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Science – Name of Topic/unit (30 mins per week)
Making shadow puppets, as highlighted on the attached activities sheet.
Religious Education–
Research the Easter story and retell the story in the most creative way possible!
French– Name of Topic/unit
See the attached activities sheet for word searches.
Music– Learn your class song
Willow class- Superstitious https://www.youtube.com/watch?v=0CFu CYNx-1g
Spruce class- Rip tide https://www.youtube.com/watch?v=lYoW uaw5nSk
PSHE & Citizenship– Name of Topic/unit
Watch Newsround each day
As a family discuss the contents of the daily news
History– Benin
One activity per week as noted on the attached activities sheet.
Design and Technology / Art
Link any creative or art activities you would like to complete to Benin, as you would for topic homework. Be as creative as you can!
English
CGP papers
1 reading paper per week
1 grammar paper per week
Reading for 20 minutes per day
2 book based guided reading activities per week
SPAG.com activities- two per week
Write a daily diary of your activities.
Oxford reading tree activities
https://www.oxfordowl.co.uk/welcomeback/for-home/reading-owl/kidsactivities
Spellings based on the Year 5 and 6 common exceptions words.
https://www.chawton.hants.sch.uk/a ttachments/download.asp?file=54&ty pe=pdf
Maths (15-30 mins per day) CGP papers
1 arithmetic paper per week
2 reasoning papers per week.
Times Tables Rockstar for 15 minutes per day.
My Maths activities- one set activity set per day on website
Additional activities
NRich website activities
NCETM activities
Flipped learning activities e.g.
https://www.khanacademy.org/
Oxford reading tree activities https://www.oxfordowl.co.uk/welco me-back/for-home/reading-
owl/kids-activities
Physical Education (30 mins per week)
Practise your dance routine for the dance off!
Willow class- Superstitious https://www.youtube.com/watch?v=
0CFuCYNx-1g
Spruce class- Ladbrooke Grove https://www.youtube.com/watch?v= Vdnp-WOKlj4
Bringing Learning to Life
Cooking Learn to tell the time First Aid www.Firstaidforlife.org.uk Play games such as scrabble, boggle, cards, ludo, puzzles. Help with gardening Padlet – could be used to assess, capture information, etc.
Computing– free coding linked to Benin or Light.
Purplemash Micro-bits Scratch Code Studio
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www.photolens.co.uk
QUIZ 52 Questions
Correct answers to the 'True or False' questions earn 2 marks, incorrect answers earn -2. The moral being, if you don't know, don't answer!
PhotoLens
Quizzes
15 An earthquake that measures 8 on the Richter Scale would be how many times stronger than an earthquake that measures 4 on the same scale?
A: 2 times stronger, B: 4 times stronger, C: 1000 times stronger, D: 10,000 times stronger
16 An encyclopaedia consists of ten volumes (sitting next to each other, in order, on a shelf). Each volume contains one thousand pages. Excluding the covers of each volume, how many pages are between the first page of the encyclopaedia and the last in the set?
Sport
17 King Kong went to Hong Kong to play Ping Pong. Unfortunately he swallowed the ball during the game and suffocated. What do you think they put on his coffin?
18 What is the only UK Monopoly property which contains all of the letters in the word 'monopoly' in its name?
19 How many successive pots must a snooker player make to score a 147 break?
20 True or false: Duelling is legal in Paraguay as long as both parties are registered blood donors.
Music
21 Which song from the musical Sweet Charity has become strongly associated with Shirley Bassey?
22 True or false: Elvis had a twin brother named Jesse Garon, who died at birth. That was why Elvis' middle name was spelled A R O N, in honour of his brother.
23 In the Human League song 'Don't you want me', how many years had the couple been together?
24 How can you tell if a violin is out of tune?
Art & Entertainment
25 True or false: The Ramses brand condom is named after the great pharaoh Ramses II who fathered over 160 children.
26 Why do people laugh up their sleeves?
27 What is the surname of John, Michael and Wendy in the Peter Pan story?
28 Cryptically, this dance is a swindle. What is its real name?
Liquid paper was invented by Mike Nesmith's (of the Monkees) mother, Bette Nesmith Graham, in 1951.
Leonardo De Vinci invented the scissors.
Ninety eight per cent of the weight of water is made up from oxygen.
Which of the shapes A, B, C,
3
or D goes into the blank box?
1
www.PhotoLens.co.uk
QUIZ 52 Answer Sheet
Team Name
Music
21
22
23
24
Art & Entertainment
25
26
27
28
Food & Drink
29
30
31
32
Translations
If a large solid-hoofed mammal becomes available to you without compensation, refrain from casting your faculty for seeing into the oral cavity of such a creature.
33 Each vaporous mass suspended in the firmament has an interior decoration of metallic hue.
34 It is not advantageous to place the sum total of your barnyard collections into the same wicker receptacle.
35 Feathered bipeds of a kindred mind in their segregated environment associate with a high degree of amiability.
36 Deviation from the ordinary or common routine of existence is that which gives zest to man's cycle of existence.
Leonardo De Vinci invented the scissors.
Ninety eight per cent of the weight of water is made up from oxygen.
Liquid paper was invented by Mike Nesmith's (of the Monkees) mother, Bette Nesmith Graham, in 1951.
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Scientists find way to make mineral which can remove CO2 from atmosphere
14 August 2018
Natural magnesite crystal (4 microns wide). Credit: Ian Power
Scientists have found a rapid way of producing magnesite, a mineral which stores carbon dioxide. If this can be developed to an industrial scale, it opens the door to removing CO2 from the atmosphere for long-term storage, thus countering the global warming effect of atmospheric CO2. This work is presented at the Goldschmidt conference in Boston.
Scientists are already working to slow global warming by removing carbon dioxide from the atmosphere, but there are serious practical and economic limits on developing the technology. Now, for the first time, researchers have explained how magnesite forms at low temperature, and offered a route to dramatically accelerating its crystallization. A tonne of naturally-occurring magnesite can remove around half a tonne of CO2 from the atmosphere, but the rate of formation is very slow.
Project leader, Professor Ian Power (Trent University, Ontario, Canada) said:
"Our work shows two things. Firstly, we have explained how and how fast magnesite forms naturally. This is a process which takes hundreds to thousands of years in nature at Earth's surface. The second thing we have done is to demonstrate a pathway which speeds this process up dramatically"
The researchers were able to show that by using polystyrene microspheres as a catalyst, magnesite would form within 72 days. The microspheres themselves are unchanged by the production process, so they can ideally be reused.
"Using microspheres means that we were able to speed up magnesite formation by orders of magnitude. This process takes place at room temperature, meaning that magnesite production is extremely energy efficient"
"For now, we recognise that this is an experimental
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process, and will need to be scaled up before we can be sure that magnesite can be used in carbon sequestration (taking CO2 from the atmosphere and permanently storing it as magnesite). This depends on several variables, including the price of carbon and the refinement of the sequestration technology, but we now know that the science makes it doable".
Commenting, Professor Peter Kelemen at Columbia University's Lamont Doherty Earth Observatory (New York) said "It is really exciting that this group has worked out the mechanism of natural magnesite crystallization at low temperatures, as has been previously observed—but not explained—in weathering of ultramafic rocks. The potential for accelerating the process is also important, potentially offering a benign and relatively inexpensive route to carbon storage, and perhaps even direct CO2 removal from air."
Provided by Goldschmidt Conference
APA citation: Scientists find way to make mineral which can remove CO2 from atmosphere (2018, August 14) retrieved 16 October 2021 from https://phys.org/news/2018-08-scientists-mineralco2-atmosphere.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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Name:
Time::
-:
Date:
Rock Cycle
Choose the correct answer.
1. ____________ is a characteristic of extrusive igneous rocks.
Fossils
Ribbon-like layers
Crystals
Glassy surface
2. Rocks are an important source of ___________, second only to wood.
fire-building materials
building materials
materials for making paper
3. What is the name of the geologic process that changes pieces of minerals, rocks, and other materials into sedimentary rock?
cooling
melting
compacting and cementing
heat and pressure
State whether the following statement is true or false.
4. Rocks never change.
True
False
5. The Pyramids of Giza are made of sandstone.
True
False
Choose the correct answer.
6. ____________ is an abundant, rock-like mineral that is used to make plaster, fertilizer, alabaster, and even casts used to hold broken bones in place.
salt
diamond
gypsum
none of the above
State whether the following statement is true or false.
7. Weathering and erosion can change an igneous rock into a metamorphic rock.
True
False
Choose the correct answer.
8. What substance is formed by the melting of metamorphic or igneous rock?
Magma
Lava
Sediment
Pebbles
9. On a visit to Virginia you take a photo of the sculpture of President George Washington inside the Capitol Building. What type of rock is this, and many other famous sculptures, made of?
Sedimentary
Igneous
Metamorphic
10. In which type of rock are fossils typically found?
Sedimentary
Igneous
Metamorphic
None of the above
11. Which of the following is true?
Minerals are made of rocks.
Rocks are made of minerals.
Neither statement is true.
State whether the following statement is true or false.
12. A substance that is made from a single type of atom is known as a compound.
True
False
13. Hardness is a property of minerals that measures its ability to resist scratching.
True
False
Choose the correct answer.
14. The _______________ is used to measure the hardness of a mineral.
Richter Scale
Mohs Scale
Pyruvate Scale
State whether the following statement is true or false.
15. Cleavage is a property of minerals that evaluates whether a particular type of rock will typically break in a clean line.
True
False
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Let’s Explore the Great Outdoors
Year 2 – Terms 1 and 2
Mathematics
We will be developing our counting, partitioning and calculating skills through work on place value, addition, subtraction, multiplication and division. We will be working on developing strategies to help us solve a variety of maths problems. We will be handling data, using measures and exploring shapes.
Topic Vocabulary:
habitat
environment
log
bush
soil
sky
hive
insect
thorax
abdomen
English
Phonics - We will be revising the sounds learnt in Year 1. This term we will be learning prefixes/suffixes and applying these to our own spelling.
Reading - We will be reading a variety of stories, poems and information texts with an animal theme. We will be using these texts to develop our comprehension skills.
Writing - We will be writing poems, fact sheets and stories related to our topic. We will be learning how to write instructions and letters. Throughout our work, handwriting, correct use of punctuation and presentation will be an important focus.
Spoken Language - We will be reciting poems, stories and preparing presentations for others. We will pose questions and tell our own imaginary stories using expression and gestures.
PSHE
We will discuss and follow our whole school rules, the Coolway Bees. We will be suggesting rules that will keep us happy, friendly and safe. We will know the differences between unkind behaviour and bullying. We will be discussing what the word community means.
PE
We will be developing our stamina, fitness and co-ordination through gymnastics using the floor and large apparatus and daily Coolway Blast sessions. We will create dances using our theme as a starting point.
Music
We will be exploring pulse, rhythm, pitch and dynamics through the use of instruments and our own voices. We will be learning a variety of seasonal songs for Harvest and Christmas.
Geography
We will be developing our mapping skills and using simple keys to make maps portraying areas in our school grounds and local area. We will use atlases to look at places in the UK and compare them to different locations around the world. We will learn about different areas around the world and compare and contrast them with our local area.
Science
We will be investigating the variation in the animal kingdom by focussing on animals from different regions. We will find out about their habitats, life cycles and food. We will be ‘bringing up’ a butterfly as an experience in the study of life cycles. We will investigate simple food chains. The children will be planning and organising a snail race. We will be finding out what plants need to grow and flourish. We will be going on bug hunts around the school grounds and taking local woodland walks to find wild animal tracks.
History
We will be using a variety of sources to find out about significant events such as The Gunpowder Plot, The Great Fire of London and Remembrance Day. We will be finding out about the famous Polar explorer Robert Scott.
Design and Technology
We will be designing and making an animal puppet, bag or pencil case. We will learn a simple way of stitching to join fabric. We will evaluate our work to suggest improvements.
RE
We will be looking at the importance of Harvest celebrations. We will be retelling stories from the Bible, identifying how Christians believe Jesus brings good news. We will be recognising why Christmas matters to Christians.
Computing
We will be developing our word processing skills using a variety of programs. We will also use CD Roms and the Internet to find out information about our topic. We will use simple algorithms to program digital devices. We will be discussing the importance of Internet safety.
Art and Design
Using the theme of ‘Adventures in the Great Outdoors’ as a stimulus we will experiment with different painting techniques and materials to produce pictures. We will work at improving our drawing skills through careful observation. We will look at the work of Pablo Picasso to produce our own cubist masterpieces.
Topic Books you may want to share with your child:
*Superworm
*Spinderella
*Mad About Minibeasts
*The Rainforest Grew All Around
*The Great Explorer
You can help your child by…
* Listening to them read on a regular basis and encouraging them to read a wide variety of texts.
* Helping them with spellings.
* Helping them to memorise the 2, 5 and 10 times tables.
* Asking them to tell you what they have been learning in school and helping them to look for information on the internet and in books.
* Encouraging them to do little jobs around the house to promote their independence.
* Log in to Purple Mash to access a variety of activities for your child to do at home.
Can you help us?
If you have any interesting artefacts and books relating to our topic and would not mind us borrowing them, please could you send them into school with your child. Thank you.
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The Real World: Math matters Help your youngster see how the math skills he is learning will help him manage money, shop wisely, decorate his home one day, and even figure out batting averages. Personal finances. You can start by teaching your child to handle a checkbook. Let him watch you write a check, fill out a deposit slip, and record transactions. Have him practice writing a check (you can void it afterward). When you balance your checkbook, ask your middle grader to do the calculations. If you use online banking, invite him to join you the next time you log on. Idea: Schedule a "learning" appointment for the two of you at your bank. A bank employee will go over how accounts work and give you brochures about banking. Your child will see the importance of basic math skills (addition for deposits, subtraction for checks written) in managing a bank account. Savvy shopping. Teach your middle grader to be a smart shopper by putting her math skills to work in the grocery store. Using a calculator, she can divide an item's price by the units (ounces, servings) and advise you on which size or brand is the best value for the money. Example: Sixteen ounces of cheese that costs Math and Science "I'll never need to know this stuff in real life!" Sound familiar? Many middle graders have trouble seeing the connection between math or science studies and everyday life. Here are some easy ways to show your child how he can use what he's learning in math and science now — and in the future. Resources
$4.59 is a better deal than 10 ounces of
cheese costing $3.99.
($4.59 divided by 16 = $.287 per ounce, and $3.99 divided by 10 =
$.399 per ounce). Letting your youngster help you
make some money deci- sions will show her that
calculations are a part of everyday life.
Sports figures. Strike up a dinnertime conversation about your favorite baseball hitters. How can your child make a case for his pick? By using math! Help him figure out a player's batting average with percentages. For instance, if a player has been up to bat 230 times and has 79 hits, he would divide the hits (79) by at-bats (230) for a batting average of .343. Your middle grader can follow players' batting averages in the newspaper and even offer to figure them out for his school's team. Gas 'n' go. Does your youngster dream about having a car one day? Get him on the road to being a good consumer by teaching him to compute gas mileage. At each fill-up, have him record the date, miles on the odometer, and gallons pumped. He can subtract the new mileage reading from the old one and divide the answer by the number of gallons needed to fill the tank. Does the figure match the car maker's estimated miles per gallon? (Suggest that he check the manufacturer's Web site to find this information.) Geometry at home. Teach your child ways to put her geometry skills to work by asking for her help in rearranging a room. Have her draw the room on graph paper (example: 8 squares x 2 squares for a sofa, 3 squares x 3 squares for a chair). Where else could the sofa fit? If you're thinking about getting new carpet, have your middle grader calculate the price. She will need to compute the room's square footage (multiply the length of the room by its width) and then multiply the total by the square-foot cost of the carpet. for Educators continued
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Lesson 11 Loved Best
swooned- If you had a terrible shock or surprise that made you faint or fall, you might have swooned.
astonished- When you are amazed and surprised by something, you are astonished.
encourgaging-An encouraging word from a friend can make you feel that you can do something well.
brief- If something is brief, it does not take much time.
chuckling- If you are chuckling, you are laughing quietly to yourself.
soothing- Something that is soothing makes you feel calm.
sobbed- Someone who sobbed cried very hard.
praised-If you praised someone, you told that person that he or she did something well.
envious- If you feel envious, you want something that someone else has.
rivalry- People who have a rivalry are competing against each other for something.
