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Trees:
* Rusty, slimy residue or growth on Cedar or Juniper are signs of the rust disease. It can soon infect hawthorn and crabapple trees. To prevent rust disease on hawthorn and crabapple trees, use Bonide Infuse as the flower buds begin blooming and repeat the application in thirty-day intervals in early May and June. Additionally, apply Bonide Mancozeb ten & twenty days after each application of Bonide Infuse. Do not use fruit from sprayed trees for food or feed purposes.
Lawn:
* If your lawn has a history of grub damage, inspect for grubs. If more than seven grubs are present in one square foot of lawn, use Bayer Dylox to eradicate the grubs. Water in the application with 1/2 an inch of water or apply the Bayer Dylox before rain is expected. Six or less grubs per square foot will not do enough damage to harm your lawn if your lawn had been fed with Turf Trust early this spring.
* Wild violets on your lawn can be controlled by applying Speedzone Lawn Weed Killer. Make two applications six days apart with the Ortho dial sprayer. Use the 1tbs setting for the Speedzone applications. Do not mow the lawn for three days before or three days after the applications. It takes two to three weeks to kill wild violets depending on temperature and soil moisture.
Houseplants:
* Do not take houseplants outside yet because nights are still to cool, and there is a danger of night frost. Continue to feed your houseplants with Seamate every time you water.
* Dutch amaryllis can be planted outside in the garden in an area that receives half a day of sunlight after being removed from the pot. When planting, mix fresh Canadian Peet Moss with your soil before planting the amaryllis. Feed the amaryllis with Plant Trust Flower and Bulb Fertilizer. Water these plants weekly during the dry summer conditions.
Flowers:
* The best wave petunia is the blue wave petunia. The purple wave petunia is prone to root rot. When buying blue petunias, make sure the tag says blue wave petunia. You can plant blue wave petunia in the flower bed in two to three weeks. Feed ground planted blue wave petunias with Plant Trust Flower and Bulb Fertilizer. Blue wave petunias grown in pots during the summer should be fed with Jack's Classic Petunia Feed every two to three weeks.
Fruit:
* Strawberries can now be planted in a vegetable garden in a sunny location. Do not expect a large harvest the first year planted. The following year's harvest will be much better.
Bees:
* To protect bees, make insect spray applications in the late evening and do not spray trees or shrubs when blooming (including evergreens like hollies). Mow the lawn to decrease dandelions and clover flowers that would attract bees to the lawn before spraying trees in the lawn.
* Use insecticides less toxic to bees such as B.T or oils, like Clear Choice Green or Summit Year Round Spray Oil, when B.T and oils are adequate for your needs.
* Avoid dust and encapsulated insecticides because they are more toxic to bees.
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Money and the money supply
Contributed by the Central Bank of Seychelles as part of its Awareness Programme.
Money is any object or record that is generally accepted as payment for goods and services and repayment of debts. This can include notes and coins, as well as electronic forms of money. There are many different currencies of money such as the US dollar, the UK pound and the Euro. In Seychelles, the Seychelles rupee is used. Nearly all money systems are based on what is known as fiat money. Fiat money does not have any value as a physical commodity but has value simply because the government has declared that it must be accepted as a form of payment within the country. As such, because the Government has declared the Seychelles rupee to be the domestic currency and as such has declared its value, the rupee is used as a form of payment within Seychelles.
Money has been thought to have 3 main functions. Firstly, it acts as a medium of exchange. This simply means that it can be exchanged for goods and services. It therefore eliminates the need for barter which proved to be inefficient. Barter is the method of exchange whereby goods and services are directly exchanged for other goods and services. This is difficult because it requires a double coincidence of wants. For example, if money did not exist and a fisherman wanted fruit, he would have had to find someone that grew fruit and also wanted to exchange it for fish. The introduction of money removes the need to find someone who has what you want and wants what you have.
Its second function is that it acts as a store of value. This means that its value should remain stable over time unlike, for example, a car which loses value over time. Thirdly, money can act as a unit of account. This means that it can be recorded that a certain amount of money exists without that money having any actual physical existence. This can be seen when payment is made by cheque. The number representing how much money is in the corresponding bank account decreases without requiring the money to be obtained in physical form for payment.
Money must also be easily portable, durable and very difficult to counterfeit (since if people could produce it themselves it would lose value). That is why notes and coins have various security features to prevent counterfeiting, and are light, long-lasting and thus easy to transport. It also needs to be divisible. If only R500 notes existed, it would be very difficult to buy small items and that is why money is divided into notes and coins of lesser value.
