allowing someone to take advantage of your generosity |
|---|---|
| Letting others direct your life - without questioning | Trusting your own decisions - without being rebellious or using your actions as a projection of image. |
| Letting others decide your reality and values | Defining your truth, as you presently see it |
| Letting others define you | Knowing who you are and what you want |
| Believing others can anticipate your needs | Recognizing that friends and partners are not mind- readers |
| Expecting others to fill your needs automatically | Clearly communicating your wants and needs (and recognizing that you may be turned down, but you can ask) |
| Falling apart so someone will take care of you | Becoming your own cargiver |
| Self abuse - sexual, food and physical abuse | Talking to yourself with gentleness, humor, love - respecting your body and its needs |
| Self pitying - 'Poor me' attitude | Knowing that active response will empower you and will allow you to take care of your own needs. |
Source: http://www.seasilver.threadnet.com/Preventorium/boundari.htm
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As the Division Social Worker, I have the honor of working in each school within Northern Gateway Public Schools. January seems to be a month where we hear about "Blue Monday" and the "Saddest Week of the Year". Days are shorter and dark, the weather is foul, people feel stuck indoors more than they would like, there may be family stress, or worries about midterms, finals and diplomas. Whatever the reason, I think all of us can use a little reminder on how to help children be more resilient in stressful times.
5 HABITS OF RESILIENT KIDS
By SOS Magazine July 21, 2017
Every child has the capacity for greatness. There is no gene that can determine whether they will be successful or happy. They all have the ability to do extraordinary things. Despite our best efforts, however, they will encounter difficulties on the way. There is nothing we can do to change that. All we can do is help equip them with the skills they need to remain unbroken by these trials.
We need to teach them resilience.
All children have different natural levels of resilience. They also have different ways of showing when they can no longer cope with the stress. They may express this through anger, resentment, withdrawal or emotional outbursts. Children with lower resilience will display these behaviors more often.
Don't despair! Resilience is not a fixed trait. It can grow with the child or be strengthened at any age. The way to do this is not to clear the path ahead for them, but rather, to teach them to cope with the stress and to deal with it; instead of covering it up.
1. Resilient kids need relationships.
It's not the kids that "don't need anyone" who are the most resilient; it's the kids who have a reliable presence of support. Knowing people support and care for them increases a child's positive emotions and their confidence. However, kids aren't always so great at noticing that the people around them care, so make sure to remind them on a regular basis.
2. Resilient kids know they can ask for help.
Kids will often believe that they need to figure things out for themselves – and while that is partly true, they need to know they are not alone. They need guidance. Try to help them, without carrying them.
3. Resilient kids foster optimism.
Optimism is not about having a Pollyanna-esque outlook on life, it is more about allowing feelings of sadness to exist alongside feelings of gratitude. Optimistic kids are also able to view a situation from a different viewpoint and figure out how to make the best of things.
4. Resilient kids face their fears.
There is something about conquering that will give a rush of confidence and empowerment. Selfpreservation is important too, so healthy fears are OK to maintain. When children discover something that challenges them or frightens them, they often approach it in one of two ways: a) Face it OR b) Avoid it. What you can help them see is a third option: Gradually move towards it with people to support you. This can gently push them towards mastering the things that challenge them, and the morale boost that comes with it.
5. Resilient kids ask "How?" not "Why?"
"How can I fix this? Or What can I learn from this?" Not, "Why is this happening to me?" This kind of thinking encourages problem-solving. You can model this when your child misbehaves (i.e. colors on the wall). Don't ask your child why they colored on the wall – ask them how they will fix it.
Above all else, resilient kids are loved unconditionally. This is their solid foundation that they can rely on when their world is falling apart. One of the most important factors in their resilience is their ability to believe in themselves. And if you believe in them, they'll believe in themselves too.
This article was submitted by Tammy Charko BA, BSW, RSW with permission given by sossafetymagazine.com. Tammy is Northern Gateway Public School's Division Social Worker. She is a support for schools, students, parents and caregivers to encourage success in school. Tammy advocates for students and provides a link between the student and other supports within the community. Tammy has been a social worker for nearly 20 years and is a mother to 4 children, 3 of which are teenagers. | 1,547 | 908 | {
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Maths
- Using number names in play,
- Saying numbers rhymes (e.g. 5 little firemen, 5 fat sausages),
- Counting to 10,
- Looking at and recognizing numerals 0-5,
- Matching number to quantity, e.g. I have number 3 can you show me 3 fingers?
- Counting objects using 1:1 correspondence,
Physical Development
- Managing our own personal hygiene, e.g. going to the toilet independently and washing hands.
- Using climbing equipment in the nursery playground.
- Putting our jumper, coat and wellies on by ourselves.
- Using play dough, pincers, threading and other fine motor activities to strengthen our hands.
Expressive Arts & Design
- Firework paintings using printing and marble rolling,
- Modelling clay diva pots for Diwali,
- Firework 3D models,
- Listening to/experimenting with musical instruments,
- Dark den building.
Understanding of the World
- Talking about our own experiences of fireworks and bonfires and learning about firework/bonfire safety,
- Reading and reflecting on the story of Diwali.
Communication, Language and Literacy
- In phonics, we are listening to and playing games with musical instruments.
- Listening to rhyming books and playing rhyming games
- Reading stories about bonfire night and Diwali.
- Reading and re-telling "Owl babies" through role play and with soft toys and props.
- Talking about our own experiences of bonfire night and nocturnal animals.
- Introducing the letters s, a, t, p, i, n.
- Listening to the noises associated with bonfire night.
Nursery - Acorn Class
Home/School
Mrs Masheder (Mon-Tues) Mrs Taylor (Mon-Wed) Mrs Swierzynski (Wed-Fri) Mrs Duke (Wed-Fri) Miss Walton (AM) Mrs Bower (PM)
- Please send us any pictures of your bonfire night experiences to talk about in school with your child.
- Experiment with making your own dark dens at home.
- Has your child had any experiences of nocturnal animals that they wish to share?
Personal, Social and Emotional
- Developing friendships and playing alongside or with other children,
- Asking an adult for help if needed,
- Accessing all areas of the classroom independently,
- Showing an awareness of other peoples feelings.
- Learning about/sharing experiences of nocturnal animals,
Reminders/Updates
- Please do not allow your children to play with the outdoor equipment before and after school.
- Please inform us if somebody different will be picking your child up.
- Please can you ensure all clothing is named.
- Please provide your child with a labelled water bottle each day.
Key Dates
- Thursday 19th November—Calderdale Primary School Admissions open for entry to Reception in Sept 2021.
- Thursday 26th November—Pyjamas day (details to follow)
- We will be in touch shortly with dates relating to our Christmas activities—this will include a virtual Nursery Christmas performance (more details to follow!).
Focus Stories | 1,268 | 647 | {
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ONE
Part 2: One Day
September 12, 2021 Pastor Chris Jung
"By the seventh day God finished the work he had been doing, so he rested from all his work. God blessed the seventh day and made it a holy day, because on that day he rested from all the work he had done in creating the world."
Genesis 2:2-3 (NCV)
THE SIMPLICITY OF THE SABBATH HAS THE POWER TO...
1. ... ______US FROM WHAT_________US
“God continued, ‘I am the Lord. I appeared to Abraham, Isaac and Jacob as the Mighty God. But I did not show them the full meaning of my name, The Lord. I also made my covenant with them. I promised to give them the land of Canaan. That is where they lived as outsiders. Also, I have heard the groans of the Israelites. The Egyptians are keeping them as slaves. But I have remembered my covenant. ‘ So tell the people of Israel,
'I am the Lord. I will throw off the heavy load the Egyptians have put on your shoulders. I will set you free from being slaves to them. I will reach out my arm and save you with mighty acts when I judge Egypt. I will take you to be my own people.
I will be your God. I throw off the load the Egyptians have put on your shoulders. Then you will know that I am the Lord your God. I will bring you to the land I promised to give to Abraham, Isaac and Jacob. I lifted up my hand and promised it to them. The land will belong to you. I am the Lord.' Moses reported these things to the Israelites. But they didn't listen to him. That's because they had lost all hope and had to work very hard."
Exodus 6:2-9(NIRV)
"Moses (to the leaders): Listen to what the Eternal commanded: Tomorrow, the seventh day, is to be a day of rest, a holy Sabbath dedicated to Him. Bake or boil whatever you need for today's meals. Whatever is left over, keep it to eat tomorrow. It won't spoil."
Exodus 16:23 (TVB)
"You and your family are to remember the Sabbath Day; set it apart, and keep it holy. You have six days to do all your work, but the seventh day is to be different; it is the Sabbath of the Eternal your God. Keep it holy by not doing any work— not you, your sons, your daughters, your male and female servants, your livestock, or any outsiders living among you."
Exodus 20:8-10 (TVB)
"You have six days to work. When the seventh day arrives, stop all work so that your ox and donkey can rest. When you observe the Sabbath Day, your female slave's son and any outsider serving you have a chance to catch their breath and relax." Exodus 23:12 (TVB)
2. ... _________US ON WHAT________US
"One Sabbath day as Jesus was walking through some grainfields, his disciples began breaking off heads of grain to eat. But the Pharisees said to Jesus, 'Look, why are they breaking the law by harvesting grain on the Sabbath?' Jesus said to them, 'Haven't you ever read in the Scriptures what David did when he and his companions were hungry? He went into the house of God (during the days when Abiathar was high priest) and broke the law by eating the sacred loaves of bread that only the priests are allowed to eat. He also gave some to his companions.' Then Jesus said to them, 'The Sabbath was made to meet the needs of people, and not people to meet the requirements of the Sabbath.'"
Mark 2:23-27 (NLT)
"Then Jesus went over to their synagogue, where he noticed a man with a deformed hand. The Pharisees asked Jesus, 'Does the law permit a person to work by healing on the Sabbath?" (They were hoping he would say yes, so they could bring charges against him.)
And he answered, 'If you had a sheep that fell into a well on the Sabbath, wouldn't you work to pull it out? Of course you would. And how much more valuable is a person than a sheep! Yes, the law permits a person to do good on the Sabbath.' Then he said to the man, 'Hold out your hand.' So the man held out his hand, and it was restored, just like the other one! Then the Pharisees called a meeting to plot how to kill Jesus."
Matthew 12:9-14 (NLT)
3. ...NURTURE A_____________THAT
_________US
"The believers met together in the Temple every day. They ate together in their homes, happy to share their food with joyful hearts. They praised God and were liked by all the people. Every day the Lord added those who were being saved to the group of believers." Acts 2:46-47 (NCV)
"Let the peace of Christ keep you in tune with each other, in step with each other. None of this going off and doing your own thing. And cultivate thankfulness. Let the Word of Christ—the Message—have the run of the house. Give it plenty of room in your lives. Instruct and direct one another using good common sense. And sing, sing your hearts out to God! Let every detail in your lives—words, actions, whatever—be done in the name of the Master, Jesus, thanking God the Father every step of the way."
Colossians 3:15-17 (MSG) | 1,851 | 1,172 | {
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FACT SHEET:
PLANET-FINDING TECHNIQUES
Do Earth-like planets exist around nearby stars? If so, do these planets harbor life? Since the first discovery in 1995 of a planet orbiting a star outside of our solar system, astronomers have found dozens of extrasolar planets. These planets have never actually been seen, but instead discovered indirectly using methods that permit us to infer the planets' existence through their effects on their parent stars.
Observing extrasolar planets is extremely difficult for three main reasons: the planets are at an immense distance from Earth; they appear very faint; and they are overwhelmed by the blinding glare of their parent stars. The largest and most powerful telescopes on Earth are still incapable of seeing these planets.
The only successful method of detecting extrasolar planets, used by Dr. Geoff Marcy of the University of California, Berkeley, and Dr. Paul Butler of the Carnegie Institution of Washington, is known as the Doppler detection method, or the radial velocity method. Astronomers have detected 90 planets with this method, which involves measuring the speed of a star as it approaches and recedes. To do this, astronomers look at the change in the wavelength of light emitted by a star over the course of time. This changing wavelength is called the "Doppler shift" of light, resulting from the star and its companion planet orbiting a common center of mass. For example, Jupiter's orbit causes a slight wobble (back and forth motion) in the Sun, introducing velocity changes of about 12 meters per second (about 27 miles per hour).
Astronomers can detect these wavelength shifts by analyzing the spectra of starlight. Light waves from a star moving toward Earth become compressed and shift toward the blue end of the spectrum. If a star is moving away from Earth, the light waves spread out and shift toward the red end of the spectrum. The larger the planet and the closer it is to the host star, the faster the star moves about the center of mass. This causes a larger color shift in the spectrum of starlight. It is not surprising that most of the early extrasolar planet discoveries were of massive planets orbiting very close to their stars. Such planets exert the most extreme gravitational effects on their stars and are the easiest to detect. Many of the first planets discovered with the Doppler method are up to 300 times as massive as Earth, and move in orbits even smaller than Mercury's.
Some of the other techniques being explored by astronomers in search of extrasolar planets are astrometry, the transit method and gravitational microlensing. Like the Doppler method, astrometry attempts to detect the motion of a star caused by a planet's gravitational effect. But unlike the Doppler method, astrometry tries to measure the motion of a star across the sky. No planet detections have been confirmed thus far using astrometry; however, NASA plans to use the method to detect extrasolar planets with a spaceborne telescope on its Space Interferometry Mission scheduled for launch in 2009.
In the transit method of detection, if a planet passes directly between a star and an observer's line of sight, it dims the star. With sensitive instruments, astronomers can detect this dip in brightness and calculate the orbit, size, mass and density of the planetary companions. The effect on the star's light is proportional to the size of the planet. A terrestrial planet in an Earth-like orbit, for example, would make a tiny dip in stellar brightness that would only last a few hours. To date, the only successful use of this technique was a 1999 confirmation by transit detection of a planet previously detected with the Doppler method.
Gravitational microlensing involves finding objects that emit no light or are otherwise undetectable. This method uses the theory that gravity bends space, part of Einstein's theory of general relativity. When a planet passes in front of its parent star along our line of sight, the planet's gravity behaves like a lens, focusing the light rays and causing a temporary increase in brightness and change of the star's apparent position. This technique may bear fruit in the future.
The Doppler method has so far only yielded large planets that probably don't sustain life. However, astronomers continue to search for smaller planets and multipleplanet systems -- solar systems like our own in which Earth-size planets orbit nearby stars like our Sun. More information about planet detection methods is at the following websites:
http://exoplanets.org http://www.kepler.arc.na sa . g ov/Capabilities.html . http://planetquest.jpl.nas a . g ov/science/finding_planets.html
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THE BRONX RIVER LONG TERM CONTROL PLAN
The Problem: Raw Sewage & Untreated Stormwater is Released into the Bronx River
Throughout New York City, wastewater from our homes goes down drains and pipes and off to the local wastewater treatment plants. There, the wastewater goes through a treatment process and then clean water is released into the nearest waterbody. Unfortunately, these treatment plants do not have the capacity to handle both wastewater from our homes and inputs from rain. So when it rains as little as 1/10", Combined Sewage Overflow (CSO) outfalls release a mix of untreated stormwater and raw sewage directly into the Bronx River to prevent overwhelming wastewater treatment plants. Human health risks from exposure to Bronx River after CSO events includes diarrhea, skin rashes, and pink eye.
What is a Long Term Control Plan (LTCP) & How Can it Help Solve this Problem?
A Long Term Control Plan is required by the Clean Water Act, which establishes the basic structure for regulating discharges of pollutants into the waters of the United States and regulating quality standards for surface water. –NYC Dept. of Environmental Protection
- A LTCP is an evaluation of long term solutions to reduce CSO events and improve water quality.
- The goal of each LTCP is to identify appropriate CSO controls to achieve water quality standards that are specific to each waterbody.
- The Bronx River LTCP will establish water quality standards for the foreseeable future!
- Includes a public participation process
- Identifies balance of green infrastructure, such as green roofs and rain gardens, and grey infrastructure, such as holding tanks and expansion of capacity at treatment plants, and for each watershed
How Does This Affect Our Community?
This LTCP will determine the next steps that DEP will take in addressing these CSO's to meet water quality standards. Many Bronx communities, including students, regularly use this river, which was designated a National Water Trail by the National Park Service in 2012, for education, recreation, and enjoyment. We need a clean and healthy river to protect our own health and safety.
What Are We Asking For?
The Bronx River Alliance calls on NYC DEP to comply with the Clean Water Act and raise the quality of the Bronx River so that it meets the highest level - fishable and swimmable, or in other words: safe for primary contact.
How Can You Help Keep Our Waters Safe?
Engage in the public participation opportunities offered by DEP at the Bronx River long term control plan public meeting in February 2015!! Provide input on your vision for the Bronx River.
- Spread the word about the impact of CSO's on our local waterways.
- Write to your elected officials and express your concern for the health of your community.
- Enjoy all the river has to offer by participating in Bronx River activities and events. | 1,239 | 578 | {
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What if…
Exploring decision making and the War of 1812
History allows us to recognize how important the decisions we make are, because we have the benefit of hindsight when examining the consequences. The events of the War of 1812 are due to the decisions made by key individuals and the actions and reactions these decisions caused; whether positive or negative. What this lesson plan will explore is what could have happened if different decisions were made, or if certain key historical figures decided not to react at all. Would battles have been lost? Could war have been prevented? What would have happened to the fate of Upper Canada if the Americans won and the land became American territory? What would Canada look like if Detroit became a province? What would North America be like if Tecumseh had realized his vision of a Pan-Indian nation?
Learning outcomes: This activity will provide students with the opportunity to use critical thinking to explore the War of 1812 in counterfactuals and attempt to predict what Canada would be like today if history had played itself out differently.
Activity
Whole group: Watch the Laura Secord Heritage Minute. After watching the clip, lead the class in a discussion with the following questions:
1. Who was Laura Secord?
2. Who was staying at Secord's house during the War of 1812?
3. What did she overhear the American Soldiers say?
4. What did she decide to do?
5. What were the results of her actions?
6. Working pairs, imagine different scenarios if Secord had not made the decision she made. Be ready to share.
Small group: Working in small groups or in pairs, present students with information on the battle at Detroit. What would have happened if Tecumseh decided not to join forces with the General Brock in creating the ruse that eventually defeated General Hull at Detroit? What would have happened if the ruse had failed and General Hull initiated a battle against Brock and Tecumseh? Explore and develop the possible outcomes. Be ready to share.
Independently:
Students will explore counterfactuals by selecting one of the following events or event to research, and then by altering its history and explaining alternative possible outcomes:
* The alliance between Brock and Tecumseh
* British interference with American Merchant ships
* Brock's death at the battle of Queenston Heights
* The American's successful attack at York (present day Toronto)
* The Advance on Montreal at Crysler's Farm
* The death of Tecumseh at Moraviantown
* The Treaty of Ghent
Once their research is complete students can present their outcomes in a variety of ways including:
* A powerpoint presentation, with visuals
* A brief narrative
* "Make your own Heritage Minute" video presentation (see Make your own Heritage Minute lesson plan for tips)
Question for discussion/reflection:
1. How does altering the course of action during the War of 1812 affect Canada as we know it today? | 1,214 | 612 | {
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Black flying-foxes in Sydney
Although the main flying-fox seen in the Sydney area is the grey-headed flying-fox Pteropus poliocephalus, black flying-foxes Pteropus alecto have been repeatedly seen in Sydney since the summer of 2005.
Range
- Historically, black flying-foxes are found across the northern reaches of Australia and into Papua New Guinea
- Between 1930 and 1960 their range extended southwards along the east coast from Rockhampton to the Tweed River in northern NSW
- By 1990 the most southerly known camp was 40 km further south on the Richmond River
- Between 1990 and 2004 black flying-foxes were seen in camps of grey-headed flying-foxes another 350 km south to the Manning River near Taree
- Since then they've been spotted in camps further down the coast, culminating in a small group settling into the Royal Botanic Gardens, Sydney, in the summer of 2006
Settling into Sydney
This group of around 45 bats disappeared when winter hit, presumably to head back north. The following summer, in February 2007, a larger group of around 170 individuals arrived and this time most of them stayed even through that year's harsh winter. This was the first time a functional group of adult males, adult females, and juveniles had been seen so far south. In late 2007, there were two pups born to the group, followed by a further eleven pups in the 2008 season, and another eleven in 2009 - suggesting that they are definitely here to stay.
The Botanic Gardens camp seems to be the only one in Sydney where the blacks have taken up permanent residence, although early in 2008 a few were observed for a week at Kurnell. Despite repeated checks, no sightings were made at any other Sydney camp until the relocation disturbance at the Royal Botanic Gardens in 2010, when a small number of black flying-foxes turned up briefly at the Gordon camp, and a larger number (c. 50 animals) set up temporary residence at Parramatta camp. The Botanic Gardens group, meanwhile, has maintained a constant presence, with numbers fluctuating.
Why are black flying-foxes moving south?
While we don't know for certain what is moving the black flying-fox southwards, we can have a good guess. For most of our native wildlife species, habitat destruction is the main threat and cause of changes to range. For flying-foxes, this has been especially relevant in recent years in south-east Queensland and northern NSW as these areas have increasingly been cleared and developed for housing. Climate change is another factor, making the environment in Sydney warmer and more suitable for what is usually a tropical species.
While the black flying-fox has been expanding southwards, so has the grey-headed flying-fox: they've become permanent residents in Melbourne and have recently established a presence in Adelaide.
In 2010 the first black flying-foxes were reported in the Yarra Bend camp in Melbourne, with two animals briefly spotted roosting amongst the grey-headed flying-foxes.
We don't know if the black flying-foxes moving south will have any effect on the population of grey-headed flying-foxes or on the environment in general. So, for the time being it's just a case of monitoring the camps and observing the interactions between the two species.
Tim Pearson June 2011 | 1,350 | 724 | {
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Name _____________________________________ Class ____________________Date ___________
Question : Gas is a product of a chemical reaction between vinegar and baking soda. Does the gas produced have mass?
Procedure Part 1 :
1. Using your graduated cylinder, measure 50 mLof vinegar.
2. Using your graduated cylinder, measure 10 mLof cabbage juice.
3. Add the vinegar and cabbage juice to your 125 mL Erlenmeyer flask.
4. Record your observations.
5. Stretch your balloon out for about a minute so that it will inflate easily.
6. Using a plastic spoon and a paper funnel, place2 level teaspoonsof baking soda inside your balloon.
7. While keeping all the baking soda in the balloon, carefully place the mouth of the balloon over the opening of the Erlenmeyer flask to make a tight seal. The balloon will hang to the side of the flask.
8. Record/draw observations.
9. Hold the flask with one hand and secure where the balloon attaches to the flask with your fingers.
10.While the balloon is still attachedto the flask, have your partner lift the balloon so that the baking soda falls into the flask and combines with the vinegar. This is a very quick and powerful reaction, make careful observations.
11.Swirl the flask until the chemical reaction has stopped.
12.Record/draw all observations.
th
Liz LaRosa 5
Grade Science www.middleschoolscience.com
2015
Name _____________________________________ Class ____________________Date ___________
My Observations:
Steps 1‐3
Steps 5‐7
Procedure Part 2:
1. Using your TBB, find the mass of the closed system (balloon inflated) once the chemical reaction has completed. Be sure to keep balloon attached.
2. Record the info into the data table.
3. Carefully remove the balloon and let all the gasses out into your flask, some liquids may come out of your balloon.
4. Place the deflated balloon back onto the Erlenmeyer flask.
5. Find the mass again using your TBB.
6. Record your observations and data.
th
Liz LaRosa 5
Grade Science www.middleschoolscience.com
2015
Name _____________________________________ Class ____________________Date ___________
Analysis and Results:
NaHCO 3 + CH 3 COOH > NaOOCCH 3 + H 2 0 + CO 2
Baking Soda + Vinegar > Sodium Acetate + Water + Carbon Dioxide
1. Name the reactants.
2. Name the products.
3. Name the gas produced.
4. Were any new elements introduced into the closed system? Where did the gas come from? Explain. (Hint – look at the chemical equation)
5. Compare the masses before and after the gas was released from the balloon. After the gas was released, what happened to the mass and why?
6. Did the cabbage juice change color, why or why not? Explain.
7. Did you feel a temperature change during chemical reaction? Explain.
8. What evidence did you observe to indicate that a chemical reaction took place?
Conclusion:Use 35 sentences to explain what you learned in this experiment.
th
Liz LaRosa 5
Grade Science www.middleschoolscience.com
2015 | 1,849 | 1,095 | {
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HOUSE RESOLUTION NO. 2001-4665, by Representatives Veloria, Kagi, Linville, Sump and Woods
WHEREAS, The three most significant documents in United States history that exemplify America's passion for freedom are the Constitution, the Bill of Rights, and the Emancipation Proclamation; and
WHEREAS, President Abraham Lincoln ended slavery in the United States with the Emancipation Proclamation, which became official January 1, 1863; and
WHEREAS, Each has maintained its rightful place in the annals of American history, only the Constitution and the Bill of Rights have identifiable dates emphasizing their importance to the American People through celebration of the Fourth of July, Constitution Day, and Flag Day; and
WHEREAS, Slavery remained in the state of Texas for more than two years after the Emancipation Proclamation was signed by President Abraham Lincoln; and
WHEREAS, General Granger's order reads in part: "The people of Texas are informed that in accordance with a Proclamation from the Executive of the United States, all slaves are free. This involves an absolute equality of rights and rights of property between masters and slaves, and the connection heretofore existing between them becomes that between employer and free laborer"; and
WHEREAS, On June 19, 1865, Major General Gordon Granger of the Union Army led his troops into the city of Galveston, Texas and officially proclaimed freedom for slaves in that state; and
WHEREAS, The celebration of "Juneteenth" - June 19th - is the oldest known celebration of the ending of slavery because it marks the day that slaves in the state of Texas were informed of the Emancipation Proclamation; and
WHEREAS, In 1979, African-American lawmaker Al Edwards of Texas revitalized Juneteenth by sponsoring and pushing through legislation to make Juneteenth an official holiday in Texas; and
WHEREAS, As African-Americans from Texas and other parts of the South began to migrate to other parts of the United States, they took with them the tradition of Juneteenth, spreading the word that African-American Freedom has roots in the celebration of Juneteenth; and
WHEREAS, Al Edwards has worked hard to spread the observance of Juneteenth across America; and
NOW, THEREFORE, BE IT RESOLVED, That the House of Representatives recognize the efforts of Al Edwards and encourage the celebration of the end of slavery every June 19th; and
WHEREAS, Today, Juneteenth commemorates African-American freedom emphasizing education and achievement, through reflection, rejoicing, and planning for the future;
BE IT FURTHER RESOLVED, That copies of this resolution be immediately transmitted by the Co-Chief Clerks of the House of Representatives to Al Edwards and all school districts in the state of Washington. | 1,261 | 583 | {
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MIDDLE-GRADE FICTION
OCTOBER 2021
Ages 8–12, Grades 3–7
ENCHANTED MISADVENTURES WITH GREAT-AUNT POPPY
MAGIC, MAYHEM, AND MONSTERS
by HALLIE CHRISTENSEN
BOOK TALK
A typical December for the Alexanders consists of gingerbread baking, movies, and looking at Christmas lights, but after their parents are called in to work, Ava, Nolan, and Charlotte are sent to stay with their most feared relative for a week-Great-Aunt Poppy. Have mom and dad gone mad?
Of course, the children are terrified. Who wouldn't be? No one believes them when they say that Poppy-or Groppy as they call her-is a witch. If the haunted house isn't bad enough, there are thousands of crazy cats, chaotic and deadly spells, and even worse-frightening howls from the woods that grow louder and closer every second. Something deadly lurks outside. Staying alive while living with Groppy for an entire week is-well-impossible!
ISBN: 978-1462140480 • $12.99 Paperback
In order to survive the holiday, it will take all the bravery and wit the kids can muster. But who knows? Things aren't always what they seem! The best holiday surprise this Christmas might be hiding in the most unlikely place imagined!
About the Author
Born in a small town in Alabama, Hallie Christensen grew up in a home filled with books and frequent trips to the library. She attended Young Authors conferences while in elementary school and enjoyed writing her own stories and sharing them with others. She received her BA in English with a minor in Italian while attending The University of Alabama and marching in The Million Dollar Band. After graduating, she worked at a library while she obtained her MA in Teaching English from Faulkner University. She now teaches English courses at a community college. Currently, she and her husband live in northern Alabama. Enchanted Misadventures with Great-Aunt Poppy is her first middle grade novel. Her website is authorhalliechristensen.com.
Praise for Enchanted Misadventures
"Spooky, fun, and perfect for kids looking for an adventure! It made me laugh, gasp and wonder what would happen next. This book has everything you'd want for the younger generation. I'm excited to see what the author writes next." - Victoria McCombs, best-selling author of The Storyteller's Daughter
120 pages, 5½" x 8¼"
ENCHANTED MISADVENTURES WITH GREAT-AUNT POPPY
Discussion Questions
1. How did Charlotte's bravery grow throughout the book? Think of how she felt in the car ride to Groppy's house compared to how she felt after her encounter with the werewolf in the woods. Why did she change?
9. When the kids asked Merlin to talk to the cats, he said he didn't "speak cat." Why can't Merlin "speak cat"? Who is Merlin?
2. When given the chance to wish for anything in the world, Ava chose a notebook and some colored pencils while Charlotte asked for a rainbow and a pony. If you had three wishes you could make on Groppy's magic cauldron, what would you wish for?
3. Nolan loves food, especially grilled cheese sandwiches. What is your favorite food? Why is it your favorite?
4. Charlotte loves cats and Merlin quickly becomes her best friend. Do you have a pet? What do you like to do together? If you don't have a pet, what animal would you choose for a pet and why?
5. The potion in Groppy's cauldron had a lot of interesting ingredients. If you could create your own magic spell, what would it be and what ingredients would it use?
6. Ava's main goal at the beginning of the book was to help her siblings survive a week at Groppy's. What dangers did she and her siblings encounter during their week stay? Was she right in being worried? Can you worry too much?
7. It took all of Charlotte's courage to go back into the woods with Groppy the very next day after her scary encounter with the werewolf. Have you ever been frightened and had to go and face your fears? What did you do?
8. When Ava wants to learn about werewolves, she goes straight to the library. Do you like going to the library? Do you have a favorite book? What kind of stories do you like to read about?
10. The kids went from being terrified of Groppy, to never wanting to leave her house. What made the kids change their minds about their Great-Aunt? Did Groppy change any, or did the kids? Explain.
11. The children searched for hours in the woods to find the correct red rowan berries. They found many wrong berries before they found the right ones, but they didn't give up. Have you ever had to do something that was hard and wanted to give up? What helped you to keep trying? Did you finish your goal?
12. Ava is a very protective older sibling, but she had to learn to trust her younger sister. Where do you fall in your family (oldest, middle, youngest, only child)? Are you protective of your siblings? Has there ever been a time when you had to put your trust in a sibling. If you don't have a sibling, is there a time when you had to put your full trust into a friend?
13. In the end, the children were able to do some of their favorite Christmas traditions with Groppy, like decorating the tree and making a gingerbread house. What traditions does your family do for the holidays? Have you ever taken a trip over the holidays and done something different than what you normally do? | 1,991 | 1,205 | {
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Name: ______________________________
LAND SURVEYING: Using a TOTAL STATION and TRIG
You are a surveyor that has been called upon to conduct an impervious land surface survey.
Side Note: Impervious surfaces are driveways/walkways/patios, decks/porches, houses/garages/barns, etc. that prevent natural rainwater from being absorbed and filtered through the ground. When water cannot soak into the ground naturally, the water can carry pollutants into local creeks and rivers which poisons fish, wildlife, and humans. In fact, the agricultural runoff from Illinois, consisting of fertilizer, insecticides, and herbicides, which travels to the Mississippi River and down to the Gulf of Mexico, is a main contributor of an ecological issue called the "Dead Zone" where marine life ceases to exist in a 7,000 square mile area of the Gulf.
Sources:
https://www.advsur.com/2019/05/an-in-depth-look-at- impe
rvious-surface-hardcover-surveys/
https://www.noaa.gov/media-release/large-dead-zone-measured-in-gulf-of-mexico#:~:text=This%20year's%20Gulf%20of%20Mexico,according%20to%20NOAA%2Dsupported%20scientists
As cities or counties have zoning requirements for developing land that limit impervious surfaces, a client needs to know how much impervious surface area is left on a piece of property that currently contains a barn.
To do this, we will need to find the area covered by the barn in comparison to the area of the land tract of land that the barn sits on. Note: The barn is the only object on this particular tract of land.
As such, we will need to find the dimensions of the barn which contains a rectangular footprint.
1. Having two known points, Point A and Point B, we first set the Total Station at Point A and measure the distance from Point A to Building Corner 1, labeled as BX1. Then, we use the Total Station to measure Angle 1 which is formed by the baseline and Distance 1.
The Total Station indicates:
Distance 1 to be ______
Angle 1 to be ________
Page 2
2. Keeping the Total Station at Point A, we measure the distance from Point A to Building Corner 2, labeled as BX2. Then, we use the Total Station to measure Angle 2 which is formed by the baseline and Distance 2.
The Total Station indicates:
Distance 2 to be ___________
Angle 2 to be ____________
3. Now, that we have Angle 1 and Angle 2, what is the measure of the angle opposite Dim 1? ___
4. Since we have two sides of a triangle and the included angle, we can next find Dim 1 which is opposite the included angle. Using the Law of Cosines, what is Dim 1 for the barn? Show your work below.
5. While we physically calculated Dim 1, which is the distance between Building Corner 1 and Building Corner 2, for the barn, a Total Station can use measurement data to automatically calculate Dim 1. What was Dim 1 according to the Total Station? Was our calculation using the Law of Cosines consistent with the Total Station’s measurement? Why or why not?
6. Of the barn has a rectangular footprint and we now know Dim 1, what should be Dim 2? Why?
7. Move the Total Station to Point B and use the Total Station to find Dim 2. What steps did you take to do this? What was Dim 2 according to the Total Station?