Third Grade Robust Vocabulary Words: Theme 3
Lesson 12 A Pen Pal for Max
Lesson 13 A Tree Is Growing
Lesson 14 One Small Place in a Tree
deciphered- If you have figured out a message that is difficult to understand or that is written in code, then you have deciphered it.
mistaken- If you are wrong about something, you are mistaken.
translate- If you translate something, you say or write it in another language.
repairs- When something needs repairs, it needs to be fixed.
heaving- Heaving is throwing something heavy with great effort.
bothersome- When something is bothersome, it bothers you and causes problems din- If there is a din, there is so much noise that it is hard to hear anything over it.
dodging- When you are dodging something, you avoid something that is coming toward you.
catastrophe- A catastrophe is something really terrible that has happened.
fortunate- If you are fortunate, you are very lucky.
tugged- If you tugged something, you pulled it hard.
paused- If you paused, you stopped what you were doing for just a moment.
columns- A column is a tall, circular structure that holds up part of a building.
absorb- Something absorbs a liquid if it soaks up the liquid.
protects- When you protect something, you keep it safe.
rustling- When objects are rustling, they are moving and making soft sound.
dissolve- When something dissolves, it mixes completely with a liquid.
particles- Tiny pieces of something are called particles.
scavenger- An animal is a scavenger if it collects leftover and unwanted objects.
self-sufficient- If something is self-sufficient, it makes everything it needs.
sprout- When something sprouts, it begins to grow.
damp- If something is damp, it is a little bit wet.
suppose- When you suppose something, you think that it is happening or that it is going to happen.
roost- A bird will try to roost, or settle, in trees or on branches.
spears- If someone spears something, he or she sticks something sharp through it.
strikes-When something strikes people, it hits them or happens to them.
glimpse- When you get a glimpse of something, you get only a quick peek at it.
maze- If you are in a maze, you are in winding paths that are like a puzzle.
transformation- If someone or something has gone through a transformation, it has been changed.
harmony- If two things are living in harmony, they are living in agreement, living peacefully.
Lesson 15 Ask the Experts
luscious- Something that is luscious appeals to your senses, such as your sense of taste.
expertise- If someone has expertise, he or she knows a lot about a particular topic or skill issue- An issue is an edition of a newspaper or magazine.
advice- If you give someone advice, you tell what you think the person should do.
consult- When you consult someone, you ask him or her for information.
recommend- When you recommend something, you tell someone that you think it is good.
sensible- Someone who is sensible makes good decisions and judgments.
devise- To devise is to figure out a way to do something.
correspondence- If you send correspondence, you are communicating in writing.
shudder- If you shudder, you are trembling from fear or from being cold.
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Cornell Statistical Consulting Unit
Diagnosing and Avoiding Pseudoreplication
Andrea Knezevic
1 Introductory Example
What is wrong with the following experimental design?
A group of elementary school teachers have developed a new and (they believe) improved third grade curriculum. They wish to test the relative benefit of the new curriculum compared to the conventional one, hoping to demonstrate that it should be implemented in all the schools. For the experiment, the new curriculum will be adopted at one elementary school, and mean test scores of students from that school will be compared to mean test scores of students from a control school. The experimenters will randomly sample 20 third grade students from each school, for a total sample size of 40.
In the above design since the new method of instruction is implemented at the school level, the experimental unit is a school. The schools, not the students, are randomly assigned to either the new method of instruction or the control (conventional) method of instruction. The population of interest is all the schools not just these two schools.
The mistake that the experimenters have made is that they have not replicated their treatments correctly. They actually have false "replicates" or subsamples. Since the treatment is applied to the schools, the students are not replicates of the experimental unit, but subsamples of the schools. The test scores of the students within a school are not independent from each other. This error is known as pseudoreplication.
2 Experimental Units
In an experiment, replicates, also known as experimental units, are defined as independent applications of the same treatment. Students at one school are not independent units; they are samples from a single site. In this case, experimental units are the different schools rather than different students. An example of a correct design for this experiment would be to assign the new curriculum to 10 schools and compare the performance of students from these schools to the performance of students from 10 control schools. In this case, the total sample size is 20 because the experiment has been replicated across 20 experimental units (schools).
3 A Second Example
Suppose we are setting up an experiment to measure growth of plants. If the treatment of interest is nitrogen fertilizer applied to subplots of 10 plants, then an individual plant is a pseudoreplicate
or subsample. On the other hand, if the nitrogen fertilizer treatment can be randomly assigned to each individual plant, then each individual plant is an experimental unit or replicate.
4 Replication
The purpose of replication in an experiment is to control for unaccounted variability and to increase the precision and confidence of the experimental findings. Treating subsamples or pseudoreplicates as experimental unit replicates may result in incorrect statistical inference and needlessly increase experimental costs.
For example, in an experiment that seeks to test a new variety of corn, growing one crop of the new variety does not give much information. Perhaps that specific crop had a higher yield for the new variety than a conventional corn, but under different conditions the outcome could have produced different results. The experimenters would be able to draw valid conclusions only if the experiment included several crops planted under different circumstances, so that the effects of random variability in environmental and other factors would not bias the results. To quote Ronald Fisher: "No one would now dream of testing the response to a treatment by comparing two plots, one treated and the other untreated."
Pseudoreplication can be avoided in experiments if the units of analysis (e.g. student in a class, plants) and the units of replication (or the units receiving each treatment, e.g. schools, groups of plants) are clearly defined to ensure that replicates are independent.
5 References
Montgomery D., Design and Analysis of Experiments, Wiley, 2005.
Casella G., Statistical Design, Springer, 2008.
Created March 2009. Last updated April 2022.
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Table 5.21-- EARTHQUAKES WITH INTENSITIES ON OAHU OF V OR GREATER: 1859 TO 2013
[As of December 31, 2013]
| Date | Epicentral location | Magnitude |
|---|---|---|
| 1861: Dec. 5 Dec. 15 1868: Apr. 2 Apr. 4 1870: Aug. 7 1871: Feb. 19 1881: Sep. 30 1887: Jan. 13 1890: Aug. 6 1895: Dec. 8 1926: Mar. 19 1938: Jan. 22 1940: June 16 1948: June 28 1964: Oct. 11 1973: Apr. 26 1975: Nov. 29 1981: Mar. 5 2006: Oct.15 | Molokai-Lanai vicinity (?) Molokai-Lanai vicinity (?) SE coast of Hawaii Maui group vicinity (?) Near Molokai S coast of Lanai Maui vicinity Oahu vicinity Hawaii Oahu vicinity (?) N of Kohala, Hawaii N of Maui N of Hawaii S coast of Oahu Ka Lae, Hawaii Hamakua coast, Hawaii Kalapana, Hawaii Kalohi Channel Just offshore of Kiholo Bay, Hawaii | (NA) (NA) 7.5 (NA) ≥ 6 7.0 ≥ 6 (NA) (NA) (NA) (NA) 6.8 6.0 4.8 5.5 6.2 7.2 5.0 6.7 |
NA Not available.
1/ Modified Mercalli Scale of 1931, 1956 abridged version further simplified. This scale, which extends from I to XII, reads in part:
IV. Hanging objects swing. Vibration like passing of heavy trucks or sensation of a jolt. Standing autos rock. Windows, dishes, doors rattle. Crockery clashes. In the upper part of range wooden construction creaks.
V. Felt outdoors; direction estimated. Sleepers wakened. Liquids distributed, some spilled. Small unstable objects displaced or upset. Doors, shutters, pictures swing. Pendulum clocks stop.
VI. Felt by all. Many frightened, run outdoors. Persons walk unsteadily. Windows, dishes, glassware broken. Knickknacks, books thrown off shelves, pictures off walls. Furniture moved, overturned. Weak plaster and masonry cracked. Small bells ring. Trees, bushes noticeably shaken.
VII. Difficulty in standing. Noticed by drivers of autos. Hanging objects quiver. Furniture broken. Damage to weak masonry. Weak chimneys broken at roof line. Fall of plaster, loose bricks, etc. Some cracks in ordinary masonry. Waves on ponds. Small slides on sand and gravel banks. Large bells ring. Irrigation ditches damaged.
Source: Doak C. Cox, "Earthquake Experience in Honolulu", The Hawaiian Journal of History, Vol. 21 (1987), pp. 98-109; U.S. Department of the Interior, U.S. Geological Survey, U.S. Geological Survey Bulletin 2006, Isoseismal Maps, Macroseismic Epicenters, and Estimated Magnitudes of Historical Earthquakes in the Hawaiian Islands (1992), table 4; and U.S. Geological Survey, Hawaiian Volcano Observatory, records.
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Grammar for the Marček text, chapter 8
The prefix ge-
ge- is used to denote people of both genders taken together:
patro father
gepatroj parents
frato brother
gefratoj brother(s) and sisters(s)
filo
son
gefiloj
son(s) and daughter(s)
knabo boy
geknaboj boy(s) and girl(s)
sinjoro Mr.; gentleman
gesinjoroj Mr. and Mrs.; Ladies and gentlemen
Kial (why, for what reason), tial (therefore, so, for that reason) and ĉar (because)
Kial li skribis leteron?
Why did he write a letter?
Tial mi skribis al li.
Therefore (for that reason) I wrote to him.
Mi pensas, tial
mi ekzistas.
I think, therefore I exist.
Note: don't confuse tial (for that reason) with ĉar (because).
Mi manĝos, ĉar mi estas malsata.
I will eat because I am hungry.
Mi manĝis, tial mi ne estas malsata.
I ate, therefore I am not hungry.
The ending -u
When giving commands, the verb ends in -u:
Iru al la pordo!
Go to the door!
Donu al mi akvon! Give me water!
As in English, the person addressed is not usually named:
Venu rapide! = (Vi) venu rapide!
Come quickly! = (You) come quickly!
We can't give commands to ourselves or directly to a third party, but we can use -u to express our will, wish, or desire. In English, we use the verb "let" for this: "Let me do it", "Let him wait", etc.:
Ni iru al la urbo.
Let's go to the city.
Li atendu.
Let him wait.
Ili venu al ni.
Let them come to us.
We can also ask for orders for ourselves and others. In English we use "shall" for this; in Esperanto we use Ĉu … -u:
Ĉu li atendu?
Shall he wait?
Ĉu ili komencu? Shall they begin?
Ĉu ni dancu?
Shall we dance?
Ĉu mi sendu ĝin? Shall I send it?
Ĉu ni iru al la urbo? Shall we go to the city?
The ending -i
To name an action or state without reference to time, we use the infinitive. In English, infinitives are often expressed with "to" (e.g., "to be", "to eat", "to speak"), but in Esperanto the infinitive has a distinctive ending, -i:
esti to be
parolito speak
manĝito eat
sidi to sit
laborito work
stari to stand
Note: do not confuse this "to" with al, which expresses direction. Don't say "al manĝi" for "to eat"!
In general, when two verbs come together, the second one will be infinitive: it will end in -i.
Ili volis iri kun vi.
They wanted to go with you.
Ŝi ŝatas manĝi ĉokoladon.
She likes to eat chocolate.
Ni povos trinki bieron en la trinkejo.
We'll be able to drink beer in the bar.
The suffix -ej
-ej is used to denote a place for the verb indicated by the root:
lerni to learn
lernejo school (a place where one learns)
manĝito eat
manĝejo dining room, cafeteria (a place where one eats)
loĝi to live (reside)
loĝejo a residence (a place where one lives)
If the root is not a verb but a noun, -ej denotes a place it characterizes:
kafo coffee
kafejo café, coffee-house
hundodog
hundejokennel, dog-house
aŭto car
aŭtejo garage
The suffix -ist
-ist is used to denote a person who is occupied—either professionally or as a hobby—with the thing named in the root:
The suffix -ant
Like -ist, the suffix -ant can make nouns for a person performing an action. But while -ist conveys habitual or professional dedication to something, an -anto is just a person performing an action in a given situation.
For example, a laboranto (someone who's doing work) is not necessarily a laboristo (someone who works for a living). A skribanto could be someone who's writing a letter, for example. But a skribisto isn't just writing a letter—he's a professional scribe. Some other -ant words:
This is how Esperanto got its name, by the way. Zamenhof originally published the beginnings of the language under the pseudonym Doktoro Esperanto. The verb esperi means "to hope". Zamenhof's hope was that his language could serve as a bridge between cultures.
The pseudo-suffix -nj
Unlike "normal" Esperanto suffixes, -nj modifies the word to which it is attached. We use -nj with the first few letters of a feminine name (dropping the rest) to form an affectionate name, or nickname:
The pseudo-suffix -ĉj
-ĉj is used in the same way with masculine names:
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PERSON CENTERED PLANNING
A person centered plan can help those involved with the focus person see the total person, recognize his or her desires and interests, and discover completely new ways of thinking about the future of the person." — Beth Mount & Kay Zwernik, 1988
Person Centered Planning (PCP) is an ongoing problem-solving process used to help people with disabilities plan for their future. In person centered planning, groups of people focus on an individual and that person's vision of what they would like to do in the future. This "personcentered" team meets to identify opportunities for the focus person to develop personal relationships, participate in their community, increase control over their own lives, and develop the skills and abilities needed to achieve these goals. Person Centered Planning depends on the commitment of a team of individuals who care about the focus person. These individuals take action to make sure that the strategies discussed in planning meetings are implemented.
WHO, WHEN, WHERE?
Who should be involved? The focus person and who ever they would like can be involved. It is best when there is a facilitator and a person to record what is being shared. The facilitator should be a person that is neutral and unbiased, leads the group through the process, handles conflict and assures equal opportunity for all to participate. Others that may be included are parents/guardians, other family members, friends, professionals, and anyone else who has a personal interest in the person.
Where can a PCP be held? Anywhere that is accessible and comfortable! PCPs do not have to take place in a school.
When should a PCP be held? At anytime in a person's life. It is best done before transition services are determined. PCP can be a very useful tool to develop a transition plan.
PURPOSES OF PCP
ü To look at someone in a different way
ü To assist a person to take control of their own life
ü To increase opportunities for participation in community life
ü To recognize individual desires, interests, and dreams
ü To turn dreams into reality
TOOLS & STEPS
The only tools you need to complete a PCP are a flip chart or large pieces of paper to record the information shared and several different colored markers. That's it! Steps of a PCP include:
1. Develop a history or personal life story of the focus person. This is accomplished by everyone sharing past events in the person's life. The focus person's parents and family may share the largest amount of this information. Things such as background, critical events, medical issues, major developments, important relationships, etc., may be shared.
2. Description of the quality of the focus person's life is shared next. This may be accomplished by exploring the following: Community participation, community presence, choices/rights, respect and competence.
3. Personal preferences of the focus person. Things the focus person enjoys doing. Also including the things that are undesirable to the person.
Note that PCP meetings can last several hours.
www.ecac-parentcenter.org
704-892-1321 |
firstname.lastname@example.org
ADVANTAGES OF PCP
Traditional service planning focuses on weaknesses rather than strengths, relies on personal judgement rather than the family or individual, and uses what is there rather than what is wanted.
PCP believes that the person with a disability and his or her family knows best what they need and want. The family's choices and preferences are honored rather than being plugged into the available slots of a program struggling with high caseloads, budget constraints, and limited services. The plan also builds upon an individual's gifts, talents, and skills.
SUCCESSFUL PCPs
For a plan to be successful, it is best if:
ü The people have a clear and shared appreciation of the talents and capacities of the focus person.
ü
People have a common understanding of what
ü The group involved agree to meet regularly to review activities.
the focus person wants.
ü The group include a strong advocate or family member assuring that the interest of the focus person is being met. Ask how will group members be held accountable?
ü That the group include a person committed to making connections to the local community.
Remember, this is the beginning of a process that continues throughout a lifetime. A PCP is a living document, that will likely evolve over time!
PCPs can be a useful tool for keeping the focus on your child, placing them at the center of decisions.
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MOE Registration No.: 53166553D
Grade 3 Newsletter
The Grade 3 Learners had a fantastic end to their third Unit of Inquiry with a trip to the theatre to watch Horrible Histories: Ruthless Romans. The general consensus was that it was "absolutely brilliant but it was a bit gross when the when the mouse guts were pulled out!" The learners got their own chance to show off their performing skills during the Chinese New Year Celebrations and performed a mouse dance. They were all confident as they got on stage and put on an shining performance.