Money must also be in limited in supply in that there is a sole supplier, which in most countries is the central bank. The money supply is the total amount of money available in an economy at a particular point in time. A country's central bank can increase the money supply by, for example, "printing" money or by buying government bonds from the private sector. The central bank can decrease the money supply by, for example, selling government bonds or by encouraging commercial banks to hold more money deposits at the central bank. The latter can be achieved through market operations or minimum reserve requirements.
However, the central bank does not have complete control of the money supply. Commercial banks can effectively create money by giving loans thus increasing the money supply. Loans increase the volume of deposits in the system, because not all money must be present in physical form, and by doing so increase the money supply.
Growth in the money supply, however, will generally cause inflation. This is because an increasing money supply, when the supply of goods and services remains constant usually means that people will have more money to spend on goods and services. The resulting increase in demand for goods and services will drive up prices.
There are several different measures of the money supply generally referred to by 'M' followed by a number, usually ranging from M0 to M3. In Seychelles we have M1, M2 and M3. M1 consists of the currency with the public and transferable deposits. M2 consists of M1 plus fixed term and savings deposits. M3 consists of M2 plus foreign currency deposits. Furthermore, within these measures there are components of money supply – transferable deposits, fixed deposits, foreign currency deposits and so on. These components and their variation over the past 10 years can be viewed in the graph below.
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Steps to Take if Your Pet Gets Lost
- Act fast! Don't waste days hoping your pet will come home. Search your neighborhood or the area where your pet was lost, and let people know it's missing. Call your pet's name and check any places it could be trapped, such as in garages, under vehicles and engine compartments. A lost pet often will hide during the day, so be sure to go out again at night with a flashlight and call for it. Sometimes a can of food can lure a hungry and scared pet to you. Borrow a humane trap and check regularly (ask about proper techniques).
- While out searching for your pet, is there a sound your pet loves to hear? Like the shaking of the treat box or a favorite squeak toy? If so, bring that item on the search and make a little noise. Remember to use a friendly voice when calling.
- Complete a "lost pet" report at your local animal shelter(s) and animal control authority immediately and visit in person every day. Some larger cities have more than one shelter, so be sure to contact all of them in your area (and any jurisdictions bordering where the pet was lost):
Anne Arundel County Animal Control The SPCA of Anne Arundel County 411 Maxwell Frye Rd. 1815 Bay Ridge Avenue Millersville MD 21108 Annapolis MD 21403 (410) 222-8900 (410) 268-4388 www.aacounty.org/animalcontrol www.aacspca.org
- If your pet is microchipped, ALERT your microchip company that your pet is lost and make sure your contact information is correct.
- Visit the Anne Arundel County Animal Control website to view found pets and post your lost pet at www.aacounty.org/animalcontrol.
- Make "lost pet" posters or flyers using your pet's current photo. Inform your local neighborhood, post offices, libraries, pet supply stores, veterinary clinics, groomers and grocery stores that your pet is lost in case someone brings the pet in. Give flyers to postal carriers, UPS and Fed Ex delivery people, and anyone else you know who gets around the neighborhood in their daily routines. Include your pet's name, your phone number and a short description of where and when your pet was last seen. Check where you posted your flyers to make sure they're still there and haven't been covered over or damaged by weather.
- Offer a reward, but don't specify an amount. If the reward is too low, people might not bother and if it's too high, they might think the pet is valuable and try to sell it.
- Use social media sites such as Facebook: Anne Arundel County Animal Control Facebook and Lost & Found Pets of Anne Arundel County.
- Watch the "found" ads in the newspaper and on the internet. Respond to any that are even close to your pet's description.
- Call your local radio stations. Some radio stations will broadcast lost pet information for free. Give them very detailed information on where your pet was lost, pet's description and how to contact you.
- Contact Dogs Finding Dogs www.dogsfindingdogs.com (they use search dogs to locate lost pets of all kinds).
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Restoration workers Mike Jeffery (left) and David Randt use soil and plywood to dam one of the drainage ditches in Burns Bog. Courtesy Corporation of Delta
Surrey North Delta Leader
Human beavers bring bog back to life
By Christine Lyon - Surrey North Delta Leader
Published: August 19, 2008 10:00 AM
Updated: August 22, 2008 1:58 PM
Mike Jeffery and David Randt meet at Delta Municipal Hall every morning at 7:15 a.m. They toss their orange coveralls, wading boots, shovels and plywood into a pickup truck and head to Burns Bog.
Jeffery and Randt spend their days damming the drainage ditches that carry water away from the bog. They dig a notch on either side of the ditch embankment, then slot in 4x8 pieces of plywood. The men salvage sticks and branches which they use as stakes to secure the dam. Finally, they fill the layers of plywood with soil for added strength.
Since they started May 12, Jeffery and Randt have built seven new dams and upgraded 10 old ones in the raised peat bog, which occupies a quarter of Delta. Small dams take a day to construct, while larger structures can take up to a week.