8. If Dimension 3 has already been measured to be 60.50 feet, what is the area of the space that the barn takes up? Show your work in the space below.
Page 3
9. If A and B represent the corners of the square tract of land in which the barn sits on, and the distance between those points is 125.10 feet, determine the area of the square tract of land. Show your work in the space below.
10. What is the impervious surface percentage for the square tract of land? Show your work in the space below.
11. If the tract of land is zoned with a 15% impervious surface limit, how much area could still be covered with asphalt, concrete, etc. on this tract of land? Show your work in the space below. | 1,775 | 948 | {
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How to Spot a Faulty Fuel Tank Pressure Sensor
The fuel tank pressure sensor is an important part of the evaporative emissions control system that is designed to capture unburnt fuel vapors and reintroduce them back into the fuel system. The fuel tank pressure sensor is responsible for detecting leaks in the fuel system, whether it be an evaporative leak or bad seal on the fuel cap. Once the fuel tank pressure sensor detects a leak in the fuel tank/system, it alerts the ECU to trigger a "Check Engine" light.
Signs of a faulty fuel tank pressure sensor include:
Because there are numerous reasons a "Check Engine" light could come on, always consult an automotive professional. The cause could be as simple as a broken seal on the fuel cap but may also signal a leak within the fuel system. Code P0452 is triggered by low input from the fuel pressure sensor.
* "Check Engine" Light Turns On
* Hard to Start Vehicle
If the vehicle is continually hard to start, the fuel tank pressure sensor may be the cause because it has direct input to the air to fuel ratio.
* Vehicle is Stalling
If the vehicle is stalling suddenly, the cause may be a faulty fuel tank pressure sensor. Because the fuel tank pressure sensor manages the air to fuel ratio, it may be sending an incorrect signal.
* Low Fuel Efficiency/Weak Acceleration
If a decrease in MPG is noticed or the vehicle does not build up speed when the gas pedal is initially pressed, the fuel tank pressure sensor may be sending the wrong signal to the ECU causing a change in fuel usage and/or air to fuel ratio.
Common reasons for failure:
* Over filling the fuel tank will cause fuel to overflow into the charcoal canister and other overflow lines can cause the sensor to fail
* Overexposure to extreme temperatures, weather, vibration, and/or corrosive fuel vapors
Over time a faulty fuel tank pressure sensor will cause low fuel efficiency, trouble starting the vehicle and/or stalling, and eventually keep the vehicle from starting. In states that require emissions tests, a faulty fuel tank pressure sensor may cause a failed emissions test because it is an integral part of the evaporative emissions control system.
Manufacturer names, logos and part numbers are for reference only. All prices, taxes and availability are subject to change without notice. This document and any files transmitted with it are confidential and intended solely for the use of the individual or entity to which they are addressed. If you have received this document in error, please delete it immediately. Note that any views or opinions presented in this document are solely those of the author. Any unauthorized review, use, disclosure, or distribution is prohibited. Global Parts Distributors, LLC (gpd) accepts no liability for any damage caused by any virus or other means transmitted by this document. © Global Parts Distributors, LLC (gpd) | 1,241 | 583 | {
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(International Multiple Choice School Olympiads – Est. 1998)
Tel: (07) 5574-6677 * Fax: (07) 3112-4211
Conquesta, P O Box 593, Runaway Bay QLD 4216, Australia email@example.com
*www.conquestaolympiads.com
Social Sciences – Year 4
Welcome to your Conquesta Olympiad. As you read and answer the questions, we hope that you enjoy and learn from the information. Once you have read the information and the questions carefully, you have to make a choice. When you have decided which of the answers is correct, completely fill in the matching square on your answer sheet using a 2B or a B pencil. For example, if the answer to question 4 is c, then neatly fill in the square containing c next to the number 4. See example below. Fill in only one square per question and make sure you completely rub out any mistakes so that the answer is clear.
Example:-
Inventions and Discoveries
Read the extract on the right for questions 1-2.
1. During which century were women eventually allowed to wear trousers?
People don't always welcome new inventions and discoveries. Here are some important or useful ones which were unpopular at first.
(a) 18th
(b) 19th
(c) 20th
(d) 21st
2. The lady in the picture also has something that was very fashionable at the time. It is called a parasol. What is a parasol?
(c) A scarf.
(a) A handbag.
(b) A hat.
(d) An umbrella.
In the 1630's, Galileo, an Italian scientist, wrote a book supporting the discovery that the Earth and the other planets travel around the Sun.
An American called Amelia Bloomer designed trousers for women in 1853.
In those days, smartly dressed women had to wear bulky dresses. Many people thought that trousers should only be worn by men. It was a hundred years before trousers for women became fashionable.
This is what Amelia Bloomer's trousers looked like.
This made the leaders of the Catholic Church angry. They believed that the Earth was the centre of the Universe and that the Sun and the other planets went around the Earth.
Galileo was accused of lying and put on trial. He was forced to plead guilty and was imprisoned in his own home.
3. Whose idea about the solar system was the correct one?
(a) Galileo or (b) The Church
4. What is the name of the planet at number 4 on the picture?
(a) Pluto (b) Jupiter (c) Saturn (d) Uranus
Machinery powered by steam engines was first used on farms and in factories in the early 19th century. Each machine did the job of several workers. There were riots as a result. Usually the workers tried to destroy the steam engine during the riot.
5. What was the cause of the riots? The workers felt that ……
(b) the steam engines would cause pollution.
(a) the steam engines were too noisy.
(c) the steam engines would replace them.
(d) they were being overworked.
People saw the first TV broadcast via their radios. The radios were fitted with a device to pick up the TV signals. Only a few people saw the first pictures. They showed a person sitting down. TV pictures are made up of rows of dots. Modern TV's have over 600 rows.
6. The first regular TV broadcasts were made in ……
(a) 1936. (b) 1336. (c) 1986. (d) 1836.
The cartoon on the left made fun of a doctor called Edward Jenner, in 1802.
He had found a way to prevent people catching a deadly disease called smallpox. He injected patients with germs from a similar, but non-deadly, disease called cowpox. People who had been injected did not catch smallpox.
People found this discovery, called inoculation, hard to believe. Nowadays, though, inoculation is used to prevent hundreds of different illnesses.
7. Dairymaids often suffered from the fatal disease called cowpox. (a) True or (b) False
8. Which of these illnesses cannot be inoculated against?
(a) 'Flu
(b) Measles (c) Cold (d) Small Pox | 1,693 | 963 | {
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Definitions and Concepts for AQA Physics A Level
Topic 4: Mechanics and Materials
Breaking Stress: The maximum stress that an object can withstand before failure occurs.
Brittle: A brittle object will show very little strain before reaching its breaking stress.
Centre of Mass: The single point through which all the mass of an object can be said to act.
Conservation of Energy: Energy cannot be created or destroyed - it can only be transferred into different forms.
Conservation of Momentum: The total momentum of a system before an event, must be equal to the total momentum of the system after the event, assuming no external forces act.
Couple: Two equal and opposite parallel forces that act on an object through different lines of action. It has the effect of causing a rotation without translation.
Density: The mass per unit volume of a material.
Efficiency: The ratio of useful output to total input for a given system.
Elastic Behaviour: If a material deforms with elastic behaviour, it will return to its original shape when the deforming forces are removed. The object will not be permanently deformed.
Elastic Collision: A collision in which the total kinetic energy of the system before the collision is equal to the total kinetic energy of the system after the collision.
Elastic Limit: The force beyond which an object will no longer deform elastically, and instead deform plastically. Beyond the elastic limit, when the deforming forces are removed, the object will not return to its original shape.
Elastic Strain Energy: The energy stored in an object when it is stretched. It is equal to the work done to stretch the object and can be determined from the area under a force-extension graph.
Equilibrium: For an object to be equilibrium, both the resultant force and resultant moment acting on the object must be equal to zero.
www.pmt.education
Hooke's Law: The extension of an elastic object will be directly proportional to the force applied to it up to the object's limit of proportionality.
Impulse: The change of momentum of an object when a force acts on it. It is equal to the product of the force acting on the object and the length of time over which it acts.
Inelastic Collision: A collision in which the total kinetic energy of the system before the collision is not equal to the kinetic energy of the system after the collision.
Moment: The product of a force and the perpendicular distance from the line of action of the force to the pivot.
Momentum: The product of an object's mass and velocity.
Newton's First Law: An object will remain in its current state of motion, unless acted on by a resultant force. An object requires a resultant force to be able to accelerate.
Newton's Second Law: The sum of the forces acting on an object is equal to the rate of change of momentum of the object.
Newton's Third Law: Every action has an equal and opposite reaction. If an object exerts a force on another object, then the other object must exert a force back, that is opposite in direction and equal in magnitude.
Plastic Behaviour: If a material deforms with plastic behaviour, it will not return to its original shape when the deforming forces are removed. The object will be permanently deformed.
Principle of Moments: For an object to be in equilibrium, the sum of the clockwise moments acting about a point must be equal to the sum of the anticlockwise moments acting about the point.
Scalar: A scalar quantity is one that only has a magnitude. Examples include length, mass and temperature.
Spring Constant: The constant of proportionality for the extension of a spring under a force. The higher the spring constant, the greater the force needed to achieve a given extension.
Stiffness: A measure of how difficult it is to stretch a given object.
Tensile Strain: The ratio of an object's extension to its original length. It is a ratio of two lengths and so has no unit.
www.pmt.education
Tensile Stress: The amount of force acting per unit area. Its unit is the Pascal (Pa).
Terminal Speed: The maximum speed of an object that occurs when the resistive and driving forces acting on the object are equal to each other.
Vector: A vector quantity is one that has both a magnitude and a direction. Examples include velocity, displacement and acceleration.
Young Modulus: The ratio of stress to strain for a given material. Its unit is the Pascal (Pa).
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FUTURE PROBLEM SOLVING PROGRAM AUSTRALIA
Developing the capacity of young Australians to design and promote positive futures through problem solving.
Scenario Writing
Scenario Writing is an individual competition in which students develop short stories related to one of FPSP's four annual topics. The story (1500 words or less) is set 20 - 30 years in the future and is an imagined but logical outcome of actions or events taking place in the world.
Why Scenario Writing?
To prepare students for the challenges of the 21st century, Future Problem Solving teaches students to think critically, creatively, and futuristically.
The Scenario Writing program strives to help students enlarge, enrich, and make their images of the future more precise while honing their creative writing skills. This competition provides students with greater awareness and imaginings about possible futures by personalizing the ever-growing perspective a student has on their own.
Participation in Scenario Writing provides opportunities for students to meet and exceed educational standards as they refine their writing skills.
A rubric-based authentic evaluation is provided, giving students tools for continuous growth.
The skills taught lay the foundations for students to become innovators and responsible change makers of the future.
firstname.lastname@example.org 03 9886 4646 www.fpsp.org.au
Recent Science & Technology Topics Agriculture Alternative Energy Artificial Intelligence Biosecurity Cyber Conflict Nanotechnology
Recent Business & Economics Topics Climate Change Criminal Justice Systems Cultural Prejudice Environmental Law Food Loss & Waste Freedom of Speech
Recent Social & Political Topics
Coping with Stress Healthy Living The Global Workplace The Impact of Social Media Rage and Bullying Sensory Overload
Does FPS have to be done in the classroom?
Scenario Writing can be successfully implemented in a variety of ways* - as an extra-curricular program delivered outside school hours or embedded in the school curriculum from P-12, and everything in between. However you choose to run the Scenario Writing, the development of these skills will correlate directly with the expectations and requirements of the National Curriculum.
How do students compete?
Schools can register individual students in one of the following divisions – Junior (Years 5 to 6), Middle (Years 7 to 9) and Senior (Years 10 to 12).
Students have the opportunity to enter two submissions. The first submission is non-competitive and provides written feedback to guide the story's improvement. The second, or competitive, submission is what decides the placegetters in the FPS Australian scenario writing competition.
The finalists (stories that progress to the 2nd round of evaluation) of each division of the FPS Australian scenario writing competition are invited to participate in the National Finals.
The author of the winning story of each division of the FPS Australian scenario writing competition is invited to participate in the Scenario Writing competition of the FPSPI international conference held in June the following year
Do students need to know the six-step problem solving process for Scenarios?
Although knowing the process can help students think about the future and organise a storyline, it is not a prerequisite for Scenario Writing. However, since Scenarios must relate to one of the annual topics, it is imperative that students complete background reading and research on their chosen topic.
For students who participate in Global Issues Problem Solving, Scenario Writing can serve as an excellent complement to their work on any of the annual topics.
Characteristics of FPS Participants
* Futuristic Thinkers
* Collaborative
How can I get started with my students?
* Effective Problem Solvers
* Analytical Researchers
* Expert Innovators
* Ethical Leaders
* Diverse Thinkers
* Global Citizens
email@example.com 03 9886 4646 www.fpsp.org.au
Register an individual
Purchase recommended publications
Plan your FPS year | 1,958 | 766 | {
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Preventing Soil Compaction to Preserve Infiltration
Conservation and You, Spring 2016
By Cathy Leonard, Montgomery County Conservation District
To prevent increasing the runoff from the pervious areas of a construction site, it is important to maintain the existing infiltration capabilities. Earthmoving can substantially reduce the infiltration capabilities of soils by compacting the soil. Experiments on a variety of soil types, both sand and clay, show a 70 to 99% reduction in infiltration capacity after being compacted.
The amount of topsoil compaction is related mostly to ground contact pressure of the earthmoving equipment. To reduce ground contact pressure on the soil, reduce the tire pressure, use large or dual tires or tracked vehicles.
The amount of upper subsoil (12" – 20" deep) compaction is related to the ground contact pressure and the axle load, while the amount of lower subsoil (deeper than 20") compaction is determined only by the axle load. A single axle load of less than 7 tons compacts the soil to an approximate 20" depth (upper subsoil). An axle load of 10 tons compacts the soil to 26" (lower subsoil). To prevent deep compaction, increase the number of axles or use a lighter vehicle. For example, a Caterpillar D4 dozer weighs 9 tons. Some additional methods to prevent compaction are limiting the area of disturbance, directing repeated travel into a traffic lane that can be remediated later, and driving faster to reduce equipment time upon the soil.
Wet soil is compacted to greater densities and depths than dry soil. Soils that have drained for two to three days after a rain are at field capacity. Soils at or below field capacity have drained water from the larger pores and are less prone to compaction. Silt loam and clay loam soils above field capacity form a soft plastic ball that leaves a heavy, continuous mud coating on your fingers when you squeeze it. Free water is visible on the soil surface after squeezing the ball. Compaction resistant soils below field capacity will not show free water on the surface of the squeezed ball; the ball will be slightly firmer and will leave an uneven, thin coat of mud on your fingers. If you want to try this method or find the weight of your construction equipment, consult the references listed at http://montgomeryconservation.org.
To more efficiently remediate compaction, add lime to help stabilize the soil structure and temporarily stabilize with grass. Vegetation will dry the soil, making surface tilling and deep ripping more effective. Working wet soil is unlikely to have any benefits. It is important to prevent compaction because it is not possible to completely reverse it with tilling and subsoil ripping. Soil compaction efforts will pay off with increased infiltration, less erosion and healthier vegetation. | 1,178 | 597 | {
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Dear Parent or Guardian,
This week, we read a great book called The Old House by Pamela Duncan Edwards and discussed the importance of family and friendships. To celebrate our learning, each student created a photo frame to share as a gift for someone special in his or her life. To finish the gift, simply add a photo and help your child wrap and/or deliver the frame.
We explored a technique called crackle finish to give the frame a rustic look. This is a fun and easy technique that you can enjoy at home with your child with a few simple supplies:
o Elmer's® X-TREME School Glue™ or Elmer's® Glue-All
o An unpainted wooden frame, box, birdhouse, etc. (available at most craft stores)
o Acrylic paint (at least two colors with high contrast)
o Paint brushes
I encourage you to create your own crackle finish project together with your child. The directions are simple. To create the crackle finish look, begin by painting a base coat of acrylic and allow to dry thoroughly. Next, apply a generous amount of glue and use a paintbrush to spread the glue over the base coat. A thicker coat of glue will create larger cracks in the top coat of paint. A thinner coat of glue will create fine cracks. While the glue is still wet, apply the top coat of paint (a different color than the base coat). As the paint dries at a different rate than the glue, you'll begin to see cracks in the top coat where the base coat will show through.
There is an abundance of research that demonstrates the positive affects of parental involvement on student achievement and social and emotional growth. The most accurate predictor of a student's achievement in school is how the family supports learning at home. I hope you will embrace this opportunity and enjoy this fun learning activity together.
Thank you for your continued support.
Sincerely, www.elmers.com/teachers Elmer’s Products, Inc. © 2015 | 748 | 730 | {
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Advantages and Disadvantages of Mandatory PE in Schools
By Kristine Tucker, Demand Media
From Global Post http://everydaylife.globalpost.com/advantages-disadvantages-mandatory-pe-schools-5882.html
There are pros and cons to mandatory physical education (PE) classes, but the health benefits often outweigh other considerations. With obesity concerns on the rise, PE classes are often viewed as a necessary requirement by both parents and school administrators. Without required PE courses, some students might choose to ignore physical activity completely, focusing on sedentary pursuits.
Good Habits
Required PE classes help students develop good exercise habits, resulting in healthier lifestyles. According to the Bright Hub Education website, healthy exercise helps prevent obesity and other serious illnesses, such as heart disease, cancer, diabetes and osteoporosis. Because most of the normal school day requires students to participate in relatively sedentary activities, mandatory PE classes force students to do something active. The classes help students burn calories, exercise muscles, reduce stress levels and improve their psychological and physical health.
Future Health
Physical education courses encourage students to lead healthy lives. Bright Hub states that people who exercise regularly during childhood and adolescence are more likely to exercise during adulthood. Without a PE requirement, some students might opt out of the class due to laziness or self-indulgence. If they never exercise as students, it could be difficult for them to practice self-discipline and develop healthy exercise habits as adults. They might also avoid future physical activity if they feel self-conscious about their lack of fitness and resulting physical limitations, especially if their adult peers are in better physical condition.
Liability Risks
As important as physical activity is to health and well-being, it's important to remember that physical education courses include fitness training, sports and games that could potentially result in physical injury. Students who don't have much athletic ability may not have the skills necessary to defend themselves against more competitive athletes. Uncoordinated, weak and overweight students might get bullied by athletic students or hurt themselves while playing sports or using fitness equipment. Even healthy, athletic students are susceptible to PE injuries. And although students may receive similar injuries on the playground or in extracurricular sports, they can choose whether to participate -- it's not mandatory.
Academic Conflicts
Mandatory PE classes can be disadvantageous for students who have strict academic requirements. Some students need class time to focus on advanced coursework that might help them get into competitive colleges. Ohio news publication "West Life" reports that some school-board members think PE requirements should be waived for students with heavy academic loads and time-consuming classes, such as choir and band. These students are often forced to take physical education classes during the summer in other school districts that offer them. Mandatory PE classes limit a student's freedom to choose where she wants to invest her time. | 1,411 | 573 | {
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Story of the Hanseswari Temple, Banshberia
Sikha Banerjee Retired Teacher and Researcher, West Bengal Education Service
In 1673, Zamindar Rameshwar Ray left Patuli and settled in Bansberia or Banskabati as it was known earlier in Hooghly. Bansberia is located besides our holy river Ganga, and in between Tribeni and Bandel. Zamindar Rameshwar Ray was gifted this village of around 400 Bigha of Land and its Zamindari by the Mughal emperor Aurangzeb who also gifted him the prestigious title of King. From this time onward many of his kith and kin settled in Bansberia.
The Hanseswari temple was built in the beginning of the 19th century. The main deity is the blue neem-wood idol of the four-armed goddess Hanseswari, a manifestation of Goddess Kali. The temple is 21 meter high and has 13 towers. The peak of each tower is shaped as a lotus flower. Built according to Tantric principles, this five-storey shrine follows the structure of a human body - Ira, Pingala, Bajraksha, Sushumna and Chitrini.
The temple complex has another temple— Ananta Basudeba temple — besides the main temple. There is also the Swanbhaba Kali temple nearby built by Raja Nrisinhadeb Roy Mahasay in 1788. This temple too holds a very special position as a terracotta temple with exquisite terracotta works on it.
The Hanseswari temple has a distinctive architecture different from the usual pattern present in this area, consisting 13 minars or ratnas, each built as a blooming lotus bud. The inner structure of the building resembles human anatomy. It was started by Raja Nrishinghadeb Roy and later completed by his wife Rani Shankari.
According to a legend King Nrisingha Dev Rai, while staying in Varanasi during the year 1792 to 1798 learnt deeply "Kundalini" and "Six cyclic centers (Six Chakras)" in the human system. Cancelling his plan to visit Britain he endeavored to build a temple at Bansberia based on "Kundalini and yogic concepts". At that time rupees one lakh or more was spent in procuring marbles from a hilly area called Chunar situated near Benaras (Varanasi, U.P). Skilled artisans were also brought from this place to build up the temple. Unfortunately the King left for his heavenly abode in the year 1802 in the midway of construction of the temple. His queen Shankari took the initiative and the temple was completed in the year 1814.
The temple is now taken over as a heritage site by the Archaeological Survey of India. It consists of six floors and a total of 13 lotus bud-shaped minars having the height of 27.5 meters or 90 ft. Inner precincts of these minars follow the design of the human anatomy. Metallic idol of rising Sun God with his thousand bright rays has been inscribed on the top of the central minar. Even the deity has been designed and installed following the concept of Yoga and Pranayam. The word "Hong" is pronounced at the time of breathing out whereas the word "S-a-a" is uttered at the time of breathing in. "Hong" manifests "Shiva" and "S-a-a" represents "Mother Shakti".
The temple has both the Deities of Shiva and Shakti and hence the name is "Hansheswari". On the top of thousand petals blue lotus, lies the eight petals bloodred lotus. Image of white "Shiva" is found to be found lying on six triangular marbles. From the navel of "Mahadeva", a lotus stem has come out carrying twelve petals blood-red lotus. On this, four-handed "Mother Shakti" is standing on her right legresting the left leg on her right thigh. The upper left hand is carrying a sword to represent her power to curb the demons, the lower left one is carrying a severed head of a demon; the upper right palm is posed in a "Fearless-Mudra (Abhaya Mudra)" so as to depict her as the "Protector" of the world from the evils whereas the lower right hand is posed in a way as if to offer her blessings to all ("Bar-Mudra"). The Deity is blue in colour and made of wood derived from "Neem" tree. The room beneath the Central Minar has a white marbled "Shiv linga".
The adjoining areas of the temple have beautifully maintained lush green lawns. Apart from the architectural marvel of the temple, serenity of the place coupled with village-cum-town scenario is also worth enjoying.
Mrs. Sikha Banerjee is a retired West Bengal State Govt. School Teacher. She has been in the Education and Training field for over four decades. She is a source of knowledge and continues to update herself regularly. She has travelled the length and breadth of India and is presently working on a book upon all her travel experiences, history and facts which regardless includes a deep dive in the local home made cuisines of India. | 1,930 | 1,116 | {
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Sun-Exposed Skin: Decreasing the Risk
The safest recommendation for avoiding the risks of sun damage to skin and skin cancer is to avoid sun exposure. For those who must spend time in the sun, the safest option for avoiding risk is to wear long pants, long sleeve shirts, and a hat that shades the face and neck at all times when outdoors. Obviously, these recommendations are not going to work for the sport of beach volleyball. So competitors in our sport need to regard sun exposure as a necessary risk. Fortunately, there are steps that all athletes can and should take to minimize their risk.
What are the risks?
Melanoma is the most severe form of skin cancer, and its incidence has been increasing over the last 30 years. If it is diagnosed before it spreads to the lymph nodes, melanoma has a greater than 90% cure rate. If diagnosed later in its course, melanoma can be fatal. Squamous cell and basal cell carcinoma of the skin have also been increasing. Chronic sun exposure also results in gradual damage to human skin. First, there is a loss of elasticity of the skin resulting in fine lines, wrinkles and sagging skin. Over many years sun exposure results in slowing of the renewal of skin cells. This causes skin to become thickened, poorly hydrated and leathery. The thinning of the protective ozone layer is felt to be responsible for these increased risks.
Links to American Academy of Dermatology fact sheet on skin cancer: http://www.aad.org/media/background/factsheets/fact_skincancer.html
And melanoma:
http://www.aad.org/media/background/factsheets/fact_melanoma.html
How can the risks be minimized?
First and most important - avoid sunburn. The more times an individual gets sunburn on an area of their skin at a young age, the greater their risk of melanoma on that skin area during the course of their life. Second, is a re-adjustment in attitude for many of us: we should try not to get a tan. Many individuals, especially among the people one might find on the beach, believe that a tan makes a person appear healthy. There is nothing healthy about a healthy tan. While it is true that a tan does not confer the same risk that a sunburn does, tanning occurs because of cumulative sun exposure, which increases the risk of skin cancer and sun damage to skin. Beach volleyball athletes may get a tan from their time spent training and competing in the sun, but it is not something to strive for. All athletes, whether they have a tan or not, should adhere to the recommendations below to decrease sun exposure risk.
What steps can be taken?
1) Do not spend extra time in the sun. The hours necessary to train in this sport already put you at risk. If you are not playing or training, either head for the shade or cover up. If you are watching or scouting other competitors, find a seat that is not in the sun.
2) Use sunscreen at all times. When playing, apply a broad spectrum sunscreen (with UVA and UVB protection) of at least SPF 30 that is water-resistant. No sunscreen is truly "waterproof." All of them sweat off with time and must be reapplied. Re-apply at least every 2 hours. Apply to every inch of your sun-exposed skin. Try to rub over each area twice to avoid missing a spot that will then become sunburned.
3) When you are not playing, try to change into clothes that cover all exposed skin, and wear a large hat that shades your face and neck.
4) Get a skin check: have your skin checked for skin cancer by a dermatologist or primary care physician once each year. | 1,375 | 765 | {
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Poor working memory can slow learning
JULIE STEENHUYSEN REUTERS NEWS AGENCY MARCH 3, 2008 AT 10:17 AM EST
CHICAGO — Defects in working memory - the brain's temporary storage bin - may explain why one child cannot read her history book and another gets lost in algebra, new research suggests.
As many as 10 per cent of school-age children may suffer from poor working memory, British researchers said in a report last week, yet the problem remains rarely identified.
"You can think of working memory as a pure measure of your child's potential," Tracy Alloway of Britain's Durham University said in a telephone interview.
"Some psychologists consider working memory to be the new IQ because we find that working memory is the single most important predictor of learning," Dr. Alloway said.
Many children with poor working memory are considered lazy or dim. But Dr. Alloway said with early identification and memory training, many of these underachievers can improve.
Working memory allows people to hold and manipulate a few items in their minds, such as a telephone number. Dr. Alloway compares working memory to a box. For adults, the basic box size is thought to be three to five items. People who have more than that on a mental grocery list are likely to forget something.
"Since there is this limit, it is important to put in the right thing. Irrelevant information will clutter up working memory," Nelson Cowan, a cognitive psychologist at the University of Missouri-Columbia, said in a telephone interview.
The question researchers are struggling with is how to help people with this problem, which appears to be closely tied to attention deficit hyperactivity disorder, or ADHD.
Working memory allows a reader to remember what is at the beginning of the page when reaching the end of the page, explained Mel Levine, co-founder of All Kinds of Minds, a non-profit institute in Durham, N.C., that studies learning differences. Kids with trouble with active working memory get lost in the middle.
"One little girl told me recently, 'Every time I read a sentence it erases the one that was before it,' " Dr. Levine said in a telephone interview. "That's a perfect example of an active working memory dysfunction."
While he is not sure working memory can be expanded, Dr. Levine said children can be taught ways to function better in school.
© Copyright 2008 CTVglobemedia Publishing Inc. All Rights Reserved.
globeandmail.com and The Globe and Mail are divisions of CTVglobemedia Publishing Inc., 444 Front St. W., Toronto, ON Canada M5V 2S9
Phillip Crawley, Publisher | 1,095 | 547 | {
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America's most important conservation and recreation program will expire in less than a year unless Congress acts. For 52 years, the Land and Water Conservation Fund (LWCF) has protected national parks and open spaces in every corner of the United States. But in less than 52 weeks, it could be gone forever and along with it, future protection of the places we love.
LWCF has invested more than $215 million to protect Louisiana's outdoor places, protect water resources, increase sportsmen's access, and to build close to home parks. From national wildlife refuges and historic sites to soccer fields and city parks, LWCF has protected Red River National Wildlife Refuge, Cane River Creole National Historical Park, Kisatchie National Forest, Audubon Park in New Orleans, Lake D'Arbonne State Park, and Chicot State Park.
Louisiana's $12.2 billion outdoor recreation industry is an economic powerhouse – supporting 103,000 jobs which generate $3.4 billion in wages and salaries and produces $893 million annually in state and local tax revenue.
Jean Lafitte National Historical Park & Preserve
Created in 1978, Jean Lafitte National Historical Park & Preserve showcases nationally significant examples of historical and natural resources in Louisiana's Mississippi River Delta. The Park interprets six distinct sites, including the War of 1812's Battle of New Orleans at Chalmette Battlefield and adjacent Chalmette National Cemetery, which was established during the Civil War. The Park also includes the French Quarter Visitor Center in New Orleans and sites interpreting Acadian (Cajun) culture in Lafayette, on the prairie, and in bayou country. The rich and diverse culture of southern Louisiana is reflected throughout the Park thanks to LWCF. More than $23 million from LWCF has allowed the Park to
protect approximately 14,500 acres since its creation—roughly 80 percent of the 17,600-acre Park.
"A preserve, the historic French Quarter, a national cemetery, wetlands and prairies - are the diverse entities that comprise Jean Lafitte National Historical Park & Preserve. The Land and Water Conservation Fund provided critical funding to protect these key Louisiana landmarks. According to the National Park Service, in 2016, visitors to the New Orleans Jazz Park and Jean Lafitte spent $27.7 million in nearby communities. The visitorship to these parks are critical to these areas. LWCF support adds to the positive impact of our parks - economic growth, jobs, and our sense of place." -Fairleigh Cook Jackson, Executive Director, Preserve Louisiana
Atchafalaya National Wildlife Refuge
Established in 1984, Atchafalaya National Wildlife Refuge encompasses 15,000 acres of bottomland hardwood swamp habitat in the vast floodplain of the Atchafalaya River, a tributary of the Mississippi that flows into the Gulf of Mexico. In addition to being one of the most productive wildlife areas, with highly diverse habitat which allows for many species of plants and animals to thrive here, the refuge supports a very productive sport and commercial fishery, as well as recreational activities such as paddling, hiking, and wildlife
Paddling the Atchafalaya NWR Credit: USFWS
viewing. There has been $14 million in LWCF investments at Atchafalaya NWR, increasing sportsmen access and habitat conservation in the refuge.
#SaveLWCF to protect the places we love in Louisiana!
www.lwcfcoalition.org/lwcf52weeks/ | 1,592 | 727 | {
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How to warm up correctly for an Aquathlon
We all know it is important to do an adequate warm up prior to training and racing. What is not so clear is why we need to warm up, and what is the best type of warm up to prepare you for your aquathon workouts and the event itself.
Why do a warm up?
There are 3 key benefits a warm up, according to experts:
1. To aid the supply of oxygen to muscles and therefore improve muscles ability to work under more intense effort
2. To raise your body temperature to help your muscles become more flexible and efficient.
3. To slowly raise your heart rate, preparing your heart for the added stress swimming and running will place on it.
What should you incorporate in a warm up?
Here are 5 tips for achieving the perfect warm up before running:
1. Start with 5 to 10 minutes of easy running. This should feel slow and comfortable to get the blood flowing. This will aid the flow of oxygen to the muscles. Do not worry about how you feel at this stage, as often you will feel
sluggish at the start of each workout.
2. Do 5 to 10 minutes of dynamic stretching. Static stretching before running can cause muscle and/or tendon injuries. It should be reserved for after running. Instead, after jogging slowly for 5 to 10 minutes, perform dynamic stretches to prepare your body for your run. Dynamic stretched include specific running drills and activation exercises which work on various aspects of the running technique. Some of the most often used exercises are high knees, bum flicks, leg swings, the grapevine, etc. There are a number of these drills on my website www.emmacarney.com.
3. Do 6 to 8 x 80metre 'run-throughs' following your dynamic stretches.
Your running drills should be followed with 4-6 'run throughs' – which are 60-80m run efforts at 80-90% max effort. Your focus should be on very good run technique and
speed. This will ensure you have warmed your muscles up at full speed as well as jogging lightly.
With the swim - the warm up is similar. Know the course. If the race organiser allows it, have a swim over the course, paying particular attention to the entry and exit of the water. Look for navigation items and also currents, chop (waves/shore break) and water depth.
You should try to swim 10 minutes before your race. If this is not possible with course closures, incorporate upper body mobility exercises (like arm swings) into your run warm up dynamic drills.
4. When to start a race warm up
When warming up for a race you should begin your warm up 30-40 minutes before the race start. Begin with a 10 minute jog. Then, do your dynamic stretches, followed by some runthroughs.
5. Make your warm up a habit.
A warm up will help effectively prepare your body for your run while assisting you in injury prevention. Unless you are only doing a slow, easy recovery run, a warm up should be part of every run, every time.
While warming up is important, do not forget to also warm down to prepare your body for recovery and your next workout.
A typical warm down should involve the following –
When you have completed the intense part of your workout, jog easily for 10-15 minutes, followed by some static stretches. If it is a long run you are finishing, continue walking until your heart rate returns to normal. Then, do some static stretching.
After every workout or race, don't forget to eat something within 30 to 45 minutes after your workout generally 4:1 carbohydrates to protein is recommended and 500-750ml fluids. | 1,294 | 784 | {
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History (HIST)
HIST 101. The History of Railroading. 3 Credits.
HIST 302. Ante-bellum America-Reconst. 3 Credits.
An examination of the economic, social, political, and cultural conditions that from 1828 through 1877 led to economic disaster, massive expansion, the Civil War, the abolition of slavery, and Reconstruction.