Save the Date!
Land Based PE 13 February
Land based PE will run from this week until the end of term.
www.nexus.edu.sg
Field Trip 18 February
Junior School
15 February 2013
Water
Rime of the Ancient Mariner
"Water, water every where and all the boards did shrink; Water, water every where, nor any drop to drink."
~ Samuel Taylor Coleridge
Statistics from "The Water Project"
* Over half of the developing world's primary schools do not have access to water and sanitation facilities.
* In developing countries, as much of 80% of illnesses are linked to poor water and sanitation conditions.
* 1 in 8 people worldwide do not have access to safe and clean drinking water.
Field Trip 27 February
We will be visiting the Marina Barrage in the morning. The bus leaves at 8.0am sharp.
We will be visiting NeWater Facility. The bus will be leaving at 8.20am sharp.
| p1
Junior School
Mathematics
We have continued our work with equivalent fractions and comparing fractions. The learners will soon move on to adding unlike fractions and will be working more with division and remainders. As we begin our next unit on water the learners will be focusing on capacity.
Literacy
In pairs, the learners created scripts on being tolerant, open-minded or respectful and presented them to the class. They had some wonderful ideas and very creative ways of expressing the different attitudes and profiles.
Unit Of Inquiry
Water is essential to life and a limited resource for many people
This week we have begun our tuning in activities for our next unit on water. We will be shifting our focus back to non-fiction writing and will be doing more independent learner directed research. Be prepared for more research-based homework to come home in the next few weeks.
www.nexus.edu.sg
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| Course Code: | Grade Level: | CEDARS Code: | NCAA Approved: |
|---|---|---|---|
| MA111O | 1st | WA0007 | YES or N/A |
| Prerequisites: | Course Length: | Course Time: | FWPS Standards (link) |
| NA | 36 Academic Weeks (Yearlong Course) | 67 Minutes per day OR 5 hours 33 minutes each week | Federal Way Public School Priority Standards |
Required Materials: Internet access, computer, printer, printer paper and ink, modern OS/software/web browser, webcam, headphones with microphone- if not built into computer, binder, filler paper, tabs, pencil, crayons, scissors, glue, small whiteboard with eraser and markers, camera (cell phone is fine)
Course Description: This first grade math course covers the basic foundations of incredibly important math skills. First graders learn about math through engaging, interactive, online lessons. First grade topics for the year include: Operations & Algebraic Thinking, Number & Operations in Base Ten, and Measurement & Data. The lessons consist of grade appropriate web links, video clips, and audio clips that appeal to the young learner. In addition, students are given hands-on activities to do off the computer to support what they are learning and to meet a variety of learning styles. Students feel as though they are playing while in reality they are learning!
WAC Policy- If a student consistently fails to meet WAC requirements after 20 consecutive days they will be withdrawn and their neighborhood school will be notified to enroll them there.
| MAP (Monthly Academic Progress) | State law also requires enrolled students to maintain monthly forward progress toward completing classes with success. Students are expected to complete one monthly module of at-standard work or have completed the teacher-prescribed plan as assigned by the certificated teacher of that course. If the assigned at-standard work is submitted, the student will be considered on pace (OP). If the assigned work is not submitted and/or is not at standard, the student will be considered behind pace (BP). An overall Monthly Academic Progress (MAP) score will be emailed to every student and family once a month by the iA Connect teacher to communicate overall progress towards mastery and passing of the courses; law requires BP students to reply with confirmation of the MAP report and iA teachers to document that reply. If students don’t immediately reply, teachers are obligated to keep trying for a reply through additional emails or phone calls. Replies must be from the student; parent replies are not sufficient. Students are either On Pace (OP) or Behind Pace (BP). If a student is considered OP (by the individual teachers in individual courses) in 50% or more of their courses, they will be considered OP overall. If a student is considered behind pace (by the individual teachers in individual courses) in more than 50% of their courses they will be considered BP overall. If a student is determined to be BP for consecutive months, the iA Connect teacher will send escalating intervention plans each month by email. BP1 means one month behind pace; intervention typically is a new work pace plan. BP2 means two months behind pace; intervention is typically a new work pace plan and directed teacher contact. BP3 means three months behind pace; course reduction or withdrawal from iA (see below for greater detail). BP4 means complete withdrawal from iA (see below for greater detail). Students withdrawn from iA at BP4 may not re-enroll until the following school year. |
|---|---|
| Email/Software Agreements | Students agree to maintain constant and consistent access to the technology and software needed to complete their iA courses. If students cannot maintain constant and consistent access to needed technology, they will be withdrawn from iA. |
| Professional Discretion | Teachers reserve the right to make adjustments to the course, content, pacing, and expectations at any time. Students and parents will be notified via email of any changes made after the course has started. |
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Year 2 Curriculum Plan: Autumn Term 1 2017
English
We are learning to:
Use exciting adjectives and powerful verbs to make our writing more interesting.
Plan and write stories that have a beginning, middle and an end.
Write instructions using the key features.
Write poems that have rhythm and rhyme.
Plan and say out loud what we are going to write about so we know that it makes sense.
Proof-read to check for errors in spelling, grammar and punctuation.
Start to use joined up handwriting showing clear ascenders and descenders.
Always use capital letters, full stops, exclamation marks and questions marks.
Create word lists for our spelling rules.
Maths
We are learning to:
Partition, order and compare 2 and 3 digit numbers
Use place value and number facts to solve problems.
Rehearse our basic + and - skills
Recognise and use the inverse relationship between addition and subtraction.
Count in 2, 5 and 10
Solve multiplication and division problems using a range of resources.
Identify and describe the properties of 2D and 3D shapes.
Measure in m and cm
Compare and order lengths and solve problems
Science
We will be learning to:
Find out and describe the basic needs of animals, including humans, for survival.
Understand the importance for humans of exercise, eating the right amounts of different types of food and hygiene.
PE
In gymnastics we are learning to:
Perform basic skills in travelling, floor work and using apparatus.
Develop a range of skills and actions within gymnastics.
Perform short, linked sequences using simple movement patterns.
In games we are learning to:
Develop our throwing and catching skills and learning to play a simple invasion game of TAG Rugby.
Computing
We are learning to:
Take different photographs displaying different moods.
Change their photographic images on a computer.
Find information on a website.
Print a web page to use as a resource.
Art/Design Technology
We will be learning to:
Draw a self-portrait using pastels.
Create different tones and patterns of animals.
Music
We will:
Use our voices by singing songs of varying pitch and speed.
Experiment with different instruments to create animal sounds.
Geography
We will be learning to:
Use atlases and maps to locate the United Kingdom and different continents, countries and seas.
Find out where our food comes from.
R.E
We are learning to answer:
Who is a Muslim and what do they believe?
S.M.S.C.
New Beginnings
S.R.E.
Differences between boys and girls
Worship Value
Courage
Harvest
We would like to take this opportunity to welcome you and your child to their first half term in Year 2 at Upton Snodsbury C of E First School. We hope that the next seven weeks will be an enjoyable and productive half term for us all. We will be encouraging the children to become more independent and to persevere in their learning and with your help we hope that we can achieve this.
**Things to remember:**
**Homework:**
This gives an opportunity for you to become more involved in your child’s education and reinforces work done in school.
1. **Reading** - Please hear your child read **every day** as this really does make a difference to their progress. Reading diaries will be checked weekly to encourage children to have a sticker for their bookmarks. So remember to keep your reading diaries up to date, even if the children are writing the name of the book they have read at home. Children are responsible for changing their own reading books and may do so on a daily basis.
2. **Spellings** - Spellings will be sent home **every Friday** and tested the following Friday every week. You will find your child’s new spelling rule in their home reading record each week. You will have 3 example words given from the spelling pattern and 3 common exception words to learn. The other 4 words will be randomly selected based on the spelling pattern so please find words with the new rule given. Remember when the children are learning spellings they need to be able to spell them correctly in their writing and not just for the test, so look over previous spellings to help keep them fresh we will be revisiting old spellings at the end of each half term.
3. **Activity** - An activity to support your child’s learning will be sent home on a Friday. It may support the week’s learning in Maths or English. This needs to be completed by the following Wednesday so that the children can share and celebrate their work with their peers.
**PE** - Gymnastics will be on a **Wednesday** (shorts, white T Shirt and pumps). Games are on a **Tuesday** (blue tracksuit top and bottoms, trainers). PE kit should be kept in school all half term.
**Forest School** is on a **Thursday** afternoon and wellies and old, **warm** clothes will need to be in school. Year 2 also need to bring in a waterproof jacket as the school jackets are now too small.
Thank you for your support and I look forward to meeting you all. If you have any questions please do not hesitate to come and see me.
Yours sincerely,
Miss Jones
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Best time to plant:
Mid-February to Early June
Planting Rate:
5-10 lbs per acre
Planting Depth:
1/4 inch. Rake and press
Sunlight: 6 to 8 hrs per day
Soil Type: Prefers clay to clay loam soils
Regions: South Texas
Irrigation:
- Day 1 to 10—every day
- Day 10 to 2nd month — water 2x a week
- 2 to 4 months— water 2x a month
Height: 1 —5 feet tall
Use:
Wildlife
Erosion Control
Highway Right of Ways
King's South TX Native Grass Mix
King's South Texas Native Mix is made up of varieties that do particularly well in South Texas. The mix of Natives can be used for a variety of uses and is recommended for use in upland wildlife, highway right-of-ways, energy exploration, erosion control, and range plantings in South Texas. The mix can grow anywhere from 3 to 5 feet tall with some grasses that only grow 1-2 feet filling in closer to the ground to ensure a good stand. It is important to plant several species to take advantage of the diverse characteristics of each grass.
grass seed drill. Existing weeds should be controlled mechanically or with herbicides. The seedbed soil should be freshly disturbed just prior to planting. Roll or drag lightly to cover seed to a depth of no more than 1/4 inch. Rolling is generally preferred to dragging.
King's South Texas Native Mix is a pre-mixed blend that can be applied to various areas around South Texas. If a specific mix is required a custom mix can be prepared for your particular region.
Planting: Planting methods and soil bed preparation are critical to having successful results when establishing all grasses.
Apply seed with a broadcaster type seeder, or preferably a native
Newly planted perennial grasses should not be grazed prior to the young plants reaching a height of 18" to 24". At this stage grazing should be kept to a minimum and only in short duration with a low number of animals. In many instances emergence is not uniform and you should exercise caution not to graze a newly planted pasture based only on the largest plants. There is always the possibility that late emerging plants will be grazed before they can establish.
To place an order, please call us at 1-210-661-4191 or 1-888-DKSEEDS and our seed specialists can help you. Visit us online at www.dkseeds.com
Getting the Best Success from Your Seed
The key traits of a person who has a "green thumb" are patience and attention.
Patience is needed because all of your seed will not germinate at once. Attention is needed to ensure that you plant your seed at the right depth and at the optimal time.
Seeds have limited energy, if planted too deep they use up their energy before reaching the surface and die. However, if you plant to shallow the seed could dry out, blow away, or be eaten by birds.
Focus on the things you can control:
1. Planting Depth—Pay attention to the recommended planting depth for each species. For many of the species we sell, a quarter-inch deep is all that is needed.
2. Timing is Everything!—It's very important to know when to plant. If you get it in the ground during the optimal windows of time, the plants know when to grow. They need adequate moisture and ideal soil temperature. Moisture is something we can control; temperature we cannot. Plant during the recommended planting time and, if possible, irrigate the area for ideal moisture.
3. Know Your Region—Plant the right seed for your region. If you don't know what your region is, ask us!
4. Prepare the Seedbed—Preparing the seedbed before you plant is very important. Try to remove all the other vegetation prior to planting by tilling or spraying an herbicide. The soil should be soft but not too loose. A good indicator is if your shoes leave a print in the soil, but don't sink in.
5. Know Your Seed Type—Getting your seed spread out in an even matter will help you ensure a successful planting. Seed spreaders can help, but only if you get the tool that works best with your type of seed. For small areas, like a garden, hand spreading will work. It is important to match your seed to your planter or your planter to your seed!
Ask For Advice From the Pros!
),
If you have any questions, we are just a phone call away! But we are not the only ones with a wealth of knowledge. State and federal wildlife agents are invaluable sources of information and advice. County Extension Agents with the Texas Agricultural Extension Service (https://agrilifeextension.tamu.edu/
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PREVENTION
- When in the woods, wear a repellent with DEET or permethrin to avoid picking up ticks. Follow directions on the label.
- Create a barrier to ticks by tucking pants into socks or boots.
- Wear light-colored clothes so ticks are visible.
- Check and recheck for ticks.
- These precautions are most important during May-June and the fall.
TICK REMOVAL
- Use tweezers to grasp the tick close to its mouth.
- Gently and S-L-O-W-L-Y pull the tick outward.
- Apply an antiseptic to the bite.
- Do not burn it off or use petroleum jelly.
Not all people bitten by a deer tick will get a disease. Not all deer ticks carry diseases. If a deer tick is infected, it must be attached for at least 24 hours before it can transmit Lyme disease.
Prompt removal of attached ticks prevents disease!
The risk of exposure to tick-borne diseases in Minnesota is highest in the shaded areas.
For more information contact:
The Minnesota Department of Health at: 651-201-5414 or 1-877-676-5414
or
Visit our Lyme disease website at: www.health.state.mn.us/lyme
Lyme disease is an illness that may affect the skin, joints, nervous system, heart, and other areas of the body. People of all ages can get Lyme disease, which is caused by the bacteria, *Borrelia burgdorferi*. The bacteria are transmitted to humans by the bite of an infected deer tick. The deer tick (*Ixodes scapularis*) is also called the black legged tick.
**SIGNS & SYMPTOMS**
Recognizing the early signs and symptoms of Lyme disease is important.
If you have one or more of these signs and symptoms within 3 to 30 days after a deer tick bite or spending time in wooded areas where deer ticks are present, see your physician immediately.
- A characteristic skin rash, called erythema migrans, has a “bull’s eye” appearance – a red ring with a central clearing.
- Not everyone recognizes or gets the rash.
- Not all rashes have central clearing.
- Fever and chills
- Muscle and joint pain
- Fatigue
- Headache
The rash begins as a small, raised red area that may expand to several inches in diameter. It may appear on one or more places on the body and is usually not painful or itchy.
If a person is not treated early in the disease, these late signs and symptoms may develop weeks, months, or years after the tick bite:
- Multiple rashes
- Facial paralysis on one side
- Weakness, numbness, or pain in arms and legs
- Irregular heartbeat
- Memory, concentration problems
- Chronic arthritis in one or more joints, usually the knees, which may be swollen and painful
**DIAGNOSIS & TREATMENT**
The diagnosis of Lyme disease is based on signs and symptoms, presence of the characteristic rash, and a history of exposure to deer ticks. A blood test may be helpful in confirming the diagnosis.
Antibiotics are used to treat Lyme disease.
Lyme disease is easiest to treat when diagnosed during the early stages.
**OTHER TICK-BORNE DISEASES**
Two diseases which appear to be less common than Lyme disease – human anaplasmosis and babesiosis – can also be transmitted by the deer tick.
The signs and symptoms of human anaplasmosis and babesiosis can be severe and include:
- High fever
- Muscle aches
- Chills and shaking
- Severe headache
Less frequent symptoms of anaplasmosis include nausea, vomiting, cough, and aching joints. Anaplasmosis and babesiosis can be treated with antibiotics and other medications by your physician.
**THE DEER TICK**
Deer ticks search for a host at ground level. Ticks acquire the disease agents from the white-footed mouse and other small mammals.
Enlarged stages of the deer tick appear next to an enlarged dime.
Top: Nymph
Lower Left: Larva
Right: Adult female
The images shown below represent the approximate sizes during different stages of a tick’s life.
- **Larvae**
A deer tick starts as a 6-legged larva, which does not transmit disease.
- **Nymph**
Most cases of tick-borne disease are caused by the nymph, which looks like a freckle or speck of dirt. The nymph feeds from May through July.
- **Adult**
The larger adult ticks feed in fall and early spring, and are easier to see and remove. After feeding on deer, the female lays her eggs, which hatch into larvae in May and June.
Only the nymphs and adult female can transmit disease. The adult female has a reddish-orange back.