Ditch-blocking has been going on since 2001 in an effort to restore the bog to its natural state. Steel barriers and wooden dams from previous years are still in tact.
http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B... 28/08/2008
Until the '80s, drainage ditches were dug throughout the bog to facilitate large-scale peat mining and cranberry farming. The ditches drained nearly 40 per cent of the original bog – a danger since precipitation is the dome-shaped area's only source of water.
Burns Bog is about half the size it once was because of agricultural and industrial land use. In 2004, the province, Metro Vancouver and the Corporation of Delta purchased 5,000 acres of the bog and created a plan to protect its unique ecosystem and the rare plants and animals living there.
Jeffery and Randt are two of the few people permitted on the bog. They lug their equipment to the dam sites on foot, since there are no roads and driving is a fire hazard.
Jeffery, 25, is studying forestry at BCIT and loves being able to work outside. Randt is studying geological engineering at UBC. The 19-year-old Delta resident is happy to lend an environmental hand in his own community. This is the second year Delta has employed summer students to restore the bog.
The pair runs into deer, owls, herons, hawks and eagles on a daily basis. They were pleased to discover the resident beavers are quick to patch up their faulty dams.
Project manager Sarah Howie explains beavers are attracted to the sound of running water.
"If one of the dams is leaking and water is going around or bypassing it, they'll hear that and they'll start adding onto the bypass until it stops flowing," she says.
Howie is an urban environmental designer for the Corporation of Delta and has been overseeing the hydrology aspect of the restoration project for almost four years.
"It's an engineering feat, what we're doing," she says, explaining the dams must be strategically placed and strongly built to hold back the water pressure. Water levels can rise two feet in winter.
Keeping water in the bog is the most important part of the restoration process because without water, a bog becomes a forest.
Peat, also known as sphagnum moss, is integral to maintaining the bog ecosystem since it releases acid and absorbs water. But peat regenerates very slowly compared to the rate it was harvested for horticulture in the 20th century.
Howie measures water and ground levels year round to determine whether or not the ditch-blocking efforts are worthwhile.
Data over the last three years has shown sphagnum moss is indeed expanding. That means the bog is starting to recover, thanks to a hard-working restoration crew and a few eager beavers.
Links referenced within this article
Find this article at:
http://www.bclocalnews.com/surrey_area/surreyleader/news/Human_beavers_bring_bog_back_to_life.html http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B...
28/08/2008
Uncheck the box to remove the list of links referenced in the article.
© Copyright Black Press. All rights reserved.
http://www.printthis.clickability.com/pt/cpt?action=cpt&title=Surrey+Leader+-+Your+B... 28/08/2008
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22 July 2015
A NEW WATER TANK FOR LOCAL GIRL GUIDES
Pakenham Girl Guides are soon to discover the benefits of recycling natural water following their success in the 2015 SUEZ environnement Community Grants Program.
The group has received a $3,000 grant from SUEZ environnement to install a sustainable water tank system at their local Guide Hall.
By installing an onsite water tank, the Girl Guides site will harvest and recycle water that is naturally available during rainy periods. The water tank will not only provide natural source of water onsite, it will be used as a learning tool for Guides as young as five to understand the importance of water conservation and reduce their current water utility bills freeing up funds to deliver other beneficial programs to the group.
Kelvin Sargent, SUEZ environnement's State General Manager Victoria, presented the cheque to the Pakenham Girl Guides at a CampFire ceremony on Wednesday night and said SUEZ environnement was pleased to support this local community group with their future sustainability goals.
"The Girl Guides are a well-respected organisation with long-standing involvement both locally and globally. Their ethos encourages young girls to be actively involved in their community and provides opportunities to contribute towards the environment and a sustainable future. We are proud to support them in this small way to reach their goals."
Group Leader at the Pakenham Girl Guides, Sonya Boloski, was excited to receive the news about the grant.
'Following the recent completion of our new Girl Guide Hall roof, the installation of the water tank will be a great addition to our Guide Hall here in Pakenham, complementing the sustainable life practices we instil in each Guide."
"Thanks to SUEZ environnement, the water tank will enable our Girl Guides to learn new skills about rainwater harvesting, water conservation and recycling water practices," said Sonya.
"The water tank will also assist in reducing our utility costs enabling the group to use the funds to support other Girl Guide programs."
SUEZ environnement was the first waste company in Australia to launch a national community grant program. Over the past two years, the SUEZ environnement Community Grants Program has provided more than $250,000 to inspiring local organisations and projects. This year, 38 community groups across Australia have been awarded more than $155,000 in community grant funding to help realise their project dreams.