HIST 303. Pplst/Prog Era thru Depression. 3 Credits.
An examination of the period between the official end of Reconstruction (1877) and the outbreak of World War II (1941), the most dynamic period of American development and disaster, concentrating on social economic, and cultural changes.
HIST 330. History of Mexico. 3 Credits.
A thematic and geographical overview of the region from 1900 to the present. Includes and introduction to the physiography, climate, peoples and history of the region. Highlights current topics of importance including authoritarianism; economic integration; drug smuggling; guerillas and terrorism; population growth and immigration among others.
HIST 346. Bus & Econ Hist of U.S.. 3 Credits.
Students will study the growth and development of the U.S. Economy and business transformation from colonial times to the mid-20th century. The central organizing focus concerns the economic, cultural, and constitutional incentive structures in America that have motivated entrepreneurship and efficient resource use. A background in basic economics or business theory is useful but not required.
HIST 354. Hist of Technology & Trans. 3 Credits.
HIST 374. History of Ideas in West Civ. 3 Credits.
This course offers a survey of the development of ideas from the ancient Hebrew and Greco-Roman cultures through the Middle Ages, Renaissance, Scientific Revolution, and Enlightenment to the Modern Era. Students will read, discuss, and write about primary sources authored by such thinkers as Aristotle, Cicero, Locke, Adam Smith, Burke, Wollstonecraft, Toqueville, Comte, Darwin, Marx, Spencer, Mill, Nietzsche, Freud, Rocco, and Sartre, and will explore concepts such as Humanism, Liberalism, Positivism, Socialism, Fascism, and Existentialism.
HIST 391. Spec Topic. 1-12 Credits.
HIST 392. Independent Study. 1-12 Credits.
HIST 590. Spec Topic. 1-12 Credits.
HIST 599. Ind. Study. 1-12 Credits.
1 | 1,107 | 515 | {
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NAME
MATERIAL CULTURE ANALYSIS is the study of objects and consumerism, and the ways in which objects prescribe behavior.
Sketch your object and annotate deductions from your direct observations. 1. Take some time to observe the object without judgment: What do you see in the object? Describe everything you can about it - content, imagery, text, style, scale, materials, and craftsmanship. 2. Analyze the object: Who created the object? For what purpose(s) was it created? For whom? What can you infer from the object about its intended use and how consumers have used it? Think about the relationship between inscribed/prescribed design dynamics. 3. How do you make sense of this object's testimony in relation to other found evidence or prior knowledge you have?
PERSONAE
MATERIAL CULTURE
ANALYSIS_1
NAME
In-depth OBSERVATION:
1. Study the object. What do you see? What questions come up after you've examined the artifact?
2. Guess at the object's period, use, and value. What clues or details support your guess?
3. What materials were used to make this object?
4. Now learn more about the object by researching it and watching an ANTIQUES ROADSHOW appraisal about it, or similar items, if available. Who made the piece? When, where, and how? Was this object created by someone famous or by an unknown craftsperson?
5. Why was this object created? What function did it serve? By whom was it used? Did its function change over time?
Second Language through Design[ing], Exercise Book | Niberca (Gigi) Polo 2017
PERSONAE
MATERIAL CULTURE
ANALYSIS_2
Write a biography of your object based on background research.
In doing the biography of a thing, one would ask questions similar to those one asks about people: What, sociologically, are the biographical possibilities inherent in its 'status' and in the period and culture, and how are these possibilities realized? Where does the thing come from and who made it? What has been its career so far, and what do people consider to be an ideal career for such things? What are the recognized 'ages' or periods in the thing's 'life,' and what are the cultural markers for them? How does the thing's use change with its age, and what happens when it reaches the end of its usefulness? Biographies of things can make salient what might otherwise remain obscure. For example, in situations of culture contact, they can show what anthropologists have so often stressed: that what is significant about the adoption of alien objects — as of alien ideas — is not the fact that they are adopted but the way they are culturally
Biography of an Object
Second Language through Design[ing], Exercise Book | Niberca (Gigi) Polo 2017
redefined and put to use. The biography of a car in Africa would reveal a wealth of cultural data: the way it was acquired, how and from whom the money was assembled to pay for it, the relationship of the seller to the buyer, the uses to which the car is regularly put, the identity of its most frequent passengers and of those who borrow it, the frequency of borrowing, the garages to which it is taken and the owner's relation to the mechanics, the movement of the car from hand to hand over the years, and in the end, when the car collapses, the final disposition of its remains. All of these details would reveal an entirely different biography from that of a middle-class American, or Navajo, or French peasant car....
— from "The Cultural Biography of Things: Commoditization as Process" by Igor Kopytoff in The Social Life of Things: Commodities in Cultural Perspectives, Arjun Appadurai, editor (Cambridge University Press, 1986).
PERSONAE
MATERIAL CULTURE
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Make a thumb piano!
I first met the thumb piano when I worked as a teacher with VSO in Malawi. It was known locally as a 'kalimba'. Anyone that has twanged a ruler at school is familiar with the principle.
The shorter the ruler the more vibrations it makes in a second (this is called its frequency) and the higher the frequency, the higher the pitch sounds to our ears. So by adjusting the length of the 'ruler' you can tune the instrument. In the real instrument the vibrating rulers are made of metal – this makes the note last longer – but in mine I have used wooden craft sticks. To make them tuneable I have sandwiched them between two pieces of strip-wood and attached those to a base made out of MDF using two bolts with butterfly nuts.
The dimensions of the base and the separation of the holes allows for 8 craft sticks which gives a simple octave. Six would work for Messy Church. One problem is that craft sticks, despite appearances, are not all the same thickness which means that when you screw down you may not securely clamp all of them. The thickness also affects the pitch, so you will see in my finished version that the lengths don't change regularly as you go up the octave.
The dimensions are not critical – the thickness of the timber base, for example, was determined by what I had in the garage. The width of the base is about 10cm and the holes are 7.3cm apart (73mm) in the base and in the strip-wood.
It helps to have access to a powered saw and a drill in a stand to make the cutting and drilling easy. This needs to be done before the session. Two bolts are needed (long enough to go through everything. The thread on mine is 45mm long). The thickness of the bolts isn't critical. I'd get the thinnest to save on cost. DIY superstores tend to sell them in small packets which are rather expensive. Try a specialist hardware shop. The head of the bolt is at the bottom and there is a risk it will scratch the surface of your best table so I have buried the bolt heads by drilling a second hole about halfway down the base. The inner hole needs
to be just big enough for the bolt to pass through just by pushing it. The outer hole just big enough for the head of the bolt to be concealed. You have to tune it by ear! Enjoy!
Dr Rob Rutherford Physics and Electronics teacher and Vicar's husband Top of Town Messy Church Basingstoke | 861 | 524 | {
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"I'm not addicted!" Kids have a right to play – even digitally
6 August 2020
Credit: Pixabay
Parents, teachers and the media need to stop pathologising game play as "addictive" or a "disorder" as it is potentially harmful to a child's sense of identity and the benefits of play, according to new research.
The study, led by Dr. Marcus Carter, in the School of Literature, Arts and Media, who has previously researched the appeal of Fortnite, examined how Australian children aged 9-14 years understood claims that Fortnite is "addictive" and applied it to their own play.
They found children adopted the word "addictive" to describe a game simply being fun, or used the term to describe their desire to play a game beyond the length or occasion it was allowed. This made some children avoid playing Fortnite, or in some cases, any games at all.
The research, published in the journal Media International Australia, argues that the risk of pathologising all video games as "addictive" is that some children might miss out on the benefits of playing games, and others may start to associate the normal and reasonable desire to play as something forbidden or deviant.
What the kids say
(Names have been changed for privacy)
"I'm not addicted! It's my third favourite game," said Harry, 11, when asked about Fortnite:
Liam, 13, said a teacher told his class "we shouldn't be playing Fortnite…it's like, bad for our education."
Narrah, 11, felt that kids "pooping" or "wetting" themselves was probably just "one person out of millions of people who play Fortnite."
James, 13, said "a lot of that media stuff is bullcrap….I just can't believe them."
What the expert says
Dr. Carter, an expert on the science of gaming, says games are "an appealing hobby, enthusiastically engaged in, but parents shouldn't misinterpret this desire as problematic, compulsive or addiction. We wouldn't call someone 'addicted' to books just because they wanted to read another chapter of Harry Potter after bedtime," he said.
Dr. Carter says that "the formal designation of 'gaming disorder' as a disease by organisations like the World Health Organisation is not supported by current research and is a highly problematic move."
"The risk of calling all video games addictive is that children might miss out on the benefits of playing games. We already know games are good for children's creativity and imagination, and are an engaging way to develop their problem-solving skills, spatial skills, and strategic decision-making abilities," Dr. Carter says. "Games are also an enormous amount of fun; and kids need to have fun, whether it's to de-stress, relax, or have positive
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social experiences with friends, the play of digital games is—in moderation—as important as non-digital play."
Advice for parents
Dr. Carter says concerned parents should try playing digital games with their kids.
"Co-play is a really great mediation strategy for digital games. Parent perspectives and behaviour while playing influences how children understand their media experience and react to things like loss, challenges, and how children develop important sportsmanship and teamwork skills. It's also an opportunity for parents to let their kids be the expert and ask them how to play!"
Key points
Dr. Carter says the research highlights:
Fortnite is not addictive, its success is cultural and not chemical
Kids have a right to play, and this includes digital play
There are benefits to digital play with kids
Games are not addictive
Parents should join in to understand digital game play better
The discourse of games being addictive is potentially harmful to kids
More information: Marcus Carter et al. Children's perspectives and attitudes towards Fortnite 'addiction', Media International Australia (2020). DOI: 10.1177/1329878X20921568
Provided by University of Sydney
APA citation: "I'm not addicted!" Kids have a right to play – even digitally (2020, August 6) retrieved 16 September 2021 from https://techxplore.com/news/2020-08-im-addicted-kids-digitally.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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"Putting Wi-Fi in schools; allowing cordless phones that radiate constantly to be manufactured; placing wireless baby monitors near an infant; using a wireless tablet, smart phone or computer while pregnant; holding a cell phone next to the head and keeping a cell phone in a bra or hip pocket or under a pillow; placing cell phone antennas near homes, schools and on hospitals; metering electricity, water and gas with wireless smart meters and designing smart appliances for the home will be viewed by future generations as dumb technology generated by greed for a population that is largely ignorant of the consequences. We need to protect the health and wellbeing of future generations, because without them there is no future! If we don't do it . . . who will?" Dr Magda Havas, PhD, Environmental and Resource Studies, Centre for Health Studies, Trent University, Canada. www.emfscientist.org
Did you know?
RF EMF - Radio Frequency Electromagnetic Fields is a Cancer-Causing Agent
RF EMF was classified as a Group 2b carcinogen by the International Agency for Research on Cancer (IARC) in 2011. Many EMF experts now agree that the IARC classification for RF EMF should be upgraded to a Group 1 carcinogen in line with: Dr Lennart Hardell's work; based on the science; the cancer cluster study at La Quinta Middle School; and the difference in statistics with the Amish who live without electricity - the current cancer pattern among the Amish is like the cancer mortality pattern of rural US residents before their residences were electrified.
The IARC evaluation included occupational exposures to radar and microwaves, environmental exposures associated with transmission of signals for radio, television, wireless telecommunication, and personal exposures associated with the use of wireless telephones.
Hardell, Lennart and Carlberg, Michael, "Using the Hill viewpoints from 1965 for evaluating strengths of evidence of the risk for brain tumors associated with use of mobile and cordless phones", Rev. Environ. Health 2013; 28(2-3):97-106. Milham, Samuel MD MPH and Morgan, Lloyd BS, "A New Electromagnetic Exposure Metric: High Frequency Voltage Transients Associated with Increased Cancer Incidence in Teachers in a California School", American Journal of Industrial Medicine 2008; 51:579-586, http://www.sammilham.com/La%20Quinta%20Middle%20school%20teachers'%20cancers.pdf Milham, Samuel MD MPH "Rejected Cancer Causes and Control Letter: Low cancer incidence in Amish living without electricity" http://tinyurl.com/jqf9ccq | 1,201 | 550 | {
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Tips for learning at home
We are several weeks into our distance learning adventure. For some of our students, the novelty of seeing their teachers and therapists on a screen in their homes has worn off. For some of our students, they have tired of being home and miss their routines and attending school. For some of our students, distance learning has been a struggle since the start, and they have not yet found their groove. We wanted to share some tips and ideas to help your child and your family as we continue to forge this new path.
Set up a "learning" area
It can be helpful to set up or designate a small "learning" area for your child. Establishing a specific location where teaching and therapy will take place can help your child understand that there are different rules and expectations for when he/she is engaged in learning at home. It will help your child see that this is different than their regular time at home. Even what they are sitting on is important. A small chair, if you have one is often a good choice. Sometimes the kitchen table or the floor is the best place. See how your child responds and ask their therapists. Different therapies will have different needs.
You can keep some basic materials in this area (crayons, paper, child-safe scissors, etc) and other supplies you may be using with your child's teacher and therapists. You can also hang up a copy of the "signals," which is our school's visual display of the signs or signals a child is displaying to show that they are ready to learn. A copy of the signals is attached to this email and pictured below:
Your child has seen these pictures and heard the phrase "signals" often while at school, and posting this picture can help remind your child of how they can show their teacher or therapist that they are ready to learn during their teletherapy sessions.
Put together a visual schedule
With our daily routines being altered so drastically and spending so much time at home, it can be difficult for your child to organize their day and understand that there are times for play and there are times for work.
The schedule does not need to be complex, just a simple outline of your day (breakfast, lunch, dinner, outside time, story time, play time, etc), including when your child has teletherapy. Using pictures on this schedule will help your child be able to easily see what to expect during their day, and can help them make the transition to their "learning area" when it is time for teletherapy. You can use pictures from your home, the internet, or you can speak to your child's teacher or therapist about other pictures, such as PECS.
With long, repeated days at home, children have a hard time differentiating between what happens and when. A visual schedule will help your child be more organized.
Reward your child for their participation
Your child's teachers and therapists are asking your child to do hard work, so you want to make sure to reward your child for everything they are trying to do in their teletherapy sessions.
The easiest way to reward your child is with your praise and affection. Let your child know how proud you are of them, and label the wonderful things you see them doing (e.g., "I love how you are listening to your teacher," "Wow you are trying so hard to cut on the line," or "you are working so hard, I am so proud of you.") Combine this praise with hugs, kisses, squeezes, or other forms of affection. And remember, your child does not need to be perfect to receive your praise.
You can also provide your child with a reward after they finish their session. Using a first-then reward system, you can tell your child "first you do your work, then you can have…" Adding a reward can help encourage your child to try their best with teletherapy. Sticker charts can also be a helpful way to motivate your child to participate in teletherapy. Please feel free to speak with your child's teacher, therapist, or classroom social worker/psychologist for more information about using a sticker chart with your child.
Set reasonable expectations and be flexible
We all have good days, and we all have days that are harder than others. Children are no different, and these extraordinary circumstances we are living through can contribute to a higher rate of difficult days. If you child is not able to complete a full half-hour teletherapy session, that's ok. If your child is having a hard day and teletherapy is adding increased stress on your child and family, it is ok to miss a day. Speak with your child's teacher or classroom social worker/ psychologist, and a plan can be devised to help you and your child get the most out of teletherapy. Remember a shorter, positive session is much more effective than a session that is longer and ends poorly. Speak to your child's therapist, it is OK to plan on a shorter session to better suit your child attention span or to end a session early if things are not going well. Ending early could help the next scheduled session occur with less stress. | 1,689 | 1,037 | {
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Directions for Chapter Discussion Guides and Comprehension Worksheets
How much of what your kids read do they really comprehend? These FREE thought provoking ideas were developed to help the reader think about and better understand various aspects of literature, writing, and facets of the story such as self-awareness and the moods and motivations of others. In a classroom or homeschool setting, following are some tips from a teacher:
-Don't make each student respond to every idea in the Guides and Worksheets. They tend to get bored and begin to resent the book. Keep it fun!
-Mix it up. Differentiate the workload by assigning students different questions for Independent Practice. Have group discussions heterogeneously or homogeneously.
-"Thinking Maps" are the new "Graphic Organizers" of the past. In this case, students are encouraged to design their own organizer or use certain "bubble patterns." Almost every "Chapter Chunk" includes this suggestion.
✏ These pencils indicate a writing task that is to be done on a separate piece of paper. These can be skipped, collected for writing samples, extra- credit, used as class to model good response writing or class discussion.
READING ROUND-UP: These "Literary Discussion Group" sessions are devised to give students a focus for their discussion time. Again, limiting the amount of responses required can differentiate the learning. Since these are available to everyone on the web, the level of difficulty of each question has not been labeled. However – Encouraging higher-order thinking skills was a priority!
Benefits of Bonus Exercises Activities
Ongoing Bonus Activities could be done individually, by pairs, and/or as a class. Literary Groups could use them as part of their discussion with each member given a different exercise to be responsible for keeping the worksheet in their "barn" or folder.
- The Suggested Vocabulary Words can be connected with the Word Work Quarter Horses or your own vocabulary extensions.
Wealth of Word Work Horses Help
The "Word Herd" of Word Work Quarter Horses was designed to creatively learn more about the selected vocabulary located in the "Ongoing Bonus Exercises" section. Some people learn better visually than orally, and this is one of the many reasons why learning "Graphic Organizers" such as the Word Work Horses are used in the educational environment. Besides, it's more fun than just listing words and definitions! Directions at the bottom of each Word Work Horse, and a sample of each, are provided to help.
-This is another exercise that may be best broken up into groups. Divide the words in each Chapter Chunk and let each student in the group complete Word Work Horses for a few words in the Chunk. Mix up which Word Work Horse is used for each Chapter Chunk and/or little group within the group. Completing all three of the Word Herd for each vocabulary word would become quite tedious for students.
99 Interdisciplinary Activities Assistance
These activities are designed to stretch the imagination a little, and also to fit into certain parts of the structured curriculum that teachers may need to present as part of the school year. They can also be used when working with particular students who either have a weakness or strength in a certain area that a teacher would like to develop. Careful consideration has been given to include ALL subjects and intelligences.
-Pick and choose some of the 99 Activities or let the learners choose once in awhile. Consider celebrating reading by conducting a culminating activity whereupon learners share products with each other and guests!
Instructions are included for most activities, but if you have suggestions for improvement, a funny story to share about using the activities, or if you just neighed assistance, please contact email@example.com. | 1,551 | 752 | {
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Year 1 Newsletter Spring 1
Welcome back after the holidays and a Happy New Year to you all! It's a very strange start to the new year but Year 1 are resilient and we'll get through this together!
We are impressed with the home learning that the children are accessing daily on Purple Mash.
Remote Learning (Purple Mash)
You child will be set 4 Purple Mash activities each day: an English, phonics, Maths and an afternoon activity.
The work is new learning which will mirror the learning happening in school. These activities need to be completed on the day they are set and feedback will be given daily. It is essential that your child completes these activities each day to ensure they have no gaps in their learning.
Their activities will be accessed via the red 2Dos tab as usual.
Please note the work may appear small but it can be enlarged using the magnifying glass in the top right-hand corner. Some activities have links to support their learning which need to be looked at before completing the work. You can click on the picture to use the pens.
English
This half term our English topic is 'Traditional Tales'. You may have heard or seen photos on Purple Mash about an 'incident' that happened in the classroom. We have used the 'crime scene' to immerse the children in our new topic. They have already been investigating the incident and have described the porridge thief and thought of some questions to ask. They have also taken on the role of a police officer and written a report detailing the events of the incident.
Our text this half term is 'Jack and the Beanstalk'. The children will be using this story as a model to write their own 'rags to riches' story. Over the course of the half term we will read and compare a range of traditional tales from different cultures.
Please continue to encourage your child to develop an active attitude towards reading by listening to them read at home every day. Please see the school website to access free e-books (Oxford Owl) that can be read at home. Websites can be found under the KS1 'Home Learning' tab.
Maths
Our topic in Maths this half term is addition and subtraction within 10. The children will be taught to add numbers together and add more to a number. They will be finding number bonds of numbers within 10. We will be subtracting by drawing objects and crossing out, counting back and finding a missing part. They will also be finding the difference between numbers.
Science
Our Science topic this half term is 'Materials'. We will be naming different materials, identifying the material an object is made from and looking at the properties of materials. We will then be using this knowledge to carry out investigations.
If you ever have any question or concerns, please email the school or phone to make an appointment to talk to your child's class teacher.
The Year 1 Team: Miss Jackson, Miss Burton and Mrs Grafton; Mrs Moss and Mrs Gill | 1,119 | 603 | {
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Active Living By Design
You, Your Family, and the Environment
1. How does your environment affect your level of exercise? Compare the United States to other countries, or compare regions with this country. (Rural vs. Suburban vs. Urban; agricultural vs. industrial; prevalence of cars due to manufacturing/high standard of living, lack of mass transit systems)
2. What are some barriers to exercise in your community? Do a "walkability" survey to establish conditions in one area of your town, meeting area, playground, etc.(see attached). Are facilities accessible to everyone (seniors, those with disabilities)? How can they be improved? Some barriers might be: lack of sidewalks, bike or walking paths, poor lighting, too much traffic, and no pedestrian crosswalks.
3. How has technology improved and hindered active living? Compare the amount of activity that your family does in the present vs. historically. Look at modern developments such as the telephone, washing machines, cars, TV's. Discuss how technology has impacted our daily lives. How much time per week do you spend sitting in front of a TV or a computer?
4. Find ways in which technology can help us be more active: for example, pedometers/heart rate monitors, treadmills, etc. Would changing your use of technology increase activity level in your life? Develop a plan to change something in your life and do it for 1 month!
5. Find out about the recreational facilities in your town. What types of recreation do they provide? Visit one of them and try it out!!! OR Find interesting places that you can bike or walk to in your community. Learn how to get to one of them safely.
Active Living and Your Communit
y
1. Look at some recent construction in your town, and determine how it has impacted your ability to live actively in your community. Has it caused changes to pedestrian or car traffic, noise or pollution, or loss of green space that could be used for recreation? Does it provide for any active recreation capability (par course, bike racks, provide an attractive destination for bikers/walkers?). Create an environmental impact statement for this project or review the one filed by the builders.
2. Learn about the regional plan for your town. How much space is dedicated for active and passive recreation? What percent of your town is built up, what percent is still vacant or open space? What purposes are the notyet developed space designed for? (Residential, commercial/industrial, recreational, green acres, etc.) Is the balance in line with the needs of the community? What factors need to be considered? (i. e. Placement of schools, need for taxable income, environmentally sensitive areas, etc.)
3. Career component – Meet with someone in your town who has a role in town planning and development – For example, planning board member, town engineering, architect for public building, etc. Find out what this person does, and what role they play in deciding what is built. Do they take active living into account when they do their planning? What about environmental health? (indoor air quality, natural lighting, etc.)
4. Take a role in improving your community design to promote active living, and/or promote increased understanding of this concept. Some service projects might be:
a. Do a sidewalk or safety survey and present your findings to a town committee.
b. Help build a bike or walking trail, or get your town to do so. Contact your town Parks and Recreation Department.
c. Help support a community fair or activity in your town that promotes active living. (Bike to Work Day, Walk to School Day, etc.) Provide bikes to those in need.
d. Put together an information packet on bike trails or walking trails in your town to promote awareness and use them.
e. Start a walking group for your friends or senior citizens.
f. Get your town to consider traffic safety and calming devices in an area key to biking/walking – road humps, islands, or marking a specific bike lane in the road, or signs warning for pedestrians and bikers.
g. Organize a family "Leave Your Car at Home Day" or a bike safety/rodeo.
h. Create incentives with local retailers to people who walk or bike to their stores…
i. Teach a group of younger children about the benefits of active living, and how they can achieve it in their lives.
j. Make a video, brochure, or display poster how to live actively in your town. List supporting services, agencies, etc. and distribute them.
k. Reclaim a vacant lot and get permission to make it into a site that encourages active living, with a playground, par course, or sports field.
l. Participate in Turn OFF Your T.V. a Week (in April). Instead of TV, do some different types of exercise activities, such as walking, swimming, hiking on a nature trail, etc. | 1,962 | 1,005 | {
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New York State Common Core
Mathematics Curriculum
GRADE PK • MODULE 1
Topic C
How Many Questions with 1, 2, or 3 Objects
PK.CC.1, PK.CC.3ab, PK.CC.4, PK.MD.2
In Topic C, students build on their knowledge of sorting objects and counting to 3 as they learn to answer how many questions with objects in varying configurations (PK.CC.4). Throughout these lessons, students gain experience counting small sets (up to 3), which supports their understanding of one-to-one correspondence and cardinality.
In Lesson 8, children count to 3 and answer how many questions about "Goldilocks and the Three Bears." For instance, children point to and count 3 bears, bowls, chairs, and beds. As students touch and count the bears, they practice one-to-one correspondence by pairing each object with only one number name (PK.CC.3a).
In Lessons 9 and 10, students count up to 3 objects in different configurations. In Lesson 9, students sort animals into three groups and count each group, determining that the last number name said tells the number of objects counted (PK.CC.3b). They move the animals into lines for lunch and find that the number of animals stays the same in the new arrangement. They build upon this knowledge in Lesson 10, where they practice counting pictured objects in scattered and linear configurations.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from GPK-M1-TE-1.3.0-06.2015
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Finally, in Lesson 11, students put their new counting skills to work as they play a game, counting on dot cards to determine how many spaces to move their bears on the game board.
Please note that numerals 1, 2, and 3 are introduced in Topic D. The pre-written numerals are introduced in Topic D so that students have had plenty of time to touch and count before matching the count to the abstract numeral.
Throughout Topic C, students continue to work on touching and counting to 3 in the context of chants, games, and movement during Fluency Practice. The new Peek-a-Boo Counting game begins asking children to subitize (recognize without counting) quantities of 1, 2, and 3. Research shows that most children have an innate neurological ability to recognize small quantities without counting. Fluency activities in Topic C also anticipate future Module 1 work, introducing children to rote counting to 4 and counting forward and backward to 3.
A Teaching Sequence Toward Mastery of How Many Questions with 1, 2, or 3 Objects
Objective 1: Count up to 3 objects.
(Lesson 8)
Objective 2: Arrange and count up to 3 objects in scattered and linear configurations.
(Lessons 9–10)
Objective 3: Arrange and count up to 3 objects to play a game.
(Lesson 11)
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from GPK-M1-TE-1.3.0-06.2015
This work is licensed under a
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Gypsy Moth Q & A
Q: Where did gypsy moths come from?
A: The gypsy moth was brought to North America by Professor L. Trouvelot when he tried to breed a hardy silkworm. Between 1868 and 1869 some gypsy moths escaped when a specimen jar fell from Trouvelot's open window. Later, more moths and caterpillars escaped from small populations growing on shrubs in Trouvelot's garden when high winds blew off protective netting. The professor notified townspeople about the accidents, but nobody thought the gypsy moth was a pest and no one captured or destroyed the escaped insects. The insects soon multiplied in a vacant lot next to Trouvelot's home in Medford Massachusetts.
Gypsy Moths. By the early 1900s, feeding upon many tree species in the Northeast, and with no natural predators, they had spread to eastern New York and New Jersey. By 1981 the species had traveled west through 46 counties in Pennsylvania; that same year they stripped millions of tress and vines in 800,000 acres of New Jersey.
Q: How destructive is the gypsy moth?
A: The gypsy moth, in its caterpillar stage, is the most destructive hardwood defoliator ever to occur in New Jersey. Each year, since 1970, gypsy moth caterpillars have caused varying degrees of defoliation (leaf loss) between 1,910 - 800,000 acres of forest land. Study plots established in repeatedly defoliated forests show oak tree mortality varying between 15 to 65 percent.
Q: Why is gypsy moth such a concern?
A: Gypsy moth caterpillars are ferocious eaters. One caterpillar can eat up to one square meter of vegetation during its development. When these caterpillars congregate on trees, they can eat all the leaves on an adult tree in a matter of days, leaving that tree weak and susceptible to diseases and other insects. In northeastern states, gypsy moth caterpillars have been known to defoliate entire forests. When gypsy moth becomes established, property values can decrease, large sums of money are spent by state and federal governments to control it, and much of the beauty of the natural forested landscape is threatened or lost.
Q: What do gypsy moth caterpillars like to feed on? How can I be sure I am not mistaking gypsy moth for some other plant pest?
A: The gypsy moth feeds on a wide variety of trees, which include oak, maple, birch, beech willow, and hickory. The larger caterpillars also have been known to feed on pine, spruce, hemlock and many common ornamentals. Trees that are rarely attacked by the gypsy moth larvae include tulip poplar, ash, dogwood, rhododendron and cedar. In New Jersey, because of their time of caterpillar occurrence and feeding habits, gypsy moth is most often mistaken for the Eastern tent caterpillar.
Q: What causes increases and decreases in gypsy moth populations?
A: The gypsy moth first began defoliating New Jersey forests in 1966. Three major population cycles have occurred, one in 1972 when 256,000 acres were defoliated, another in 1981 when 798,000 acres were defoliated, and another in 1990 when 431,000 acres were defoliated.
A cycle is completed when after years of steady build-up, the larval populations peak and dramatically crash the following season. This is caused by starvation, along with fungal and viral outbreaks, which have reduced populations from 80 to 90 percent in certain areas. Parasites and predators also help to keep gypsy moth populations at low levels in conjunction with these fungal and viral outbreaks. These periods of stable low gypsy moth populations may last for five years or more.
Q: Can gypsy moths cause an allergic reaction?
Some people are dermally allergic to the caterpillars. The urticating hairs cause skin rashes on some humans. This is most noticeable in May when larvae are small. Children appear to be more prone to this problem than adults.
CALL US NOW FOR MORE INFORMATION ON OUR GYPSY MOTH SERVICES AND TREATMENT
1-888-439-TREE | 1,743 | 914 | {
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Advocating for Life, Faith, and Freedom in the Public Square
Members of the House Primary and Secondary Education Committee
To:
From: Chris Long, President Ohio Christian Alliance
Re: Opponent testimony H.B. 239 Reduce end of course assessment
I would like to thank Chairman Blessing, Vice Chairman Jones, Ranking Member Robinson and members of the House Primary and Secondary Education Committee for hearing our testimony today in opposition to H.B. 239 that would eliminate end of course examination in American Government and History.
Let me begin with a brief legislative history for the committee's benefit on legislation that was passed in the 129 th General Assembly in 2012 named The Founding of America Documents Curriculum, legislation that strengthened American Government and History curriculum in Ohio schools from grades 8-12. At that time, it was sponsored by State Rep. John Adams and State Senator Larry Obhof.
Our organization has supported strengthening American Government and History standards in Ohio schools for the past twenty years. We first started supporting legislation in 1999 that would accomplish what eventually S.B. 165 did accomplish, assuring that Ohio school children learn the importance of The Declaration of Independence, The Northwest Ordinance, The Constitution of The United States with emphasis on the Bill of Rights, The Ohio Constitution, the Federalist Papers and the Anti-Federalist Papers in the Ohio Classroom in grades 8-12 with and end of course exam.
It took more than ten years to convince enough legislators, members of the State School Board, and an Ohio governor that the time had come to strength American Government and History standards in Ohio schools with an emphasis on the founding documents of our nation.
That great founding patriot, John Adams, once warned his generation that, "A Constitution of Government once changed from Freedom, can never be restored. Liberty, once lost, is lost forever."
Thomas Jefferson stated, "If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be."
George Washington, our first President, demonstrated by his act of stepping down from his elected office, that we truly were a republic, not a monarchy. When King George of England heard this, he stated, "If he steps down, he truly will be the greatest man in the world." George Washington was following those guided restrictions on governmental office laid out in the U.S. Constitution. As our first chief executive, he stated, "The Constitution is the guide which I never will abandon." This is not a time for us to abandon the Constitutional studies in the Ohio classroom; far from it. It's a time when we should be emphasizing our Founding Documents and the freedoms and liberties that they afford every citizen.
In 2011, Newsweek Magazine conducted a poll of 1,000 adults nationwide with 20 basic questions on American civics. They included the results in an article titled, "How Dumb Are We?" Only 62% of those polled passed the test. Included were such basic questions as "What happened at the Constitutional Convention?" (only 35% got that correct), "What is one power of the federal government?" (only 19% could list one power belonging to the federal government), and "What is the supreme law of the land?" (only 30% knew that The U.S. Constitution is the supreme law of the land). It was because of the alarming results of such a survey that legislators in the 129 th General Assembly knew it was time to act to strengthen the classroom instruction of the founding documents of our Republic. S.B. 165, The Founding of America Documents Curriculum passed with bipartisan support in the Ohio House and Ohio Senate and was signed into law by Governor John Kasich.
For the past seven years, Ohio has been making progress, as general knowledge of our constitutional form of government and our founding documents has increased among our graduates. This is due in large part to The Founding of American Documents Curriculum which requires one full credit hour for the course study with an end of course exam that guarantees it will be taught in the classroom. Without the examination, teachers will not be compelled to take the time for this course study of our founding documents. It is for this reason that we oppose H.B. 239.
Thank you, Chairman Blessing and members of the Primary and Secondary Education Committee. I will be happy to answer any questions you might have at this time. | 1,869 | 903 | {
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Top Gun Journal Science and Mathematics Club
Journal of Top Gun
Activity report
No,3
"Measuring the distance and height which cannot be measured."
Practical skill tournament
June 1st (Wed.)
Top Gun Science and Mathematics Club was held at Fuzoku Hamamatsu Junior High School. Seventy Fuzoku Hamamatsu Junior High students attended (3-3 rd yr.３, 20-2 nd yr.,47& -1 st yr.).
June 1 (Wed.) Practical Skill Tournamen
3-4 students form a group and measure the length there strides. Without using any measuring tapes, each team measures the distance between two points that are out of reach by using their own devised angle surveying instruments.