*Engorged adult female deer tick*
*Wood ticks (also called dog ticks)*
Larger than deer ticks, wood ticks have white markings on their back and do not transmit Lyme disease, human anaplasmosis, or babesiosis.
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| April 16th | 5-a-day | Numeracy |
|------------|---------|----------|
| | | |
| | | |
**Work out $293 + 23 + 831$**
\[1147\]
**Work out $900 - 123$**
\[777\]
**Work out $124 \times 8$**
\[992\]
**Work out $567 \div 3$**
\[189\]
This is an equilateral triangle
a) What is the size of each angle?
\[60^\circ\]
b) What is the order of rotational symmetry?
\[3\]
| April 16th | 5-a-day | Foundation |
|------------|---------|------------|
| $\frac{7}{8} \div \frac{4}{5}$ | $\frac{7}{8} \times \frac{5}{4} = \frac{35}{32} = 1\frac{3}{32}$ | |
| Calculate the circumference of the circle with radius 4cm. | $π \times 8 = 25.1$ cm | |
Reflect the triangle in the mirror line
Estimate $9.89^2$
$\frac{10^2}{5} = \frac{100}{5} = 20$
| April 16 | 5-a-day | Higher |
|----------|---------|--------|
| Factorise \(x^2 - 7x - 8\) | \((x - 8)(x + 1)\) | |
| The three angles in a triangle are \(2x\), \(x + 5\) and \(x + 35\). | Find \(x\) | \(x = 35^\circ\) |
| Solve the simultaneous equations. \(x + y = 1\) \(2x - y = 11\) | \(4 + y = 1\) \(y = -3\) | |
| Find \(y\) | \(= \sin 25^\circ \times 8\) \(= 3.38 \text{ cm}\) | |
| Calculate the length of B. | \((\sqrt{10} - 2)(\sqrt{8} + 2) = 10 + 2\sqrt{10} - 2\sqrt{10} - 4\) \(= 6\) \(6 = L \times \sqrt{3}\) \(L = \frac{6}{\sqrt{3}} = \frac{6\sqrt{3}}{3} = 2\sqrt{3}\) | |
A and B have the same area.
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Scenic and Destination Paddling Waterways Central Adirondack Association Region
Portages:
none
The Whitney Wilderness area's Little Tupper Lake and Round Lake were recently opened to the public by way of state purchases (1998 & 2007). Little Tupper Lake is the largest motorless lake in the Adirondack Park.
This is a beautiful area with plentiful wildlife, particularly loons. Numerous first come first served campsites are available, some island campsites. Note that it doesn't take much wind on Little Tupper to create large waves and whitecaps.
You can paddle directly into Round Lake for a day trip or an overnight stay. Or you can head over to Rock Pond from the other end of Little Tupper. About a ¼ mile carry is required to avoid small rapids and rocky areas that are impossible to paddle.
For the really adventurous wilderness paddler, one can travel via streams and portages over to Lake Lila from Rock Pond.
The nearly 12 miles indicated is the roundtrip length of the lake from the parking lot/beach to the access points to Rock Pond and to Round Lake, then back to the beach.
This paddle recommended by Raquette River Outfitters, store locations in both Tupper Lake and Long Lake NY.
~
Be a Safe and Respectful Paddler
New York State Law requires all boats and canoes must carry a US Coast Guard approved wearable personal flotation device (PFD) for each person. State law also requires that children must be wearing a PFD, and highly recommend that all occupants wear a PFD.
DEC Emergency Dispatch number for the Adirondack Park: 518-891-0235
General Emergencies: dial 911
Remember, cell phone coverage is not reliable in the Adirondack Park.
* Insect repellent is a must from May to August.
* Let someone know where you will be going and when you expect to return.
* Plan ahead and prepare.
* Pack gear, clothing and supplies in waterproof containers. Bring a map and compass.
* Pack in, pack out.
* Carry water and high-energy foods.
* Use outhouses where available, otherwise dig a 6-8 inch hole 150 feet from water, trail or road.
* Leave rocks, plants, natural objects as you find them.
* Protect your food. Protect the wildlife.
* Fallen trees (sweepers), debris, beaver dams, other obstructions can suck you down and hold you under water.
* Drinking water should be treated by filtering, boiling or chemical method.
* Water is typically 25° colder in the Adirondacks than downstate.
* Allow four times the time for a portage, that you would allow for walking that given distance.
Visit the American Canoe Association at http://www.americancanoe.org for information on safety resources, preparation and responsibility while paddling.
Enjoy the diverse beauty of our region.
Thanks for using www.ADKtrailmap.com, enjoy your canoe or kayak adventure!
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Do Prime Numbers Have Primary Importance?
A PRIME NUMBER IS
1) Is 1 a prime number?
2) Are there more composite or prime numbers between 1-10?
3) what about 1- 100? Will your answer be different if the max number gets bigger?
4) Is there a pattern among the prime numbers?
5) Interesting facts about primes?
* Ex: Between a number and its double there is always a prime number!
6) List the methods to find primes. Do you have a favorite method?
7) Search about Goldbach Conjecture. Explain it by giving examples.
Here is a Goldbach Calculator: https://www.goldbach.cloud/#/
8) What are the other famous conjectures and theorems about prime numbers?
9) Visit https://www.mersenne.org to join internet’s biggest Mersenne Prime Search.
10) What is the largest known prime? Who , when and how was it found?
11) Watch the videos of @Standupmaths videos by Matt Parker about prime numbers on YouTube. Write three things that you are surprised!
12) Where do we use prime numbers in our daily life? Why are they so important? Are the Humans the only creatures to know about the primes? Can animals know about the prime numbers?
Postscript:
The Cicadas 17-year Life Cycle
http://www.murderousmaths.co.uk/cicadas.htm
In May 1987 billions and billions of Cicadas bugs swarmed all over North America. During a 5-6 week period they chirped, fed and most importantly bred, then they disappeared underground again.
In May 2004 they're at it again! And 2021 is loading
The amazing thing is that the 17-year gap is no accident. The cicadas are using a prime number to avoid predators.
17 is a prime number. This means it doesn't divide by any numbers apart from 17 or 1.
Suppose you have a predator desperate to catch cicadas when they're out of the ground. Suppose the predator had a life cycle of e.g. 3 years, and the first year depended on eating cicadas. If the cicadas appeared e.g. every 6 years, then every 2nd generation of predators would be able to rely on eating them. Good news for the predators, but bad news for the cicadas.
If the cicadas cycle was another number such as 14 years, then a predator with either a 2 year or 7 year life cycle could come to rely upon them within a reasonable number of generations. Therefore the cicadas rather cleverly decided to pick quite a large prime number of years between appearances.
* If a predator had a 5 year life cycle, it would be 5 x 17 = 85 years before it could come to rely on the cicadas arriving again.
* If a predator had a life cycle of 11 years, it would be 11 x 17 = 187 years before the cicadas would arrive.
Unless a predator adopted a life cycle of 17 years (or a multiple of 17 such as 34 or 51), then it will always be 17 generations before it can expect cicadas arriving.
Not surprisingly predators can't be bothered to wait. Incidentally, there are also some 13-year cycle cicadas.
How do they know when 17 years are up when they are underground in the dark?
Funmathfan.com
*** Apparently they nibble on plant roots, and they can tell by the health of the roots what time of year it is and how many years have passed.
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WHAT IS DIABETES?
TYPE 1 DIABETES: Make the grade
DIABETES UK
CARE. CONNECT. CAMPAIGN.
Inside our bodies
Skeleton
- The skeleton protects organs in the body.
- It acts as a frame.
- Muscles are attached to the bones to help us to move.
Lungs
• We use our lungs to breathe in air containing oxygen.
• We use oxygen to help give us energy.
• We breathe the air out when we have used the oxygen.
Heart
• Our heart pumps blood around our body.
• Our blood carries lots of things, including oxygen and glucose (sugar) made from our food and drink.
Pancreas
• The pancreas sits just underneath our stomach.
• It makes something called insulin.
• Insulin helps us use energy from our food and drink.
What happens to the food we eat?
• We chew food into smaller pieces, mix it with spit and swallow it.
• It is stirred up with special chemicals in our stomach.
• Some of our food is made into glucose (sugar) that is carried in the blood to all parts of our body.
• Insulin helps our bodies turn that glucose (sugar) into energy so we can run around and play.
TYPE 1 DIABETES
DIABETES UK
CARE. CONNECT. CAMPAIGN.
We see the doctor when we are unwell
- The doctor asks questions.
- They look for signs or clues in our answers.
- They can work out what might be wrong with us.
- They can also do tests to find out what is wrong.
Signs or symptoms of diabetes
- Toilet.
- Thirsty.
- Tired.
- Thinner.
If your child is going to the toilet a lot, has increased thirst, is more tired than usual or is losing weight, it could be a sign they have Type 1 diabetes. If not diagnosed early enough, Type 1 diabetes can be fatal. Don’t delay - if your child is experiencing any of the 4Ts, visit your doctor immediately for a test.
www.diabetes.org.uk/The4Ts
What is Type 1 diabetes
• Insulin helps us get energy from food and drink.
• We get glucose (sugar) from some of our food and drink. It’s carried around our body in our blood.
• Insulin helps us move glucose (sugar) out of blood to every part of our body.
• People with Type 1 diabetes do not make insulin, so the glucose stays in their blood.
What must someone with Type 1 diabetes do?
• Take small finger prick blood tests to check there is the right amount of glucose in the blood.
• They will need to do this quite a few times a day, including at school.
• They will need to see their doctor or nurse sometimes.
What must someone with Type 1 diabetes do?
Take insulin with:
• An injector pen.
• Or a pump.
What must someone with Type 1 diabetes do?
• May need to eat at certain times.
• Might need to have snacks in class.
• Can eat exactly the same as everyone else!
But...
• At any time, especially during or after running around, someone with diabetes may feel unwell.
• They feel very sleepy and tired, hungry, thirsty, dizzy, grumpy and act funny.
This is called a hypo
• It means that their blood glucose (sugar) level is too low.
When this happens they need to:
Eat or drink something sugary
Like:
- Lucozade or cola
- Glucose tablets
- Sweets like jelly beans.
And then they might need to eat:
- Biscuits or a sandwich
- A piece of fruit
- Cereal bar
- Their lunch or dinner.
What can we do?
If we have a friend with diabetes, treat him or her like everyone else but remember:
• If he or she seems unwell tell the teacher.
• Stay with them until a grown-up can help.
Children with Type 1 diabetes can:
- Do everything that children without diabetes can do!
- Eat the same foods.
- Do the same activities and sports.
- Go on school trips.
- Have sleepovers.
- But they might need to plan for some things.
What do these people have in common?
Chris Pennell
Este Haim
Nick Jonas
Lucy Davis
Steve Redgrave
Amelia Lily
Diabetes UK
CARE. CONNECT. CAMPAIGN.
THEY ALL HAVE DIABETES AND IT HASN'T STOPPED THEM BEING SUCCESSFUL!
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BBC LEARNING ENGLISH
Take Away English 隨身英語
Algorithms and online shopping
演算法對網購體驗的影響
詞彙: online shopping 網購
For many of us, online shopping has made the process of purchasing goods a far simpler and more fluid process. No longer do we have to head to the shops to browse and peruse various objects, wandering round endless aisles, before finally settling for the first thing we saw. These days, we find the item we want or need online, click on it, and check out its description and user reviews. If it fits the bill, we send it to our basket and pay. There seems to be a wealth of options at our fingertips. But how do we know the options that pop up in front of us really are the best deals. And how might algorithms help or hinder us?
Algorithms, simply put, are mathematical instructions which tell the computer how to solve problems. When shopping is involved, what is the problem they solve? Well, the algorithms instruct the computer which adverts to show and which products a user is most likely to splash the cash on. By analysing things we've previously bought or looked at, the algorithm can predict what goods we're most likely to be enticed by. For some people, the idea of something guessing your preferences could sound a bit intimidating. But first, let's look at the positives.
Time is an important thing – something we don't want to waste too much of. By telling the computer to show us adverts for things we are interested in, it can save us a lot of time sifting through things or services that don't match our criteria. They can also help us find the best deals.
However, there are some people who have concerns about the impact of algorithms on our shopping experience. It is possible that algorithms may only select options from a limited number of brands, or may favour products from certain companies. There are also concerns that we aren't always shown the cheapest or best deal, even though that's what we're searching for. Finally, some algorithms generate ads which tell you there are only a limited number of items you're interested in left. They might just be there to manipulate you.
So, the takeaway from this is that algorithms are here to stay, and it's wise to know they exist. Whenever you're shopping, be it online or off, make sure to shop around for the best deals. The first thing you see might not always be the best for you.
詞彙表
sift through
篩選
brand
品牌
shop around
貨比三家
測驗與練習
1. 閱讀課文並回答問題。
1. In online shopping, where do we send our items before we pay?
2. What are algorithms?
3. How does an algorithm predict what you might buy?
4. How can algorithms help us save time?
5. What sort of algorithm-generated ads may try to manipulate you?
2. 選擇意思恰當的單詞或片語來完成下列句子。
1. I don’t want to have to e ndless receipts looking for the right one.
2. Are you trying to me with that low price?
3. I don’t want to buy anything. I’m jus t.
4. You’re not helping at all. Are you trying to m e?
5. I have been walking round these looking for something for hours.
sift through
pop up
deal
basket
aisles
entice
hinder
click on
entice
basket
browsing
pop up
entice
description
sift through
hinder
hinder
click on
description
aisles
1. 閱讀課文並回答問題。
1. In online shopping, where do we send our items before we pay?
We send items to the basket before paying.
2. What are algorithms?
Mathematical instructions which tell a computer how to solve a problem.
3. How does an algorithm predict what you might buy?
By analysing what you've previously looked at.
4. How can algorithms help us save time?
By showing us the best deals.
5. What sort of algorithm-generated ads may try to manipulate you?
The ones that show us there are limited numbers left.
2. 選擇意思恰當的單詞或片語來完成下列句子。
1. I don't want to have to sift through endless receipts looking for the right one.
2. Are you trying to entice me with that low price?
3. I don't want to buy anything. I'm just browsing.
4. You're not helping at all. Are you trying to hinder me?
5. I have been walking round these aisles looking for something for hours.
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Bible Study
Pray: Ask God to speak to each of you through his Word.
Read: 10 or 12 verses out loud.
Each person looks for three things:
💡 A light bulb: Something that ‘shines’, that impacts, or draws your attention.
❓ A question mark: Anything not understood from the text, or a question you’d like to ask the writer or the Lord.
➡️ An arrow: A personal application.
Then add a fourth point:
🗣️ A speech bubble with a name: Someone who would benefit from hearing about what you discovered in the passage, before the next Bible study.
After reading and some thinking time, each one shares their ‘light bulb’ with the group. Next, everyone shares their question, and then everyone their application.
Note: If there are less than five people in the group, it’s helpful to choose two or three ‘light bulbs’, questions, and applications each. You can then share according to the time available.
Pray: Invite people to lead in prayer as they please, and pray for the people named in the speech bubbles. Someone who has been appointed beforehand closes the time of prayer.
Philosophy and some suggestions
The goal of this style of Bible reading is to promote good observation of the text, individual participation, and discovery.
Each person has the opportunity to discover for him or herself what God says. In principle, no one answers someone else’s question, unless it is about something simple, like the meaning of a word. The idea is that questions motivate investigation on the part of the person who raised them. We should avoid anyone ‘grabbing the microphone’ and jumping on the poor ‘new person’ present.
It is impressive to see the capacity that even non-Christians have to understand the Bible when God speaks to them.
Responding to the questions:
- You can invite the person who raised the question to propose an approach to answering the question, with the aim of promoting further investigation.
- Any member of the group can respond to the question, provided the answer appears in the passage under consideration, or previously in the book being read.
- After the meeting you may wish to take the subject up again. In the meeting, it is important to seek to avoid argument, falling into the trap of ‘sharing ignorances’, or imposing an answer by appeal to human authority.
The name (speech bubble) means that telling other people the good news becomes a normal outworking of Bible reading.
Some books of the Bible to begin with:
Colossians, James, John, Philippians, Romans 1-5, Proverbs (reading the chapter number that corresponds to the date: 1-31.)