For more information on the SUEZ environnement Community Grants program or to register to receive information about the next grant round in 2016 visit www.suez-envcommunitygrants.com.au
– Ends –
Contact – SUEZ environnement Media Office on 02 8775 5527
SUEZ environnement finds smart and reliable resource management solutions to make the best use of water and waste for towns, cities, business and industry. We partner with organisations through the SUEZ environnement Community Grants program to support local participation in social and environmental projects which help create a more sustainable future.
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Ages of Famous Personalities
Junior Level
Part 1: Data Collection:
You will be seeing photographs of twenty famous people. As you see the photos, record the names of each individual and your best estimate as to the person's age. If you do not know the person, take your best guess as to the age from observing the photo. Actual ages will be the age at the end of the current year.
| Famous Personality | Estimated Age |
|---|---|
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
| 10 | |
| 11 | |
| 12 | |
| 13 | |
| 14 | |
| 15 | |
| 16 | |
| 17 | |
| 18 | |
| 19 | |
Name________________________________
Ages of Famous Personalities
Junior Level
Part 2: Analysis of the Data:
1. Using the grid below, prepare a scatter plot using the estimated age on the x-axis and the actual age on the y-axis. Be sure to label your axes and scale, and place a title on the graph.
2. Choosing two points, find the equation of the line of best fit (model equation) for your data.
3. If you had guessed all of the ages correctly, what would be the equation of the line representing these correct guesses?
Name________________________________
4. Based upon your scatter plot, did you, in general, overestimate or underestimate the ages? _____________________ Explain how you made this decision by examining the scatter plot.
5. a. What percent of your estimated ages were correct?
b. What percent of your estimated ages were above the actual ages?
6. Interpolate: If you guessed that a person’s age was 26, what would the exact age be based upon your model equation from question #1?
7. Interpolate : If a person’s actual age was 37, what would have been the estimated age based upon your model equation from question #1?
8. Extrapolate: If a person’s estimated age was 80, what would have been the actual age based upon your model equation from question #1?
9. a. What is your age? __________
b. Based upon the your model equation from question #1, what would have been your estimated age?
10. a. Which personality had the greatest difference between the estimated age and the actual age?
b. What is the AVERAGE of the differences between the actual ages and the estimated ages for all of the personalities?
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19 NINA MONASEVITCH: Aloha. Thank you for
25 country to defend, there will be no business, and there
1 will be no survival if we do not sustain our oceans.
2 The oceans are in a critical state of decline;
3 serious, serious, major problems. Sonar is one of the
4 most important stressors including entanglement,
5 overfishing, ship strikes, acidification, pollution.
6 The list goes on and on. But the fact that we're
7 inundating the entire oceans with sound and killing the
8 ecosystem with sound and not knowing how it's effecting
9 all the other marine organisms including the fish to
10 sustain human life is just downright irresponsible.
11 And the predictions to deafen 1,600 whales per
12 year and kill 200 per year is absolutely unacceptable.
13 So I would like us to consider that life on the planet
14 will not continue if we don't malama the ocean. We're
15 an ocean planet.
16 And I'd like to echo some of the other comments
17 here, especially what Michael said about listening to
18 your heart and your soul and caring compassionately for
19 other species. There's seven billion people on the
20 planet. Not that I'm against human beings, but without
21 the biodiversity, humans will not continue to survive
22 here. Mahalo. (Applause.)
```
20 the opportunity to be here. I appreciate your presence. 21 My name is Nina Monasevitch. I'll give you my card. 22 I'm the co-founder and chair of Kohola Leo, Kohola 23 meaning whales, and Leo meaning voice. We started the 24 group to be a voice for the whales. 25 There's been a lot of discussion here about 1 impacts to marine mammals, and I just want to say 2 unequivocally sonar kills marine mammals. It tortures, 3 it causes excruciable pain to all cetaceans and other 4 marine life. I've done a lot of research. I've read 5 all the scientific papers. 6 The fact that the Navy is even continuing to 7 consider decimating marine animals, particularly 8 cetaceans with sonar is unconscionable. Especially 9 within the Hawaiian Islands Humpback Whale National 10 sanctuary where we're the only meeting and birthing 11 grounds in the United States for these endangered 12 whales. 13 I have briefed some of the EIS. But, of 14 course, it's very long. I haven't read it all. And 15 I've given documentation throughout the years on several 16 scientific papers that I'd like you to include, but I 17 haven't checked whether or not you've included all of 18 those. 19 But the evidence is clear, scientifically sonar 20 kills whales and other marine life. 21 And just as a reminder to all of us here, we're 22 on an ocean planet. Seventy-one percent of our surface 23 is covered by the ocean. It is the breath of life of 24 our planet. There will be no life, there will be no
```
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Transcript 05-2 Atomic Structure
A few introductory words of explanation about this transcript.