Q.1 Find out the height of the gymnasium from floor to ceiling metal fittings. Q.2 Find out the length of the three flags on the stage (from one end of the first flag to the other end of the third flag).
Competition Location・・Gymnasium
At the competition each student had to find out the measurement of his / her stride. The lengths of strides vary according to each person, but when one person's strides are measured, they are pretty constant. 20 meters has been marked out on the gymnasium floor. Each students counted his / her strides from one end to the other to find out the measurements of each strides.
>
<stride measurements>
1
By the cooperation of Suyama Construction Co., Ltd., using the laser distance meter, the correct measurement were determined.
Ans.1-9.8m
Ans.2-4.2m
2
<looking into laser distance surveying equipment at the end of the tournament >
Interviewing the Principal
I was amazed at the ingenuity of the students` well device surveying instruments. I thought the students showed the same seriousness and earnest heart for this tipe of competition as they have towards athletic tournament. Creating their own tools like this was a great experience for the students and will be of use to them in the future. Each surveying instrument was uniquely different. This will also be productive for their future. It would be very good for the students to learn from observing each others` creation. (Principal Yosuke Kominami)
Student Reporter Editorial Department
I believe this was a new experience for most of the 1 st yr. students. But after listening to Specially appointed Prof. Yamamoto (leader of the Top Gun Lab.),I thought that all the students were actively involved. I think that was great! There was great teamwork in every activity (stride measurements, the 20-meter walk, measuring the height of the gym from floor to ceiling, and the length of the three flags).I hope we can show the same teamwork in future tournaments.
I would like to thank Suyama Construction Co.,Ltd.and Shizuoka University,for making this possible.
Top Gun Journal reporters and photographers Junior High 1 st yr. Yoshinobu Aoshima & Seiya Kaneko
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Mitten Recipe
~Four size 4 double-pointed needles
~Two skeins worsted weight wool
~Yarn needle for finishing
What to do:
_
*Note: pattern is for the LEFT mitten. Numbers of stitches for the RIGHT mitten are written in parentheses.
Cast on 40 stitches and spread over three double-pointed needles (12, 12, and 16 works well).
rows 1-20: *knit 2, purl 2* repeat until end of row row 21: knit the whole row
Increase for thumb stitches
rows 23
row 22: knit 18 (20), increase 1, knit 2, increase 1, knit 20 (18)
row 25: knit 18 (20), increase 1, knit 4, increase 1, knit 20 (18)
-
24: knit the whole row rows 26
-
27: knit the whole row rows 29
rows 28: knit 18 (20), increase 1, knit 6, increase 1, knit 20 (18)
row 31: knit 18 (20), increase 1, knit 8, increase 1, knit 20 (18)
-
30: knit the whole row rows 32
-
33: knit the whole row rows 35
row 34: knit 18 (20), increase 1, knit 10, increase 1, knit 20 (18)
row 37: knit 18 (20), increase 1, knit 12, increase 1, knit 20 (18)
-
36: knit the whole row rows 38
-39: knit the whole row
Congrats! You now have 14 thumb stitches added onto your second needle.
row 40: knit 18, then move the next 14 stitches onto a stitch holder (I just thread some extra yarn through these stitches and tie them off in a circle). Looks like a thumb, right? Now increase 2 stitches to the 18 stitches you've already knit this row. Knit the rest (20 stitches) of the row. You should only be knitting 40 stitches now. rows 41-61: knit the whole row
Make sure the mitten is big enough at this point to cover your pinky finger.
You will now decrease to finish the top. I find it useful to redistribute the stitches at this point, so that you have 20 on one needle, and 10 stitches on each of the others. That way, you are decreasing at the beginnings and ends of needles instead of the middle, so it's easier to keep track.
row 62: knit 1, slip 1, knit 1, pass slipped stitch over, knit 14, knit 2 stitches together, knit 2, slip 1, knit 1, pass slipped stitch over, knit 14, knit 2 stitches together, knit 1.
rows 64, 66, and so on: decrease 1 stitch at each end of the mitten, as you did in row 62 (that means decreasing a total of 4 stitches on each decrease row) rows 65, 67, and so on: knit the whole row row 63: knit the whole row
Continue decreasing until you have only 4 stitches left on each side (8 stitches total). You can finish the end by weaving thread through the stitches so that it is seamless, or you can "cheat" (this is what I usually do) by just using a yarn needle and going through each loop and pulling it like a cinch sack.
Finish the thumb:
Distribute the 14 thumb stitches onto three needles. Knit 16 rows or until the thumb is long enough to fit your own thumb. You can close off the thumb using the same cheating method described above.
Finishing: You will need to sew in all of the loose yarn ends by turning the mitten inside out. It's important to sew up the hole that is formed at the base of the thumb, so use one of the yarn ends to close it up.
**Variation: draw your own snowflake on graph paper and incorporate it into the mitten design. Using two colors means doubling up the yarn, so the mittens will be even warmer. | 1,427 | 893 | {
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Making Ripples
Hydroponics by Amanda Bancroft
Are you hooked on "ponics"? Have you heard about aquaponics or hydroponics techniques and want to try them? Just in case you haven't spent hours researching it, here's a rundown of facts about hydroponics before you invest lots of time and money in a garden, only to find that you'd rather be crafting cute animals out of pipe cleaners.
Hydroponics includes many different gardening systems designed to grow plants in a nutrientrich water solution without soil. (Aquaponics includes many types of systems designed for both plant and fish growth, in case you were wondering.) The earliest publication talking about hydroponics dates back to 1627, so this is not a new fad but a viable method of food production.
Both indoor and outdoor hydroponic systems can work well. Pests and diseases are easier to control, most systems are efficient, it's possible to achieve larger and consistently stable harvests, and compared to soil gardening it uses less water. Jason Worley of Hydro & Brew in Bella Vista claims that his outdoor soil-based raised bed garden needed ten to fifteen gallons of water weekly, while his indoor hydroponics system only needs three gallons once per week. And the yield, he says, can go on until you decide to kill the plant and replace it with something else. "The plant survives as long as you feed it – it constantly grows!" he told a large audience at Hobbs State Park on Sunday, January 11 th .
Hydroponics systems don't require, but typically need an inert substrate. Substrates are objects like gravel, sand, rice hulls, perlite, coco coir, rockwool, or lightweight expanded clay aggregate (LECA) which have no nutritional value, retain moisture, and are pH stable. Worley explained that it's important to have a base of macronutrients such as nitrogen and phosphorous (to name two) supplemented with micronutrients like boron, zinc, and copper, for example. As for lighting? Worley recommends high intensity discharge (HID) lighting because it's better than CFLs, although LED lights are slowly improving. There are five common methods for growing plants in solutions, including Nutrient Film, Aeroponics, Ebb & Flow or Flood & Drain, Deep Water Culture, and Top Feed Water Culture. Carefully research each of your options to make sure it'll be able to meet your goals and is appropriate for your location.
To be successful with hydroponics, you'll need a strong plan that includes sources for water, nutrients, containers, electricity, generators, lights, pumps, and of course investment money. It takes a long time before an investment in hydroponics will give you a bountiful return of produce, so you have to be willing to stick with it.
Yet the rewards can be astronomical. Even NASA has been using hydroponics to grow vegetables on the International Space Station, an effort which could not only sustain astronauts, but save humanity if we need to live in space someday. But let's hope that sustainable practices take root and there will be many more gardens on Earth for a long time to come!
Ripples is an emerging online educational center inspired by a holistic approach to making a difference. Follow our journey to live sustainably and make ripples with our lifestyle at: www.RipplesBlog.org. | 1,325 | 698 | {
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Travelling on the Road
- Listen for radio or television reports of travel advisories issued by the National Weather Service.
- Do not travel in low visibility conditions.
- Avoid traveling on ice-covered roads, overpasses, and bridges if at all possible.
- If you must travel by car, have tire chains available and take a mobile phone with you.
- If you must travel, let someone know your destination and when you expect to arrive. Ask them to notify authorities if you are late.
- Keep emergency gear in your car, including a cell phone, flashlight, flares, jumper cables, sand/kitty litter, ice scraper, small shovel, blankets and warming devices.
- Check and restock the winter emergency supplies in your car before you leave.
- Never pour water on your windshield to remove ice or snow; as shattering may occur.
- Don't rely on a car to provide sufficient heat; the car may break down.
- Always carry additional warm clothing appropriate for the winter conditions.
- If you're stopped or stalled, light two flares, place one at each end of your car and stay in your car with the window slightly cracked until help comes.
Outdoor Safety
- Wear several layers of loose-fitting clothing. Trapped, insulated air warmed by body heat is the best protection from the cold.
- Wear a hat and gloves/mittens and make sure shoes or boots have nonskid soles.
- If you have to do heavy outdoor chores, dress warmly and work slowly.
- Avoid walking on ice or getting wet.
- Notify friends and family where you will be before you go hiking, camping, or skiing.
Home Heating & Safety
- Install carbon monoxide alarms in your home.
- Know symptoms of carbon monoxide poisoning: headache, fatigue, nausea, dizziness and shortness of breath.
- Never use or store flammable or combustible liquids near or in rooms with heaters.
- Cooking appliances should not be used to heat a home.
- Have your heating system tuned up each year. Have wood stoves and fireplace chimneys and flues inspected and cleaned.
- Inspect space heaters for cracked or damaged, broken plugs or loose connections; replace before using.
- Keep a 3-foot safe area around all heating sources.
- Have working smoke alarms installed in each sleeping area of your home and on each level. Test the alarms monthly to ensure they're working. Replace alarms after 10 years.
- Have an escape plan with two ways out of each room and a meeting place outside. Practice your plan regularly.
Take time to be safe this winter!
Lake Stevens Fire
1825 South Lake Stevens Road, Lake Stevens, WA | 1,016 | 591 | {
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Kurt Burja 1 , Kannitha Kong 1 , Jacques Berger 2 , Jean-Pierre de Margerie 1 , Marjoleine Dijkhuizen 3 and Frank Wieringa 2
1 – World Food Program, Phnom Penh, Cambodia; firstname.lastname@example.org
2 – Institute for Research for Development (IRD), UMR 204 « Prevention of malnutritions and associated pathologies », Montpellier, France; email@example.com
3 – Department of Human Nutrition, University of Copenhagen; firstname.lastname@example.org
Introduction
Micronutrient deficiency is a major health problem in many countries. In Cambodia, 47% of women and 62% of children are anemic, and >½ million children at risk for zinc deficiency. Fortification of staple foods is a cost-effective and suitable tool to improve micronutrient status of populations at risk for micronutrient deficiencies. Fortified rice for a school meals program would cost less than $1 per year per school child and would provide an excellent opportunity to improve micronutrient status of school – age children. However, fortified rice has to be acceptable for both parents and children. Therefore, this study assessed acceptability of two different types of fortified rice (PATH UltraRice and DSM NutriRice) by teachers, parents and school children in 4 primary schools in a rural district in Cambodia using several different assessment tools.
Methods
Setting and subjects:
* At 4 primary schools in Kampong Speu province, teachers (n=34) and parents (n=224) were asked to identify fortified rice out of a choice of 3 (Triangle test) and to score organoleptic qualities of normal and fortified rice on a scale of 5.
* School children (n=1600) received 2 weeks of normal rice (control), and 2 x 2 weeks of fortified rice: PATH UltraRice ('Type 1') and DSM NutriRice ('Type 2'). Total amount of rice eaten per class each day was recorded.
2
Results
* Most teachers (62%) and parents (85%) correctly identified the cooked fortified rice out of a choice of 3 identical bowls (P<0.001 for both).
* Normal and fortified rice were scored similarly, on a scale from 1-5, for color, smell, appearance, stickiness or hardness by teachers and parents (P>0.05).
* School children (n=600) scored fortified rice slightly better than normal rice for taste and smell.
PATH UltraRice
DSM NutriRice
3
Discussion
* Overall, fortified rice was consumed in similar or larger amounts than normal rice.
Amount of rice consumed per child per school per type of rice
* Consumption of DSM NutriRice ('Type 2') fortified rice showed the largest increase.
* However, there was a significant interaction between schools, with some schools consuming significantly more rice of both types of fortified rice, and other schools consuming similar amounts of fortified rice in comparison to normal rice, with a larger variation in consumption.
4
Conclusions
* Fortified rice was well accepted by school children, their parents and their teachers on organoleptic properties.
* Consumption of fortified rice was similar or better than normal rice.
* Consumption patterns differed among the schools, and variation in the amount of rice eaten by the school children increased with the introduction of fortified rice. Although consumption of NutriRice was slightly more than of UltraRice, this difference was not statistically significant, and both types of fortified rice were consumed more than normal rice.
* More research is needed on reasons for this increase in variability after the introduction of fortified rice, and more importantly, on the impact of fortified rice on the micronutrient status of school-age children. Additional studies to assess acceptability of fortified rice over a longer period of time are also needed.
5 | 1,740 | 812 | {
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Union Corps Histories 8th Corps
Cloyd's Mountain; New Market; Piedmont; Lynchburg; Monocacy; Island Ford; Carter's Farm; Martinsburg; Halltown; Winchester; Berryville; Opequon; Fisher's Hill; Cedar Creek.
These battles, which occurred between May 9th and October 19th, 1864, were fought wholly, or in part, by the Army of West Virginia, which was, for the most part, identical with the forces in the two divisions under General George Crook. These two divisions, by a provisional arrangement, formed a part of the Eighth Corps, and eventually came to be known as the corps itself.
The Eighth Corps proper was created by General Orders No. 84, July 22, 1862, which designated the troops under Major-General John E. Wool as the Eighth Corps. These forces were stationed in Maryland, at Annapolis, Baltimore, Harper's Ferry, along the Baltimore & Ohio R. R., east of Cumberland, and along the railroad from Harper's Ferry to Winchester, Va.
During the summer of 1864,and, also, in Sheridan's campaigns in the Valley, the Eighth Corps was commanded by General George Crook; the First Division, comprising three brigades, was commanded by Colonel Joseph Thoburn; the Second Division, containing two brigades, was commanded by Colonel Isaac H. Duval. There were 22 regiments of infantry in the two divisions. Colonel Thoburn was killed at Cedar Creek, the last battle in which the corps participated. Colonel Duval was wounded at Opequon, whereupon Colonel Rutherford B. Hayes succeeded to the command of Duval's (2d) Division. The field return of troops, dated September 10, 1864, shows that the Army of West Virginia -- Crook's two divisions had only 7,507 effective men.
At the battle of Winchester, however, July 24, 1864, Crook's command contained three divisions, Sullivan's, Duval's, and Mulligan's. Colonel Mulligan, the hero of Lexington, was killed in that battle, and his division was cut up so badly that it was consolidated into one brigade, which was transferred to the First Division, where it became the Third Brigade (Campbell's) of that division.
The corps lost about 1,200 men at Winchester; at the Opequon it lost 104 killed, 683 wounded, and 7 missing--a total of 794 at Cedar Creek it lost 48 killed, 270 wounded, and 540 captured, or missing; total, 858.
General Lew Wallace was assigned to the command of the Eighth Corps on March 12, 1863, and was in command at the battle of Monocacy, July 9, 1864. But that battle was fought chiefly by Ricketts' Division of the Sixth Corps; the only troops of the Eighth Corps which were engaged, were some regiments from the Baltimore garrison, organized as the First Separate Brigade of the Eighth Corps, General E. B. Tyler commanding. On July 11th, General Ord was assigned to the command of the corps, but on the 28th it was restored to General Wallace. In December, 1864, the First and Third Brigades of the First Division (Thoburn's) were transferred to the Army of the James, then near Richmond, and were designated as the Independent Division of the Twenty-fourth Corps, General J. W. Turner commanding.
The Eighth Corps proper remained in service until August 1, 1865, when its existence terminated.
---------------------------------------------------------------------
Source: "Regimental Losses in the American Civil War (1861-1865)" William F. Fox | 1,555 | 780 | {
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Description
Core Value Focus: Teamwork - focus on working as a pair efficiently.
Free Play
Set up
Free play. Coaches just to observe
Aim
For players to make their own decisions
Coaching points
No coaching interventions
Split defender part 1 (15mins)
Set Up
Split the defenders - groups of 6 players
2 defenders in the middle - all other players are to be passing and moving around the area.
If you pass the ball to a player without the ball through the square you win 3 points
If you pass the ball to a player without the ball through the square and split the defenders you win 5 points
Every time the defenders win the ball they win 3 points - Best defensive pair with most points wins
If defenders get split - they lose their points - DON'T GET SPLIT!
Coaching points
Pass the ball away from pressure
Find the space/ gaps to pass into
Move off the ball to create a passing option
Weight of pass is key to make sure it gets to target
Dribble the ball into space
Defenders - Stay connected
Do not get split
Always check shoulders to see where other may be attacking from Communicate
Split defender part 2 (15mins)
Set up
Two areas with a middle zone, teams must transfer the ball from one side to the other
Aim
Split the defenders and pass to the team on the other side. Defenders need to be alert and connected.
Defenders needs to stay connected and compact - force the attacking teams to play around rather than through.
To Start - all defenders must stay in the designated area - moving from side to side to block off gaps and deny switched passes Attacking players are to move the ball to move the defenders to create space to play into
If the defenders win the ball in their area by intercepting a pass, they swap with the team in which they won the ball from
Progression - One defender can leave the area to press the ball (pressure). This puts added pressure on the player with the ball
Pro-Club: Steel Sports
Keith Mccready, Kingston, United States of America
therefore having to be more alert and aware of their surroundings possession team make 4+ passes.
and what their next move will be. Second defender can join after
Other defenders need to work to cover the pressing defender
Coaching points -
Passing - moving the ball into space/to a team mate
Head up looking for passing/ switching opportunities.
Always alert/aware of surroundings.
Speed of play - if no pressure slow play down - if pressure or opportunity to play the ball play with speed.
Defenders - Stay connected, no big gaps to play through
Communication - talk about who presses/covers
Speed of reaction - react as a team/unit to where the ball is and your positioning on the field
Scrimmage
Regular scrimmage to finish -
Try and have players work on what they worked on in practice LET THEM HAVE FUN with limited coach interuption | 1,188 | 618 | {
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Staying Safe Online
As we are confined to our homes due to the global coronavirus (COVID-19) pandemic, we are using the internet and online services more now than perhaps ever before. Being online is providing a lifeline for everyone in society from the young to the old, learners and workers, and the vulnerable, curious and those seeking an escape from boredom. This is probably, therefore, a good time to remind ourselves of a few key points to keep safe online.
Tips for keeping children safe online
- Have a conversation with your child - not everything on the internet is kind or real. Tell your child that if they see something that worries them or they don't like, then they must tell a grown up straight away.
- Make sure that you have eyes on their screen at all times. Young children should not be watching things such as YouTube in their bedrooms or places where an adult is not there to monitor what they are looking at.
- Age restrictions: Most online content/video games have age restrictions. These restrictions are there for a reason and should be adhered to. Young children should not be exposed to content that is not age appropriate.
Parental Controls
Online safety advice
Give your child a safe space to explore their curiosity online.
Internetmatters.org provides step by step guides that will help you to set up the right controls and privacy settings on the networks, gadgets, apps, and sites that your child uses to give them a safer online experience.
NSPCC is a leading children's charity. They have a broad range of online safety advice on their website, including the risks of online gaming, livestreaming and online video apps.
https://www.nspcc.org.uk/keepingchildren-safe/online-safety/
Screen time
- Have a conversation and discuss: 'What is a reasonable amount of time to spend on an electronic device?' Limit their screen time to what you think is acceptable. Screens should not get in the way of face to face interactions. Remember for younger children, face-to-face social interaction is vital to the development of language and other skills, and screen-based interaction is not an effective substitute for this.
https://www.internetmatters.org/parental-controls/ Stick to a bedtime routine: Children should not be looking at screens right before bedtime, it disturbs their sleep and can stop them from having a good night's rest. Enjoy a lovely bedtime story instead!
- Think of other ways to spend your time other than using devices - crafts, baking and spending time outside, going out for daily exercise and enjoying time as a family.
Other useful websites:
https://www.thinkuknow.co.uk/4_7/
https://www.childnet.com/
https://parentinfo.org/
https://www.saferinternet.org.uk/advice-centre/parents-and-carers | 1,118 | 576 | {
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Cognition and Learning
Maths
English
This term we will focus on money, identifying coins and adding coins, using them to purchase items from the class shop. We will also continue with counting and number recognition. We will use a range of resources to support our learning.
Throughout the term we will be working on developing our communication skills and using our own communication aids to make requests and respond during story sessions.
We will be reading and crating simple sentences.
We will be completing writing and mark making activities and share books and stories on the whiteboard.
Activities will be delivered through a mixture of discrete lessons as well as TEACCH based tasks.
Physical and Sensory Development
Sensory circuits- Pupils will participate in Sensory Circuit sessions twice a day. All pupils will be supported to use visuals to complete these sessions and be as independent as possible.
Music:
PE: In our PE sessions we will be developing our gross motor skills as well as turn taking with our peers.
We will have interactive music as well as using the interactive white board for songs. Listening to music which is light and dark.
Cognition and Learning
Topic-The topic this term is Light and Dark. We will be completing different activities linked to the topic, including reading a book about the night and using art with light and dark colours. We will also create art linked to Bonfire Night, Remembrance Sunday and then Christmas, We will complete some TEACCH based tasks and structured sessions focusing on learning about the topic.
Half Termly Plan Term 2 2021
Class- Hummingbird
Topic –Light and Dark
Independence
Throughout the day we will encourage pupils to be as independent as possible. To carry their bag, take packed lunch box to the hall. Put on and take off shoes and socks for sensory circuits. Carrying their communication books, schedules.
We will also develop independence skills through working on fine and gross motor skills to help with cutlery/ scissors etc. We will also be building our independence during work tasks/TEACCH.
Communication and Interaction
Opportunities throughout the day to use preferred method of communication with both adults and peers.
Regular opportunities for those who use PECS or Communication books to engage in activities to develop communication skills.
Opportunities throughout the school day to take turns with peers in structured activities, such as Lego therapy.
Daily Attention Autism sessions to develop engagement and attention to an adult led activity.
Social Emotional Wellbeing
Pupils will learn to take turns and play games with their peers. They will learn to choose an activity to share.
Learning to manage transitions throughout the day.
Learning to use the "Break" symbol. Learning to ask for help using the "Help" symbol. | 1,157 | 553 | {
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RELIGIOUS EDUCATION
Judaism – Practices
Further building upon their study of Judaism in Yr8, pupils will examine how the beliefs studied in the previous term influence practice. Pupils will examine the range of Jewish worship and ritual practices as well as the origins and symbolism of festivals such as; Rosh Hashanah, Yom Kippur, Pesach and Sukkot; their origins, how they express Jewish beliefs and the issues affecting Jewish religious practice in the UK. Pupils will be equipped with the knowledge to understand the motivations of different Jewish groups in society. Interleaved topics include: Jewish practices and festivals, religious commitment, Christian practices
Key Stage 4 GCSE Examination Board: WJEC EDUQAS
Origins and Meanings
Good and Evil
Pupils learn about the origins of the universe and humans from both a religious perspective and nonreligious view. Pupils build upon the knowledge of Imago Dei learnt at KS3 and how it influences the teachings about the sanctity of life and how it influences Catholic and Christian teachings. Pupils also build upon their KS3 knowledge of stewardship and the duty of all to protect and preserve the earth for future generations. Pupils learn about inter-faith dialogue which supports their Core RE topics in Yr12. Interleaved topics include: Imago Dei, God's goodness, sanctity of life, stewardship
Pupils learn about the origins, nature and responses to evil in the world. Pupils build upon the teachings from KS3 of God as sustainer and learn about God's inherent goodness as illustrated in the Catholic doctrine on Incarnation and the Trinity. Pupils also build upon the knowledge from 9.1 on conscience and its role as a source of moral authority in addition to Jesus Christ and Natural Law as sources of moral authority. Pupils also get an opportunity to experience a virtual pilgrimage in this topic that reminds them of their 8.6 Spiritual Quest lessons on pilgrimage and contextualises pilgrimage as a response to evil and suffering. Additionally, this topic further prepares pupils for the opportunity to go on pilgrimage to Lourdes in Yr12. Interleaved topics include: Sources of moral authority, good and evil, theodicies, age and reason, morality, pilgrimage
ART
Year 10
explore and research a copies and responses to
GCSE Business Studies
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Year 10 Knowledge:
Topic 1.1 Enterprise and
Topic 1.2 Spotting a
Topic 1.3 Putting a
Topic 1.4 Making the
Topic 1.5 Understanding
Topic 2.1 Growing the
HISTORY
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Year 10 Knowledge:
know?
ICT
know?
MATHS
What will know?
know?
Weimar and Nazi
Weimar and Nazi
Weimar and Nazi Germany
Crime and Punishment
Crime and Punishment
Crime and Punishment
know?
know?
D&T – CBE
Year 10 Knowledge:
know?
Unit 1 Safety and Security in the Construction Industry: AC1.1 - Responsibilities of health and safety and legislation AC1.2 - Identify safety signs used in construction | 1,465 | 710 | {
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Worksheet
E-mail on the move
Last month, Blackberry, who produce a hand-held e-mail device, signed up its three millionth subscriber. Competition for the mobile e-mail market hots up.
1 Do you ever check your work e-mails when you are at home, or when you travel? If so, how? You may need to use some of the words in the box below. Compare your answer with a partner.
2 Study the results of a questionnaire and guess the correct figures. Check your answers in paragraph 3 of the article.
E-mail research (AOL): 4,000 people (20 cities in the US) – May 2005
* people on average check their e-mail about three / five / ten times a day
* 57 / 67 / 77 percent of respondents have more than one e-mail account
* 27 / 47 / 87 percent said they check their personal e-mail at work
Blackberry way? Last month, Blackberry signed its 3 millionth subscriber. 1 million of these users were added in the last six months. Why is the Blackberry device, which accesses e-mails on the move, so successful? Good marketing? Ease of use? Being the first company to provide wireless e-mail on the move has certainly helped sales.
Just how important e-mail is nowadays was seen last month, when more than 4,000 people across 20 US cities participated in a survey, carried out by AOL. On average, people check their e-mail about five times a day. 77 percent of respondents have more than one e-mail account. 47 percent said they check their personal e-mail at work.
For some executives, Blackberry is one of the best business tools ever. Others say it is too expensive. Smart phone users prefer rival products like Treo from Palm. They like the colour display screen, the new keyboard, and the fact that they can work in Word, Excel and PowerPoint on the road. But one of the big questions for the future is: does mobile e-mail really lead to increased productivity and flexible working?
3 Read the article and decide which device you prefer.
4 Add these ten words to the table below.
product / competition / rival / launch / announce / estimate / market / device / predict / aim
5 Discuss the following questions in small groups and report your ideas to the class.
(a) What are your predictions for the future of mobile e-mail devices?
(b) What benefits has e-mail brought to business in general, and your company in particular?
(c) What are the negative aspects of using e-mail?
Copyright
Macmillan Publishers Limited 2005.
Competition for the Blackberry is certainly hotting up. Nokia has just announced the launch of its 770 Internet Tablet, giving wireless access to the Web in a café or on your sofa at home. Now Microsoft intend to enter the mobile e-mail market. Still, Blackberry are optimistic and predict huge growth. With an estimated 50 million mobile workers in the US alone, there's a lot of business to aim for! | 1,195 | 634 | {
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Pre-Observation Conference Guide
(Optional for the principal / evaluator to use in conducting the pre-observation conference)
Teachers w ill prepare answ ers to the numbered questions prior to the conference. The questions in bullets are guiding questions for you to facilitate the conversation and not required to be answ ered in w riting by the teacher. Teachers may review this guide for preparation.
Learning Goals and Objectives
1. What is/are your lesson objective(s)? (Components 1A, 1C)
* Why did you choose these goal(s) and objective(s)?
* How do you plan to communicate the learning objective to the students?
* Where are you in relation to presenting this initial content and mastery?
* How are you segmenting the learning?
* How much time are you spending on these goal(s) and objective(s)?
2. How is/are the lesson objective(s) aligned with state curriculum standards? (1A, 1C)
3. What data did you use to design this lesson? How did the data influence the planning of this lesson? (1B, 1C, 1F)
* What kind of background knowledge do the students need to have for this lesson?
* How do you become familiar with students' background knowledge, skill levels, experiences, and cultural resources?
* What sources of student data did you use to determine student performance levels?
* Why are these concepts and habits appropriate to the students' learning needs?
* What are some of the ways that you will make the learning relevant to students?
* What difficulties or misunderstandings might students have? How have you planned for those?
Assessment
4. How will you know if your lesson objective(s) was/were achieved? (1F)
* How do you plan to provide feedback to the students?
* How will accomplishment be recognized?
* How will the students be assessed by both the teacher and by the students themselves?
* Where have you built in time for student reflection and self-assessment in your lesson?
* How do you expect students to respond to questions—whole class? Individual?
* What are some of the questions you plan to ask students during the lesson?
* How do you ensure that you call on all students?
* Are there opportunities in the lesson for students to generate questions that would encourage them to think?
Instructional Strategies and Activities
5. What teaching strategies will you use to teach this lesson? What resources will be utilized? (1A, 1D)
* How will you model or explain clear expectations for the students' learning?
* How will students be grouped for learning? How is the grouping related to the intended concepts and habits?
* How will each activity promote rigorous thinking?
* How will differentiated assistance be provided to individual students, struggling students as well as those needing an extra challenge?
* Are there parts of the lesson where you have planned to invoke curiosity, exploration, and discovery?
* How will you know when to move from one activity to the next?
* Are you using visual aides to help enhance student understanding?
* Choose one activity and talk about the way you plan on presenting this to your students.
Why did you choose these strategies and resources? (1A, 1B, 1D)
* What theories of teaching and learning support this lesson design?
Connecting Learning
6. What is the academic relationship between this lesson with past or future lessons (Why this lesson? Why now?) (1A, 1E)
* How are you planning to connect what the students will learn to what they have previously learned?
* How will you determine the students' retention and ongoing application of learning from this lesson?
Other
7. Please explain any special situations or circumstances of which the observer might need to be aware.
8. The observer will provide feedback on this lesson. Are there specific areas you would like the observer to look for/focus on? | 1,574 | 800 | {
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Worksheet
Inventions
Last month, the British Invention Show was held in London. How easy is it for an inventor to find the money to back a new idea?
1 Match the inventions in Box 1 with their inventor in Box 2. Create sentences using the word 'invented', e.g. 'Bell invented the telephone'.
2 Scan the transcript of a business programme and underline the names of any inventions you can find.
The British Invention Show
"Good evening. In tonight's business programme, we report on the sixth British Invention Show which was held last month in London. The exhibition attracted inventors from around the globe, including entrants from the USA, China, Australia, Malaysia, Croatia, Iran, Algeria and India. In all, some two hundred inventors were in competition for several awards, including the prestigious World Invention Award. The show attracted many visitors. Some were looking for innovative products to add to their current product range. Visitors included buyers, manufacturers, investors, other inventors and even the general public.
this folding robot for use in manufacturing; and for the busy executive, a golf training aid to help you perfect your swing.
The image of an inventor is sometimes one of a slightly mad professor with wacky ideas. However, nothing could be further from the truth. Consider last year's winner: a solarpowered hospital that can be fitted into the back of truck. This now looks set to be of real use and importance in war zones. Or this wind-up radio which has changed the lives of millions of people in some of the worldʹs poorest countries.
Just what kind of inventions were on show? What are the latest gadgets and ideas? Take a look at the Loc8ter. Do you keep losing your keys? Perhaps you really need a device like this which allows you to find objects such as mobile phones and keys up to 180 metres away. On tonight's programme, we look at some of the inventions on show, including this pedal-powered generator which can charge a phone battery;
First of course you need a good idea – something that people actually want. Not only do you need a lot of belief in your product, you need a lot of persistence. The whole process from invention to research, design and production is long and hard; not to mention obtaining a patent for your invention. The inventors all want to find one thing: a backer with deep pockets. Now, we're going over live to Astrid in Dortmund as the German-speaking countries of Austria, Germany, and Switzerland get ready to celebrate Inventor's day on November 9 …"
3 Read the whole transcript. What do you learn about the show? What do you need to be an inventor?
4
Find the following words in the transcript from their definitions.
5 Work in small groups and think of an invention for the next show. Write down its name, use, description and possible price. Include a drawing if possible. Be ready to present your idea to the class. | 1,117 | 610 | {
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ADAPTATION
To adapt means to be in harmony. These two words are complementary to each other. How can one be in harmony in a fast-changing world? It is by adapting. Adapting in our mind and thought process.
One of the life lessons, you have come to Master is the quality of adaption - the combined energy of flexibility and openness. This allows you to be in the flow of life.
Adapting does not mean that, you accept as your final truth, of what you are presented with. But it allows you to look at a situation from a different set of eyes and then make your response from this new perspective. Adaption is a difficult concept for most human beings.
Almost all the experiences of life - human beings want to experience from a predefined notion or how the experience should be. There is very little spontaneity in human creation.
But the scientific community, when they embark on an experiment, if they are open, does not hold the notion of how the experiments should turn out. They adapt to whatever is showing up in the experiment.
Coffee with Master Buddha Channeled Irhaan Rae Chandran 5th Aug 2020
This gives them a new perspective on doing things in a new way. In adaption, there is openness. In openness there is harmony.
The challenges in adapting come from many pre-conceived ideas and thought patterns:
Fear and Insecurity Lower ego and superiority complex Set beliefs of right and wrong Control issues
Adaptation is a quality you can awaken within you. There is a being in the universe who holds this consciousness. They are the Fish Spirit. Fishes always adapt to all environments very quickly. Shrimps and Lobsters also hold this consciousness.
You are a Water Being. You came through water and your birth represents the swimming of you, out of the ocean. Water naturally adapts to all environments even when it is trapped in a dam.
Connect to the water within you and these three beings - Fish Spirit , Shrimp Spirit and Lobster Spirit.
The sounds which can support on this are For Fish Spirit - Manayae For Shrimp Spirit - Karrrmmm For Lobster Spirit - Rannaee
Coffee with Master Buddha Channeled Irhaan Rae Chandran 5th Aug 2020
There is also a plant which can support in opening the quality of adaption. It is the Willow.