Some evangelistic passages:
John 3:1-21.
Romans 3:9-30; 5:1-11.
Ephesians 2:1-10. Philippians 2:1-18. 1 Peter 1:1-12.
Some passages for new Christians:
1) Ephesians 2:1-10 – Reviewing the gospel
2) Romans 5:1-11 – Reviewing the gospel
3) 2 Timothy 3:14-17 – The Bible
4) Philippians 4:4-9 – Thoughts and prayer
5) Hebrews 10:11-25 – Christ and the church
6) Galatians 5:16-26 – The Holy Spirit and holiness
7) Romans 12:1-21 – Thoughts and holiness
A further step
For the next step in learning Bible reading skills, the following ‘symbols’ can be added at a later date. (I have added them after one or more years Bible reading with good results.)
Do not rush this process, as it depends on having refined observation skills. It is not easy, and is much more open to debate.
It is helpful to practice these—without making any comments on which is ‘right’ or ‘wrong’—as skill, competence, and confidence will be gained through practice.
- **Relating** the ideas/concepts in the passage.
- **Indicating** the central idea/heart of the passage.
- **Indicating** the central application of the passage.
A final step
Finally—when inductive Bible study is taught as the next step in a methodical approach to Bible reading, at this stage it makes a lot more sense.
We do not want half-baked theoreticians of inductive Bible study; we want competent practitioners. I have experienced students who could teach me a course in how to do inductive Bible study, but were unable to do it themselves. We don’t want to train people to give seminars, we want them to be reading the Bible inductively.
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Allen Knutson Extension Entomologist, Texas A&M AgriLife Extension Texas A&M AgriLife Research and Extension Center, Dallas
The Fall Armyworm – A Pest of Pasture and Hay.
The fall armyworm, Spodoptera frugiperda, is a common pest of bermudagrass, sorghum, corn, wheat and rye grass and many other crops in north and central Texas. Larvae of fall armyworms are green, brown or black with white to yellowish lines running from head to tail. A distinct white line between the eyes forms an inverted "Y" pattern on the face. Four black spots aligned in a square on the top of the segment near the back end of the caterpillar are also characteristic. Armyworms are very small (1/8 inch) at first, cause little plant damage and as a result often go unnoticed. Larvae feed for 2-3 weeks and full grown larvae are about 1 to 1 1/2 inches long. Given their immense appetite, great numbers, and marching ability, fall armyworms can damage entire fields or pastures in a few days.
Management. Fall armyworm outbreaks in pastures and hay fields often occur following a rain which apparently creates favorable conditions for eggs and small larvae to survive in large numbers. Hay fields with a dense canopy and vigorous plant growth are often more susceptible to armyworm infestations than less intensely fertilized and managed fields. Irrigated fields are also susceptible to fall armyworm infestations, especially during drought conditions. Also monitor volunteer wheat and weedy grasses in ditches and around fields which may be a source of armyworms that can move into the adjacent crop.
Once the armyworm larva completes feeding, it tunnels into the soil to a depth of about an inch and enters the pupal stage. The armyworm moth emerges from the pupa in about ten days and repeats the life cycle. The fall armyworm moth has a wingspan of about 1 1/2 inches. The front pair of wings is dark gray with an irregular pattern of light and dark areas. Moths are active at night when they feed on nectar and deposit egg masses. A single female can deposit up to 2000 eggs and there are four to five generations per year. The fall armyworm apparently does not overwinter in north Texas, but survives the winter in south Texas. Populations increase in south Texas in early spring and successive generations move northward as the season progresses.
Look for fall armyworm larvae feeding in the crop canopy during the late evening and early morning and during cool, cloudy weather. During hot days, look for armyworms low in the canopy or even on the soil surface where they hide under loose soil and fallen leaves. A sweep net is very effective for sampling hay fields for fall armyworms. When fields are wet with dew, armyworms can stick on rubber boots worn while walking through the field. Small larvae chew the green layer from the leaves, creating a "window pane" effect and later notch the edges of leaves.
The key to managing fall armyworms is frequent inspection of fields to detect infestations before they have caused economic damage. Once larvae are more than ¾ inch long, the quantity of foliage they eat increases dramatically. During their final 2-3 days of feeding, armyworms eat 80% of the total foliage consumed during their entire development.
Always read and follow all label instructions on pesticide use and restrictions. Information below is provided for educational purposes only.
The density of armyworms sufficient to justify insecticide treatment depends on the stage of crop growth and value of the crop. Seedling plants can tolerate fewer armyworms than established plants. Infestations of more than 2-3 armyworms (1/2 inch or longer) per square foot may justify an insecticide application. If practical, apply insecticides early in the morning or late in the evening when armyworm larvae are most active and therefor most likely to come into contact with the insecticide spray. If the field is near harvest, an early harvest, rather than an insecticide treatment, is an option.
Insecticides labeled for fall armyworm in pasture, grasses, and hay. 2018.
Parasitic wasps and flies, ground beetles, and insect viruses help suppress armyworm numbers. However, these natural enemies can be overwhelmed when large numbers of migrating moths move into an area and weather conditions favor high survival of eggs and larvae.
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MEET OUR FARM FAMILY
Pictured: Michael and Anndria Newhouse and their sons, Matthew and Monroe of Donley County, TX.
Michael has been farming side by side with his dad and grandfather most of his life. They raise peanuts, cotton, wheat, hay and cattle on their 1,000 acre farm in the Texas Panhandle.
The peanut plant flowers above the ground. The peanut pod is found below the ground. From planting to harvest, the life cycle of a peanut plant is about 4-5 months, depending on the type of peanut variety.
Draw a Peanut
Label the parts of the peanut plant!
Word Bank
PEANUT ROOT
FLOWER STEM
Farm to peanut: families like the Newhouses plant peanuts in the spring and harvest (using a combine) in the fall.
COOL: Peanut vines, roots, shells and oil can all be used, nothing is wasted!
Did you know? Peanuts require less water than other nuts!
Technology allows farmers to do more with less, and make decisions that is best for the land, water, and planet.
How do you think farmers use technology on the farm?
CRACK THE SECRET CODE:
Today’s peanut farmers can do more with less. Find out how, by writing the letter that comes before each letter in the alphabet, in the blanks.
U F D I O P H P H Z
Farmers care: families like the Newhouses care for the land, water, soil and nature, all while growing a nutritious and delicious product we enjoy!
HISTORY OF PEANUTS
As a small boy, George Washington Carver loved to explore the woods, collecting rocks and flowers. He soon became known as the “Plant Doctor,” helping friends take care of sick plants. What do you like to explore in nature?
GEORGE WASHINGTON CARVER
George Washington Carver is known as the “Father of the Peanut Industry.” He published plant research and invented hundreds of uses of the peanut. He was also a wonderful painter and pianist. The George Washington Carver Museum is located in Austin, Texas.
TYPES OF PEANUTS
RUNNER VIRGINIA
SPANISH VALENCIA
COLOR IN ALL THE COOL THINGS IN GEORGE WASHINGTON CARVER’S LAB
FARM FAMILY CONNECTION
Farming today: The peanut industry and farm families like the Newhouses benefit from George Washington Carver’s research.
Peanuts and Protein
Complete the maze to find the peanut.
Did you know? Peanuts contain over 29 essential vitamins and nutrients.
Peanuts contain essential nutrients to help support your health and fuel your body to do your favorite things.
More Peanut Butter, Please:
PB + Jelly Rollups
Ingredients:
- 10 tortillas
- 1 cup jelly (any flavor)
- 1 ½ cups peanut butter
- 6 cups strawberries, sliced
Directions:
- Build rollups: scoop 2 tablespoons of peanut butter on center of tortilla and spread to cover one side.
- Top with around 3 teaspoons of jelly and spread evenly.
- Spread ½ cup of strawberries (or fruit of choice) over jelly, spread evenly.
- Fold each side in about 1-inch.
- Roll each tortilla up into a rollup, slice into 4 pieces and serve.
Farm Family Connection
Farmers feed their families with the same kind of peanuts they raise on their farm and that are found at the grocery store and in your favorite foods.
Texas is the only state to grow all four types of peanuts.
The peanut originated in South America. Astronaut Alan Shepard brought a peanut with him to the moon!
It takes about 540 peanuts to make a 12-ounce jar of peanut butter.
The average peanut farm is around 200 acres.
One acre of peanuts (about the size of a football field) will make about 30,000 peanut butter sandwiches.
Two peanut farmers have been elected President of the United States: Thomas Jefferson and Jimmy Carter.
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information provided by a grant from the howard g. buffett foundation
Jeremy Grantham, co-founder and Chief Investment Strategist of Grantham, Mayo, Van Otterloo & Co. LLC, manages one of the world's largest investment funds. Recently, he described soil degradation as one of the largest threats facing humanity.
What is the first thing a farmer considers when purchasing land? Productivity.
As farmers, we think we know a lot about soil, and we probably do in terms of our own farms. However, when viewing soil quality and productivity on a global basis, there is a rude awakening.
Productivity is based on the soil. In the United States, soils are placed into capability classification systems that describe their suitability for use in crop production. When I describe our farms in Nebraska and Illinois, the first thing I say is that they are mostly Class I soils. So, what do soil capability classes mean if we are concerned about global food security? A lot!
In the graphic below, an assessment of world land quality provides a clear picture of the challenges we face in meeting global food security—after all, soil characteristics such as water-holding capacity and fertility are the beginning and the end of successful food production.
There are nine major classifications of soil quality, Class I having the most favorable attributes for crop production, and Class IX possessing the least desirable. Soils that have high capability in their native or virgin conditions can easily deteriorate into lower categories if they are abused or poorly farmed.
INHERENT LAND QUALITY ASSESSMENT
Soil degradation translates into a huge challenge for the world's farmers. Soil is like a bank account—if we keep withdrawing, we will eventually face agronomic bankruptcy. Soil is a complex biological ecosystem. Soil health is a lot like human health— we do not always understand what is happening, and we do not always know how to solve the problem when something goes wrong.
Therefore, the best starting point is to take care of what we have. The Brown Revolution is an educational campaign to increase awareness of the importance of soil and the risks associated with failing to safeguard this critical asset. In addition to our campaign, our Foundation is supporting efforts to provide new ideas and technical information to protect our soil.
ESTIMATE OF POPULATION IN DESIGNATED LAND QUALITY CLASSES
| Land Quality Clas (LQC) | s | Land Area |
|---|---|---|
| | | Million km2 Percent |
| I | | 4.09 3.2 |
| II | | 6.53 5.0 |
| III | | 5.89 4.5 |
| IV | | 5.11 3.9 |
| V | | 21.35 16.3 |
| VI | | 17.22 13.2 |
| VII | | 11.65 8.9 |
| VIII | | 36.96 28.3 |
| IX | | 21.78 16.7 |
Left: The best agricultural soils (Class I, II and III) are confined almost exclusively to the temperate zone. Class IV, V and VI occur mainly in the intertropical areas. Class VII, VIII and IX are in fragile ecosystems and include tundra and desert regions. Only a quarter of the world's population lives on land with a big potential for grain production. Roughly half of the global population inhabits land with significant agricultural constraints, including long periods of soil moisture stress. And a quarter of the world's people must survive on lands that are considered unsuitable for grain production.
about the author
Howard G. Buffett is a farmer and Chairman and CEO of the Howard G. Buffett Foundation. He has farmed for over thirty-five years, and the Foundation has invested over $150 million in research to improve agriculture and an additional $350 million in agriculture-related programs globally.
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Celebrating Connection to Country at Prince of Wales Hospital
The new Prince of Wales Hospital Acute Services Building aims to engage, enliven and inspire our community through a celebration of our shared stories, history and environment.
Exposure to the arts has a profoundly beneficial impact, improving patient health and wellbeing and through its use in health promotion and messaging, improving health literacy for individuals and the wider community.
The new Acute Services Building at Randwick includes a range of arts experiences themed on STORYTELLING: Yarns and Tales – a narrative of people and place. Inside and out you can discover a range of artworks, historical and archaeological displays, such as the Aboriginal Garden in the main forecourt of the new Acute Services Building that celebrates the strong and enduring connection to Country.
Three unique and distinct art and cultural displays at the main point of entry to the new hospital building create a distinguished Welcome to all Aboriginal and non-Aboriginal people, providing a true reflection of continued culture on Country.
8,000 year old hearth stone display
Evidence that Aboriginal people were living in this area hundreds of generations ago, a series of 8,000 year old hearth stones were uncovered by archaeologists and several others in 1995, and again during excavations for the new hospital in 2019.
These stones formed an ancient fireplace, also called a “hearth”, that were used by Aboriginal people who lived in this landscape long ago. Where the hospital stands today was once a landscape of enormous sand dunes, creeks and swamps.
Aboriginal people fished the swamps for eels, yabbies and turtles with traps and spears, gathered plants, and hunted and prepared other animals in the dunes.
Families sat around the fire burning in the hearths, talking and laughing as they cooked and ate their meals.
The permanent display of these stones in the forecourt of the Acute Services Building represents the hospital’s commitment to celebrating and preserving the unique cultural heritage of the site.
We acknowledge Prince of Wales Hospital is on the traditional lands of the Bidiagal people of the Dharawal Nation. We pay our respects to Elders past and present.
‘Gum leaves’ – sandblasted pavers to Welcome all visitors to the hospital
The eucalyptus leaf, a symbol of Welcome, healing and cleansing, leads you to the Acute Services Building in a major public artwork by Artist and long-term patient of Prince of Wales Hospital, Dr Peter Yanada McKenzie (Eora/Anaiwan) and Artist, Jonathan Jones (Wiradjuri/Kamilaroi).
The artwork, etched into the pavement, mimics the bush floor with an array of gum leaves scattered across the forecourt as if they have fallen from above or are left over from an ancestral ceremony.
“To be made ‘Welcome’ in terms of Aboriginal cultural practice is a most important and significant act of mutual acceptance to greet new friends and visitors to Country or other significant places such as this new icon of healing.”
– Dr Peter Yanada McKenzie (La Perouse Aboriginal Community)
Buriburi (the humpback whale) sculpture
Buriburi is a significant spiritual figure for Aboriginal people from coastal Sydney to the Shoalhaven (Dharawal people). It was buriburi’s barangga (large vessel) that the people stole to travel across the sea to Dharawal Country in the Dreaming.
Rock engravings were traditionally carved by senior Aboriginal men on outcrops of sandstone by joining an outline of pecked holes to form a carved line. As they weathered away over time, senior knowledge holders re-grooved the carved lines.
The carving of a buriburi that features in the hospital’s forecourt was created in 2019 by members of the La Perouse Youth Haven, under the supervision of Elders from the La Perouse Aboriginal community. The stones will be re-carved over time, creating an opportunity for Elders to continue to pass down knowledge and skills to young Aboriginal men.
The stones used for the carving were part of the building foundations of a nineteenth-century homestead that once stood on the site, known as The Willows. The large sandstone blocks were uncovered by archaeologists during excavations for the Acute Services Building.
We acknowledge Prince of Wales Hospital is on the traditional lands of the Bidiagal people of the Dharawal Nation. We pay our respects to Elders past and present.
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‘Bad River’ documentary chronicles battle to save Lake Superior reservation
Film tells another chapter of Bad River Band of Lake Superior Ojibwe’s fight against environmental injustice
by Maria Brunetta
March 25, 2024
Patty Loew is used to being behind the camera, but when documentary Mary Mazio decided to tell the story of the Bad River Band of Lake Superior’s fight against Canadian energy company Enbridge, that changed.
Most tribal members were interviewed for the documentary during their Manomin Wild Rice Powwow in August while Loew was in the middle of working with native teens for a tribal youth media workshop.
“I didn’t have time to be nervous, but it was unsettling but rewarding because I think Mary had developed a really well thought out list of questions,” Loew said. “And the thing that I really appreciated about this documentary is the really allowing our community to tell their own story in their own words.”
Loew is a professor emerita at the Medill School of Journalism at Northwestern University. She’s a former producer and host at PBS NewsHour and a former professor at the University of Wisconsin where she received both her master’s and Ph.D. in journalism and mass communication. Loew is also a citizen of the Mankazhibi Bad River Band of Lake Superior Ojibwe.
Currently, the tribe is resisting Canadian energy company Enbridge, which has 12 miles of oil pipeline running through their reservation. With the fear that the pipeline would rupture and pollute the waterways, the Bad River Band chose not to renew their contract with the company.