This transcript includes the words sent to the narrator for inclusion in the latest version of the associated video. Occasionally, the narrator changes a few words on the fly in order to improve the flow. It is written in a manner that suggests to the narrator where emphasis and pauses might go, so it is not intended to be grammatically correct.
The Scene numbers are left in this transcript although they are not necessarily observable by watching the video.
There will also be occasional passages in blue that are NOT in the video but that might be useful corollary information.
There may be occasional figures that suggest what might be on the screen at that time.
201-Avatar1-QM-Atoms
CHAUCER: Now, let's see how Quantum Mechanics helps us to understand atomic structure.
KEVIN: Ahh – Bohr and de Broglie are two of my heroes.
DIANA: Boron who?
CHAUCER: Cute, Diana, cute. Jeeves?
205-AtomicStructure
It was during the early decades of the 19 th century that the structure of atoms was coming into focus. It was known for example that a hydrogen atom contained one proton and one electron. But the scientists of the time could think of no stable arrangement of the two particles.
It was known that protons in any atom were grouped in a small central region called the nucleus and that the electrons were somehow arranged at comparatively large distances outside the nucleus.
But, in hydrogen, if the electron were stationary, it would fall into the nucleus since the charges on the particles would cause them to attract one another.
Yet the electron couldn't be in an orbit circling the nucleus either. Circular motion requires constant acceleration of the circling body to keep it from flying away. But the electron has charge and charged particles radiate light when they are accelerating. So an electron in a circular orbit would radiate light and would spiral into the nucleus.
210-BohrAtom
Neils Bohr proposed the first working model of the hydrogen atom. In the Bohr model, the electron circles the nucleus as if it were a planet going around the sun.
And with a nod to the energy quantization that Max Planck dreamed up for solving the Ultraviolet Catastrophe, Bohr said that inside the hydrogen atom, the electron was allowed to have only discrete values of angular momentum in its orbits around the nucleus. Translated, this means the electron can occupy orbits only at a certain distances from the nucleus.
And Bohr simply dismissed the problem of the electron radiating away its energy by stating that "it just didn't happen" (even great scientists cheat sometimes!)
He postulated that inside an atom, electrons only radiate energy when they jump from one allowable orbit to another, and the energy of this radiation, reveals the allowable orbits.
The wavelengths of light absorbed by hydrogen when white light is shined upon it, as well as the wavelengths of light when it is subsequently re-radiated had been precisely studied at the time but never explained. Here is a sample of an absorption spectrum and an emission spectrum.
By predicting the values of orbits that an electron could have, Bohr's model also predicted the wavelengths of the lines in the hydrogen spectrum.
And his model was tremendously successful. It explained in exquisite detail the atomic spectra of hydrogen.
When the energy of the wavelengths of the spectral lines are compared to the energy differences in orbits allowed in the Bohr Atom – they agree exactly.
So the quantum approach worked well in explaining the allowable orbits, but no one was certain why only those orbits were allowed.
215-ParticleWaves
In his doctoral dissertation in 1924, Louis de Broglie put forward a simple idea that significantly advanced the understanding of the extremely tiny (a quantum leap forward you might say). Since Einstein and Planck and Compton had firmly established that light could have characteristics of both a wave and a particle, de Broglie suggested that matter particles…protons, electrons, atoms, billiard balls, etc could sometimes act like waves.
And when this idea was applied to the Bohr atom, it answered many questions.
First, the allowed orbits had to be exact multiples of the wavelengths calculated for the electrons. Other orbits produced destructive interference of the waves and so the electron couldn't exist there.
So the circumference of the orbit must equal the wavelength…
Or twice the wavelength…
Or 3 times the wavelength…
Or, for that matter, any multiple of the wavelength.
Second, these orbits weren't really orbits in the traditional sense. These electrons didn't travel around the nucleus in a circle. Rather they took the form of a standing wave that surrounded the nucleus entirely. The exact position and momentum of the electron particle could not be specified at any given instant
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Pardalotus quadragintus
Forty-Spotted Pardolote
What is a forty-spotted pardalote?
One of the smallest and rarest birds in Australia, the forty-spotted pardalote belongs to a group known as 'diamond birds' because of their tiny, jewel-like appearance.
Why is it endangered?
The forty-spotted pardalote is only found in Tasmania (endemic) and is classified 'Endangered'. Its distribution is restricted to four locations in eastern Tasmania: Flinders Island, Maria Island, Tinderbox and Bruny Island. The only colonies of more than 100 birds are on Bruny and Maria Islands. The greatest threat to the forty-spotted pardalote is the destruction of its habitat and competition from other species such as noisy mynahs who enter the 'fortyspots' fiercely defended territory. Cats may also take adults and nestlings.
What do they look like?