EXERCISE
In the region of your stomach, there is a geometrical pattern in the shape of X.
Bring your awareness to this pattern and breath into it and this will shift the energy of rigidity within you.
Rigidity creates stagnation Stagnation creates emptiness Emptiness creates blind stillness Blind stillness creates non-action Non-action creates repetition Repetition kills Creativity.
Creativity revives enthusiasm Enthusiasm creates aliveness Aliveness creates spontaneity Spontaneity creates new beginnings
And new beginnings, are the budding lights of a New Doorway | 1,168 | 613 | {
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Worksheet
Equal pay
Wal-Mart, the world's largest retailer, is accused of sex discrimination against women, reviving arguments about equal pay.
1 Complete the sentences with the correct figures.
(a) A woman in the US earns, on average, about …….. of the average male salary
(b)
40 years ago in the US, a woman earned about …….. of the average male salary
2 Now scan paragraph two of the following article to check your answers.
Gender discrimination?
Women are still earning less than men. However, the pay gap between the sexes is closing. In what is set to be the biggest civil rights case against a private employer in US legal history, it is alleged that Wal-Mart has systematically paid women less than men and passed them over for promotion. The case involves up to 1.6 million women who have worked for WalMart since 1998. Wal-Mart lawyers argue that statistical differences in pay and positions were due to differing job interests between men and women that exist in the general workforce, and which therefore cannot be blamed on the company.
Overall, just 15 percent of women work in jobs typically held by men, such as engineers, stockbrokers and judges. Fewer than 8 percent of men hold female-dominated jobs such as nurses or sales clerks. Male accountants in the US earn $1,041 on average per week, while female accountants take home around $756. Regarding the 'glass ceiling', according to a new study by Catalyst, a womenʹs research organisation, 55 percent of women and 57 percent of men actually want to occupy the most senior role within an organisation.
Female employees today earn an average of 77 percent of what their male co-workers do, up from 59 percent 40 years ago, according to the US census. While many women have made progress in professions such as law and medicine, discrimination continues across much of the economy.
The gap between men and womenʹs pay in the UK is wider than official figures show, according to research by PayFinder.com, which compares salaries. It showed the average pay gap at 24 percent, wider than the official figure of 19 percent. The website states it is 'incredible' that the gender pay gap still exists in modern times.
3 Read the whole article and summarise the key points.
4 Identify one word in each line that does not collocate with the word 'discrimination'.
5 Decide if you agree or disagree with the following statements. Circle your responses and compare your answers in small groups. (1 = strongly agree, 5 = strongly disagree). Justify your opinion.
Copyright
Macmillan Publishers Limited 2004.
77% / 82% / 87%
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Interactions and Ecosystems Practice Quiz Topic 1 - Interactions Within an Ecosystem
1. Living things have basic needs. Throughout the first topic in this unit the needs of living things were examined in depth. The four basic needs of living things are:
food, clothing, shelter, love
food, water, habitat, space
water, air, habitat, protection
air, water, food, habitat
2. Some living things depend on each other in a very close relationship, which lasts over time. This relationship is called ...
mutualism
parasitism
symbiosis
commensalism
3. Adaptations are inherited characteristics that help an organism to survive and reproduce in its environment. Looking both ways before crossing a street helps us survive because it is ...
inherited from our parents
learned through experience
a survival adaptation
an inherited survival experience
Interactions Within an Ecosystem - Practice Quiz - Topic 1
4. A salamander hides under the bark, fungi grows on the rotting log and other forest dwelling organisms use the hollow core as a home. This rotting decaying log is an ...
environment
ecological subsystem
ecotrust
ecosystem
5. Tapeworms live inside organisms and feed on the nutrients of the food they eat. A tapeworm is an example of ...
mutualism
parasitism
commensalism
cannabalism
Check your Answers
Interactions and Ecosystems Practice Quiz Answers Topic 1 - Interactions Within an Ecosystem
1. Living things have basic needs. Throughout the first topic in this unit the needs of living things were examined in depth. The four basic needs of living things are:
x food , clothing, shelter, love
x food, water, habitat , space
x water, air, habitat , protection
air, water, food, habitat (Text p. 8) All living things need food, water, a suitable habitat and exchange gases.
2. Some living things depend on each other in a very close relationship, which lasts over time. This relationship is called ...
x mutualism
x parasitism
symbiosis
(Text pgs. 14 and 15) All of the other distractors are examples of a type of symbiotic relationship, symbiosis is the name given that describes the relationship
x commensalism
3. Adaptations are inherited characteristics that help an organism to survive and reproduce in its environment. Looking both ways before crossing a street helps us survive because it is ...
x inherited from our parents
learned through experience (Text p. 10)
x a survival adaptation
x an inherited survival experience
4. A salamander hides under the bark, fungi grows on the rotting log and other forest dwelling organisms use the hollow core as a home. This rotting decaying log is an ...
x environment
x ecological subsystem
x ecotrust
ecosystem (Text p. 13)
5. Tapeworms live inside organisms and feed on the nutrients of the food they eat. A tapeworm is an example of ...
x mutualism
parasitism (Text p. 15) Figure 1.8
x commensalism
x cannabalism | 1,295 | 688 | {
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Waste not, want not
The business benefits of implementing a waste reduction initiative T
on a five-point process: optimising resources; reusing scrap materials; improving on quality control and performing more frequent process monitoring inspections; waste exchange, whereas one company's waste can be another company's raw material; and shipping or delivering raw materials directly to point of use.
Cutting down on waste not only helps the environment but saves a business money.
Businesses in the Middle East region have joined the whole world in the campaign to help preserve the environment, striking a unified effort in saving and recycling natural resources, reducing wastage, using and patronising only 'green' certified products and equipment, and leaving less of a carbon footprint. All of these have the clear cut message of saving the world we live in for future generations to enjoy.
Across the many initiatives related in the campaign to save the earth, moves to reduce the amount of industry-related waste is vital to today's businesses. Minimising waste, saving water and keying in a reduction in the use of raw materials cannot only help save the environment but help businesses cut down on cost. In fact, environmental experts have highlighted that businesses that have implemented waste minimisation techniques have reaped positive results such as the development of innovative and commercially successful replacement products, a healthier and more conducive workplace, and a boost in employee productivity and efficiencies.
Running a waste reduction program for any business requires a major investment in both time and money, which is later compensated via the savings generated from the initiative. Companies and organisations who have already implemented a waste minimisation scheme have found that running the program is based
Companies should understand the golden rule of running a waste reduction program – waste is a resource that can lead to greater business productivity if managed correctly. Simply put, the move to shift from methods of waste disposal to aiming to reduce the waste can unquestionably produce significant benefits.
The first and most important advantage gained is the amount of money saved by using raw materials and other resources in a more efficient manner. Another benefit is that waste disposal costs are cut down or, in some cases, stricken off the budget. Aside from the large savings earned, the move towards complying with environmental legislature becomes cheaper and at the same time more straightforward.
Lastly, implementing a strategic and successful waste reduction initiative will greatly improve your reputation and earn you the respect of your employees, partners, suppliers and other companies. The success of your campaign demonstrates how serious you are in the efforts to reduce wastage and be a significant player in saving the environment. It should be one of the main activities of any company's social responsibility program.
Mohamed Karam is Middle East and Africa business development manager for Emerson FZE
www.constructionweekonline.com
MEP Middle East
14
|
November 2012 | 1,288 | 598 | {
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Zoo Zebra in Co-op Car Park Caper
A runaway zebra caused chaos yesterday as it tried to avoid capture in the seaside town of Lindley in Dorset. The zebra had escaped at dawn from the nearby children's zoo in Briarley Wood.
The beautiful stripy mare was first spotted in the car park of the Co-op supermarket in Westray Street where it came to the attention of two local women; the pair had set out early to do their regular Friday morning shop. "At one point the zebra was coming towards us," said retired nurse Sally Stern. "When it reared up on its hind legs, my friend and I were scared its hooves would hit us in the face."
Once supermarket staff realised the animal was on their site, they quickly contacted the local RSPCA, who traced the animal to Briarley Wood Children's Zoo. The RSPCA rescue squad were at the Co-op within ten minutes of taking the call – only to find that their stripy quarry had disappeared.
The next sighting of the zebra was outside Claire's Gift Shop. Eyewitnesses say the animal looked as if she wanted to go inside. However, the loud noise of a nearby drill frightened her away – this time towards the park.
It was in Lindley's Memorial Park that the zebra was finally captured by the RSPCA rescue squad. Children and parents in the park were alarmed at the sight of the now panic-stricken animal, but police officers quickly sealed off the area so that RSPCA staff were able to sedate the zebra and return her to the zoo.
Local RSPCA Director Alf Crawley said that questions will be asked about the careless security arrangements at Briarley Wood Zoo. He expressed surprise that, until the RSPCA informed them, staff at the zoo were unaware the zebra had escaped. A spokesperson for the zoo was unavailable for comment.
Zoo Zebra in Co-op Car Park Caper
Question sheet
1) How does the headline draw you in?
2) What picture is included? Is there a caption? What does the picture add to the story?
3) Does the first paragraph answer the questions: Who? What? When? Where?
4) In 2 or 3 words, what is each paragraph about?
5) Does the final paragraph bring the story up to the present or look to the future?
6) What do the following words mean: quarry, panic-stricken, sedate, expressed surprise? How can you work them out if you don't know?
7) Can you find some facts from the article? Can you find words which show the writer's opinion?
8) Who has been interviewed?
9) Are the interviews in direct or reported speech? How can you tell?
10) Can you find anywhere the writer has used a semi-colon?
11) Is the style chatty or formal?
12) Did you find the article a) informative and b) entertaining? | 1,058 | 606 | {
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Cockroaches – Did You Know that?
Cockroaches are notoriously indestructible and notoriously gross. They sometimes may play a supplementary role in the spread of some intestinal diseases, such as diarrhea, dysentery, typhoid, fever and cholera and viral diseases such as poliomyelitis. In addition, they carry the eggs of parasitic worms and may cause allergic reactions after frequent exposure, including dermatitis, itching, swelling of the eyelids and more serious respiratory conditions.
At night they search for food in kitchens, food storage places, garbage bins, drains and sewers. They are pests because of their filthy habits and bad smell.
Having an infestation can make even the cleanest home feel filthy.
How to Control Roaches in your Home
- REDUCE CLUTTER throughout entire unit including storing bags & newspapers between your refrigerator and cabinets.
- All drawers and shelves should be properly lined. Keep lining paper flat. DO NOT use newspapers in cupboards - the ink attracts the roaches.
- CLEAN UP spills & crumbs from surfaces as these are feasts for roaches.
- VACUUM REGULARLY your entire unit including kitchen and in and around sofas and chairs where food crumps are often found. Clean with LYSOL or BLEACH to remove any old feces (tiny black spots).
- Roaches are hungry and hunting for food. Therefore, STORE FOOD in airtight containers so they will not have anything to eat.
- DO NOT leave dirty dishes and utensils in the sink as they attract roaches entering from the plumbing system. Roaches like water so check for any LEAKS and wipe sinks dry.
- Make sure your trash is closed and clean. EMPTY TRASH FREQUENTLY.
- Roaches like MOISTURE, so on top and below the washroom sink, behind the toilet and near the tub should be regularly inspected for leaks and condensation.
- SEAL any cracks or gaps in your walls, cupboards, and baseboards. Add caulking to any cracks. The best way to keep them out is to eliminate their entry point.
- Roaches like warm places and may gather behind television sets or other electronics. Check these areas regularly.
Getting Rid of Roaches, On Your Own
❖ Use Boric Acid; it is generally non-toxic to both pets and humans when used as an insecticide. Apply the acid where you see roaches. You can apply it on kitchen counters, behind the refrigerator, under your stove, in pantries and cabinets. Add a little powdered sugar to the boric acid to help attract the bugs to the poison. Boric acid will take a few days to work, so if you do not notice a reduction in roaches immediately, give it sometime.
❖ Try a natural repellent. Crumble bay leaves and sprinkle them where roaches are known to enter. The insects are known to avoid the fragrance.
❖ Pour soda and vinegar in the kitchen sink and the drain and leave them 20 min; run hot water after for 25-30 min. Do this once a month.
❖ Use "Raid Max Crawling Insect Killer" that can be found in any hardware stores.
Getting Rid of Roaches, The Corporation Style
The corporation will perform treatment of roaches monthly on the third Friday of each month. The cost of treatment in units will be covered by the corporation.
Let the Management know, should you require treatment to be done in your unit by completing the form called "Pest Control Treatment Request", located in the file folders mounted on the wall, in both buildings; 1360 at the mail room and 1350 by the office.
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International Conversation Cafe
Bible Topic: Sacrifice Isaiah 53
What comes to your mind when you think of the word, "sacrifice?" Maybe you think of a parent who daily sacrifices his or her own interests to care for the needs of their child. There are stories of heroes who save someone from a burning house, putting their own safety at risk.
"Sacrifice" in the culture of the ancient world meant something entirely different. A sacrifice involved the killing of an animal. In the Old Testament, the animal's life was taken to picture the punishment deserved by a human. For example, when Adam and Eve sinned, they realized they were naked. After God confronted them, he offered them animal skins for clothing. Where did the animal skins come from? Obviously, God killed an animal to clothe Adam and Eve to cover their shame. Instead of Adam and Eve's continued shame, the animal suffered and died.
Perhaps the most famous example of sacrifice happened before the tenth plague in Egypt, when Israel was enslaved there, around 1446 BC. God instructed each family in Israel to kill a lamb and paint the blood around the door of their house. If they did this, then the firstborn son inside the house would not die. The Egyptians did not believe the Lord and offer the sacrifice. Their firstborn died. In the homes of those believing God, the lamb suffered death so the firstborn son would live.
When God put Adam in the garden, he warned him not to eat of the tree of the knowledge of good and evil. If they ate, they would die. Because they disobeyed, their relationship with God was broken (remember they hid from him) and eventually they died physically. The result of sin is death, which is separation and loss.
The book of Leviticus is all about the kinds of sacrifices Israel was expected to give to the Lord. Sin offerings were given to remind people that the result of sin is death, separation from God. When an animal was sacrificed it reminded them that they deserve to be punished with death, to be separated from God.
Isaiah 53 is a prophecy of Jesus' suffering and death. The lamb was killed, as a picture of how Jesus would be killed.
7 He was beaten down and made to suffer. But he didn't open his mouth. He was led away like a sheep to be killed. Lambs are silent while their wool is being cut off.
In the same way, he didn't open his mouth.
8 He was arrested and sentenced to death. Then he was taken away. He was cut off from this life. He was punished for the sins of my people.
The death of this person is compared to the death of a lamb. Why is this significant?
Why was this person killed?
At the beginning of Jesus' ministry, when John the Baptist saw Jesus coming down to the Jordan River to be baptized, he said, "Behold the Lamb of God, that takes away the sin of the world."
What do you think John meant by that? Why would this statement be important?
Mark 14 is an account of the death of Jesus.
It was nine in the morning when they crucified him. The written notice of the charge against him read: the king of the Jews.
At noon, darkness came over the whole land until three in the afternoon. And at three in the afternoon Jesus cried out in a loud voice, "Eloi, Eloi, lema sabachthani?" (which means "My God, my God, why have you forsaken me?").
When some of those standing near heard this, they said, "Listen, he's calling Elijah."
Someone ran, filled a sponge with wine vinegar, put it on a staff, and offered it to Jesus to drink. "Now leave him alone. Let's see if Elijah comes to take him down," he said.
With a loud cry, Jesus breathed his last…
Joseph of Arimathea, a prominent member of the Council, who was himself waiting for the kingdom of God, went boldly to Pilate and asked for Jesus' body. Pilate was surprised to hear that he was already dead. Summoning the centurion, he asked him if Jesus had already died. When he learned from the centurion that it was so, he gave the body to Joseph. So Joseph bought some linen cloth, took down the body, wrapped it in the linen, and placed it in a tomb cut out of rock. Then he rolled a stone against the entrance of the tomb.
Retell the story in your own words. According to this story, could Jesus have only suffered and not died? Why do you think the Gospel emphasized the death of Jesus? | 1,544 | 978 | {
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Which emotion system do you spend most time in?
A model for our emotional life style
To better understand the relationship between our mind, body and heart, I turn to psychologist Paul Gilbert's comprehensive book The Compassionate Mind. Based on evolutionary neuroscience, Gilbert has developed a practical tool to redress our inner balance (mind, body, heart). His model divides our emotions into three categories or emotion regulation systems shown below.
Which emotion system do you think you spend most time in?
The red system – self-protection
The emotions in the red system include fear, anxiety, anger, disgust, withdrawal etc. Emotions designed to protect ourselves and those we care for.
This emotion system is connected to one of the oldest parts of our brain: the amygdala, which is situated at the base of the skull. When we feel threatened, hormones such as adrenalin and cortisol are released into our bloodstream. Where these hormones were designed in evolutionary terms to give us a boost of energy to help us to respond rapidly: to escape, fight or hide, our amygdala can sometimes highjack our emotions when we feel threatened (we receive some negative feedback, a looming deadline, a missed train, illness, an argument), and if we are not careful, we find ourselves living with a constant feeling of anxiety, panic and stress.
The blue system – drive
The emotions in this system include desire (e.g. for praise, a fulfilling career, a home, holidays, a promotion), excitement (as we get closer to capturing what we want), joy and pleasure (when we get them).
The blue system motivates us to seek and get the good things in life and it rewards us when we do with the neurotransmitter dopamine, which makes us feel good and in turn gives us the motivation to pursue our goals.
The blue system is connected to the red system, in that, if someone or something prevents us from getting what we want, we may become frustrated or even angry. When this happens, both emotion systems are activated simultaneously.
This is one of the reasons why it's not a good idea to base our happiness on achieving goals and obtaining things, because we don't always get what we want. There is another reason too. Because dopamine feels good we will want to repeat the experience, and if the blue system is not balanced by the green (see below), then as soon as we get one thing, we start seeking another, never satisfied with what we have.
The green system – contentment
The emotions in this system include feeling safe, content, relaxed, connected, peaceful, fulfilled as well as emotions that connect us to others: kindness, affection, appreciation, gratitude, love, compassion…For this reason, it's called the calm and connect system. This system is activated when we feel safe and when we don't want anything.
Integral to the green system are endorphins and the hormone oxytocin known also as the 'love hormone', which is not only released between lovers but also by physical touch – a hug or putting one's hand on another person's arm or shoulder. When these hormones are released we experience a strong sense of well-being.
The green systems does have a downside. If we spend too long in green (when we have lost our job, recovering from illness or have disengaged from work and/or social life) we can become apathetic and unmotivated which can lead to a loss of energy and a lowering of mood, eventually leading to depression. As human beings we need to have a sense of purpose, to be active, to make a contribution, to thrive (blue system).
When we help someone, are affectionate to someone we love or are playful, we are not trying to achieve any particular goal or outcome. The help we are giving, the affection and playfulness are their own reward.
Which emotion system do you spend most time in?
Our emotional life is intrinsically connected to our mental states.
Mindfulness and coaching can help us become more aware of our emotions and mental states so that we can notice when we are in red or blue emotional systems and when it's time to spend some time in the green, in order to care for ourselves.
Many of us spend more time in blue and red than in green. Clients often say that they spend 90% of their time in blue and red, and just 10% in green.
Here are some tips to help you spend more time in green:
* Have regular lunch breaks
* Make time to chat with a colleague
* Spend regular time in a natural environment even if it's just a short walk through the park
* Spend quality time with a close friend
* Take up exercise– keep it simple and manageable - cycling or walking to work
* Have a bath every now and then
* Prepare a nice meal
* Turn in early to bed
* Listen to music
* Block out time at the weekend for down or me-time
* Allow yourself time to potter around the house
* Have one or two evenings a week at home (I always have a note in my diary on two nights per week saying: 'Me-time at home')
* Take up or renew an old hobby (something you absolutely love doing and haven't done for a while)
Enjoy a balanced life… | 1,970 | 1,073 | {
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Moscow Mathematics Festival 2009 - Grade 6. Time: 2 hours
Problem 1. 2009 has the following property: if you switch digits (numbers cannot start with zero) then the resulting number is always larger. Which is the next larger number for which this is the case? (3 points)
Problem 2. Divide the two figures below into 8 equal parts. Draw your solution inside the lower right-hand figure. (4 points)
Problem 3. In a park grew limetrees and maple trees. The maples initially made up 60% of the trees. The next spring limetrees were planted were planted in such a quantity that after the planting the maples made up 20% of the trees. But then the next fall maples were planted in such a quantity that maples once again made up 60% of the trees. By how many times did the number of trees grow that year? (6 points)
Problem 4. If an octopus has an even number of legs it always tells the truth; if it has an odd number of legs it always lies.
The green octopus once said to the blue octopus: "I have 8 legs. But you only have 6 legs". "No", said the blue octopus , "I have 8 legs, and you only have 7 legs". The violet octopus then said: "The blue octopus actually does have 8 legs. But I have 9 legs!" The striped octopus then entered the conversation and said: "None of you has 8 legs – only I have 8 legs".
Which of the octopi actually has/have 8 legs? (7 points)
Problem 5. The curious tourist wanted to walk along the streets of the Old City from the train station (point A) to her hotel (point B). The tourist wanted her walk to be as long as possible, but did not want to ever reach the same crossing twice. Draw the longest possible path and prove that it is indeed the longest. (7 points)
Problem 6. A) A stingy knight kept golden coins in six chests. Once, when he counted the coins, he noticed that if one opened any two chests then it was possible to distribute the coins evenly between the two chests. He also noticed that if one opened any three, four or five chests then it was also possible to divide the coins in those evenly among the open chests. Suddenly there was a knock on the door, and the old miser did not know whether it was possible to distribute all the coins evenly among all six chests. Is it possible to answer this question without looking in the chests? (5 points)
B) If there were eight chests, and the coins could be evenly distributed in any two, three, four, five, six or seven chests, would the stingy knight then be able to know whether he would be able to distribute the coins evenly across all eight chests? (5 points) | 1,035 | 648 | {
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New tools to unearth rare metals
December 7 2021
Igánâq, Greenland: view to the southwest from the Igánâq summit (~540m) towards Tunulliarfik and the snowy peaks of Ilímaussaq. Credit: University of St Andrews
A new understanding of how volcanic processes form deposits of rare earth metals, vital to everyday modern technology, is revealed in a new study from the University of St Andrews.
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The research, led by a team from the School of Earth and Environmental Sciences at St Andrews and published in the journal Geology (Friday 3 December), provides new clues about how hot volcanic fluids concentrate rare earth metals and how these metals seep out from the magma body.
These rare metals, which include elements such as niobium and tantalum, are essential for the production of alloys, batteries, magnets and superconductors, and are vital for modern technologies ranging from mobile phones and laptops to MRI machines. These metals are also essential for green technologies and, crucially, the transition to a lowcarbon economy must involve finding new sources of the rare earth metals.
Rare earth deposits are associated with extinct alkaline volcanoes. These volcanoes are unusual and only exposed in select regions around the world, such as south Greenland.
The team of researchers from the University of St Andrews wanted to understand why some volcanoes produce massive metals deposits, whilst others are devoid of mineralisation. By studying a metal-poor volcano in Greenland the researchers were able to show that fluids leaking from the magma body into the surrounding rocks can carry significant quantities of rare earth metals. Rather than concentrating metals, these fluids scatter them over a large area and significantly decrease the chances of forming an economically viable deposit.
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Morning at the Narsaarsuk beach, southern bank of Tunulliarfik. Credit: University of St Andrews
Lead researcher Krzysztof Sokół from the School of Earth and Environmental Sciences said: "By measuring the chemical composition of the rocks around the chamber we showed that metals had been carried out of the magma chamber and into the surrounding rocks. This is the first time that the mass of material transported by this process was estimated. We also present a new way to visualize the distribution of metals in the surrounding rock.
"We show that during an episode of volcanic activity, the melts residing at shallow levels of the Earth's crust can form a separate hot fluid enriched in critical metals, which subsequently leaks from the magma
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chamber into the surrounding rocks carrying a globally significant volume of the metals."
The research team estimates that the total tonnage of the critical metals transported to the surrounding rocks by this processes is about 40 megatonnes, which is comparable to the mass of rare earth metals present in some of the world's largest metal deposits.
Professor Adrian Finch and Dr. Will Hutchison, also from the School of Earth and Environmental Sciences at St Andrews, added: "We show that fluids can 'leak' from magma systems that would otherwise have crystallized to form large critical metal deposits within the chamber confines. Now that we understand this process more fully, we can predict more effectively how the deposits under these types of volcanoes formed. Armed with this information, we can guide far better exploration for the next generation of green technologies."
More information: Krzysztof Sokół et al, Quantifying metasomatic high-field-strength and rare-earth element transport from alkaline magmas, Geology (2021). DOI: 10.1130/G49471.1
Provided by University of St Andrews
Citation: New tools to unearth rare metals (2021, December 7) retrieved 29 January 2023 from https://phys.org/news/2021-12-tools-unearth-rare-metals.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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What food do you grow in your backyard?
(An open survey for World Environment Day June 5 2014.)
Do you grow some food in your backyard? Perhaps fruit? Vegetables? Herbs? Perhaps in pots like the garden in this photo?
If you are a gardener, growing some food in the backyard for your family's use, did you know you are a part-time 'family farmer' - regardless of your garden's size, whether it is urban or rural, new or old, or your age? Did you know that such family farming is an important way to care for our planet?
Warracknabeal environmental educator Jeanie Clark is wondering about the range of food plants being grown in Wimmera backyards and needs the help of Wimmera family farmers to find out. So she has set up a survey about this as an activity for World Environment Day (WED) June 5 for the Wimmera. The results will contribute to her enviroed4all family farms website. It is being created as an educational resource for the 2014 International Year of Family Farming. For this, she has been collecting firsthand family farming experiences, called snapshots. The latest of these is about two small backyards in Horsham, including the artistically designed one in the photo.
Her survey aims to involve people in WED and to see what trends there are in the food plants of this small scale part-time family farming. What is the diversity of our backyard food plants? Which are common? Which are rare? Backyard family farmers, both urban or rural, new or old, from pot-plant sized gardens up, are invited to take part on Wednesday or Thursday as a WED activity for the Wimmera. All that is needed is for the family to send an email to firstname.lastname@example.org or on twitter to enviroed4all@enviroed4all, stating their town or district name and a list of the food plants growing in their garden so far this year. Jeanie will collate this into the food plants grown in backyards of the Wimmera.
How does this fit with WED? "The United Nations aim for WED is to encourage worldwide awareness and action for the environment. Many people do not realize that when they grow food for their family's use in their backyard, they are acting for the environment," Jeanie said. "How we obtain our food affects how we use the environment. Growing food in the backyard, eg lemon trees, rhubarb and parsley, is a valuable and encouraged action to care for the Earth. With no motorized transport needed from the paddock to the plate, to generate greenhouse gas emissions, backyard food gardens have a very low carbon footprint and food miles! This makes it an action to slow climate change – an example of how we can 'think global, act local'."
Whether or not people participate in this survey, Jeanie hopes to inspire people to value backyard food growing with this survey and two examples about small backyard and part-time 'family farms' in Horsham. They come from Horsham Ladies Probus and feature a couple of citrus fruit trees, a couple of vegetables and herbs in pots. They have just been completed and published on her IYFF enviroed4all family farm snapshots website collection. An earlier Horsham snapshot on this website has a wider range of summer vegetables and herbs. All have been tended by women, who had not previously seen themselves as family farmers –a common realisation from snapshot participants so far. Guidelines for these extended contributions can be found on the "join us' page of the website.
In 2014, there are two International Years which this survey links to:
* Family Farming (IYFF) Feeding the World, Caring for the Earth - raises awareness of animals or plants grown by a family, at least partly for the family to use as food, and with the labour of the family. Size of farm, full or part-time production, and location in rural or urban areas do not matter when defining family farming. It comes in many forms, one of which is the backyard food garden. Although the world population is now mainly urban, family farming is still the dominant form of food production, and contributes importantly to both feeding people and caring for the environment.
* Small Island Developing States (IYSIDS) – raises awareness of global environmental changes that damage small islands first, eg rising sea levels. Globally, food from backyards helps reduce the rise in greenhouse gases and sea levels.
What are the aims of this WED 2014 in the Wimmera activity? 1 raise awareness that this small, local form of agriculture has global benefits! 2 have a big enough response to produce a reliable statement about food plants grown in our back yards. 3 encourage more people to sow some food plants as a caring action for the environment at their place. I hope you can join in!
From :
Jeanie Clark, enviroed4all, Warracknabeal , Ph 53941178 | 1,815 | 1,045 | {
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Name: _______________________
Sec#: _______
LINEAR RELATIONS
A linear relation is a pattern made by a set of points that lie on a straight line. These patterns can be used to show many different things . . .
1. Rachel takes care of homes during the summer while their owners are away on vacation. She charges $8, plus $2.50 a day.
a. Create a table (chart) that shows the charges when the owners are away for up to 5 days.
,
b. Write an equation that relates the charge, C dollars, to the number of days, n that the owners are away.
c. What will the charge be when the owners are away for 14 days? Show the math to prove your answer.
d. How many days were the owners away when the charge was $33?
2. Shirley has $540 in her bank account. She withdraws $35 each week to cover her expenses.
a. Write an equation that relates the amount of money in her account, A dollars, after nweeks.
b. Determine the amount of money in Shirley's account after 8 weeks.
c. What will Shirley have in her account at the close of one full year?
3. The cost of a taxi ride is the sum of a fixed cost of $2.50 for the first kilometer, plus $1.75 for each additional kilometer.
a. Write an equation that relates the cost of the taxi ride, F dollars, to the distance travelled, d .
b. Determine the cost of a 28km taxi ride. Show all the math!
TABLES OF VALUES
4. Each table of values represents a "linear relation". Complete each table and write a brief statement that explains your reasoning.
a.
b.
c.
x
1
3
5
7
9
5. Create a table of values for each of the following linear relations, and then graph the equation. Use values of x from (-2) thru (2).
a.
y
3
-1
b.
c.
d.
6. A computer company charges $80 for a service call, plus $50 an hour for labour.
a. Create a table of values to show the relationship between the time in hours for the service call, and the total cost.
b. Is this a "Linear Relation"? Justify your answer . . . a graph will help
c. Let n represent the time in hours for the service call, and C represent the total cost in dollars. Write an equation that relates C and n .
d. How much will a 7 hour service call cost? Show all the math.
7. Examine the following graph. Write a brief scenario and a corresponding equation that could be used to describe the relation depicted.
GRAPHING
1. a) Create a table of values for the relation , then graph the relation.
b) Is the relation linear? How do you know?
c) Extrapolate the value of when.
2. Sam has $100 in his savings account. Each week he adds $20.
a. Write an equation that relates the amount of money in his account, A dollars, after t weeks.
b. Create a table of values for the relation, then graph it. Will you join the points on this graph? Explain.
c. At what point will Sam have $50.00 in his account? | 1,238 | 710 | {
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HB 3198 with amendments expanding literacy supports to youngest learners.
Dear Chair Neron, VIce-chairs Hudson and Wright, members of the committee.
My name is Tim Buckley, and I am a contract employee of Community Business and Education Leaders (CBEL) in the Salem/Keizer area. CBEL is an anti-poverty program that employs Marion/Polk Early Learning Hub as an "Impact Initiative" partner in our work in several poor neighborhoods in the Salem/Keizer area. The early learning aspect of our program is crucial to close the academic gap that exists between affluent and poor children as they enter kindergarten.
They say, "the proof is in the pudding". The following national data on early literacy learning and the gap between affluent and poor families (# 1- 4) contrasts with bolded and bullet-pointed list of results of early literacy teaching in the home and pre-kindergarten.
1. In a study of nearly 100,000 U.S. school children, access to printed materials was the key variable affecting reading acquisition.
2. Children who are read to at least three times a week by a family member are almost twice as likely to score in the top 25% in reading compared to children who are read to less than 3 times a week.
3. In middle-income neighborhoods, the ratio of books per child is 13 to 1; in lowincome neighborhoods, the ratio is 1 age-appropriate book for every 300 children.
4. 80% of preschool and after-school programs serving low-income populations have no age-appropriate books for their children.
When pre-K literacy and reading are initiated:
* Kindergarten readiness assessment scores rise significantly; in some cases as much as double.
* Higher post-test gains for 1st-grade students who were actively engaged in pre-K reading programming.
* School-wide standardized reading scores increase by several percentage points each year as these early-learners progress through the school system.
* Increased awareness of the importance of developing early literacy skills - in the home, and throughout the community.
Here in the Salem/Keizer area, where the Marion/Polk Early Learning Hub has been doing this work, the data is equally clear.
- Parents, particularly mothers, report a boost in their children's enthusiasm for learning after taking the Ready for Kindergarten program, taught by parents at home.
- Parents also report that children who were "shy" developed more "confidence" in the classroom, no longer tentative but eager to participate. This tracks with better class attendance and better academic results.
- Parents remarked that because of the Ready for Kindergarten program, their relationship with their young children became closer: more fun in the midst of learning.
- The Ready for Kindergarten parent training is frequently done in small groups and facilitated by a person who is fluent in the culture and languages of the families. This helps to build trust in the program and, thus, more use of the materials in the home. | 1,234 | 601 | {
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Bring Back my Bonny Song
Have tired/quiet classes sing "Bring Back My Bonny," but sit/stand every time they sing a "B" word
My Bonnie lies over the ocean
My Bonnie lies over the sea
My Bonnie lies over the ocean
Oh bring back my Bonnie to me
Oh bring back my Bonnie to me to me (to me)
(Ah bring) Oh bring back, ah bring back
Oh bring back my Bonnie to me
Personality Pictionary
Get a sheet of scratch paper
Number lines from 1-5
1. Favorite Hobby
2. Spirit Animal
3. Career
4. Food
5. Person you admire
Chosen at random to get assigned a random number to draw on the wall Can divide into teams and make into a competition
Accomplishments
Stand and list an accomplishment prior to the age of 18 and why it's important to you
Fill in the Blanks
Ask questions about your classmates
"If my life had a soundtrack, my song would be…." or "My first email was…" "If I were a playing card, I would be…" so other students can pick it out of the box.