“We have 875 acres of wild rice in the Kakagon Sloughs, which act as a kind of the lungs of Lake Superior,” Loew said. “It filters the water, it provides nutrients for fish, it’s a nursery for sport and game fish. And it feeds animals, people and this pipeline — if it was to burst along our reservation — would threaten that.”
The Kakagon Sloughs are so important that they are on the United Nation’s Ramsar list of most ecologically sensitive places on the planet. But Enbridge refused to remove the pipeline, so the tribe took them to court.
This particular moment of history is just one chapter of the never-ending story of the Bad River Band’s struggle against environmental, industrial and governmental threats to their reservation, their culture and belonging for over 100 years.
“It’s kind of a David and Goliath story, because … our reservation was formed in 1854 and the state thought that we were now under its jurisdiction,” Loew said. “And [the state] didn’t understand the whole nature of a treaty, it being between two sovereign entities.”
The film is also shown scenes from The American Indian Movement, the Walleys War, trips to the Wisconsin State Capitol and the period of resistance. Along with the voices of those in the Bad River Band, Mazio employed indigenous professors from around the country who provided historical context, analysis and a deeper understanding of the generational experiences of Indigenous people.
The film concludes with a compilation of tribal members expressing commitment to conserving the land and sending messages to the future generation, with tribal members expressing their utmost love to those who will come after them.
Loew hopes many people will see this film and have the desire to act.
“I hope that it will prompt people to think about these issues when they go to vote” Loew said. “That’s the strongest measure of your commitment is to educate yourself about the issues and then vote accordingly.”
Additionally, several environmental organizations like The Lake Association, The River Alliance, The Timber Wolf Alliance and the Sierra Club Conservancy help fight against these environmental injustices.
Importantly, the story of the Bad River Band of Lake Superior Ojibwe is not an isolated occurrence.
“It uses Bad River as sort of the Everyman,” Loew said. “It tells a bigger story through the resistance of this little Band of Ojibwe in Wisconsin.”
While a sense of perseverance and defiance is ultimately the main theme, one can’t help but leave the theater with a greater sense of respect for the land we live on.
The film will be shown in select AMC Theaters — including AMC Fitchburg 18 — from March 15–28 with 50% of the proceeds going to the Bad River Tribe; Mazio also shared it will be available for streaming in the distant future.
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Roseberry Primary and Nursery School
Curriculum statement for Science
Intent
Implementation
At Roseberry we believe that the best science teaching is inspiring and practical and helps stimulate pupil's curiosity in the subject. This will lead them to fulfil their potential. Units are informed by the National Curriculum and we aim to provide a varied curriculum which meets the needs of our pupils including SEN.
We believe that children should acquire knowledge of what biology, physics and chemistry is. We aim to provide them with the experience of engaging and purposeful scientific enquiry in order for them to answer scientific questions.
Developing knowledge, understanding and vocabulary are synonymous with each other. Therefore, we intend to build vocabulary to a point where children speak confidently and concisely using their specialist scientific vocabulary. By achieving these skills, our intention is that children understand the uses and implications of science for today and the future.
Another intention is to develop children's understanding of the nature, processes and methods of science through
The main aspects of science to be studied will be determined by the programmes of study of the National Curriculum 2014 and The Statutory framework for the Early Years Foundation Stage 'Understanding the world'. Planning for science is a process in which National Curriculum Science and science
all teachers are involved to ensure that the school gives full coverage of the in the Foundation stage.
It is taught in blocked units through a combination of whole class teaching, group and individual work. All science lessons have focused learning objectives and differentiation to ensure that pupils make at least good progress.
'Working scientifically' is embedded throughout the areas of learning in key stage 1 and 2; this focuses on the key aspects of scientific enquiry which enable pupils to investigate and answer scientific questions.
Areas of learning within key stage 1 and 2 ensure that statutory requirements are being covered through the specific
Impact
The impact of Roseberry's science curriculum is that this curriculum design will lead to increasing progress over time, across key stages, relative to a child's individual starting point and their progression of skills. End of topic assessments as well as teacher's ongoing formative assessments during lessons will be carried out for each unit.
The Science subject leader will monitor the impact Science teaching is having on the children's learning through book scrutinies to ensure the progress of knowledge and skills is being taught.
The impact of the curriculum can also be measured in children's increasing enthusiasm for science.
different types of enquiries in order to become curious scientists today and to provide them with skills to access opportunities in future.
disciplines of biology, chemistry and physics.
Teaching key subject specific vocabulary is also a main part of our science curriculum. The key vocabulary will be identified in the vocabulary on the children’s learning schedules.
The staff at Roseberry Primary ensure that all children enjoy high quality teaching and learning experiences, which allow children to explore their outdoor environment and locality, thus developing their skills in scientific enquiry.
Visitors to school are closely linked to the unit studied.
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Aragon Road, Great Leighs, Chelmsford, Essex CM3 1RP Tel: 01245 361254 Fax: 01245 361004 Email: email@example.com Headteacher: Mrs Janis M Waters BEd (Hons) Cantab NPQH LGSM
16 May 2016
Dear Parents,
Times Table KS2 Family Competition 2016
During the week beginning the 13 th June 2016 we will be holding a 'Times Table Family Competition.' This competition aims to encourage the children to learn their times table facts which help children in so many areas of mathematics. Class Family champions will compete against their rivals, in a special assembly, to challenge for the title of 'Family Times Tables Champions'
Why does my child need to memorize the times tables?
Times tables are the building blocks for other maths topics taught in school. Higher learning such as division, long multiplication, fractions and later algebra all need table's knowledge and recall. Children who do not learn the times tables will find maths much more difficult than it needs to be. Children who have not mastered their tables will very often fall behind in maths (and other subjects that use maths).
From June 2017 every child in year 6 will be tested on their times tables in an online test. The national expectation is that by the end of year 4, pupils should have memorized their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.
How will the competition work?
Over the course of the next few weeks the teacher will be regularly setting challenges, questions and mini –competitions around times tables in order that the class family champions can be selected. The children in the following year groups will be tested on their recall and knowledge of the following tables:
- Year 3 – the 2, 3, 4, 5, 8 and 10 x tables
- Year 4 – All x tables up to 12 x 12
- Year 5 – All x tables up to 12 x 12
- Year 6 - All x tables up to 12 x 12
What is more important, understanding or memorizing facts and how can parents help?
It's not one or the other, it's both. A child must understand and memorize the facts. Early on, a child needs to understand what multiplication is - the grouping of sets, repeated addition, and a faster way of adding. They need time to discover the patterns when counting in various multiples. This is the time that they can discover multiplication strategies. Eventually comes a time when we need to highlight the importance of rapid recall.
It is important to review all facts occasionally to make sure they have been retained in long-term memory. Music, stories and visual associations can help with retention.
Useful Websites and Resources
- A general site that then gives you access to a range of online games and challenges = http://resources.woodlands-junior.kent.sch.uk/maths/timestable/interactive.htm
- My personal favourite =
http://www.arcademicskillbuilders.com/games/grand_prix/grand_prix.html
- These sites allow you to work on specific tables =
http://www.mathplayground.com/balloon_invaders.html http://www.amblesideprimary.com/ambleweb/mentalmaths/tabletrees.html
There is further information and guidance around learning x tables on the school website (in particular the songs the school uses to help the children retain the information) under the curriculum tab in the maths resources section.
I hope you find this information useful and I look forward to announcing our 2016 Tables Champions!!!!
Thank you for your support.
Mr Garlick DHT and Maths co-ordinator
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REDUCED
Sometimes in relative clauses with a passive meaning (relative pronoun + auxiliary verb 'be' + a past participle), we can omit the relative pronoun and the auxiliary verb.
The gold stolen in the train robbery was never recovered. (= ...which was stolen...)
Cars parked here will be clamped. (= Cars which have been parked here ...)
The bystander injured in the crash was airlifted to hospital. (=... who was injured ...)
Half of the people invited to the party didn't turn up. (= ... who were invited ...)
Relative clauses with an active meaning containing the verb 'be' + a present participle can be made in the same way but with the present participle.
Is that the cat making that noise? (=Is that the cat that is making that noise?)
Who is that talking to your mother? (= Who is that who is talking to your mother?)
With other verbs, we can reduce the relative clause by taking out the relative pronoun and turning the verb into a present participle.
Anyone touching that wire will get a shock. (= Anyone who touches . . .)
People refusing to wear face masks can be fined... (= People who refuse. . . )
Reduced structures are also used with the adjectives available and possible.
Tuesday's the only date possible. (= . . . that is possible.)
Please send me all the tickets available. (= . . . that are available.)
Perfect participles (having + past participle) are not often used in this way.
"Do you know anybody having lost a cat?"
Do you know anybody who's lost a cat?
You can omit the relative pronoun and the be verb when:
The man in the house is my father.(=The man who is in the house is my father.)
they are followed by a prepositional phrase.
The books on the desk are mine (= The books that are on the desk are mine.)
We can only reduce relative clauses when the relative pronoun is the subject of the relative clause.
That woman talking to my wife is ... (=That woman who is talking to my wife is... )
When the relative pronoun is the object of the relative clause, we can omit the relative pronoun but not the verb.
That woman my wife is talking to is our local Member of Parliament.
That woman who my wife is talking to is our local Member of Parliament.
"That woman my wife talking to is .." or "That woman who my wife talking to is .."
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By Amy Campbell, MS, RD, CDE
OFF THE SHAKE SALT
WHAT IS SODIUM?
Sodium is a mineral the body needs in order to keep all the fluids in the body in the right amounts. We also need sodium for proper nerve and muscle function.
WHY IS TOO MUCH SODIUM HARMFUL?
Too much sodium can increase your risk for getting high blood pressure, which is a major risk factor for heart disease and stroke. People with diabetes are more likely to have high blood pressure and heart disease than people without diabetes, so cutting back on sodium is a good idea.
HOW MUCH SODIUM SHOULD I EAT?
The Dietary Guidelines for Americans recommend no more than 2,300 mg of sodium each day. That's
Has your health care provider or dietitian told you to cut back on your sodium intake? If so, you're not alone. According to the Centers for Disease Control and Prevention (CDC), most Americans eat more than twice as much sodium as is recommended.
What about salt substitutes?
When you first cut back on sodium in your eating plan, you might find foods taste bland. For this reason, many people use what are called salt substitutes. Those include a variety of seasonings, some that still contain sodium and others that are a blend of spices and herbs such as:
"Lite" salt. A type of salt substitute that still contains sodium, but less of it. The amount of sodium in these products can vary by brand, so be sure to read the label to see how much sodium is in these products. Other ingredients in lite salts may include potassium, magnesium and fillers, such as silicate and dextrose.
"No salt" or "sodium-free" substitutes. Those contain potassium instead of sodium. Potassium is a mineral that, like sodium is needed to maintain fluid balance in the body and help muscles, including the heart, work properly. It also helps to control blood pressure. However, too much potassium can be harmful—especially for people with kidney disease and those who take certain medicines, such as ACE inhibitors and some diuretics. Always check with your health care provider before using salt substitutes that contain potassium.
Sodium-free spice and herb blends. Using spices, such as black pepper and chili powder, or herbs, such as basil and oregano, is a great way to add zest and flavor to foods without adding sodium. Individual spices and herbs are available, as are readymade blends. Always check the label of seasonings because some do contain salt.
the amount of sodium in 1 teaspoon of salt. But some people may need to take in even less than 2,300 mg of sodium daily. For example, people who have high blood pressure, congestive heart failure or kidney disease may need far less, such as 1,500 mg of sodium daily. Check with your health care provider about the amount of sodium that's best for you.
IS SEA SALT OR KOSHER SALT LOWER IN SODIUM THAN REGULAR SALT?
Sea salt is made by evaporating sea water, while regular salt is mined from the ground. Sea salt may contain other minerals, too. Table salt often has iodine added to it. Kosher
Most Americans eat more than twice as much sodium as is recommended.
salt may come from either the sea or from underground. It gets its name because it's used in kosher food processing. Table salt is much finer than sea or kosher salt, so a teaspoon of this kind of salt contains a little more sodium than sea or kosher salt. But keep in mind that sea and kosher salts are still high in sodium.
WILL FOODS STILL TASTE GOOD WITHOUT SALT?
You may not need to stop using salt altogether unless your provider wants you to follow a very low-sodium diet. But, as you use less sodium in your eating plan, you'll find your taste or craving for sodium may soon go away. In fact, foods you used to eat may begin to seem too salty for you. Try different spices, herbs and other seasonings, such as garlic, lemon juice and vinegar. Pretty soon, you may not even know where your salt shaker is.
Where is sodium found?
Sodium comes from three main sources:
1 processed foods, such as canned soups and vegetables, frozen dinners and luncheon meats
2 condiments, including table salt, soy sauce, catsup, salad dressings and steak sauce
3 natural food sources, including milk, meat, poultry and vegetables
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Teach it
" " All my father's birds were bigger, and they picked on him, and made him miserable.
Apostrophes—Possessions
—From The Neddiad by Daniel Pinkwater, found by Kennedy Cantu
1. Write this on the board
Apostrophes in possessions
Proof:
Ex:
(of)
The cat's bowl is empty.
PRACTICE THE CONVERSATION:
A: Read me the sentence please.
B: The cat's bowl is empty.
A: Great. How did you spell cat's?
B: C-a-t-apostrophe-s.
A: Hmm. I don't think you needed an apostrophe there.
B: I'm pretty sure an apostrophe goes there.
A: Why? What are the two reasons you would ever use an apostrophe?
B: Contractions and possessions.
A: Yes! But wait . . . which one is this?
B: It's a possession.
A: I don't think it is.
B: It absolutely is!
A: Can you prove it?
B: The cat's bowl . . . the bowl of the cat . . .
A: It's empty, isn't it? Great job.
2. Explain:
There are only two reasons we use apostrophes: contractions and possessions.
Possessions mean that something belongs to something. Use this process to test to see if a noun is possessive:
* • Insert "of the" in between the two words.
* • Flip the positions of the two words; then read it to see if they sound like a possession.
Here are examples:
the boy's bike = the bike of the boy my friend’s feelings = the feelings of my friend
the computer's hard drive = the hard drive of the computer
So if you're going to use an apostrophe to show a possession, here's how you show your proof:
* • Circle the apostrophe-s.
* • Draw an arrow from the possession (the thing) to the owner.
* • Write of the over the arrow, like the example on the board.
* • Now listen to it backward, like those examples.
3. Pass out the practicing conversation.
4. Ask: Now, who will try out this proof with me? (Enact the conversation.)
5. Say: Open to your grammar chart, and let's find apostrophes in possessions, singular . Let's jot down an example of a proof on the chart.
Model it
6. Project the journal entry and read it.
7. One at a time, ask volunteers to read the sentences with the singular possessive apostrophes aloud. Ask them to use the proof to show how the apostrophe marks a possession.
Practice it
8. Say: In your journal today, try to use at least five examples of apostrophes of possession , underlining each use. Write the proof over each one.
August 29
My favorite soccer players are Messi, Nehmar, Pelé, Ronaldo, Ronaldihno and last Robihno. They are my favorite soccer players. Messi—because he is the best in the world when it comes to soccer, with 185 goals in 1 month. He was declared 2012's best. Nehmar Jr.—He is my favorite, because 1) he is Brazilian, 2) Nehmar's agility skills are great. Nehmar was declared best shooter of all times. Pelé—He is my favorite because 1) Brazilian, 2) Pele's record won him awards, and he was the first person to be called the best in 1998. In 1997 Pelé retired. Ronaldo—Ronaldo is a good Portuguese soccer player. Ronaldo's winnings are 95,000,000 euros for playing in Real, Madrid, and Portugal. Ronaldo's free kicks are considered the best. Ronaldihno—Ronaldihno is my first favorite. He made 23 goals in one game. Ronaldihno's skills and tricks are perfect. The last but not least is Robihno, a good Brazilian soccer player. He is now playing for Milan, the Italian League. What or who is your favorite soccer player? (of) (of) (of) (of) (of)
—Alyssa Rico —Jacob Torres Grade 7
Grade 8
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The pouch that brings you milk and the bag you carry for shopping are made from same material.
How can a plastic bag be harmful?