Measuring about 9 - 10 cm, the body is light olive green with pale yellow around the eye and on the rump. The wings are black with distinctive white dots. There are no head markings. The call is a low pitched 'where..... where..... where..... where'. Other calls it can be confused with are the spotted pardalote which has a higher pitch ed 'me.. me' call and the black-headed honeyeater. They can be seen most often in the upper foliage of white gum where they live and feed, and may be found alone or in small groups. Binoculars are essential to catch a glimpse of these tiny birds and identify them correctly.
Why are white gums important?
Forty-spotted pardalotes live in dry eucalypt forests and woodlands only where white gum (Eucalyptus viminalis) occurs. This tree is the key to the birds survival. They feed on a variety of insects, and also lerps (a protective insect coating) and manna, a sugary secretion produced by the tree in response to insect attack. The birds are called 'foliage gleaners' because of the way they pick the insects from the leaves and branches.
Identifying white gum
White gum is a common species in dry eucalypt forests throughout eastern Tasmania. It has a rough bark collar on the lower trunk with a smooth white and grey streaked surface extending to the branches and canopy. Leaves are slender and usually 10 - 20 cm long. Considered a moderate sized tree it can grow to approximately 50 m in height and 1 - 2 m in diameter.
Depar tment of Primary Industries, Parks, Water and Environment
Other pardalotes
Two other pardalotes also occur throughout Tasmania. Both are common and widespread and are similar in appearance and habit. The spotted pardalote has a spotted head and the striated pardalote has streaked head markings. Both species have vivid yellow throats, rumps and small patches of red. Neither species are considered rare and both are found on mainland Australia.
What's being done?
The Parks and Wildlife Service, with funds from the Australian Nature Conservation Agency, has established a recovery team of representatives. This team manages the habitats and populations of the forty-spotted pardalote — thereby increasing awareness about the threats to the birds and ways we can help save them.
What can 'forty-spots' do for you?
Having a 'forty-spot' colony nearby has its advantages — especially for farmers and gardeners. 'Forty-spots' eat a variety of insects and so are a great natural way to help control pests.
How can you help?
Fortunately we can help save the 'forty-spots'. If you have white gums growing on your property don't cut them down or remove old growth or dead spars — these trees provide food and nest sites for the birds.
Plant white gums on your property to ensure food and homes for the future. A planting program is underway offering information and seedlings to people owning land near the colonies.
Further information
A video on the recovery program which shows rare footage of the bird and chicks is available from the Nature Conservation Branch.
Contact
Biodiversity Conservation Branch: DPIPWE 134 Macquarie Street, Hobart. 7000
Phone: (03) 6233 6556
Fax: (03) 6233 3477
November 2013 © State of Tasmania
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Ages of Famous Personalities
Name________________________________
Algebra 1 Level
Supplies: Graphing Calculator, PowerPoint presentation
Task: You will be seeing photographs of twenty famous people. As you see the photos, record the names of each individual and your best estimate as to the person's age. If you do not know the person, take your best guess as to the age from observing the photo. Actual ages will be the age at the end of the current year.
| Famous Personality | Estimated Age |
|---|---|
| 1 | |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
| 10 | |
| 11 | |
| 12 | |
| 13 | |
| 14 | |
| 15 | |
| 16 | |
| 17 | |
| 18 | |
| 19 | |
| 20 | |
1. Using your graphing calculator, prepare a scatter plot using the estimated age on the x-axis and the actual age on the y-axis. Sketch the scatter plot on the grid at the right. Be sure to label your axes and scale.
2. Choosing two points, find the equation of the line of best fit (model equation) for your data.
Points: ( , ) & ( , ) Slope: __________
Equation:____________________________________
3. Using your graphing calculator, find the linear regression equation, the calculator’s line of best fit, for your data. _____________________________________________
4. What is the correlation coefficient? ___________ What does it tell you about the fit of the calculator’s linear regression?
5. What is an appropriate domain for graphing age data in general? _______________________
6. If you had guessed all of the ages correctly, what would be the equation of the line representing these correct guesses?___________________________________________________________
7. Did you, in general, overestimate or underestimate the ages? ____________________________
8. a. What percent of your estimated ages were correct?__________________________________
b. What percent of your estimated ages were above the actual ages?______________________
9. Interpolate: If you guessed that a person’s age was 26, what would the exact age be based upon the calculator’s model equation? ______________________________________________
10. Interpolate : If a person’s actual age was 37, what would have been the estimated age based upon the calculator’s model equation?____________________________________________
11. Extrapolate: If a person’s estimated age was 80, what would have been the actual age based upon the calculator’s model equation?___________________________________________
12. a. What is your age? __________
b. Based upon the calculator’s model equation, what is your estimated age? _____________
13. a. Which personality had the greatest difference between the estimated age and the actual age?