Something you'd be willing to answer if you drew it out of the box
2 Truths and a Lie
Favorite Potato/Potato Dish
Don't talk about yourself. Specific about why you like this type of Potato/where you get it
Great Speech
Best speaker/speech and why you enjoyed it so much
Card Game
Pick a card
Heart - Talk about an important person to you and why Diamond - Important thing to you and why Club - Team/Organization and One Thing You Learned Spade - One thing you would chance in the world
Can I Come To Your Party
Split into two sides of the Room Throwing a party Members of opposide sides want to go to the party Requirements to go to party My name is Megan, I have an apple Guess what the condition of the party is
"Speed Dating"
Find Something in Common with every person in the Room Can't Repeat any of the same similarities
Party
Find a group of 4 people who have something in common
Toilet Paper
Pass around a roll of toilet paper and tell the students to pick as many squares as they see fit. They will then be responsible for giving as many fun facts about themselves as they have toilet paper squares!
Example Ice Breakers from CMN 101
Birthdays
Students are responsible for getting themselves in order of birthday (month and day) without using any words or sounds! This teaches students how to | 964 | 534 | {
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Year 8 - Drama
What will be studied?
Topic(s)
The Terrible Fate of Humpty Dumpty - Students will recap key techniques, performance and rehearsal skills from Year 7 through devising from a play. The play explores themes of bullying and responsibility. Students will use the play to begin considering structuring their devised work.
Melodrama/Slapstick Comedy - Students will explore the genres of Melodrama and Slapstick. Students will look at the stock characters found in each genre and explore the key characteristics that make them identifiable. Students will consider what comedy is and how it can be created. They will explore how Silent Movie and Slapstick performers communicated meaning with an audience and will be introduced to the technique of placards.
Mask work - Students will look at the rules of mask and how to use character masks, as well as looking at the history of mask work in Theatre.
Darkwood Manor - Students will look at the genre of horror and how to build tension in drama. Students will develop a role as part of Darkwood Village and explore the myths and legends behind Lady Darkwood and her manor house. Students will consider character reactions and how to build a world around the role. Students will uncover the mystery and devise from a narrative stimulus what is really going on in Darkwood.
Introduction to Devising - Students are presented with a topic and using the skills they have developed over the course of the year must create their own performance based on the characters and topics presented to them.
How do you assess the learning?
Students will be assessed on 5 areas in Drama:
Creating
Rehearsal
Performance
Theatre Knowledge
Evaluation
There will be a balance between creative homework to enable students to share ideas, use their imagination, develop characterisation, research and prepare for assessment and evaluation.
Assessments will be a combination of group and individual performances, subject knowledge written assessments and quizzes
End of Year Examination
How will I be assessed at the end of the year?
There will be a 1 hour written exam and a formative practical assessment. Students will have the opportunity to apply knowledge from the year to develop responses to questions.
How can I help my child?
Guidance and advice
Use the GCSE website BBC Bitesize to help challenge your theory https://www.bbc.co.uk/bitesize/examspecs/zkvm2sg
Read plays around themes, genres and topics you are interested in. Samuel French has a great selection and they have an enormous selection in their London Store. Equally you can visit the National Theatre Bookshop.
Talk to your librarian to see if they can recommend any play texts for you to read.
Take part in any extracurricular opportunities and clubs that are happening in the department.
Use Google Classroom to help ensure that all tasks are completed.
Visiting the theatre and watching different styles of performance. Local theatre's include; Lyric Hammersmith, Beck Theatre, Hayes, The Questors Theatre, Acton, Bush Theatre, National Theatre, Kiln Theatre and many more.
Join an amateur dramatic drama club/ youth theatre group.
Many theatre's offer youth weeks during school holidays and half terms. | 1,347 | 646 | {
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Sports Participation Pyramid
At Kinver our Participation Pyramid in sports outlines the different levels of engagement and development that students might go through, from broad participation to elite performance. It illustrates the importance of providing varied opportunities at each stage to cater to different interests and abilities. A well-structured system ensures students are supported, both in developing their sporting potential and maintaining a balance lifestyle.
1. Foundation Level: PE Lessons
Focus: Basic skill development, lifelong learning of sports and physical activity, enjoyment.
Description:
* Focuses on introducing a wide range of sports to encourage participation.
* Activities might include practice drills, fundamental movements, modified games and recreational play.
* Emphasis on fun, fitness, and fostering a love for sports.
Opportunities:
* PE classes covering multiple sports (Invasion Games, Net & Wall, Striking & Fielding).
* Non-competitive games and low-stakes opportunities.
* Community or school-hosted sports festivals and taster sessions.
Support:
* PE teachers
* SEND Department
2. Development Level: Lunchtime Clubs
Focus: Skill development and modified competitions.
Description:
* For students who show interest and potential in specific sports.
* Students at this level often represent their house in inter-school leagues and competitions
* Involves regular practice sessions.
* The emphasis is on teamwork, discipline, and improving sports-specific skills.
Opportunities:
* School sport pathway into sports teams (football, netball, rugby, basketball, etc.).
* Participation in sports leadership programs, where students can coach or officiate.
Support:
* PE Teachers
* Facilities for training (sports halls, pitches, courts).
3. Participation Level: After school clubs
Focus: Advanced and structured training
Description:
* Involves more structured training students who demonstrate high potential in a chosen sport.
* Students are typically involved in sports participation pathway or external sports clubs.
* Participation in friendly fixtures, inter-house and trust-wide competitions.
Opportunities:
* Participation in friendly fixtures, inter-house and trust-wide competitions.
* Access to specialist coaching programs.
* Talent development programs in specific sports.
Support:
* Regular access to high-level coaching and training.
* Use of the gym to strengthen performance.
* Mentoring from PE Teachers.
4. Performance Level: Sports Teams
Focus: Preparation for competitive sports performance.
Description:
* Students at this level are consistently represent the school teams or external sports clubs.
* They compete at the competitive levels available to their age group.
* Some may be involved in professional sporting pathways with a view to a future career in sport.
Opportunities:
* Representation at external fixtures in a variety of organised competitions.
* Access to specialist coaching programs.
* Talent development programs in specific sports.
Support:
* Regular access to high-level coaching and training.
* Use of the gym to strengthen performance.
* Mentoring from PE Teachers.
* Links with local clubs and national talent pathways. | 1,504 | 590 | {
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Marble Maze Time Trials
WHAT ARE WE INVESTIGATING?
How fast can a marble get through your maze?
MATERIALS:
- Paper Plates
- Glue/Tape
- Straws
- Construction Paper
- Markers/Colored Pencils
- Index Cards
- Marble/Ball
)
- Strive Academy's Engineering Design Process Handout (found at www.striveacademy.org
- Timer
- Pencil or Pen
EXTENSION:
* Try the experiment again with different materials (construction paper if you used straws or vice versa).
* Try your maze again with a bigger or small marble/ball. See how your results differ.
Marble Maze Time Trials
DIRECTIONS:
1. Choose the materials that you want to use to build your structure. Our materials are just suggestions - feel free to add other things too!
2. On your handout (found at www.striveacademy.org), fill in the title of your experiment (Marble Maze Time Trials).
3. On your handout, fill in your hypothesis. You want to answer the question: How fast do you think a marble can get through your maze?
4. On your handout, draw a picture to design your marble maze. Sketch out what you want your marble maze to look like. Feel free to use crayons/markers to add some color to your picture!
5. Use a paper plate as your base.
6. Build your marble maze on top of your paper plate. You can cut and tape together straws to make a maze, or make a maze out of construction paper. Or be creative - use legos or another building material! Use the pictures on the first page to help you get some ideas! Feel free to decorate your maze and make it your own!
7. Once your maze is complete, on your handout under "Data Collection/Observations", draw a picture of what your finished maze looks like.
8. Put the marble/ball at the starting point on your plate and practice trying to get the ball to move through the maze by only touching the plate.
9. Once you have practiced a few times, use your timer to measure how long it takes to get your marble through your maze. Under "Results", record your time.
10. Repeat Step 9 3 more times.
11. Answer the "analysis" questions on your handout:
- Find the average time it took to get your marble through your maze. Add up all 4 of your time trials. Then divide that number by 4. Record this under "results".
- Was your hypothesis correct? Was your average time faster or slower than your hypothesis?
- What do you think would happen if you used a bigger marble or ball? Would you still get the same results?
** Try the extension activities on the first page for more fun! ** | 1,043 | 597 | {
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RainForest Scavenger Hunt: Grades 7-8
1. Plants are important organisms because they convert carbon dioxide to oxygen, the gas all animals need to breathe. Rainforests make up less than 5% of earth's surface, but the plants in tropical rainforests provide 50% of the world's oxygen. Considering this fact, why is it critical to conserve rainforest ecosystems? What could happen if rainforests continue to be destroyed?
2. Reptiles and amphibians are two classes of animals in the animal kingdom. Both reptiles and amphibians have backbones and are ectothermic, meaning they cannot regulate their body temperatures. Amphibians are born in the water and absorb oxygen in the water through gills, but later in life develop lungs and breathe air. Reptiles lay eggs, have scales, and breathe air through lungs. Which animals on the first floor of the RainForest are amphibians? Which are reptiles?
3. Amphibians and reptiles are ectothermic, which means their bodies cannot regulate their internal temperatures. Reptiles and amphibians rely on the heat from their environment to keep them warm and to keep their body systems operating. Why might the rainforest be a good place for ectotherms like reptiles and amphibians to live? Observe the reptiles and amphibians in their exhibits.
4. Observe the many different varieties of insects and arachnids (spiders and scorpions) in their habitats. Invertebrates like these organisms make up over 50% of the species found in the rainforest. Some of these organisms, like spiders and scorpions, are carnivorous, but most of these invertebrates consume organic matter, breaking down leaf litter. Why is this role important?
5. Observe the Asian turtles in their exhibit. These species face threats in the wild such as poaching and habitat loss. Turtles are particularly susceptible to population loss because they have few offspring, or babies, and do not mate until very late in their lives. How might this affect turtle population sizes? How can zoos and conservation organizations help turtles?
6. Deforestation, or the clearing of rainforest, is a critical threat. Read the posters about the rainforest ecosystems. Why is deforestation a problem for people that do not live in the rainforest? How does deforestation and the destruction of the rainforest affect us all?
7. Tropical rainforests are home to the largest number of birds in the world. Take a look at the exhibit placards to see photos of all of the birds in our canopy exhibit. Looking high and low, can you spot each bird: scarlet ibis, spoonbill, aracari, jacana, ground dove, teal, quail dove, and white face duck?
8. Many species of animals, like the Macaw, slow loris, and pythons, are illegally taken from the Rainforest and sold as pets. How can you and other individuals combat the illegal pet trade?
9. Francois Langurs have specialized stomachs to ingest toxic plants. Plants, just like animals, have defense mechanisms to protect themselves. How can a plant protect itself from being eaten by herbivorous animals?
10. Observe the orangutans in their exhibit. Orangutans are listed as critically endangered by the IUCN. One major threat they face is population fragmentation, or the isolation of groups of orangutans by the construction of roads. Human settlements and roads cut off groups of orangutans from one another. Why might population fragmentation a problem that affects the survival of the orangutan species? | 1,322 | 743 | {
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Healthy Fats
What Does Fat Do?
Fat is one of the three main building blocks of food, along with carbohydrate and protein. You need some fat in your diet—but not too much.
* Fat from food helps your body make new cells and tissues. Your body also needs fat to absorb certain vitamins.
* Fat has more calories than carbohydrates or protein (1 gram fat = 9 calories; 1 gram protein or carbohydrate = 4 calories).
What Types of Fats Are in Food?
Unsaturated fats are healthy fats. Types include monounsaturated fats, polyunsaturated fats, and omega-3 fats.
* These fats do not increase cholesterol or triglyceride levels in the blood. Some types, such as omega-3 fats, may actually lower your triglycerides.
* Omega-3 fats may prevent heart disease and provide other health benefits.
* Choose unsaturated fats instead of the unhealthy types.
Saturated fats and trans fats are unhealthy fats.
* These fats increase cholesterol and triglyceride levels. This puts you at greater risk of heart attack or stroke.
* Limit these unhealthy fats.
Tips for Choosing Healthy (Unsaturated) Fats
* Snack on a handful of nuts or sunflower seeds.
* Use olives and avocado in salads and sandwiches.
* Try different nut butters (such as cashew or almond butter) in sandwiches
* To get more omega-3 fats:
– Eat fish at least twice a week.
– Try flax-fortified cereals and breads.
– Add ground flaxseed to baked goods, cereals, soups, and salads.
Copyright 2010 American Dietetic Association. This handout may be duplicated for patient education.
Which Foods have Healthy (Unsaturated) Fats?
Monounsaturated Fats:
* Some vegetable oils, including olive oil, canola oil, peanut oil, sunflower oil, and sesame oil
* Avocados
* Olives
* Nut butters, such as peanut butter
* Many nuts and seeds, such as macadamia nuts, pecans, and almonds
Polyunsaturated Fats:
* Some vegetable oils, including soybean oil, corn oil, and safflower oil
* Fatty fish, such as salmon, mackerel, herring, and trout
* Some nuts and seeds, such as walnuts and sunflower seeds
Omega-3 Fats:
* Oily fish
* Flax seeds and flaxseed oil
* Walnuts and walnut oil
* Canola oil
Tips for Getting Less Saturated and Trans Fats
Copyright 2010 American Dietetic Association. This handout may be duplicated for patient education. | 1,090 | 550 | {
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Company Sergeant Major Nelson Victor Carter, 12 th Battalion Royal Sussex Regiment (1887-1916)
By Chris Loader
Nelson Victor Carter was born in 1887 in Hailsham in East Sussex, the son of Richard and Harriet Carter. Carter came from a reasonably poor background as in the 1891 census his father was a bricklayer's labourer and he had many siblings living with him. Carter joined the Army early on in his lifetime, in the Royal Field Artillery serving in the 1900's. However Carter after being in the Army for a few years suffered a hernia and need a life changing operation which ended him being dismissed from the army. Carter was a very tall man being 6ft 1 which was recorded in his Service Records along with Two Buffalo Bill tattoos on his forearms. It was in 1911, that Carter married his wife Kathleen Camfield who would be the love of his life. After being dismissed from the Army, Carter took a job working at the Eastbourne Town Cinema where he was the Cinema Commissionaire. However at the outbreak of war, Carter wanted to enlist in the Army again and because of the desperate recruitment campaign of 1914 the country was in need of soldiers so Carter answered his country's call. Carter firstly joined the 11 th Royal Sussex Regiment, but because of his previous military experience in the Royal Artillery, he cruised through the ranks being a Corporal and a Sergeant. However when the 12 th Royal Sussex Regiment was formed in October 1914 he was promoted to Company Sergeant Major of A Company in the battalion. During his time in the 12 th Battalion he was a great boxer, becoming the Regimental Heavyweight Champion in 1915. However 1916 was the defining of Carter's life. The Battle of Richebourg – l'Avoue on the 30 th June is where Carter won his VC but ultimately lost his life. This action was a preliminary diversion for the major British and French offensive on the Somme on the 1 st of July which the Somme saw the heaviest loss of life ever seen in the British Army.
This is Carter's last letter to his family written two days before the last day of his life. The letter shows a different side, to the soldier has been a loving family man, and indication of a quality of a Victoria Cross winner has being attached and loyal to his fellow soldiers. The Battle of Richebourg is known as an infamous day in the Royal Sussex as being the Day Sussex Died, as many men of the 12 th battalion were local or native to the county of Sussex, with the battalion suffering over 50% casualties as 366 men from the Battalion died. However Carter is credited as being a extraordinary soldier in which the London Gazette describes the action which ended up the Sergeant Major being posthumously awarded the Victoria Cross. "For the most conspicuous bravery. During an attack he was in command of the fourth wave of the assault. Under intense shell and machine gun fire he, penetrated with a few men, into the enemy's second line and inflicted heavy casualties with bombs. When forced to retire to the enemy's first line, he captured a machine gun and shot the gunner with his revolver. Finally, after carrying several, wounded men to safety, he himself was mortally wounded and died within a few minutes. His conduct throughout the day was magnificent'. After the Battle and the news that Carter had been awarded the Victoria Cross the town of Eastbourne saw Carter as a local hero. This picture shows the telegram of Carter's confirmation to his wife that he had posthumously received the VC.
After the announcement of Carter's Victoria Cross in September 1916 the local peoples of Eastbourne decided to create a fund in tribute to help Carter's wife and young daughter to help them receive an income.
www.westsussexpast.org.uk
After Carter's death serving King and Country, the Carter family received many letters from fellow soldiers, showing their sympathies. With Carter being awarded the VC, The Prime Minister, David Lloyd George and King George V wrote their condolences to the family. Overall Carter's sacrifice is not forgotten amongst the Royal Sussex and the county of Sussex, as he was a truly brave soldier and he is remembered as being part of the elite order of a Victoria Cross winner. | 1,657 | 883 | {
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Names of all students (please print) __________________________________________________________________ _________________________________________________________________________________________________
CHEM 243 Organic Chemistry I Points_______________ (10 max)
Worksheet #4: September 13, 2021. Complete the following worksheet by collaborating with a group of 3-4 students. You can use a text book or your lecture video notes. You must work together, with the names of all students included on ONE sheet and turned in for a group grade.
(1) Acids and Bases. For each acid draw the conjugate base, and for each base draw the conjugate acid. Be sure to label atoms with their appropriate formal charge!
(c) HSO4 - conjugate acid: (base)
(2) Acids, Bases, Conjugate Acids, Conjugate Bases, and pKa's. What follows is a series of acid-base reactions. Although I expect that you should be able to identify the more common acids and bases, in some cases I have placed lone pairs on the base. For each acid/base reaction shown below (a-d), do the following:
(i) Label the acid (A) and base (B) reactants, and label the conjugate acid (CA) and conjugate base (CB) products;
(ii) Using the pKa table, label each acid (A) and conjugate acid (CA) with their approximate pKa's.
Example:
(3) REVIEW. For the compound drawn at the right, indicate the number of:
(a) 1
o
carbons _______ 2
o
carbons _______ 3
o
carbons _______
(b) For the structure drawn above: (i) How many pi bonds are there? ____________
(ii) How many rings are there? ____________
(iii) Based on your answers to (i) & (ii), what is the Hydrogen Deficiency? _________
(c) Indicate the Hybridization and Molecular Geometry for the atoms labeled A-D:
A ________________________________________ C ________________________________________
B ________________________________________ D ________________________________________
(c) Based on the functional groups in this compound, which of the following IR bands might be present (circle):
1700 2100 3300 3200-3600
(4) REVIEW. Two un-labeled vials were found in the organic chemistry stockroom. The crystalline solids in each vial were analyzed, and found to have the same molecular formula: C9H18O. Are the following statements about these compounds TRUE or FALSE:
_______ They may be constitutional isomers or identical
_______ The Hydrogen Deficiency is 4 (if false, then what is the HD?) _______
_______ The unknowns may be an alcohol or an ether or contain a carbonyl
_______ Each unknown contains a double bond or a ring
_______ If a ring is present, then all
carbon atoms must be sp3 hybridized
(5) REVIEW. Comparing Organic Structures. Are the following pairs of compounds: Identical, Different, or Constitutional Isomers? | 1,709 | 641 | {
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Study Guide on Mark 10:17-31 English Standard Version
Assign each person in the class one or more verses to study. Each person should answer these two questions on their assigned verse.
2. What does this verse mean to me?
1. What does this verse say?
3. Discuss your answers with the class.
Mark 10:17-31
(Mark 10:17) And as he was setting out on his journey, a man ran up and knelt before him and asked him, "Good Teacher, what must I do to inherit eternal life?"
(Mark 10:18) And Jesus said to him, "Why do you call me good? No one is good except God alone.
(Mark 10:19) You know the commandments: 'Do not murder, Do not commit adultery, Do not steal, Do not bear false witness, Do not defraud, Honor your father and mother.'"
(Mark 10:20) And he said to him, "Teacher, all these I have kept from my youth."
(Mark 10:21) And Jesus, looking at him, loved him, and said to him, "You lack one thing: go, sell all that you have and give to the poor, and you will have treasure in heaven; and come, follow me."
(Mark 10:22) Disheartened by the saying, he went away sorrowful, for he had great possessions.
(Mark 10:23) And Jesus looked around and said to his disciples, "How difficult it will be for those who have wealth to enter the kingdom of God!"
(Mark 10:24) And the disciples were amazed at his words. But Jesus said to them again, "Children, how difficult it is to enter the kingdom of God!
(Mark 10:25) It is easier for a camel to go through the eye of a needle than for a rich person to enter the kingdom of God."
(Mark 10:26) And they were exceedingly astonished, and said to him, "Then who can be saved?"
(Mark 10:27) Jesus looked at them and said, "With man it is impossible, but not with God. For all things are possible with God."
(Mark 10:28) Peter began to say to him, "See, we have left everything and followed you."
(Mark 10:29) Jesus said, "Truly, I say to you, there is no one who has left house or brothers or sisters or mother or father or children or lands, for my sake and for the gospel,
(Mark 10:30) who will not receive a hundredfold now in this time, houses and brothers and sisters and mothers and children and lands, with persecutions, and in the age to come eternal life.
(Mark 10:31) But many who are first will be last, and the last first."
Write the verse or verses you have been assigned in the space below:
Answer These Questions for Class Discussion or Study
1. What does the verse say?
2. What does the verse mean to me? | 980 | 654 | {
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Best practices that can be adapted to use in VET
These are best practices in mental health inclusion that have been implemented into wider society (some with young people and some with adults) but contain elements that can be beneficial to VET. As education is not at the core of their practice, we have included sections on how these can be adapted to fit within VET.
i. Youth program Teenshtein - Bulgaria
ii. Improved mental health services - Bulgaria
iii. PERMIND - Spain
iv. MedianetFORM - Italy
v. Integr@lavoro - Italy
vi. Incorpora programme - Spain
vii. Prelaboral Services: Solidarity furniture restoration experience – Spain
Best practices / resources that you can use immediately within VET
i. Mental health resources for teachers – United Kingdom
Objective:
Time to Change, a national campaign for mental health led by leading mental health charities, aims to change how we think and act about mental health and to ensure that everyone with a mental health problem has equal opportunities in all areas of life. Their mental health resource pack for teachers provides resources to help schools start discussions and educate within
assemblies and groups, support student mental health campaigns and encourage parents to talk about mental health at home.
Detailed content:
The resource pack divides its resources into 5 areas: Deliver a mental health assembly, Run a session with a small group, Support student campaigners, Download & print materials for your school and Get the message out to parents.
The assemblies are divided into 10 and 15 minute categories and include PowerPoint presentations and videos. These assemblies aim to educate young people and encourage discussion around mental health, show ways that you can support your own mental health as well as support friends who are struggling.
The small group sessions contain a series of interactive activities that will enable students to talk and think about mental health. They are all quite short, so can be completed as part of a wider lesson, and encourage students to think, learn and challenge their ideas around mental health so that they become more understanding and inclusive.
The supporting student campaigners section contains links to useful tools for starting a student campaign as well as advice on how to get other students involved and mental health promoting activities.
The downloadable and printable materials are all created to encourage discussion and reiterate messages from each of the assemblies to ensure that mental health remains a subject that students and teachers are aware of and talking about. These include email signatures, social media photos, screensavers and posters relating to main messages from assemblies.
The parents section includes a leaflet, letter and presentation that can be sent and shared with parents to explain the importance of talking about mental health at home. These resources include general information about mental health, tips for talking and links to where you can find more information.
Evaluation of results:
The assemblies and group sessions have been reported to be most useful among teachers and schools as they are ready to use and easily accessible, and teachers really like the accompanying videos.
Although it is hard to measure exactly how many schools have used this resource pack (as there are many), Time-to-change has contacts with around half of all secondary schools in England.
What makes it a good/best practice?
Time to Change is a well-known and growing social movement in the UK which aims to change how we all think and act about mental health problems. They are led by leading UK mental health charities, Mind and Rethink Mental Illness, and funded by multiple sources including the UK Government, and use research to develop their approaches and resources.
They have reached millions of people and begun to improve attitudes and behaviour – since the campaign began 10 years ago, yearly surveys (carried out by King's College London) of a nationally representative sample show that 5.4 million people have improved attitudes towards mental health. Resources are continually kept up to date, ensuring that correct and relevant information and resources are available to schools.
ii. Schools mental health resource pack – United Kingdom
Objective:
This resource pack provides information and advice to school leaders on how to develop and implement a whole school approach to mental health inclusion and awareness. This spans from activities to promote positive mental health with students, to promoting staff wellbeing, to writing a school mental health policy (as well as providing an example of a policy)
Detailed content:
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Names of all students (please print) __________________________________________________________________ _________________________________________________________________________________________________
CHEM 243 Organic Chemistry I BONUS _______________ (6 max) Points _______________ (10 max)
Worksheet #9: September 29, 2021. Complete the following worksheet by collaborating with a group of 3-4 students. You can use a text book or your lecture video notes. You must work together, with the names of all students included on ONE sheet and turned in for a group grade.
My worksheets are designed with the assumption that you have (1) watched the videos, (2) taken notes, and (3) have your notebook open on your bench.
(1) Converting a "2D" Cyclohexane to a "3D" Cyclohexane "Chair" Structure: Axial vs Equatorial.
(a) Complete the chair conformer on the right by adding the general substituents A, B, C, D from the 2D structure. Be careful about proper position and geometry. Lets assume that "A" is the largest substituent and should be added first to the ( ) carbon. All the axial and equatorial bonds have been drawn for you.
(b) Did you place substituent "A" on an axial or equatorial position? EXPLAIN your reasoning.
(2) Drawing Cyclohexane Ring Structures. The 2-D structure for a cyclohexane compound is drawn below.
(a) Write an accurate IUPAC name. Don't forget to use cis or trans when you have two substituents on a ring.
(b) Using the chair template at the right, draw the most stable chair conformer for this compound. NOTE: You must include hydrogen atoms (H) on any ring carbon with a substituent!
(3) Cyclohexane "Chair" Conformations. Which ONE of the following structures most accurately represents the most stable chair conformer of the 2D compound drawn to the right? CIRCLE your ONE answer.
(4) Cyclohexane Nomenclature and Structure. Consider the 2D line structure drawn below.
(a) Give an accurate IUPAC name. Ignore cis/trans designations since we have more than two substituents.
(b) Now draw the two chair conformers for the compound above. Use the chair templates below.
(c) CIRCLE the most stable conformer and EXPLAIN your reasoning.
BONUS POINTS!
Each member of your group can earn up to 6 Bonus Points for answering the questions below. Please Note: You may NOT ask for help from Dr. Brush or the Peer Leaders.
Alkane Conformations. Consider the molecule drawn at the right, and the view looking at the C3-C4 bond. Feel free to use the molecular models provided.
(a) Based on the structure above, draw a Newman Projection looking at C3 and down the C3 – C4 bond:
(c) Give an accurate IUPAC Name for this compound.
| (b) Now, rotate your Newman Projection to | make the more stable conformer (largest | groups anti to each other):
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Storyline Online
Listen to the story, "How to Catch the Easter Bunny".
https://www.youtube.com/watch?v=JC-hZk9jbc4
*Listen to the story 2 times* AR Quiz No. 194006
*Reading Comprehension Sheet – Submit to teacher*
Phonics
I can blend sounds together to read words.
Give e, d, n, s, t, v, and w Letter Cards. Place all the cards at the top of their work area. Say vest, and then use it in a sentence. Say, "He likes to wear a vest." Have students say the word. Ask students what is the first sound they hear in the word vest. /v/ Have them tell which letter says /v/. Vv. Pull down Letter Card v. Ask students what sound they hear next in vest. /e/ Have them check the cards and tell which letter says /e/. Short Ee Point to Short Ee. Pull down Letter Card e. Ask students what sound they hear next in vest. /s/ Which letter says /s/ s Have students pull down Letter Card s. Ask students what sound they hear next in vest. /t/ Have students pull down Letter Card t. Have students put their letter cards letter cards back at the top and repeat the process with the words west, went, and dent. Skills Sheet 185
www.lalilo.com (Resource)
Use code AXZJCV to find your class.
Writing:
What would you rather eat jellybeans or a peep? State your opinion and give 2-3 reasons to support your opinion. *Writing needs to be submitted on Friday to your teacher*
Please use the rubric to complete your opinion piece.
Sight Words
Practice your sight words from your list. Meet with your teacher during her office hours to read them!
Daily Reading
Read for 20 minutes. Record on Reading Log
Compass Reading (Resource)
Log in and work on Compass Reading
Social Studies
Goods & Services Show & Tell
- Find 5 goods around your house. Tell if these things are wants or needs.
- Videotape yourself explaining why the goods are needs or wants.
- Send this to your teacher or Google Meet with your teacher.
Art:
https://schoolwires.henry.k12.ga.us/P age/132018
Optional Activity to Accelerate Learning
(Perryman)
Learning Target (1.RL.3): I can describe the characters in a story, using key details.
Task: After reading a fiction book on your reading level, practice the strategy, "What's in the Bubble." Use the questions below to practice the strategy. Discuss the questions with an adult.
If time permits, record a video of yourself. Read the text and stop at the end of each page discussing what the character might be thinking or feeling. "I think the character is thinking/feeling _____ because _______." Share your video with your teacher.
-What happened at the end of this page?
-What is the character doing?
-What is the character saying?
-So, what might the character be thinking? What might the character be feeling?
Instructional Video: https://drive.google.com/file/d/1-IdEv6zacGlkb-_TByBEUoJ3pMvB3LU-/view
Remediation (Eadie/Harvel):
Optional Activity to Support Learning
Please click on the link for Mrs. Harvel's Office Hours:
https://schoolwires.henry.k12.ga.us/Domain/3165
Learning Target: I can blend sounds to read words.
Watch the Video: Stretchy the Word Snake https://www.youtube.com/watch?v=xIBjAWkPzNA
After watching the video, use the Stretchy Snake reading strategy to blend sounds to read words when completing your phonics assignment from your teacher today. Stretch the word out slowly and put the sounds together to figure out the word!
If your child needs extra support with letter sounds, complete the activity below.
Review Letter Sounds: Workout to the Letter Sounds
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suffering from an eating disorder.
Evaluation of results:
A major strength of the program is that it works directly with students and the approach to work is interactive and experiential.
Over 2000 students have been included in the programme from 17 schools in different cities across Bulgaria. More than 300 parents were involved with the topic. Psychologists from other cities have been trained in the program methodology so they can provide the service in schools at regional level.
One of the main indicators of success is that new schools are contacting the team and offer to work together.
What makes it a good/best practice?
"Life per kilogram" is the first and only charity project in Bulgaria that focuses on the prevention of eating disorders, working directly with students. It has been successfully developing for four years now, showing stability and expanding its activities with new initiatives that provoke reflection on the topic among the general public. The project's activities are covered in news programs, magazines, newspapers, radio programs, television, websites, etc., which contributes to its recognition and popularity among the public.
ii. Päihdeilmiö lessons - Finland
Objective:
Ehyt ry organises "Päihdeilmiö" (Substance phenomenon) lessons in secondary level institutions (75-90 min) with a student group to support substance abuse education in secondary level institutions, using their own materials. Since substance abuse and addiction is usually a social phenomenon, and a major contributor to mental health issues in Finland, it is important to address this in a group and provide the students with information and constructive discussion.
Detailed content:
Lessons of 75-90 minutes organised in secondary level institutions to support substance abuse and addiction education. The lessons follow the same pattern. Interaction, reflection and new perspectives are important for substance abuse education, and the "Päihdeilmiö" lesson utilises these methods. Substance use is considered from a social, cultural and political perspective and as a major contributor to mental health problems in Finland, discussing changes in substance use in Finland from the 20 th century to the current day, and creating a map of ideas and discussing substance use and its reasons and consequences.
Evaluation of results:
The project was successful because the lessons reached a lot of students - in 2017-2018 there were nearly 13,000 students participating in the "Päihdeilmiö" lessons. According to feedback, most students considered the training provided them useful information (91 %) and most also considered that they were able to share their own views during the lesson (94%). The lessons are also easily transferable as they are easy to organise.
What makes it a good/best practice?
The lessons are well designed, they have reached a lot of young people in different institutions (in total 13,000 in 2017-2018), and a lot of additional material have been created in connection with the training.
The association also received funding from the Ministry of Social Affairs and Health in Finland for providing the lessons.
iii. Zipy's Friends - International | 1,334 | 621 | {
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Summer Survival Guide: 26 Simple Activities to Do with Your Kids
A – Aquatics Center. We are spoiled with a beautiful aquatics center where we live and my kids love it. Check out your local swimming places and make a day of it.
B – Board Games. Kids love board games. Let each kid pick out their favorite game and take turns playing them. This is a great (and sneaky way) of working on your special needs kiddo's coping skills on how to work through losing a game.
C – Cook. This doesn't have to be a full-course meal. Think simple! Let the kids help you make lunch today. They will love being able to jump in and make sandwiches and you'll love seeing their smiling faces.
D – Dogs. Take the dogs for a walk. This is great exercise for the entire family and kids love feeling like they're contributing in some way.
E – Experiments. Kids love doing experiments. Look online for some simple ones that you and your kids can do together like making slime which seems to be the super popular thing to do right now.
F – Friends. Have friends over. Let each kid have a special playdate with their friends on different days during different weeks. Spread it out. This is a great way for you to help your special needs kid work through social skills.
G – Grocery Shopping. You have to do it anyways so why not make it fun? Give each kid a list of five things to get and let them put them in the cart. They will enjoy this more than you realize.
H – Hammock. Get a hammock! These are fun and a great sensory tool for your special needs kid. It's perfect for those relaxing summer days.