For more information visit www.icpeenvis.nic.in
Issued in public interest by Indian Centre for Plastics in the Environment.
Do not litter. Plastics are recyclable.
Milk Packaging is substantially dependent upon Plastics. One of the biggest challenges for India is to further expand the dairy network so that hygienic packaged milk can be made available to the vast population safely and conveniently. Plastic pouch remains as the most safe, convenient and environment friendly packaging material. Additionally it is the most cost effective packaging material. Plastics pouch save energy, water consumption, transportation fuel and emissions of various volatile organic compounds (VOC) during manufacturing, compared to the alternate mode of packaging. Plastic pouch used for the packaging of liquid milk is made of a plastics material – Polyethylene, which is absolutely safe in terms of its use in contact with ready to eat or drink food products, drinking water and pharmaceutical packaging.
Normal plastic carry bags are made of the same material as that of milk pouch – Polyethylene. The attributes, which have made the use of plastics pouch safe for milk, exists for carry bags also. Still it is alleged that Plastics carry bags are not environment friendly. Consider these facts revealed by Life Cycle Impact Studies conducted by credible international organisations:
- Normal plastic carry bags consume only about 35% of energy compared to that required for manufacturing paper and compostable plastic carry bags.
- The weight of equivalent paper bags is 9 times more than plastic carry bags, which necessitates 10 times more transportation trips for paper bags consuming more fuel and thus causing more environmental pollution.
- Millions of trees would have to be cut every year to manufacture paper carry bags, if normal plastic carry bags are banned.
- Normal plastic carry bags manufacturing process consume only about 5% fresh water compared to that of paper or compostable plastic bags. In real terms, this saving can meet the drinking water requirement of millions of people.
- Plastic bags generate 60% less Green House Gas (GHG) Emission than uncomposted paper bags and 79% less GHG Emissions than composted paper bags. The saving is much more when the comparison is made with compostable plastic or jute bags.
- Plastics bags are recyclable. Paper bags also are recyclable; however it takes 91% more energy for recycling equivalent weight of paper than that of plastics. Compostable or jute bags are not recyclable.
- Paper bags generate 70% more air pollutants and 50% more water pollutants than normal plastic bags do during manufacture.
- Energy Saving during manufacture of raw materials, production and transportation of plastic bags compared to jute bags is 81%.
- Environmental Burden with respect to Air and Water pollution during Production of Raw Material and Bags for Plastic Bags is much less than that created by Jute bags.
Our poor littering habits coupled with inadequate infrastructure for waste management has created the disposal problem of solid waste, including the plastic waste in the urban areas. Discontinuation of Plastic bags is no solution and will rather multiply the problem many fold. This will add to the woes of common man as the so called alternatives are unviable, costly and place greater burden on the environment. The challenge facing us is to improve the solid waste management system and create awareness among general mass against littering.
The solution lies in Segregation of Waste at Source and arrangement for Recycling of all recyclable waste. Plastics Bags are 100% recyclable. Plastics Bags are Environment friendly.
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What to Do If You Have COVID-19
LEARN HOW TO TAKE CARE OF YOURSELF AND OTHERS AT HOME.
What Are the Symptoms of COVID-19?
* There are a wide range of symptoms, ranging from mild to severe. Some people do not have any symptoms.
* More common symptoms include fever or chills, cough, shortness of breath or difficulty breathing, fatigue, muscle or body aches, headache, loss of taste or smell, sore throat, congestion or runny nose, nausea or vomiting, and diarrhea.
Who Is Most At Risk for Serious Illness from COVID-19?
What Should I Do if I Have COVID-19 Symptoms?
* Among adults, the risk of serious illness increases with age, with older adults at the highest risk.
* People of any age that have underlying health conditions, such as:
Cancer
Chronic kidney disease
COPD (chronic obstructive pulmonary disease)
Weakened immune system from organ transplant
Obesity
Serious heart conditions
Sickle cell disease
Type 2 diabetes
* If you have an underlying health condition that increases your risk of severe COVID-19 or are 65 or older, consider staying home as much as possible to protect yourself.
* Stay home! Do not leave home except to get COVID-19 testing and other essential medical care or to get basic needs such as groceries, if someone can't get them for you. Do not go to work, even if you are an essential worker.
* Consult with your health care provider! Use telephone or telemedicine when possible.
* Get tested! If your provider doesn't offer testing, visit nyc.gov/covidtest or call 311 to find a testing site near you. Many sites offer free testing.
* Call 911 in an emergency! If you have trouble breathing, pain or pressure in your chest, are confused or cannot stay awake, have bluish lips or face, or any other emergency condition go to the hospital or call 911 immediately.
* If you must leave your home:
Avoid crowded places.
Stay at least 6 feet from others.
Wear a face covering.
Wash your hands before you go out and use alcohol-based hand sanitizer while outside.
If you have COVID-19 or symptoms of COVID-19 and live with others:
* Create physical distance:
Do not have visitors.
Stay at least 6 feet from others. Stay in a separate room if possible.
Sleep head-to-toe if you share a bed, or have someone sleep on the couch.
Keep people who are sick separate from others, especially from people at increased risk for serious illness.
Consider staying at a COVID-19 Hotel, free of charge. Visit nyc.gov/covid19hotel or call 844-NYC-4NYC (844-692-4692)
* Cover up:
Wear a face covering, especially when you are within 6 feet of others.
Cover your cough or sneeze with a tissue or your arm.
* Keep it clean:
Throw tissues into the garbage immediately after use.
Wash your hands often with soap and water for 20 seconds, especially after you cough or sneeze.
Use alcohol-based hand sanitizer if you are unable to wash your hands.
Frequently clean surfaces you touch, such as doorknobs, light switches, faucet handles, phones, and remote controls.
Wash towels, sheets and clothes at the warmest possible setting with your usual detergent, and dry completely.
Do not share food or utensils with others and wash them after every use.
The NYC Health Department may change recommendations as the situation evolves. 8.27
When Can I Leave My Home After Being Sick?
If you have been sick, stay home until:
• It has been at least 10 days since your symptoms started
* You are fever-free for the prior 24 hours without taking feverreducing medication
* Your overall illness have improved
If you tested positive for COVID-19 by a swab or saliva diagnostic (virus) test but have never had symptoms, stay home for 10 days from the date you were tested.
NEED HELP?
If you do not have a doctor but need one, call 844-NYC-4NYC (844-692-4692). New York City provides care, regardless of immigration status or ability to pay.
For more information about COVID-19, call 311 or visit nyc.gov/coronavirus.
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YEAR 3 LONG TERM OVERVIEW
Topic
English
English
| AUTUMN 1 | AUTUMN 2 | SPRING 1 | SPRING 2 | SUMMER 1 |
|---|---|---|---|---|
| MEET THE FLINTSTONES | | BY THE RIVERS OF BABYLON | | |
| Suggested Texts George’s Marvellous Medicine – Roald Dahl Suggested Daily Story Time Texts Stig of the Dump – Clive King | | Suggested Texts Charlotte’s Web – E.B White Suggested Daily Story Time Texts Pippi Longstocking – Astrid Lindgren | | |
| Non Narrative How to Build an Iron Age House The Natural Cycle of Life – Flowering Plants Why Should I Visit Skara Brae? The Beautiful Games Narrative A Mother’s Blessing Poetry I Have… | | Non Narrative How Magnets Help Us Biomes The First Scientist Letter to a Penpal Narrative Cave Challenge Poetry Come to Darlingwood Academy | | |
| Number Number and Place Value Number Addition and Subtraction | Number Multiplication and Division | Number Multiplication and Division Measurement Length and Perimeter | Number Fractions Measurement Mass | Measurement Capacity Number Fractions Measurement Money |
| Rocks | Animals, Including Humans | Forces and Magnets | Light | Plants |
Computing
History
Music
French
Events and Actions in
| What was life like for our Stone Age ancestors? | | Why do we know so much about the Bronze Age? | | |
|---|---|---|---|---|
| Europe | | Landforms Earthquakes and Volcanoes | | |
| Family Life | | Art Deco | | |
| Cross-Stitch Applique: Cushions | | Pneumatic Toys | | |
| Sound Symmetry | Christmas Performance | Latin Dance | | Just 3 Notes |
| French Greetings with Puppets | French Adjectives of Colour, Size and Shape | French Playground Games – Numbers and Age | In a French Classroom | French transport |
| Games | Gymnastics | Dance | Games | Athletics |
| | | Commando Joe’s | Forest School | |
| Does joining the Khalsa make a person a better Sikh? | Has Christmas lost its true meaning? | Could Jesus heal people? Were these miracles or is there some other explanation? | What is ‘good’ about Good Friday? | Do Sikhs think it is important to share? |
| Being me in my World | Celebrating Differences | Dreams and Goals | Healthy Me! | Relationships |
| Rules and Rights | | Recognising How Words to Solve it | | |
For further commentary and detail on each unit, please visit the relevant curriculum page where you find more information on the knowledge that children will be learning, where the unit fits in compared to the previous and subsequent year and the content.
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Teaching Addition, Subtraction, And Place Value
The Numeracy Professional Development Projects assist teachers to become effective teachers of numeracy. Effective teachers of numeracy demonstrate some.Teaching Addition, Subtraction, and Place Value. 1. Teaching Addition, Subtraction, and Place Value. Teaching for Number Strategies. The activities in this book.Place value should not be taught simply as a vocabulary lesson, but used as a tool to teach addition and subtraction. The place value system and addition and.Teaching Place-Value Computation. (Addition, Subtraction, Multiplication, and Division). Considerations for Instruction. Purpose and Overview of Guide.Explore Amy White's board "Addition, Subtraction and Place Value" on Pinterest. See more ideas about Second grade, Teaching ideas and Teaching math.(i) NUMERATION (PLACE-VALUE) An understanding of numbers and an ability to think . DEVELOP MENTAL STRATEGIES FOR ADDITION & SUBTRACTION.Issues in Place-Value and Multidigit Addition and Subtraction. Learning and Teaching. KAREN C. FUSON, Northwestern University. Research on multidigit.However, effectively teaching "place-value" (or any conceptual or logical .. Many "educational" math games involving simple addition and subtraction tend to .Our system of recorded symbols allocates any given digit a place value depending on its position. The position matches this system of grouping. For example, in.Developing models and strategies for two-digit addition and subtraction helps students Fluently add and subtract within using strategies based on place value, Teaching how to use number lines when using 10 to add +9 and +8 facts.Plan to teach place value shortly after students have learned to count by ones and perform simple addition and subtraction operations generally around first or.teaching > Addition and subtraction > Standard place value > Using tens for calculation, begin with the link between the addition and subtraction of ones.(These are alternative ways to add and subtract and promote number sense. Break both numbers down to place value and add each, starting with the largest.Huge Year 2 Bundle Addition Subtraction and Place Value with Greater .. Complete lesson pack, including teaching presentation and pupil.This activity assists students in understanding the place value of tens Number Line Math: Practice addition and subtraction facts 110 using a.Place Value Strategies for Addition, Subtraction, Multiplication and Division.ADDITION and SUBTRACTION (Year 1 to Year 6) Teaching Resources numbers using place value), 13 (add and subtract tens numbers counting by 10s) .
[PDF] Fifty Key Words Comparative Religion
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2023 All State Chorus Recalls
Soprano
Begin
1. America The Beautiful
m. 27 bt 3
m. 39
Adult pitch giver: Say "this is your starting tonality" and play an D Major chord (D, F#, A), say "this is your starting pitch" and, play A
2. Ama Namin
m. 20 & of bt 4
m. 32 bt 4
Adult pitch giver: Say "these are your first 3 pitches" and play F, G, D; say "this is your starting pitch" and play F.
3. Regina Coeli
m. 1
m. 14
Adult pitch giver: Say "this is your starting tonality" and play an C Major chord (C, E, G), say "this is your starting pitch" and, play C
End (after)
Sing through the beat indicated
Alto
Begin
2023 All State Chorus Recalls
End (after)
Sing through the beat indicated
1. America The Beautiful
m. 27 bt 3
m. 39
Adult pitch giver: Say "this is your starting tonality" and play an D Major chord (D, F#, A), say "this is your starting pitch" and, play A
2. Ama Namin
m. 20 & of bt 4
Adult pitch giver: Say "these are your first 3 pitches" and play Eb, E, G; say "this is your starting pitch" and play Eb.
3. Regina Coeli
m. 1
m. 14
Adult pitch giver: Say "this is your starting tonality" and play an C Major chord (C, E, G), say "this is your starting pitch" and, play E
2023 All State Chorus Recalls
Tenor
Begin
End (after)
Sing through the beat indicated
1. America The Beautiful
m. 4 bt 3
m. 20
Adult pitch giver: Say "this is your starting tonality" and play an Db Major chord (Db, F, Ab), say "this is your starting pitch" and, play Ab
2. Ama Namin
m. 20 & of bt 4
Adult pitch giver: Say "these are your first 3 pitches" and play C, D, B; say "this is your starting pitch" and play C.
3. Regina Coeli
m. 1
m. 14
Adult pitch giver: Say "this is your starting tonality" and play an C Major chord (C, E, G), say "this is your starting pitch" and, play G
2023 All State Chorus Recalls
Bass
Begin
End (after)
Sing through the beat indicated
1. America The Beautiful
m. 4 bt 3
m. 20
Adult pitch giver: Say "this is your starting tonality" and play an Db Major chord (Db, F, Ab), say "this is your starting pitch" and, play Ab
2. Ama Namin
m. 20 & of bt 4
Adult pitch giver: Say "these are your first 3 pitches" and play Bb, A, E; say "this is your starting pitch" and play Bb.
3. Regina Coeli
m. 1
m. 14
Adult pitch giver: Say "this is your starting tonality" and play an C Major chord (C, E, G), say "this is your starting pitch" and, play C
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2019 spring
What's a Stomachache?
You wake up in the middle of the night with stomach cramps, clutch a pillow and curl your body around it. That helps a little and you go back to sleep. But in the morning, the pain is still there. "Ouch, I have a stomachache!" you tell your mom or dad.
Why Does Belly Pain Happen?
Pain is the body's way of telling us that something's going on. Belly pain alerts us to something that's happening inside us that we might not know about otherwise.
Here are some of the things that cause tum tummy troubles:
- Constipation is a top reason kids get belly pain. If you haven't had a bowel movement (poop) for a while or if it hurts to go to the bathroom or your bowel movements are hard, you are probably constipated.
- Diarrhea is often caused by an infection that some people call "the stomach flu." When you have diarrhea — runny, watery bowel movements — you may also feel sick to your stomach. The pain is one way your body tells you to stay near a bathroom!
- Other belly troubles. Belly pain also can happen with a urinary tract infection or a blocked intestine. Infection by bacteria or a parasite, heartburn, irritable bowel disease, or inflammatory bowel disease also can cause it.
- Something you eat. Some kids get belly pain because they ate too much of something, a food that was too spicy or greasy, or food that sat around in the fridge for too long and went bad.
- Food intolerance or food allergy. Some people have foods that are hard for them to digest. This is called a food intolerance. For example, people with lactose intolerance have a tough time digesting lactose, a type of sugar found in milk and other dairy foods. A food allergy is different, and some can be very serious. Food allergies can cause immune system reactions that can harm the body. Someone with a food allergy must always avoid that food.
- Appendicitis. If the pain starts by your belly button and then moves to the lower right side of your belly, it might be appendicitis. Fever or vomiting, along with pain that gets worse and worse and a loss of appetite, also can be signs of appendicitis.
- An infection someplace else in your body may cause belly pain too. A sore throat, pneumonia, an ear infection, or a cough can sometimes cause tummy trouble.
- Stress. Many, many kids (and adults, too) have a "nervous stomach" when they are worried or stressed.
How Do Doctors Find the Cause of a Bellyache?
Your doctor will first ask you some questions, examine you, and maybe do some tests. Your doctor may suggest you take some medicine or might give you special instructions for eating to help your body heal the bellyache.
If it turns out that you have appendicitis, you will need an operation called an appendectomy (say: app-en-DEK-tuh-mee).
If stress is behind your stomach problems, your doctor may recommend a specialist, such as a psychologist. These experts can help kids figure out the source of the stress and help them come up with some ideas for how to fix the problems or handle them better.
How Can I Prevent Belly Pain?