___________________________________________________________________________
b. What is the AVERAGE of the differences between the actual ages and the estimated ages for all of the personalities? ________________________________________________________
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Between Multi-Level Systems of Support and English Learners
A MULTI-LEVEL SYSTEM OF SUPPORT [Response to Intervention (RtI) and Positive Behavioral Interventions and Supports (PBIS)] is the practice of systematically providing differing levels of supports based on student need. Wisconsin's vision of a multi-level system of support consists of four essential elements: HIGH QUALITY INSTRUCTION, BALANCED ASSESSMENT, COLLABORATION, and CULTURALLY RESPONSIVE PRACTICES.
ENGLISH LEARNERS are an increasingly diverse group, representing numerous countries, cultures, and languages. They come from all socioeconomic levels and with varied educational experiences and backgrounds. A multi-level system of support helps address the complex needs of students who are in the process of developing another language (English). At the same time, the system validates, affi rms, builds upon, and bridges to the students' fi rst language, cultural strengths, intellectual capabilities, and prior accomplishments.
A multi-level system of support provides English learners with:
* A focus on culturally competent teaching to ensure strong academic literacy and English language development for long-term student achievement
* A commitment to district-wide and school-wide inclusive practices
* A research-validated framework for a comprehensive education that benefi ts ALL students
* Strengths-based thinking and culturally competent solutions
Connecting English Learners to Balanced Assessment
* Use valid and reliable measures aligned with state and local standards, including English Language Standards
* Tie in the language acquisition stages and students' cultural backgrounds
* Implement strategic assessment practices to measure students' academic content, language knowledge, and skills
* Provide grade-level appropriate assessments and allow for equitable alternatives when necessary
Connecting English Learners to Collaboration
* Involve educators, family, and community when making critical decisions about instruction and practices
* Team up with colleagues to plan and deliver instruction that integrates language and content
* Provide collaborative, authentic opportunities to learn by addressing specifi c language and/or cultural barriers
Connecting English Learners to Culturally Responsive Practices
* Believe that English learners can and will learn at high levels
* Understand we all have unique identities
* Create authentic, relevant learning experiences that validate and affi rm students' culture and language
* Build a sense of belonging that honors English learners' racial and ethnic identities
Connecting English Learners to High Quality Instruction
* Make content understandable by leveraging students' fi rst language, cultural assets, and prior knowledge
* Use instructional practices designed to integrate conceptual understanding and language competence
* Align learning and supports to college and career readiness
* Take profi ciency level(s) and prior schooling experiences into account when designing instruction
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BALANCE CARD
– talking about imbalances, challenges and possibilities
The aim of the 'Balance Card' exercise is for participants to get the opportunity to speak about how illness has affected their lives and daily routines. The cards can help create clarity by letting participants talk about the imbalances they experience. Dialogue with others helps them identify their own challenges and thus their opportunities for change.
Each card has a quotation and a theme. There are theme cards for: The Balancing Person (cyan); Bodily Infirmities (bordeaux); Lowered Bar (orange); Challenging Relationships (blue) and Changeable moods (red). The pictures and theme enable various types of association to be made whilst the quotations give specific examples of the theme addressed by the card. The cards thus appeal to those participants who prefer pictures as well as those who prefer text and quotations.
Minimum 30 minutes
27 picture cards with text split into five themes. Table space. Alternatively a white board that participants can stand around.
Individual reflection Group dialogue
© 2001, Steno Diabetes Center. All rights reserved.
STEP BY STEP
1. The educator introduces the aim of the exercise: To verbalise the changes experienced by participants in their day-to-day lives due to their illness.
2. The picture cards are placed on the table so all can see them. The educator may possibly opt for one theme to be worked on.
3. Participants should now have the time to view the cards for a while, possibly pick own relevant cards.
4. The educator's role is then to control a process in which everyone gets the chance to say something about the various cards. The most important thing is for participants to stick to the overall theme, whilst the quotation should be regarded as an example of the broader problem. If participants feel 'locked into' the picture or quotation, the educator will need to show that the theme can be broadened. For example it is not only a question of saying no thanks to food. It can also mean saying no to candles as a COPD patient or refusing an invitation if they do not have the energy to go out.
5. The educator can use 'what/how' questions to try to get participants to open up more – "What do you mean by that? How did you feel about that? What did you do then? How did you react?" The exercise also invites questions to move the discussion from the individual level to the more general: "What can we learn from that? What can you do in a situation like that? What could you do differently another time?"
6. It is important that this does not become a therapeutic process but a discussion that all participants can benefit from. It is therefore up to the educator to ensure there is a balance between discussions on the ordinary and general level and individual and specific goals.
7. The educator rounds off each subject when it has been exhausted by participants or when it is time to introduce a new topic.