I – Ice Cream! Go out for ice cream at your local ice cream place or buy some for home and make ice cream cones.
J – Jump Rope. Let's face it. Our kids love seeing us adults do funny things and I guarantee you if you start jump roping, they're going to laugh. Find your inner kid and see who can jump rope the longest.
K – Kindness. Challenge your kids to something kind for someone else. This could be holding the door open for someone at the store or helping a sibling clean up their room. It's free way to add so much value to your life.
L – Library. This is hands-down one of my favorite things to do with my kids. Most libraries have summer reading programs where your kids can earn prizes the more they read. Head to the library and get your them signed up.
M – Movie Time. Either rent a movie at home during one of the days you've declared at a SAHD or go out to the movies.
N – Nap. Not all kids will take a nap, especially if they're older, but you can still try. Maybe the little one takes a nap while the older ones read books.
O – Occupational Therapy. Take some of the homework to-dos that your child has been given by the therapist and make it a family thing. My son has to work on wearing socks all day and part of his homework is to wear them longer and longer as time goes on. Include your other kids and let them pick out a pair of their favorite socks. See who can wear them the longest. This creates a sense of inclusion and it has the potential to make something that's really hard for your special needs kid – be something fun.
P – Picnic. Have a picnic. This can be in your backyard or at a park. Kids love picnics and you can pack the meal they helped make (see letter C).
Q – Quarters. I give out a quarter each time I catch my kids doing one of their chores. They each have their own piggy banks in the laundry room and the sound of "kerplunk" that the quarters make when their tiny hands drop them in their containers gets everyone excited.
R – Rain. The next time it rains, let your kids play in it. Really. Your kids will think you're kidding but let them do it. No umbrellas needed.
S – Scavenger Hunt. These are so fun! You can come up with your own things for you kids to find or you can print out idea sheets online (Pinterest) to send your kids on a scavenger hunt.
T – Travel. Take a short trip somewhere. This could be to a nearby family member's house or maybe an overnight trip to explore a new place.
U – Underhand. Work on throwing a ball around underhand with your kids. My daughters are always wanting to get in on the fun of playing football with their big brother but they can get discouraged when their throwing techniques have them running around more than catching. Teach your kids how to throw underhand if they're on the younger side so they can enjoy a fun game of catch, too.
V – Volunteer. This is a great way to show your kids first-hand what it means to do something kind for someone else. You can volunteer to walk dogs at the animal shelter or pack meals at the local food bank. If going out and volunteering in a public place is too much for your special needs kid, you can have him volunteer his time doing something at home like making cards for Veterans that you can mail out at your own convenience.
W – Watermelon. Watermelon is the perfect thing to eat on a hot summer day. Cut some big slices up and let your kids eat them outside as part of the perfect summer BBQ.
X – X Marks the Spot. This is similar to a scavenger hunt but this activity includes a map with a hidden treasure at the end. Take it one step further and encourage your kids to dress up as pirates.
Y – Yes. Have a YES day. Don't tell your kids this but try saying yes to everything they ask (within reason). You'll be surprised just how fun this activity can be and I bet you'll learn some things about your kids you didn't know.
Z – Zoo. Visit your local zoo! | 1,864 | 1,225 | {
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Answer Key for the Tie-Breaker
1. a. Severe acute respiratory syndrome (1 pt)
b. SARS-associated coronavirus (SARS-CoV) (2 pts)
c. SARS begins with a high fever (temperature greater than 100.4°F [>38.0°C]). Other symptoms may include headache, an overall feeling of discomfort, and body aches. Some people also have mild respiratory symptoms at the outset. About 10 percent to 20 percent of patients have diarrhea. After 2 to 7 days, SARS patients may develop a dry cough. Most patients develop pneumonia. (5 pts)
2. a. Monkeypox is a rare viral disease that is found mostly in the rainforest countries of
central and West Africa. (1 pt)
b. The disease is caused by Monkeypox virus, which belongs to the orthopoxvirus group of viruses. Other orthopoxviruses that can cause infection in humans include variola (smallpox), vaccinia (used in smallpox vaccine), and cowpox viruses. (2 pts)
c. In humans, the signs and symptoms of monkeypox are similar to those of smallpox, but usually milder. Unlike smallpox, monkeypox causes swollen lymph nodes. The incubation period for monkeypox is about 12 days.The illness begins with fever, headache, muscle aches, backache, swollen lymph nodes, a general feeling of discomfort, and exhaustion. Within 1 to 3 days (sometimes longer) after onset of fever, the patient develops a papular rash (i.e., raised bumps), often first on the face but sometimes initially on other parts of the body. The lesions usually develop through several stages before crusting and falling off. The illness typically lasts for 2 to 4 weeks. (5 pts)
3. a. The single best way to prevent the flu is to get vaccinated each fall. (2 pts)
b. (5 pts)
- Avoid close contact with people who are sick. When you are sick, keep your distance from others to protect them from getting sick too.
- Avoid close contact
- Stay home when you are sick
- Cover your mouth and nose
- If possible, stay home from work, school, and errands when you are sick. You will help prevent others from catching your illness.
- Cover your mouth and nose with a tissue when coughing or sneezing. It may prevent those around you from getting sick.
- Washing your hands often will help protect you from germs.
- Clean your hands
- Avoid touching your eyes, nose or mouth
- Germs are often spread when a person touches something that is contaminated with germs and then touches his or her eyes, nose, or mouth. | 1,031 | 574 | {
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Visiting Guests
Wimbleball lake is managed by South West Lakes Trust who regularly monitor the lake for invasive species. Invasive animals, such as Zebra Mussels and Signal Crayfish, and invasive plants such as Australian Swamp Stonecrop (also known as New Zealand Pigmyweed) can be introduced to our waters with others on the banks. We are lucky not to have many issues but it could be only a matter of time before these invasive species arrive at the lake.
Wimbleball sailing club are working closely with south west lakes to try to stop the lake becoming a new breeding ground for any invasive species so we are asking all our members and visitors and guests at the lake to help us by carrying out some simple biosecurity steps.
If you have sailed at another club or venue can you please wash boats off preferably with hot water and leave the stuff where you picked it up. This will help us to avoid other people's problems.
Can you please wash your own clothing in hot water to try and kill anything that might have attached itself to you?
Clean everything thoroughly as soon as you can, paying attention to ropes, bilges, trailers and areas that are damp and hard to access. Use hot water if possible.
Dry - drain water from every part of your boat/kayak/canoe and trailer before leaving the site. Dry everything for as long as possible before using elsewhere as some invasive plants and animals can survive for two weeks in damp conditions.
Biosecurity for Water Sports
Biosecurity means taking steps to make sure that good hygiene practices are used to reduce and minimise the risk of spreading invasive non-native species. Invasive plants and animals block waterways, harm the environment and wildlife, make paddling difficult and can damage your boats engine and props. They can be small and hard to spot so are easily spread on damp clothing and equipment. Once established they become extremely difficult and expensive to eradicate, which is why it is so important to prevent their spread in the first place.
Basic Biosecurity Advice
1. Arrive at the lake with clean equipment, wetsuits and vehicle.
2. Ensure footwear, wetsuits and equipment are clean before leaving the site.
3. Make use of any on-site facilities to clean boats/kayaks/SUP's and equipment.
4. Follow the Check, Clean, Dry principal at all times when using the lakes.
Protect the environment and sport you enjoy by keeping your kit free of invasive plants and animals.
Whenever you leave the water, remember to Check Clean Dry Check boats/kayaks/canoes/SUP's and equipment and clothing after leaving the water for mud, aquatic animals, or plant material. Remove anything you find and leave it at the site. Reapply anti-fouling annually.
Clean everything thoroughly as soon as you can, paying attention to ropes, bilges, trailers and areas that are damp and hard to access. Use hot water if possible.
Dry - drain water from every part of your boat/kayak/canoe and trailer before leaving the site. Dry everything for as long as possible before using elsewhere as some invasive plants and animals can survive for two weeks in damp conditions.
We welcome visitors to our club and would like to make your sailing enjoyable we can only do this by keeping the lake free of dense weed which can grow and spread quickly
Thank you | 1,232 | 677 | {
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Early Lesson: Flexibility Leads To Creativity At Work
By ADELIA CELLINI LINECKER, FOR INVESTOR'S BUSINESS DAILY Posted 01/09/2013 01:12 PM ET
What do Larry Page, Sergei Brin, Jeff Bezos and Jimmy Wales have in common? The founders of Google (GOOG), Amazon (AMZN) and Wikipedia spent their early learning years in Montessori schools.
Learning experts say those formative years at Montessori — a private organization whose tuition runs from $7,000 for full-day preschool to $12,000 for grade 6 — were key to their wildly successful careers.
"The greater freedom afforded to children in these nontraditional, learner-centered educational philosophies ensures that their natural instincts to explore and create are not constantly being suppressed," Bhaskar Krishnamachari, a professor of electrical engineering at the University of Southern California and blogger of An Academic's Freedom, told IBD. "The more freedom they experience as children, the more in-tune and connected grown-ups can be with their naturally inventive and exploratory instincts."
Is it too late for adults to benefit from a learning method mostly used with children? No, said Krishnamachari: "I think it's not so much a matter of offering additional school-like training as it is a matter of how the workplace environment is set up, to allow play, interaction, autonomy, and encourage a sense of personal ownership."
* Stimulate senses. Montessori children learn grammar via colored shapes representing nouns, verbs, adjectives and adverbs. The idea is that we all learn differently, so the materials used in teaching children and adults must stimulate their eyes, ears and hands. "There are many different ways people learn: some auditory, some visual and some are tactile learners," said Dayani Nawagamuwa, founder of Hill Point Montessori in West Hills, Calif. "If materials are presented to stimulate all senses, adults are able to absorb better as they focus with interest."
* Self-direct. Montessori students research subjects and write reports in their own way, Nawagamuwa said: "They are thinking outside the box. This way of education will motivate students to think creatively and invent."
For adults in the workplace, Krishnamachari said employers should seek ways to offer greater flexibility: "Empower employees at all levels to have a greater say in what they do and how they go about doing it (so long as they can make a convincing case to their colleagues that they are doing something meaningful and useful)."
* Loosen up. At free schools like Summerhill in England and Sudbury Valley in Massachusetts, play is encouraged to boost creativity.
Laid back is also the order of the day at Google and Facebook (FB) headquarters. Krishnamachari applauds this sense of playfulness: "Workplace environments that are relaxed and informal and allow employees opportunities to show their personal side ... are likely to foster greater creativity."
* Open dialogue. Montessori children are encouraged to speak their mind and make logical, convincing arguments. They are taught early on that their opinions count and deserve respect. Try that at work, says Krishnamachari said: "Brainstorming sessions in which ideas are solicited without fear of judgment from peers and superiors are one way to unleash and leverage employee creativity."
* Learn from mistakes. By pushing tests, traditional education cultivates a fear of failure, Krishnamachari said: "In contrast, learner-centered educational approaches try to ensure that mistakes are not seen as penalties to be avoided but rather as opportunities for growth . .. (likelier) to result in fearless, self-motivated individuals who can make bold and innovative discoveries." | 1,593 | 757 | {
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LAND PAWS 4 - Lesson Outline
OVERVIEW
Before this lesson, pupils will already know the basics of Water Safety, Now that they are older, they most learn more about keeping themselves and others safe in the water.
This lesson will elaborate on most of the content covered already, going into even more detail on how to be safe around water, but also how to help others.
ONLINE RESOURCES
Presentation Length: 40 Minutes Activities Length: Up to 2 hours
Year Group: First and Sixth Class
Resources required: Computer, Projector, Internet Connection, Pencils, Handouts.
Order handouts for your all of your pupils by emailing email@example.com
Land PAWS 4 Lesson Book: https://online.flowpaper.com/7efd0784/PAWS4ENGLISHWEB/#page=1 Land PAWS 4 Home Page: http://paws.edco.ie/fifth-and-sixth-classes/
LESSON STRUCTURE
1. At home: Share some of the facts about drownings in the home. It only takes 6cm of water to drown.
2. Home Test: Pupils must rate their home on the items listed on page 6.
3. Emergency Services: Go though the procedure on page 7 that outlines what to do when there is an emergency.
4. Lifeguards: Share what the lifeguards do and how many people they help and rescue.
5. Farms: Some more detailed facts about farms safety, pages 9,10.
7. Pools: List and explain the list of rules on page 11,12,13,14
8. Boat Safety: Pages 18,19,20 outline how to stay safe on boats, and has some interesting facts about life-jackets.
9. Inland Waterways: Know the facts about inland waterways, how to stay safe and what to avoid.
10. Rescue techniques: Page 22 outlines some simple rescue techniques that can be used. it is most important to never enter the water.
11. River Risks: Explain the dangers associated with rivers: Weirs, Rapids
12. Words of Warnings: Know what the different signs mean and the significance of ignoring a sign.
ACTIVITIES
All activities are based on the content available in the lesson book. The activities are designed specifically for fifth and sixth class pupils.
1. What's the word?
2. What's the right order?
3. Click what's correct
4. What's the right number?
5. Word Search
6. Click what's correct
7. What is it?
DON'T FORGET TO CERTIFY YOUR PUPILS FOR FREE! GO TO http://iwspaws.com TO CERTIFY | 1,063 | 564 | {
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Your thoroughly cleaned carpets will protect your family's health from unseen dangers!
Your home's indoor environment is nation's biggest air pollution problem
According to the EPA our biggest pollution problem is indoor air pollution. Modern homes and buildings are so energy efficient they block out nature's air cleaning agents and trap pollution inside where you can spend 90% of your time, especially in the colder months.
Your health benefits from a thorough professional carpet cleaning
Dr. Michael Berry, Ph.D., Deputy Director, Environmental Criteria and Assessment Office of the EPA: "Every time carpet and fabrics are emptied of their pollution build-up through professional cleaning methods, there is a health benefit." And "I have reached the conclusion that carpeting and fabrics not cleaned and properly maintained have the potential to cause a variety of health problems inside the building environment."
Dust Mites are real health threat for millions of allergic Americans
In a cover story in USA TODAY on dust mites, it is reported that dust mites which "long have been the bane of many of the nation's 35 million allergy sufferers" are a very real threat to our health. "A gram of dust can house up to 500 mites. An ounce can host some 13,500." "They undermine the health of the allergic, triggering runny noses, headaches, and most alarmingly, asthma attacks, a condition that afflicts 14.6 million people in the USA." "For them, experts say, a war on mites is essential."
Dust Mites are the single most important allergen
"Lie down with mites and the allergic 'can get very sick,' says mite expert Thomas Platts-Mills, director of the Asthma and Allergic Diseases Center at University of Virginia." "Generally, allergic reactions are caused by any number of things - exposure to smoke, pollutants, viral infections and allergens like grasses, molds and pollen. But "in terms of a single allergen, the dust mite is probably the most important one." Platt-Mills says.
Your healthy and happy home and the value of allergy prevention
"For the non-allergic, battling dust mites may be good for cleanliness and peace of mind" in maintaining a healthy and happy home. "People develop allergies at all ages," says Michael Schatz, chairman of the public education committee for the American Academy of Allergy, Asthma and Immunology and he believes in the value of prevention.
Your family's health is your most important reason to clean
The EPA recommends you clean for your health and not just appearance. You spend a lot of time in your home, in your indoor environment. You need to keep it clean and you need to clean it the most thorough way possible. You clean your clothing thoroughly and completely for your health. It should be the same with your carpets and your furniture.
Inadequate cleanings may give you a superficial improvement in appearance but they risk your health. Don't take chances with cost cutting cleaning companies, do-it-yourself cleaning machines or hurry up quick drying methods that don't clean thoroughly. It would be better to postpone your thorough carpet cleaning and vacuum and spot clean more often than to clean your carpets improperly and inadequately.
Your health is at stake as well as your home's carpets. When it comes to your and your family's health and the appearance of your home, you want only the most thorough carpet cleaning you can find. Protect your home with the cleanest, safest, healthiest and most thorough carpet cleaning available: call Castle Carpet Cleaning today! | 1,394 | 717 | {
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Botanical Classification of the hot pepper Botanical Classification of the hot pepper
((thanks to our friends of the Carmazzi company and to Massimo Biagi))
The hot pepper belongs to the solanacee genere capsicum family.
There are at least 2000 varieties. Cross-pollination is very widespread and occurs when insects move from one flower to another to feed themselves.
Every variety is indicated with the original language and dialect of the local culture, which differs from town to town and from region to region.
For these reasons the classification of hot peppers is not simple.
It already created problems for Linnaeus who was the first to try and it still creates problems for contemporary botanists.
The University of Davis in California has created the most recent classification which is the main reference point.
The capsicum type is subdivided in 5 species
1. Capsicum Annuum
Herbaceous annual cycle plant. Originally from the central part of South America. It is the most important species with sweet and spicy fruit. It is the type most often cultivated in Italy. It takes root also in pots. The most common varieties are grouped in this way:
a) Capsicum abbreviatum, with small cone shaped fruit that do not grow larger than five cm.
b) Capsicum acuminatum, with long, thin cone shaped fruit that is slightly curved.
c) Capsicum fasciculatum, with erect fruit, thin and grouped together.
d) Capsicum cerasiforme, with small round fruit similar to cherries.
e) Capsicum bicolor, with two toned very small fruit, that's purple, orange and red.
2. Capsicum frutescens
A plant originating in South America, it spread first in Africa and afterwards in Europe and is a perennial with spicy fruit. The best-known varieties are Diende de pezzo (Columbia) Tabasco (Lousiana, Mexico,) Malagueta (Brazil).
3. Capsicum chinense
A plant originally from the Amazon, it spread first in Africa. It includes the hottest varieties in the world. Scotch Bonnet (Jamaica) Congo Pepper (Trinadad –Tobago) Chile Habanero Yellow (Mexico –Belize) Chocolate Habanero (West Indies) Charapita (Peru) Azr (India) Red Squash (Puerto Rico)
4. Capsicum pubescens
This species was introduced and cultivated in the Peruvian Andes. Today it is widespread above all in upper Bolivia, in Peru and in Ecuador. The best-known varieties are Rocoto, Caballo,Canario (Costa Rica, Mexico, Guatemala) Rocoto Manzano (Peru).
5. Capsicum baccatum
It comes from the dry regions of Bolivia and Peru. The best-known varieties are the Christmas Bell (South America) Aji Amarilli (Peru, Andes) Dedo Do Moca (Brazil) Aji Serranito (Peru). | 1,225 | 613 | {
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Memorial of the Augustinian Martyrs of Japan
____________________
Michael J. Hilden, O.S.A. Church of Our Mother of Consolation Nagasaki, Japan
"They go out, they go out, full of tears, carrying seed for the sowing; they come back, they come back, full of song, carrying their sheaves." (Psalm 26)
The words of this Psalm, used for the Mass of the Augustinians Martyrs of Japan, illustrates the precise conditions under which the Augustinians of the early 17 th century sowed the seeds of the Gospel in Japan. A small group of Augustinian friars on their way to China, shipwrecked by a typhoon, found themselves in Nagasaki in February of 1597. They became unexpected eye-witnesses to the crucifixion of the first group of 26 Martyrs on the cliffs of Nishizaka, overlooking Nagasaki harbor. Upon their safe return to the Philippines, they reported to the Augustinian community of Manila that Christianity has been outlawed in Japan. They also reported that the Shogun had cut off the ear lobes and marched a group of 26, including priests and laity (3 teenagers included) from the capital city of Kyoto along a 500 mile journey to the Christian town of Nagasaki to strike fear in the hearts of any who might be so foolish as to embrace the Christian Faith. It was with full knowledge of the Japanese government resolution to destroy the Japanese Church and with a full knowledge of the country's policy of persecution and martyrdom, that the Manila community elected to send its friars to sow the seeds of the faith in Japan. From the beginning of their missionary activities, the Augustinian friars who labored in Japan exhibited the evangelical counsel of comforting the sorrowing Japanese Church and weeping with the Japanese faithful who could never dry their eyes, always moistened by ever recurring torture and martyrdom. These first missionaries, many of whom willingly shed their blood for Christ, lived their baptismal commitment to be daily joined to the crucified and risen Savior. In today's liturgy we turn our ears to their singing with joy and hear anew the victory song of Christ love sung to give us hope and courage. Their witness sheds a prophetic light on present-day Augustinians as we struggle to understand where we ought to be to comfort the sorrowing and distressed brothers and sisters of our world.
When we read the list of these compassionate Blessed Martyrs we are struck by the fact that humble men from many nations joined Japanese faithful to make a truly international Augustinian Family of Martyrs. As part of today's liturgical memorial let us pray that we may become ever more open to creating bonds of cooperation and solidarity with our brothers and sisters throughout our world destined to become one in the love of Christ.
Today, we also remember that the Augustinian martyrs of Japan formed one spiritual family - friars, catechists, secular Augustinians, Confraternity of the Cincture members - all with different roles to fulfill, but always working united in heart and mind, always supporting each other in prayer and in action. In difficult times, this unity of heart and action brought a community full of tears to a harvest full of song! In different times and in different circumstances, today world learns a joyful melody from the song of the Japanese Martyrs. Alleluia! Alleluia! Those who lose their life for my sake will find it. Alleluia! | 1,343 | 724 | {
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Earth Day: Rachel Carson and Silent Spring
In celebration of Earth Day on April 22, try this activity about the history of the environmental and conservation movement in the United States.
Rachel Carson's Silent Spring, a Book that Changed the World (Rachel Carson Center; see sequence of links)
Ask students what the biggest environmental concerns are in our country today. Explain that environmental issues—such as pollution, deforestation, water usage and shortages, waste disposal, and offshore drilling—have created controversy for many years as people have disagreed on the severity of these problems and the actions that need to be taken. Such problems became the focus of an environmental movement that heated up in the 1970s and inspired the creation of the national Environmental Protection Agency (EPA). This movement was greatly influenced by Rachel Carson's environmental science book, Silent Spring, which was published in 1962. In the book Carson wrote about the importance of conserving, or protecting, the environment from hazards such as the use of pesticides. She especially focused on the pesticide DDT—the most powerful pesticide the world had known—and the damaging effects it had on the ecosystem, including animal life and human life. The book's title refers to the deaths of songbirds caused by the pesticide.
While Carson did not argue that pesticide use should stop entirely, she cautioned that the effect of pesticides on ecosystems should be carefully considered. She also warned that overuse of pesticides would lead to the evolution of pests that were resistant to pesticides. (Point out that this is a concern about the overuse of anti-bacterial soap and medical antibiotics in our day.) Rachel Carson gathered her information from the work of research scientists. She was among the first to bring to the attention of the public the possible link between substances such as pesticides and cancer in humans. Though Carson's book quickly came under attack by large chemical companies, her work was widely read and praised by many Americans, including scientists and government leaders. Many consider Carson to be the mother of or inspiration for the environmental movement in our country.
Here are some videos and online articles you may want to share with your class or use yourself to prepare for the activity:
Pesticides—DDT—Rachel Carson—Silent Spring (MSC in Environmental Technology; video)
https://www.youtube.com/watch?v=Ipbc-6IvMQI
Rachel Carson's Silent Spring (PBS Learning Media; video)
http://www.pbslearningmedia.org/resource/envh10.sci. life.eco.silentspring/rachel-carsons-silent-spring/
http://www.environmentandsociety.org/exhibitions/silentspring/overview
Rachel Carson—Silent Spring (National Academy of Engineering)
http://www.onlineethics.org/cms/9147.aspx
Rachel Carson and Silent Spring (Douglas Allchin; University of Minnesota SHIPS)
http://www1.umn.edu/ships/db/carson.pdf
Following the discussion, read a passage from Silent Spring as a class. (PDFs of the entire manuscript are available online, or you can search for "Silent Spring excerpts.") Consider reading the quote by author E.B. White included at the front of the book and discussing its connection to Carson's message as well.
Once you have read and discussed excerpts from Silent Spring with your students, bring up the importance of environmental issues today. Assign students to find news articles posted online in the past year or two regarding current environmental issues. Have them present their news articles to the class and explain their relevance to environmentalism and society. You may want to make a list of topics first and divide them up, or it's possible most of the articles students bring in will be about climate change since that has been in the news a great deal lately. What other environmental topics are in the news? One example is whether EPA restrictions should be strengthened or weakened. Another is the conservation of endangered species. In what ways are these topics controversial? What disagreement exists about each topic, whether scientifically or politically? Why are environmentalists sometimes called "tree huggers" by their opponents? What political and socioeconomic opinions influence choices about environmental issues, and why? Why do business interests such as gas and oil companies often clash with conservationists? Discuss how to sort out science from politics. Why is it a good idea to make this distinction?
Extension: Hold a class debate on an environmental issue. Have one side argue why the problem is harmful to the environment and needs to be stopped or better controlled. Have the other side argue why regulation is unnecessary and would damage businesses and society. | 2,036 | 917 | {
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Washington - Washington
Washington Washington, the capital of the United States of America is situated on the Potomac River in the District of Columbia. The district is a piece of land ten miles square and it does not belong to any separate state but to all the states. The district is named in honour of Columbus, the discoverer of America. The capital owes much to the first President of the USA-George Washington. It was G. Washington who chose the place for the District and laid in 1790 the corner-stone of the Capitol where Congress sits. Washington is not the largest city in the USA. It has a population of 900 000 people. Washington is a one-industry town. That industry is government. It does not produce anything except very much scrap paper. Every day 25 railway cars leave Washington loaded with scrap paper. Washington has many historical places. The largest and tallest among the buildings is the Capitol with its great House of Representatives and the Senate chamber. There are no skyscrapers in Washington because no other building must be taller than the Capitol. The White House is the President's residence. All American presidents except George Washington, the White House was not yet built in his time have lived in the White House. It was built in 1799. It is a two-storied white building. Not far from the Capitol is the Washington Monument which looks like a very big pencil. It rises 160 metres and is hollow inside. A special lift brings visitors to the top in 70 seconds from where they can enjoy a wonderful view of the whole city. The Jefferson Memorial was built in memory of the third President of the USA Thomas Jefferson who was also the author of the Declaration of Independence. The memorial is surrounded by cherry-trees. The Lincoln Memorial devoted to the memory of the 16th President of the US the author of the Emancipation Proclamation which gave freedom to Negro slaves in America. On the other bank of the Potomac lies the Arlington National Cemetery where President Kennedy was buried. American soldiers and officers who died in World Wars I and II are buried there too. Washington Washington is the capital of the United States of America is located on the Potomac river in DC. DC is a piece of land with an area of ten square miles which does not belong to the individual state but all at the same time. The district is named after Columbus, the discoverer of America. The capital owes much to the first President of the USA-George Washington. Exactly John. Washington chose the place for the district and laid in 1790 the cornerstone of the Capitol of the place of meeting of Congress. Washington is not the largest city in the United States. It has a population of 900 thousand people. Washington - a city of one industry. This industry - government. It doesn't produce anything except a large amount of waste. Every day from Washington serving 25 railway cars filled with scrap paper. Washington has many historical places. The Capitol with its great house of representatives and the Senate - the biggest and tallest of all the buildings. Washington doesn't have skyscrapers because there no building should be higher than the Capitol. White house - President's residence. In the White house lived of all American presidents except George Washington in his time the White house was not yet built. It was built in 1799, This two-storey, white building. Not far from the Capitol is the Washington monument which is similar to a large pencil. It is hollow inside the monument towering 160 meters In 70 seconds on a special Elevator visitors climb to the top of the monument where they can enjoy beautiful views of the city. The Jefferson memorial was erected in memory of the third
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Suggestions for Yoga Practice:
* Wear comfortable, loose fitting clothing (cotton clothing allows the skin to breathe). You may find that removing watches and jewelry make for a more comfortable practice. Bare feet are best. You will want to consider that your body will heat up during the physical movement practice, and when you stop to relax or meditate at the end your body will cool down. You may want extra clothes for the end of class (blankets are available).
* Practice with a light stomach and an open mind. Practice may be done one hour after a light meal and two hours after a heavy meal.
* Be patient while practicing asanas. Movements should be slow, smooth and deliberate. Yoga doesn't hurt. It is only as difficult as you make it. Yoga is meant to connect (yug = yoke = yoga) us to our body. Do not push your body beyond its limits. One rule – always be comfortable and discover the way your body likes to move and what your body requires in movement. If you do not like an exercise or something feels uncomfortable, stop and listen to your body. We want to relieve stress and tension, not build more.
* Practice each posture to the best of your ability – take care not to overstretch.
* Avoid holding the breath. Breathe smoothly and continuously throughout the practice. Inhale and exhale through the nose, not the mouth. Your breath can be a reference of how deep to go in a posture. If your breath gets ragged or strained, you are probably working too hard.
* Practice staying present. Your mind will wander, when it does, simply observe the distraction, and bring your attention back to what you're doing.
* Yoga is an individual experience, not a competition. Be sensitive to your own limitations and progress at your own pace. Be kind to yourself, and do not compare yourself to anyone else!
* How do I know if I'm doing it right? (How does it feel?)
* Allow your emotions to flow. You will find as you dive deeper into your practice, some postures will release deep rooted emotions. It is important to let these emotions flow and not try to hold them in.
* Try to practice daily. Practice your yoga beyond the classroom walls. Let these guidelines and practices extend to your life on and off the yoga mat. It's not about how much you know, but using what we know in a safe and effective way. A little practice is better than none.
* Yoga can be a tiny part of your life, or you could choose to incorporate the theories, rituals, postures, diet and philosophies of yoga into every aspect of your life. The beauty of yoga lies in its versatility allowing practitioners to creatively adapt their focus on the physical, psychological, spiritual, or a combination of the three, as each one sees fit. | 1,040 | 604 | {
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1
Jodie Bernstein: The Efficient Leader
By Genevieve Beske
Anyone who has ever been in charge of a project can tell you that a commanding presence is necessary to get work done. Jodie Bernstein, chair of the Commission on Wartime Relocation and Internment of Civilians that recommended reparations to Japanese Americans interned during World War II, is perhaps one of the best examples of efficiency and assertiveness under pressure. Elected as chair by her eight other colleagues on the Commission, she was chosen under the assumption that "the girl would get the work done." Ms. Bernstein did not let them down.
In the immediate aftermath of the bombing of Pearl Harbor, President Roosevelt signed an executive order forcibly relocating over 100,000 Japanese Americans to internment camps due to anti-Japanese sentiment. Relegated to shacks and enclosed by barbed wire, internees had to abandon homes, communities, and businesses.
Forty years later, Ms. Bernstein's Commission, composed mainly of elected officials, conducted eleven hearings from July to September 1981 to investigate the necessity of the internment and to determine what remedy, if any, was appropriate under the circumstances.
Heading a committee full of politically entangled congressmen would be difficult enough on its own, but Ms. Bernstein also had to tackle an issue with many thorns. Right off the bat, the Commission's main focus was on achieving unanimity "at least on the findings, never mind on the remedies, but both," if possible. The process of gathering the findings involved hearing from more than 750 witnesses interned or affected by internment. Bernstein powered through them with a no-nonsense approach. She recalls her colleague Senator Matsunaga begging her to bring the Commission to Hawaii, but declined, as "it just looked bad to take nine people to Hawaii in the winter." Besides, she had work to do.
Consensus on the findings was hardly the most difficult job for the Commission. The issue of reparations was riddled with disagreements, as many of the hardships faced by interned Japanese Americans were difficult to quantify, such as racial stigma and lack of job education. Bernstein looks back on it as the most challenging aspect of her job. She recalls: "It was the one area that I didn't know if I was going to have any consensus whatsoever." Something this divisive could have resulted in the whole Congress opposed, save the four Japanese-American congressmen, who would "be torn to smithereens by it."
As the inquiry occurred forty years after the war, many were split on the best course of action: whether to pursue monetary funding, or whether that would be counterproductive and give rise to racism. Ms. Bernstein drew comparisons to Jewish people during and after World War II, who had a "horrible" time deciding "who was going to speak up, [while] others that took the position
1 Based on the oral history of Jodie Bernstein taken by Professor Vicki C. Jackson for the Historical Society of the District of Columbia Circuit.
… don't rock the boat, don't make waves." The Japanese during the reparations debate divided along similar lines and worried that racists would take advantage of any perceived conflict.
Others were concerned that reparations offered preferential treatment to only a few abused minorities. The Commission faced concerns about consistency, considering the lack of reparations given to slaves. Many cited civil rights laws as sufficient compensation, although others took the stance that slaves had been made to suffer for 200 years in various ways, so "why would you do it here if you didn't do it there?"
Ms. Bernstein sped up the Commission's work to unprecedented levels, ultimately finishing after two years, to the shock of her Washington colleagues. Senator Inouye remarked on the intense pace of the project, to which Bernstein replied, "Senator, I believe this is already 40 years old, that if we don't finish it now, [we're] not really going to." This philosophy was not new to Ms. Bernstein. She placed the project on the fast track from the start. "It's one of the things that I just feel that when you undertake – I don't know, it's something inherent – get it done," she recalled.
In 1983, the Commission issued its 467-page report entitled "Personal Justice Denied," which concluded that the internment of Japanese Americans lacked any legitimate justification and amounted to a "grave injustice." All nine members of the Commission unanimously endorsed its findings. The report gave considerable momentum to the reparations question, and in 1988, President Reagan signed the Civil Liberties Act, which gave a formal apology to the Japanese American community and paid out $20,000 to every surviving victim. It was Jodie Bernstein's drive and determination in the face of a challenge that gave such a life-changing project the spark it needed to be successful. | 1,952 | 990 | {
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Mathematical Skills Across The Curriculum
DJs like Calvin Harris need to use the mathematical part of their brains when they are mixing different tracks together.
Different tracks will have a rhythms within them.
different number of beats per minute. They will also have different
DJs need to be able to work out how to best fit different tracks together so that the change between them goes smoothly.
Math and music are usually organized into two separate categories, without obvious overlap. In actuality, math and music are indeed related and we commonly use numbers and math to describe and teach music.
Beats in a bar, for instance, translate into fractions, note lengths into ratios and symmetry is used to create harmonies and texture.
The next few slides will show some of the facts that relate maths to music.