If you'd like to prevent bellyaches, here are some good tips to follow:
- Don't overeat.
- Eat fiber-rich foods, such as fruits and vegetables, so your bowel movements are regular.
- Drink lots of fluids, especially water.
Wash your hands before eating.
- Don't eat right before bedtime.
Get lots of sleep so your body doesn't get run down.
If you have a bellyache, be sure to let an adult know what's going on!
Reviewed by: Elana Pearl Ben-Joseph, MD
Date reviewed: February 2019
https://kidshealth.org/ChildrensMercy/en/kids/abdominal-pain.html?view=ptr&WT.ac=k-ptr
Goodbye and good luck to all the University Academy seniors! It has been a pleasure being a part of your school experience and health education. Stop by the clinic if you need a copy of your immunization record or have any questions.
The Wellness Center is open year round!!! Please call over the summer for clinic hours and appointments. 816-412-5978.
Common clinic services provided: sports pysicals asthma, respiratory illnesses, rashes/skin problems, minor illnesses/injuries, menstrual problems, school/family issues, referrals from school nurse.
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Developmental Pediatrics
at The Children's Institute of Pittsburgh
Located at our Squirrel Hill campus, our Developmental Pediatrics practice led by Dr. Scott Faber serves infants, children, and teens with a wide range of developmental-behavioral disorders including autism spectrum disorders.
Our experienced and credentialed team offers an integrated approach to treatment for numerous developmental delays. Individual treatment plans are developed in collaboration with the patients' families, and may include a number of therapies and techniques depending on the needs of the child.
Who Can Benefit:
* gross motor and adaptive skills, such as the ability to move large muscle groups to achieve movement of the body
The Children's Institute's Developmental Pediatrics program addresses different types of developmental problems. Treatment can help children in numerous streams of development such as:
* fine motor and adaptive skills, such as the ability to move smaller muscle groups, typically in the hands and arms
* various aspects of cognitive abilities
* biofeedback, where children with developmental disorders can benefit from learning how to control their brain blood flow, EEG, and skin temperature
* the ability to communicate, known as expressive language skills
* the ability to understand verbal and non verbal commuication, known as receptive language skills
* mixed developmental delays, where a child has significant developmental difficulties before the age of 5
November 2015
How our Team Can Help
Using tradtional and integrative treatments, including nutritional supplements and biofeedback, our developmental pediatricians, nurse practicioners, nurses, and certified occupational therapy assistant work to identify, treat and alleviate the underlying problems that impact each child's ability to function. Our Developmental Pediatrics team often refers and works with The Children's Institute's outstanding therapy services and programs including Physical Therapy, Occupational Therapy, Speech/Language Therapy, Nutrition Services, and Behavior Health Services.
Our team may include:
* Physician and/or nurse practitioner
* Nurse
* Certified occupational therapy assistant
* Additional therapists from The Children's Institute as needed
Potential Goals
Our team will establish individualized goals for each child receiving treatment. These may include:
* achieve movement of the body in areas such as walking, running, throwing, and catching
* learn to perform tasks necessary to daily living, such as self feeding, buttoning, zippering, drawing, and writing
* the ability to communicate wants, needs, feelings, and information using verbal or sign language
Types of Treatment
In order to determine the best treatment for each child, he or she will be evaluated by the developmental pediatrics team. Our entire Developmental Pediatrics program is outpatient.
Outpatient Treatment
Outpatient treatment through our Developmental Pediatrics program is only available through our Squirrel Hill location. Individual treatment plans are developed in collaboration with the patient's families, and may include a number of therapies and techniques depending on the needs of the child.
Additional Services
In addition to serving each child's developmental disorder, our team works to identify and treat any underlying medical issues associated with these development delays and behavior disturbances. Some examples include organic sleep disorders, dysphagia, nutrition issues, environmental exposures, and more.
* the ability to solve visual-spatial puzzles
* mastery of identification of letters, numbers, and shapes
* selection of appropriate answers to logical questions
* learning how to control their brain blood flow, EEG, and skin temperature
* the ability to understand the verbal and non-verbal communication of others
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Reconstruction
Presidential
- "Ten-percent" solution
- Lenient
Congressional
- Radical Republicans
- Civil Rights Bill—Rights for freedmen
- Reconstruction Act—Military occupation
Southern States
- "Black Codes"
- Confederate leaders
Plans
Constitutional Amendments
- 13th Amendment: Abolished slavery
- 14th Amendment: Guaranteed citizenship rights
- 15th Amendment: Guaranteed voting rights
RECONSTRUCTION PROBLEMS
- How to readmit Southern states?
- How to help freedmen?
- How to rebuild South?
The South
Government
- Participation of freedmen in government
- Public schools, investment in railroads
- Some corruption
Economy
- "New South"
- Sharecroppers
- Tenant farmers
- Debt peonage
End of Reconstruction
- "Compromise of 1877"—North withdraws
- Southern Democrats resume power
- Denial of voting rights—literacy tests, poll taxes, grandfather clauses
- "Jim Crow" Laws—Racial segregation in schools, trains, public places; upheld in *Plessy v. Ferguson* (1896)
The Battle over Reconstruction
Freedman’s Bureau was set up to help freedmen; 13th Amendment abolished slavery.
**Presidential Reconstruction:**
- Lincoln wanted to readmit Southern states when 10% voters pledged allegiance to the Union and recognized end of slavery.
- Johnson insists Confederate leaders seek personal pardons, but liberally grants them.
**Black Codes:** New Southern state governments with former Confederate leaders pass “Black Codes,” restricting the rights of freedmen.
**Congressional Reconstruction**
- Shocked at the Black Codes and the election of Confederate leaders, Radical Republicans refuse to seat Southerners in Congress.
- Civil Rights Act, passed over Johnson’s veto, grants freedmen rights of citizenship, overturning Black Codes.
- Civil Rights Act is rewritten as 14th Amendment, granting all citizens:
- “Due process of law”: right to fair procedures before a state government takes away a person’s property or freedom
- “Equal protection of the laws”: state laws should treat people equally
- Reconstruction Act (1867) divides the South into military occupation zones.
Impeachment of President Andrew Johnson
- Radical Republicans pass the Tenure of Office Act: The President needs Senate consent to remove cabinet members.
- Johnson impeached for removing his Secretary of War. He is the first President to be impeached. When tried in the Senate, Johnson is saved from removal by one vote.
Reconstruction Governments
- Carpetbaggers, scalawags, and freedmen participate in Reconstruction governments.
- African Americans vote and serve in government during this experiment in biracial democracy. Hiram Rhodes Revels becomes the first African American in Congress.
- Reconstruction governments ban racial discrimination, establish public schools, and encourage railroad construction—but they are also guilty of corruption.
Reconstruction Economics
- **Sharecropper**: uses the land and tools of the landlord in exchange for part of crop
- **Tenant farmer**: rents land from landlord
- **Debt peonage**: loss of freedom to move away because of debts to landlord or business owner
- **“New South”**: new economy of South with greater crop diversity, more railroads, and some manufacturing
The End of Reconstruction
- North loses interest in reconstruction after economic depression in 1873.
- Rutherford B. Hayes withdraws troops in a deal to win the disputed 1877 Presidential election.
- Southern Democrats return to power.
- **Ku Klux Klan** and other groups terrorize African Americans.
The “Jim Crow” Laws: the “Nadir” in Race Relations
- Southern state governments take steps to stop African-American voting: literacy tests, poll taxes, residency requirements. Whites exempted by “grandfather clauses.”
- African Americans intimidated by violence and economic dependence.
- Southern state governments pass “Jim Crow” laws requiring racial segregation, or separation of whites and blacks, in schools, railroads, restaurants and other public places.
- “Jim Crow” laws upheld by the Supreme Court in *Plessy v. Ferguson* (1896): Facilities can be “separate but equal.”
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Speed balloon
Student Worksheet
Build It!
You will learn about barnstorming aviators then build your own speedy aircraft!
Materials:
Balloon. Straw. Tape. 20 feet of string. Pencil. Timer.
Instructions:
Create your aircraft. Blow up your balloon. DO NOT tie the end. So, don't let go!
Next, use tape to attach a straw to the side of the balloon. Use a timer to record how fast your Balloon Speed Aircraft flies down the String Runway in the Balloon Speed Plane Trials provided below.
speed balloon
Teacher Guide
Building the Speed Balloon:
Students/groups are given instructions on how to build their balloon. Students can record their times and speeds using the provided chart. After completing the trails, students can start to add to their balloons - using misc. materials - like rudders, wings, etc. to make their balloon fly better. You will need to create the String Runway. Take about 20 feet of string. Attach the string to stationary/heavy objects (chair, table leg) that will keep the balloon from hitting the floor as it flies down the String Runway. Make sure the String Runway goes in a straight line.
Please be sure to share photos or videos of your students completing the activity! Upload here: https://www.dropbox.com/request/TvTdwFAJFUvjk1vnC6YT
Materials
Balloon. Straw. Tape. 20 feet of string. Pencil. Timer.
Background Information:
Barnstorming really began in the 1920s. The end of World War I left many trained pilots out of work but still wanting to fly airplanes. The military had a surplus of aircraft which they sold to former aviators and civilians for cheap. This eventually led to the rise of barnstorming as a popular sport in the 1920s. Barnstorming earned its name from the pilots who would land their light planes in fields and use local barns as venues for their
airshows. Paying spectators would gather to watch these pilots attempt dangerous tricks. Daredevil stunt pilots would perform maneuvers like spins, dives, loop-theloops, and barrel rolls at dangerously low altitudes, and aerialists would attempt feats like wing walking, jumping from plane to plane, and even mid-air tennis matches. Not all barnstormers were former military men. There were several famous stunt pilots that were ordinary citizens and women. Some barnstormers traveled in troupes called flying circuses. By 1927, barnstorming became more competitive, resulting in several dangerous accidents that were highly publicized. The risks of barnstorming soon led to enforced safety regulations by the government. Barnstorming is still celebrated today as the foundation of modern airshows. Modern airshows still feature daring stunt pilots and wing walkers, though their tricks and maneuvers are much safer than the experimental flying of the 1920s era.
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Northfield Shares invites everyone to participate in Random Acts of Kindness Week and experience the utter joy that comes from doing good things for others. To help get things started, here is a template for the week, complete with a daily theme, thought for the day and a few ideas or tips to make it easy to participate. You can find additional resources at northfieldshares.org/kindness including links to other teaching and motivational resources.
DAY 1: SUNDAY, FEBRUARY 17 NATIONAL RANDOM ACTS OF KINDESS DAY
Theme: Be kind to your family.
Quote for the Day: "Families are like fudge ... mostly sweet with a few nuts." – Unknown
Ideas/Tips: Help with chores; run an errand for a busy family member; give your family members hugs; tell your family why you love them; hold a family movie night or a family game night, make a meal together.
DAY 2: MONDAY, FEBRUARY 18
Theme: Value friendship.
Quote for the Day: "The only way to have a friend is to be one." – Ralph Waldo Emerson
Ideas/Tips: Do a good deed for a friend; call a friend just to see how they are doing; mend a relationship or reconnect with an old friend; tell your friends why you appreciate them; give your friend a small, thoughtful gift; treat your friend to lunch or coffee; give your friends a hug.
DAY 3: TUESDAY, FEBRUARY 19
Theme: Offer kindness to someone you don't know.
Quote for the Day: "A kind and compassionate act is often its own reward." – William John Bennett
Ideas/Tips: Scrape the snow off a stranger's car; visit someone in a nursing home who doesn't get many visitors; hold the door for someone and say, "Good morning" or "Good afternoon"; give another driver your parking spot; send a care package to someone serving in the military; pay for a stranger's gas, groceries, coffee or fast food order; befriend a new student or co-worker; offer sincere compliments
DAY 4: WEDNESDAY, FEBRUARY 20
Theme: Give generously.
Quote for the Day: "A person's true wealth is the good he or she does in the world." – Mohammed
Ideas/Tips: Donate to your favorite charity; donate books to the school or library; sort through your clothes and donate nice, unwanted, in-season clothes to the Community Action Center's Clothes Closet; collect non-perishable food items for the local food shelf; donate blood; volunteer at a local nonprofit organization.
DAY 5: THURSDAY, FEBRUARY 21
Theme: Listen Intentionally.
Quote for the Day: "Real listening always brings people closer together." – Meg Wheatley
Ideas/Tips: Listen without interrupting, Listen to understand. Have a conversation with someone you don't usually talk to or someone you don't know; sit with someone new at lunch; take a treat to a new neighbor; invite someone you would like to get to know better out for lunch or coffee.
DAY 6: FRIDAY, FEBRUARY 22
Theme: Reach out to someone who is going through a difficult time or just having a bad day.
Quote for the Day: "No act of kindness, no matter how small, is ever wasted." – Aesop
Ideas/Tips: Send a card or flowers to a sick friend; take a meal to someone recovering from surgery; run an errand or shovel snow for a neighbor with an illness in the family; volunteer to babysit for a few hours to give a single parent a break; remember the bereaved with phone calls, cards, plants and food.
THE FUTURE
Theme: Pass it on and keep it going.
Quote to Remember: "Do all the good you can, by all the means you can, in all the ways you can, in all the places you can, at all the times you can, to all the people you can, as long as you can." – John Wesley
Ideas/Tips: Reflect on what you learned this week. Take the Northfield Shares volunteer pledge, a personal pledge to volunteer at least five hours per month in some type of volunteer activity. We will encourage you to continue your good work and we will help make it easier by giving you service and kindness ideas. Visit northfieldshares.org/pledge to take the pledge.
The week might be over, but we hope you will develop the habit of doing intentional acts of kindness and keep passing it on.
If you have any questions or ideas to make this celebration of Random Acts of Kindness Week more meaningful, email email@example.com or call 507-403-9755. Be sure to visit northfieldshares.org/kindness for daily signs and a list of 50 kindness ideas.
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Self-Advocacy: How to Write an Effective Letter
A well-written letter can be a useful tool for addressing or resolving a problem. These guidelines are designed to help you advocate for yourself effectively. Remember that the Office of the University Ombudsman is a good place to get confidential, neutral, and informal feedback on your letter – before you send it, or to develop options for next steps after you've received a response.
Before you Start Writing:
Think about the purpose -- Why are you writing? What would it take for the issue to be resolved? Is a letter the best communication method at this point in time?
Think about the audience -- What does the recipient already know about the issue? Given his or her perspective, role, responsibilities, beliefs, etc. . . ., what information might the recipient find useful and persuasive?
Think about how to clearly articulate your concerns and begin distinguishing facts from your own assumptions and opinions.
Drafting the Letter:
Keep it short – A concise letter will keep the reader's attention.
Address the letter to the appropriate person – Do your research so time is not lost while your letter finds its way to the right recipient. The letter should be addressed to the person with sufficient authority to solve the problem and no higher. If you're considering copying others on the letter, explore your motivations for doing so.
Use a professional format and tone – Type your letter, if possible, and follow-up an electronic version with a hard copy. Use a business-like tone, staying away from inflammatory language, i.e., threats, insults and sarcasm. At the end of the letter, thank the recipient for giving time and attention to the matter.
Stick to the relevant facts -- Briefly recap the relevant facts in a logical sequence. Be specific about dates, times, locations and the identity of any other individuals involved. Reference and include copies of documents that relate to your situation. Highlight relevant portions of the attachments, if the attachments are lengthy.
Don't ignore facts or policies that are not in your favor -- If there are contrary policies or facts, explain why an exception is warranted in your case.
Be persuasive – Describe how you were affected by the issue you are trying to resolve. This may include emotional distress, financial or time hardships, and academic or professional consequences. Be careful not to over-dramatize.
Request a specific outcome. – Make sure your request is realistic and reasonable.
Be specific about next steps -- Indicate when and how you will follow-up on your letter.
Include a way for the recipient to contact you – Make sure your full name and contact information are clearly included at the start and/or end of the letter.
Before Sending
Consult a proofreader – Have someone you trust read your letter to ensure that it uses an appropriate tone and is grammatically correct. A neutral third party may also provide an objective viewpoint on the underlying situation.
Keep a copy -- Keep a copy of all letters sent and received and all related documents and forms. This will be helpful should you ever need to show proof of the communication.
Remember that you must give the recipient a reasonable amount of time to respond!
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