What is a Fibonacci sequence? Can you describe it?
The Fibonacci sequence is a famous and well-known sequence that follows as: 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, … and so on, adding each term to the one before it to create the next term.
That is, 5 + 8 = 13, 8 + 13 = 21, 13 + 21 = 34, and continuing infinitely.
In music, the Fibonacci sequence can be seen in piano scales. For example, the C scale on the piano consists of 13 keys from C to C; eight white keys and five black keys, with black keys arranged in groups of three and two.
Pythagoras and Frequency: Can you state the fact?
It was Pythagoras who realized that different sounds can be made with different weights and vibrations.
This led to his discovery that the pitch of a vibrating string is proportional to and can be controlled by its length.
Symmetry and Music
The closest tie between music and math is patterns. Musical pieces often have repeating choruses or bars, similar to patterns. In mathematics, we look for patterns to explain and predict the unknown. Music uses similar strategies.
Fractions are extremely important when it comes to rhythm.
A semibreve is a whole note.
Do you know what fraction of a note each of these is worth?
How many crotchets are there in a minim? Could you write this as a fraction sum?
Using equivalent fractions can you work out which other combinations of notes last the same time?
Using the above information solve the questions given on next slide.
Count the beats
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Early Season Crappie
by Steve Welch
My home lake of Lake Shelbyville is an Army Corp of Engineer flood control lake and each winter they drop the lake from 599.9 ft. down to 594 ft. above sea level.
This will move the fish and pull them out to channel ledges and some have standing timber on them, which makes it easier to target.
Right after the ice comes off the lake the fish will make about a two-week migration up the reservoir, right on up to the skinniest water they can get into. This pattern works best on two or more days of full sun. Full sun is the key to good fishing this early in the season as we are talking mid February through mid March.
You must downsize and throw small tubes under a cork, as the fish are very spooky. I use a number six hook on my sixteenth-ounce jig as well. Light four-pound test line, small corks so you don't make a big splash and stay back and throw to any piece of wood you can find.
Once you get past the ice-out pattern I just talked about then you need to fish more traditional patterns. The upper end of the lake has standing wood in ten to twenty feet of water and the fish will suspend sometimes just under the surface. Water color has a lot to do with just how deep they will suspend. Dirty water they might only be down less than a foot in twenty foot of water. This pattern too you must throw a cork and stay away from your target.
Out on the lake I am targeting old river channels and sand bars, both have very sharp dropping ledges. This pattern since the only cover is right on bottom you need to fish down on bottom as well. We sneak along the drops and hover over brush and fish small jigs and tubes tipped with crappie nibbles.
Everything must be fished slow and light line also helps in presenting the bait correctly. I use the new Spider wire Crystal in the six- pound two- pound diameter.
Depth you are targeting on the north end of the lake is a minimum of fourteen feet deep. Fish will move up to shallower on sunny days but out on main lake it will still be ten-foot.
Most fishermen will tell you that a cloudy day with a hint of rain is the best. Well not this time of the year. Full sun two or more days and light winds so the sun can penetrate the surface. This gets the fish active.
Colors of tubes that I use depend on water color. Clear water has me using the pearl and silver sparkle or emerald blue shiner tubes or the Slater's tensile jigs. Stained water I like the chartreuse and almost any other color like white or red or lime green. Dirty water has me using chartreuse and black or brown or purple.
Lake Shelbyville at winter pool is full of areas that require caution as it has stumps out on shallow sandbars that you can hit. Always swing wide of any flat looking bank. This is also a good time to get out there and get you some new GPS locations and get a better understanding of the contours of this massive lake.
With the new GPS systems with high definition mapping showing contours old channels and old road beds you can get off shore and find those secret fishing spots.
The best part about getting out there and fishing this early season crappie season is you are getting out there and the spawn is a coming. | 1,139 | 697 | {
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IMMEDIATE RELEASE
June 10, 2016
Contact: Cassie Sparks 785-368-8053 firstname.lastname@example.org
High Mosquito Counts Identified in Kansas
Mosquitoes are Culex Species That Transmit West Nile Virus
Topeka, Kan. – The Kansas Department of Health and Environment (KDHE) has identified a high number of Culex species mosquitoes in traps located in Sedgwick County. This increase in the number of mosquitoes is likely to be statewide which could make West Nile virus transmission more likely to occur earlier than in previous years. The Culex species are known to transmit West Nile virus; they are not known to transmit Zika virus.
West Nile virus is most commonly spread to people through bites from infected mosquitoes, and it is not contagious from person to person. Symptoms range from a slight headache and low-grade fever to swelling of the brain or brain tissue and in rare cases, death. People who have had West Nile virus before are considered immune.
KDHE recommends the following precautions to protect against West Nile virus and other mosquito-borne diseases:
* When you are outdoors, use insect repellent containing an EPA-registered active ingredient including DEET, picaridin, oil of lemon eucalyptus, or IR3535. Treat clothing and gear with permethrin or use permethrin-treated items. Follow the directions on the packages.
,
* Many mosquitoes are most active at dusk and dawn, but can bite at any hour. Be sure to use insect repellent and wear long sleeves and pants at peak times or consider staying indoors during these hours.
* Get rid of mosquito breeding sites by emptying standing water from flower pots, buckets and barrels. Change the water in pet dishes and replace the water in bird baths weekly. Drill holes in tire swings so water drains out. Keep children's wading pools empty and on their sides when they aren't being used.
* Make sure you have good screens on your windows and doors to keep mosquitoes out.
Cases are most common in the late summer and early fall months. In 2012, there were 57 cases of West Nile virus in the state, the most cases since the virus first made its way into Kansas in 2002. More recently in 2015, 34 cases were identified in Kansas; more than half of these cases were hospitalized. In addition to tracking cases of human illnesses caused by West Nile virus, KDHE assesses the potential for West Nile virus by conducting limited mosquito surveillance, including laboratory testing.
Birds are not tested for West Nile virus in Kansas and KDHE will not be collecting information about dead birds. If you find a dead bird, KDHE recommends that you wear gloves, place the bird in a plastic bag, and dispose of it in the garbage.
Additional information about West Nile virus and preventing mosquito bites is available at: http://www.cdc.gov/features/StopMosquitoes/.
Information from KDHE about mosquito surveillance is available at: http://www.kdheks.gov/epi/arboviral_disease.htm
# # #
KDHE's mission is to protect and improve the health and environment of all Kansans. | 1,320 | 649 | {
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* This exam is worth 100 points and has 5 questions.
* Show all work and simplify your answers!
Answers with no justification will receive no points unless otherwise noted.
* Please begin each problem on a new page.
* DO NOT leave the exam until you have satisfactorily scanned and uploaded your exam to Gradescope.
* You are taking this exam in a proctored and honor code enforced environment. NO calculators, cell phones, or other electronic devices or the internet are permitted. You are allowed one 8.5"× 11" crib sheet with writing on one side.
0. At the top of the first page that you will be scanning and uploading to Gradescope, write the following statement and sign your name to it: "I will abide by the CU Boulder Honor Code on this exam." FAILURE TO INCLUDE THIS STATEMENT AND YOUR SIGNATURE MAY RESULT IN A PENALTY.
1. [2360/092122 (35 pts)] Consider the initial value problem (t + 1)y ′ − 3(t + 1)y + e 3 t = 0, y(0) = ln 3, t > −1.
(a) (4 pts) Classify the equation.
(b) (2 pts) Does the equation possess any equilibrium solutions? If so, find them.
(c) (7 pts) Is a unique solution guaranteed by Picard's Theorem? Justify your answer.
(d) (7 pts) Use one step of Euler's Method to approximate y when t = 1/10. Simplify your answer.
(e) (15 pts) Suppose the equation describes the amount of water in a well (in millions of gallons) with t the time in years. Will the well run dry? If so, when. If not, explain why not.
2. [2360/092122 (15 pts)] Consider the differential equation y ′ − y 2 + y 3 = 0.
(a) (2 pts) Classify the equation.
(b) (4 pts) Find the equilibrium solutions.
(c) (5 pts) Plot the phase line.
(d) (2 pts) Determine the stability of all equilibrium solutions.
(e) (2 pts) Find the solution that passes through (1, 1). Hint: Very little work is required to answer this.
3. [2360/092122 (10 pts)] Write the word TRUE or FALSE as appropriate. No work need be shown. No partial credit given.
(a) Solutions to the differential equation y ′ = −x 2 − y 4 − 3 are always decreasing.
(b) The operator L( #„ y ) = 2y + (1 − y)y (5) is a linear operator
(c) The isocline of the differential equation x ′ − e t + 1 = 0 corresponding to a slope of −2 does not exist.
(d) The substitution u = y − 2x + 3 makes the differential equation d y dx = 2 + √ y − 2 x + 3 separable.
(e) The system of differential equations below has a single equilibrium solution at (0, 0)
.
4. [2360/092122 (15 pts)] A 1000 gallon pot is initially 80 percent full of sweet tea in which 100 ounces of sugar is dissolved. Tea containing 1/(t + 1) ounces of sugar per gallon enters the pot at 5 gallons per minute. The well-mixed sweet tea leaves the pot at 7 gallons per minute.
(a) (12 pts) Set up, but DO NOT SOLVE, an initial value problem for the amount of sugar, S, contained in the pot at time t.
(b) (3 pts) If the initial time is t = 0, over what interval will the solution be valid? You do not need to find the solution to answer this question.
5. [2360/092122 (25 pts)] Consider the initial value problem x d w dx + (2 x + 1) w = 2 x 2 , w (1) = 3 2 , x > 0 .
(a) (5 pts) Without solving the differential equation, show that wp(x) = 1 2x + x − 1 is a particular solution.
(b) (15 pts) Find the general solution to the differential equation.
(c) (5 pts) Solve the initial value problem. | 1,720 | 926 | {
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Training Session Planner
Football Specific Theme: Soccer 7's Fast Attack Age Group: Children 8- 12 Years
WARM UP
Set Up: Mark out Area based on the number of players you will have, the area should be big enough to allow long passes to played as the drill progresses. Each group of 4 players will be given a ball between 4. Begin with players passing the ball short distances as the move about in a set area.
Objective:
Players pass the ball in number order and move in the area.
Progression: To progress player 1 plays a wall pass (one-two) with player 2. Player 2 takes off on a run of at least 15 meters, player 1 then plays a wall pass with the rest of the group before playing a long pass to the player 2 who has just made the run. The other players run towards the player with the ball and continues the sequence.
Coaching Points: encourage movement at slow pace, increasing the tempo as the warm progresses. Short passes with open body side foot, long passes driven with laces.
DRILL
Set Up: 2 goals. Players are put into 2 teams. A plays pass to striker B. B turns quickly to attack goal.
Objective:
To provide midfield support to attacking player and shoot on goal.
Progression: A and C support quickly. Defender D can move out to defend passively only when striker B receives the ball. Play alternates as waves of attack from each end.
Coaching Points: Encourage accurate and well weighted passes forward and quick turns by strikers as well as quick support play.
SFA Youth Action Plan Coaching Plan (Fast Attack Page 2)
GAME RELATED PRACTICE
Set Up: 2 goals. Players are put into 2 teams. As in the drill, however, defender can tackle and a second recovering defender can support when striker B touches the ball.
Objective:
To provide midfield support to attacking player and shoot on goal.
Progression: Defender D can be positioned next to the goal when pass is played or alternatively allowed to man mark striker closely. Instead of 3v1 + recovering defender progress to 2v1 + recovering defender.
Coaching Points: Encourage accurate and well weighted passes forward and quick turns by strikers as well as quick support play.
CONDITIONED GAME
Set Up: 2 goals. Players are put into 2 teams. 4v4 or 5v5 plus GKs. Set out 3 zones.
Objective:
To provide midfield support to attacking player and shoot on goal.
Progression: Team in possession can move players forward zones, defending team cannot move back to defend at first. This can be progressed to allow players to move freely in all areas.
Coaching Points: When possession is won encourage teams to play forward quickly and support with numbers.
COOL DOWN
(Please include a cool down at the end of every session)
Objective: Gradual decrease of players heart rate.
Example Cool Down: Half the group dribble freely in a defined area, whilst the other half follow static stretching activity. Switch group every 60 seconds. Players in possession can attempt to nutmeg or pass round and retrieve players performing stretches. | 1,350 | 657 | {
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Before reading
* Look at the cover and read the title.
* Possible discussion questions: "Looking at the cover, how can you tell it's Bee's birthday? What does Bee have on the plate?"
Look through all the pictures
* Using the language in the story, discuss what is happening in each picture.
* Help the children find the high-frequency words: have, just, and little.
* Have the children find the words that may be new to them: birthday, inside, and cake.
Reading the text
* Have the children read the text independently. Encourage them to read it again if they finish before the others in the group.
* While they're reading, listen to each student individually and prompt them to use meaning, structure, and letter cues at difficulty. Praise the successful use of reading cues.
* Make sure the children can match (with their finger) or track (with their eyes) each word of the text.
After reading
* Discuss the meaning, structure, and letter cues that you notice students using correctly.
A Birthday for Danny's Bee
Level D / 78 words / fiction
High frequency words:
have, just, little, now, said, this, you
* Inferential comprehension: The answers are in your head. Ask, "Which item do you think Bee likes best? What would you give Bee for his birthday?"
Word work
* Have the students locate the high-frequency words in the text and practice writing them.
* Help the students locate the two-syllable words today and birthday. The word birthday is a compound word. Ask students to find the two words that make the word birthday.
* Have the students find the words: made, cake, and named. Point out the long a sound in each word.
Rereading for fluency
* Have the children read the story again, either independently or with a partner.
* Use this opportunity to listen to one child and again prompt for strategy use at the point of difficulty.
Writing activity
* Have each student write each birthday item from the story on a separate card: hat, cake, card, and box. Have them draw a picture on the card that matches each word, and then have the students put the cards in sequential order to match the text.
* Encourage the use of punctuation and independent attempts to spell words correctly.
* Literal comprehension: The answers are in the text. Ask, "Can you list all the things that Danny gives Bee in the story?" Have students read the pages that support their answers.
FUN FACT
The most popular birthday month is August. Nearly 9% of all birthdays worldwide occur in August.
Teaching Points: Introducing new words; Finding and clapping two-syllable words; Practicing the long a sound; Introducing compound words; Sequencing. | 1,028 | 572 | {
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55
千代は，江戸時代に芦北で生まれました。父親は，病気のため別れて 暮らさなければなりませんでした。母親は，千代が9歳のときに亡くな りました。祖父と祖母は高齢で，畑を耕すことができなくなりましたが， 千代は，いつも二人が喜ぶように世話をしました。 あしきた ち よ
孝行という心は
いつの時代になっても
美しいモン
こうこう
Chiyo was nine years old when her mother died. After that she lived with her grandfather and grandmother. She worked very hard in the field.
Her grandparents became older and Chiyo' s family became much poorer. They did not have enough food to eat.
Her grandfather could not move well. But he often said to Chiyo, "I can help you with your work in the field." "Thank you, Grandpa," Chiyo said. She carried him on her back to the field and began to work. Her grandfather sat under a tree and watched Chiyo with a smile. Everyone in the village knew Chiyo's kindness to her grandparents.
One day some people said, "I thought Chiyo was very kind to her grandparents. But I heard she goes to sleep in the futon before her grandparents every day."
Then two young men in the village went to Chiyo' s house. It was a very cold night. They looked inside the house, and then they were surprised. " It is true. Chiyo is sleeping in the futon before her grandparents."
When the two young men were going to go back,
・die 死ぬ
・grandfather 祖父 ・grandmother 祖母
・field 畑
・grandparents 祖父母
・became ～になった （becomeの過去形） ・move 動く
・Grandpa おじいちゃん ・carry ～を運ぶ ・back 背中 ・began 始める （beginの過去形） ・smile 微笑み ・kindness 優しさ
・heard ～を聞いた （hearの過去形） ・futon ふとん
・men manの複数形
・be surprised 驚く
CD
トラック
28
The Spirit of KUMAMOTO
道徳教育用郷土資料「熊本の心」英語版
道徳教育用郷土資料「熊本の心」英語版
熊本版英語読み物資料
熊本版英語読み物資料
Chiyo got up and said, "Grandpa and Grandma, the futon is warm. Now you can go to sleep." The two young men were surprised once again. They went back to the village and told the people about it.
Later the lord of Kumamoto heard this story, and he sent an officer to Chiyo' s house. When the officer went into the house, Chiyo was eating rice, and her grandparents were eating millet. The officer was surprised and said, "Chiyo! I heard that you are very kind to your grandparents. But what's this?"
The officer looked at Chiyo's rice bowl again. He was surprised once again. He thought Chiyo was eating rice, but it was okara. He said, "I'm sorry, Chiyo. I made a big mistake."
The lord heard about this from the officer and was very impressed. After that the lord sent ten bales of rice to Chiyo every year until she died.
千代の墓は千代塚といわれ，葦北郡 津奈木町の国道3号のそばに造られて います。そして, 墓の前にはいつも花が 飾られています。 ち よ づか あしきた つ な ぎ
◀千代塚（津奈木町）
fter Reading A
*家の人のためを考えて何かしたことはありますか。 また, その時の気持ちはどうでしたか。
・ Grandma おばあちゃん
・once again またまた
・told 話した(tellの過去形)
・lord 殿様
・sent
～を送った（sendの過去形）
・officer 役人
・millet あわ
・rice bowl 茶碗
・mistake 間違い
・ be impressed 感心する ・ ten bales of ～ 10俵の～ ・until ～まで
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New Geography – Dance Notation
To be viewed alongside the New Geography lyrics.dance.chords.pdf These notes can be read aloud as you teach the dance. Blue type are notes for teacher only.
If anyone doesn't have a partner, you can have one threesome.
Find a partner, stand in a big circle
What are the 4 Directions in this room? North, South, East and West.
{You can practice the steps without the music first. Start with the first verse and then try it with the music. Then add a few more movements without music and then try it again from the top (beginning) and keep adding more and practicing until you have learned the whole dance.}
4 Directions
Middle East – Grapevine
Point to the 4 Directions
Arms behind your back
Step to side with right leg, step behind with left, step side right leg, in front left leg- repeat. Greece
Arms up straight(try for straight but many children won't keep them straight)
USA & many other places
Jump from one leg to the other with one leg kicked out in front. {For younger children this is appropriate. }The actual step which can be done with older children is: arms up straight, jump on both feet then jump on one foot as the other kicks out front, jump on both feet and then jump on the other foot with other leg kicking out front. – repeat. {Developmentally this is very difficult for younger children.}
Link right arms with partner so that you are facing in opposite directions. Skip around in circle then switch direction with other arms linked. Note- Switch 2 times: after "Japan" and after "understand" and stop on "Peru".
Note: for threesome just hold hands in a circle and skip around one way and then the other.
Russia
Hawaii
Fold arms hands to elbows, kick out legs alternating them. (This is the easier version.)For more difficult step you need to bend your knees so that you are almost sitting on your heels and kick out the legs from that position! (Perhaps a very strong and flexible child in your class would want to try this!)
Arms up, curved
4 Directions
Hips rotate a circle clockwise, a circle counter-clockwise and repeat
Point to the 4 Directions
Palms are touching above the head. Move the head from side to side keeping the head vertical the whole time (resist tilting the head). (Practice this slowly at first as this is a very unusual movement for most people.) Once you have the head movement you can add stepping forward. Complete the movement with arms shooting up on "light".
India
4 Directions
then step backward to original circle with forefinger raised.
Point to the 4 Directions
New Geography – Dance Notation
Spanish
Boys hold spine up straight, chin up proud, fingers are straight and together, one hand on the waist in front and one on the waist in back as you stamp one foot and then alternate the arms as you alternate the legs stamping. The arms and the legs move on the same beat accentuating the beat.
Chinese
Girls hold your skirt (if you are wearing one) and swish the skirt from side to side as you step to the beat. Just pretend to swish skirt if you aren't wearing one. This is especially beautiful with a very full longer skirt. Depending on the size of the skirt you can raise your arms up as you swish to show the full skirt.
Arms folded from hands to elbows. Back straight head straight. Take very small steps so that one foot slides forward only the space of ½ a foot and repeat small sliding steps. On "Sorrow" a short bow keeping the eyes forward, then repeat sliding steps back to circle and on "tomorrow" a short bow keeping the eyes forward.
Native American
Ask the children to imagine they have a shaker in one hand and a pine bough (part of a branch) in the other. They hold their hands closed at chest level to the side. In the circle taking small steps on flat feet- step, bend (both knees), step other foot, bend (both knees) on each beat you shake the (pretend) shaker and bough. Shake on the step and shake on the bend. Repeat
Chorus
Repeat as before.
At the end on the very last word "This is lesson one in geography" you turn so that everyone is facing the audience. And hold that position with the forefinger up.
Much success in your endeavors!
©2010 Talking Hands Talking Feet All rights reserved | 1,689 | 941 | {
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history
history
history
history
From Marlene Wiley's
Mountain History Archive
Women of the Santa Cruz Mountains
Joan Barriga
Deceased Mountain Historian
The steep dirt road scraped over the hill to Lexington by Maggie Jones' father has long been forgotten, as have the settlements of Lexington, Alma, and Wrights Station. The stagecoach road leading out of Los Gatos has become Highway 17, and the six-horse Concord stage and Mrs. Paddock's Lexington House are nothing but memories of a time almost forgotten. The faint trace of railroad ties leading into the dark tunnelopening at Wrights reminds us that not too many years ago, the canyon of Los Gatos Creek echoed and re-echoed with train whistles. But, through it all, the mountains endured and continued to lure people to make their homes in the canyons and on the ridges. And some of these people were the women who homesteaded and worked in the mountains.
They shared something more important than having been pioneers in their individual ways; something even more important than their love of the sometimes harsh and unforgiving mountains where they made their homes. The single shining thread woven through the fabric that each of them shared was courage—courage to be individuals who should be remembered.
When we consider how sharply individualistic these Santa Cruz Mountain women were, we might wonder if there was any common thread that bound them together. What did poet Sara Bard Field have in common with the widow Mary Ann Brown? Or, for that matter, what common denominator did writer and conservationist Josephine McCrackin share with stagecoach driver Charley Parkhurst, or homesteader Clarissa Burrell?
As a long-time resident of the Santa Cruz Mountains it was probably inevitable that my interest and curiosity would be aroused when I came across abandoned cabins, crumbling settlements, sealed-up railroad tunnels, and the faint but persistent traces of the old South Pacific Coast's overgrown roadbed.
John V. Young's tales of the early settlers Ghost Towns of the Santa Cruz Mountains and Bruce MacGregor's readable South
Josephine McCracken
Pacific Coast started me off on what turned out to be a fulfilling and fascinating study of this area and the pioneers who made their homes here. Where had they come from? How did they get here? And, why did they choose to stay in the mountains, when life would certainly have been easier in the more settled and "civilized" regions?
As I read about loggers, hunters, railroaders, and stagecoach drivers, I noticed a fleeting allusion to a wife, mother, or to Southern Pacific's first woman station agent, but what about other pioneer women? What
sort of lives did they lead?
I began researching the lives of the women pioneers. From bits and pieces of information found in larger works, diaries kept by some of the families (Birney Burrell's Diary), letters written to relatives back East (Clarissa Burrell's letters were a particularly rich source), and published writings (Josephine McCrackin and Eliza Farnham), a more complete picture of their lives began to emerge. One of the most detailed and enjoyable depictions of day-to-day life in the Santa Cruz Mountains was Emma
Garrod's autobiography, One Life, Mine. I found that the contributions these pioneer women made to the development of this area were an important, though frequently overlooked, contribution to the history of California.
Laura Sears
About the Author
Joan Barriga lived in the Santa Cruz Mountains, surrounded by early California history. She was a docent at Forbes Mill Regional History Museum in Los Gatos, a participant in "Living History Days" at the San Jose Historical Museum, and, as a special-education volunteer, taught local history at elementary schools. She earned a B.A. degree in English from the University of New Mexico, and a M.A. degree in English from San Jose State University. She wrote The Holy City Sideshow, about Father William E. Riker and his Perfect Christian Divine Way cult that flourished in the Santa Cruz Mountains from 1920 to 1940. It was published by the Santa Clara County Pioneer Association. | 1,653 | 858 | {
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5.5 Case study discussions of Sam, Joan and Daniel
SAM
Sam is a new pupil at the school, only recently having moved to the area with his family. His school records show that he had previously been diagnosed with dyslexia. Sam appears to be socially adept and has started to make new friends. He has many interests and hobbies, particularly in sports and PE. However initial concerns were raised by staff that Sam 'hides' his reading and writing difficulties, refusing support and avoiding reading and written work. He does not display any other outward difficult behaviour but rather appears embarrassed by his difficulties and shuns discussion around it.
1. What more do we need to know now?
2. How might this be obtained? (through classroom observation, discussions with parents, assessment, etc.?)
3. What immediate or short-term strategies might be employed?
4. What longer-term strategies might be considered?
JOAN
Joan has been diagnosed with dyslexia for two years. She enjoys school, is well-motivated and enthusiastically engages in her lessons. Although experiencing a range of difficulties with her reading and writing she accepts individual support readily from her teaching assistant. The relationship between Joan and the teaching assistant has been a positive one, however there are now a number of other pupils in the class who need additional teaching assistant support and at some point Joan needs to develop more independence in her learning. At what point can the teaching assistant be withdrawn and what other strategies of support can be put in place to ease Joan into more independent learning?
1. What more do we need to know now?
2. How might this be obtained? (through classroom observation, discussions with parents, assessment, etc.?)
3. What immediate or short-term strategies might be employed?
4. What longer-term strategies might be considered?
DANIEL
Daniel has been assessed as having dyslexia and emotional and behavioural difficulties. Although really enjoying the social life at school he can easily become disengaged from his learning because of his behaviour. His family life has been difficult in the past and he can become unsettled at school during periods of turbulence at home. His mother also has dyslexia and other learning difficulties. Daniel has made substantial progress over time but there are now concerns that his behaviour is becoming more challenging.
1. What more do we need to know now?
2. How might this be obtained? (through classroom observation, discussions with parents, assessment, etc.?)
3. What immediate or short-term strategies might be employed?
4. What longer-term strategies might be considered? | 1,061 | 519 | {
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Historic Sites
"COPPER MINE AT CAPE D'OR"
By Dick Akerman
When Samuel De Champlain explored the Bay Of Fundy coastline in the early 1600's, he named the rocky point on the north shore of the bay, between today's Advocate Harbor and Spencer's Island "Cape d'Or, or Gold Cape" because of the shining outcrops of rock on the cliff face. This was not gold, but deposits of pure copper. The local aboriginals had long been aware of this mineral, found there in great quantities and in a pure state. They used it to produce tools and spear heads. It was nearly three hundred years before an attempt was made to mine the copper commercially.
The arrow pointer on C.F. Church's 1876 map (not shown) of Cumberland County locates the area, in today's Horseshoe Cove, that in 1897 the Colonial Copper Company, based in New York City, invested millions of dollars in developing mining operations on the
site. Since good, all season roads did not exist, the first thing constructed was a wharf. By 1900, three different areas were being worked on, Number One Works, Bennet Brook, and the third major area being the Hanway Workings, which consisted of two inclined shafts, with connecting drifts, a total of more than two hundred and fifty meters of shafts and tunnels were dug (still existing), one of which still may be seen exiting on the basalt cliff face south of the shafts. Material and men were moved up and down from the underground workings by means of an inclined tram way, powered by a steam operated drum winch. The three separate mine workings were connected to the crushing and concentrating plant by a narrow gauge railroad, on which small ore cars were moved with a small steam locomotive. The mine complex, in addition to the three workings and the processing plant, consisted of offices, assay lab, miner's homes, a boarding house and a lodge. All built in a time span of ten years, 1897 to 1907.
Photo #1 shows a schematic side view of the Hanway workings, showing the levels and slopes, with the incline tramway on the upper slope, and the engine or winch house at the very top. Photo #2 is a picture taken at the top of the incline, with the cable coming out of the engine house going to the tramway cars, with the narrow gauge railroad, complete with ore cars and steam engine, between the head frame and the winch house. Photo # 3 is a photo taken into the open end of the winch house, showing the steam powered drum winch. The workmen shown around the winch were all from the Debert/ Belmont area.
This is a very interesting story, and if any shoreline reader has anything to add, please contact the editor at email@example.com so that this story can
From the archives of the COLCHESTER HISTORICAL SOCIETY
perhaps be expanded.
Ph: (902) 895-6284 Fax.(902) 895-9530
Box 412, 29 Young St., Truro, NS, B2N 5C5
email: firstname.lastname@example.org
The Shoreline Journal, in collaboration with the Colchester Historical Society Archives, have inaugurated an ongoing feature utilizing a combination of the digital "A. F. Church Maps" to pin point the circa 1875 location of a Colchester site of historical importance, and connect it to an archival photograph of that site, in that frame.
Dick Akerman has been compiling information on behalf of the Colchester Historical Museum Archives, and is published monthly in the Shoreline Journal.
Tourism Nova Scotia, a Crown Corporation
Government is transforming the Nova Scotia Tourism Agency into a private-sector-led Crown corporation. Effective (today) April 1, the Nova Scotia Tourism Agency will transform into Tourism Nova Scotia.The new Crown corporation will be more nimble in its decision making, allowing the tourism industry to keep pace with trends and opportunities to be more competitive and drive economic growth.
Tourism agency employees will transfer to the new Crown corporation. Legislation to create Tourism Nova Scotia will be introduced during this sitting of the legislature. Tourism Nova Scotia will be led by a private-sector board, chaired by Ben Cowan-Dewar. Mr. CowanDewar is the owner of Cabot Links and Cabot Cliffs in Inverness. The board is made up of business owners and leaders from across the province. Patrick Sullivan will continue to serve as C.E.O. | 1,774 | 959 | {
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QUIZ QUESTIONS
1) Who were the two creators of Into the Woods?
2)
In what location was
Into the Woods first
performed?
3) In Act 1, who sings these lyrics?
"And you know things now that you never knew before."
4) In Act 1, which two characters meet up with the Witch, Jack, Red Riding Hood, the Wolf, Cinderella, Rapunzel and the Princes?
5) Match each character to the potion ingredient they supply.
6) At the end of Act 1, all the characters seem like they will
| Little Red Riding Hood | A Cow as White as Milk |
|---|---|
| Cinderella | Hair as Yellow as Corn |
| Jack | A Slipper as Pure as Gold |
| Rapunzel | A Cape as Red as Blood |
.
7) Choose a character name and write it next to the adjective that best describes their leitmotif musical theme.
| | Character Bank | | | |
|---|---|---|---|---|
| the Witch | | Cinderella’s Mother | the | Cinderella |
| | | | Princes | |
Martial
Harp-like
Sinister
Flowing
8) In Act 1, who sings these lyrics and to whom are they singing? "Don't you know what's out there in the world? Someone has to shield you from the world. Stay with me."
9) When she drinks the potion, the Witch gains back her , but she loses .
10) Which two characters die at the end of Act 1?
11) In what way do the Baker and his Wife achieve success at the end of Act 1?
12) At the end of Act 1, both Princesses their Princes.
13) In Act 2, who sings these lyrics and to whom are they singing? “You’re not the man who started, and much more open hearted than I knew you to be.”
14) In Act 2, the characters realise that their actions have .
15) In Act 2, where do the characters flee to?
16) How does the Giant’s Wife come down to Earth?
17) What is the Giant’s Wife’s motivation for coming down to Earth?
18) Toward the end of Act 2, the song “Your Fault” is a .
19) What final words are the audience left with at the end of the production?
20)In Into the Woods, what is most responsible for moving the story along at a rapid pace?
21) Write a character's name next to the correct description.
| Character Bank | | |
|---|---|---|
| Jack | Narrator | Cinderella |
| Baker | Baker’s Wife | Florinda and Lucinda |
| Jack’s Mother | Little Red Riding Hood | Witch |
| | Cinderella’s | |
| | Stepmother | |
| Wolf | Rapunzel | Rapunzel’s Prince | | 1,139 | 651 | {
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2.
3.
4.
Bridge course pre-test
Class:6 Sub.: English Marks: 20
Name of the student:________________________________________________
Q.1 Match the pairs antonyms.
2 Marks
| S. No | Group A | Group B |
|---|---|---|
| 1 | Happy | Short |
| 2 | Clean | Broad |
| 3 | Narrow | Dirty |
| 4 | Tall | Sad |
Q.2 Chose the correct synonyms of the given words.
2 Marks
1.
Cry : Speck, tell, weep
Ans : __________________
Bold : Scary, brave, calm
Ans : __________________
Angry : annoyed, happy, sad
Ans : __________________
Shut : close , open , move
Ans : __________________
Q.3 Use the given words to complete the sentence.
(milk, tiger,pen, kitchen )
1) My mother cooks in the --------------------.
2) I write with my ------------------.
3) ------------------ is our national animal.
2 Marks
4)
We must drink ----------------to be strong.
4. Hundred –
Q.4 Write the answer in complete sentence.
5 Marks
1) Who teaches you English subject?
Ans :____________________________________________________
2) How many Friends do you have?
Ans :____________________________________________________
3) What is the colour of parrot?
Ans :_____________________________________________________
4) Where do you live?
Ans : ____________________________________________________
5) What is your school name?
Ans : _____________________________________________________
Q.5 Write the rhyming words for.
2 Marks
1. monkey
_______________
2. way
_______________
3. see
_______________
4. goat
_______________
Q.6 Write the Following numbers in Figures.
2 Marks
1. Forty four –
________________________
2. Thirty nine –
________________________
3. Eighty five –
________________________
________________________
Q.7 Write a story on given points.
5 Marks
The Clever Wolf
-The clever wolf told the goat that he was drinking the sweet water there.
-The silly goat was left in the well.
-The goat was silly
-The clever wolf jumped on the goat back and got out of the well.
-Goat wanted to know what the wolf was doing in the well.
-A goat saw the wolf in the well
-Goat jumped into the well.
-He asked the goat to come down to drink some water. | 1,493 | 518 | {
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