8. The educator concludes the exercise by generalising the group's discussions on imbalances and asking participants to consider the suggestions made about ways of achieving better balance.
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As schools seek to become Future Ready, it is necessary to identify and cultivate leadership beyond district and building leaders. School librarians lead, teach and support their school's and/or district's Future Ready Schools (FRS) goals through their professional practice, programs and spaces. Derived from the FRS framework, these principles both describe how librarians can support schools in this transition and identify specific ways in which librarians can themselves become more Future Ready. By aligning with strategic initiatives like FRS, librarians can better connect their practices, programs and spaces to educational innovation in schools. If properly prepared and supported, school librarians are well positioned to be at the leading edge of the digital transformation of learning.
Acknowledging that the current state of school libraries and librarians ranges widely from state to state and even from school to school, these principles are predicated on a core belief that in a Future Ready school, all students have equitable access to qualified librarians, digital tools, resources and books. In support of these goals, partnerships and support of public librarians and libraries are welcome and encouraged.
Designs Collaborative Spaces
Builds Instructional Partnerships
Use of Space and Time
Provides flexible spaces that promote inquiry, creativity, collaboration and community.
Ensures Equitable Digital Access
Technology and Infrastructure
access to connectivity, digital devices, information, resources, programming, and services in support of the district's strategic vision.
Provides and advocates for equitable
Curriculum, Instruction and Assessment
evidence-based curricula and assessments that integrate elements of deeper learning, critical thinking, information literacy, digital citizenship, creativity, innovation and the active use of technology.
Partners with educators to design and implement
Invests Strategically in Digital Resources
Budget and Resources
Leverages an understanding of school and community needs to identify and invest in digital resources to support student learning.
Empowers Students as Creators
Curriculum, Instruction and Assessment
increasingly self-directed as they create digital products of their learning that engage them in critical thinking, collaboration and authentic, real-world problem solving.
Encourages and facilitates students to become
Cultivates Community Partnerships
Community Partnerships
Cultivates partnerships within the school and local community (families and caregivers, non-profit organizations, government agencies, public and higher education libraries, businesses, etc.) to promote engagement and a lifelong learning process.
Curates Digital Resources and Tools
Curriculum, Instruction and Assessment
and sharing of digital resources and tools to support transformational teaching and learning and develop the digital curation skills of others.
Leads in the selection, integration, organization,
Advocates for Student Privacy
Data and Privacy
Teaches and promotes student data privacy through their instruction and role as educational leaders.
Facilitates Professional Learning
Personalized Professional Learning
the skills that comprise success in a digital age (e.g., critical thinking, information literacy, digital citizenship, technology competencies, etc.)
Leads professional learning to cultivate broader understanding of
Leads Beyond the Library
Collaborative Leadership
and strategic plan for digital learning and fosters a culture of collaboration and innovation to empower teachers and learners.
Participates in setting the district's vision
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Ethnobotany
Find these three plants in Tryon Creek State Park. Mark it on the map provided. Then learn more on the following page. Anwer the Questions.
Western Red Cedar
Oregon Grape
Sword Fern
Ethnobotany
Western Redcedar
that native people lived in. Because Cedar is a soft wood it is easily split and can be shaped for many uses. Can you think of another use that would allow native peoples to gather food? Remember the dependence that these people had on the river to provide food and transportation. Cedar trees were used for canoes, but how would you make a canoe out of this tree if you wanted to? The trees were usually burned on one side to bring the tree down to ground level where it was then hollowed out by fire and finished by carving. Cedar was used to make many objects, from arrow handles to eating utensils. One of it's most amazing qualities of this tree is that it is rot resistant. When Lewis and Clark arrived in the Pacific Northwest they were wearing clothing made from animal hides. As we all know, winter here is wet and those hides rot when exposed to continual rain and never get a chance to dry out. The native people living in this area used the bark to make fibers which could be made into clothing that didn't rot. How would you go about making clothing from bark?
Redcedar is a very easily identifiable tree. It has flat needles that branch and fork from the central stem. The reddish-brown bark looks as if it is made up of many strips peeling up the trunk. Redcedar contains a chemical that makes it especially resistant to both rot and insect infestations. What do you think this tree was used for by the Native Americans who called it the "Tree of Life"? One of the main uses of this tree was to make planks for the traditional long houses
Sword Fern
used as shelf paper for drying racks for other wild plants like nut and berries. Traditional pit ovens were used in the area of the northwest and were used to slow cook or roast many foods. The fronds of the Sword Fern were used by native people to line the pit ovens and in between layers of food cooking in the pit oven. The fiddle heads, the young spring shoots, of the sword fern were collected and eaten.
One of the most striking plants in the Pacific Northwest forest is the Sword Fern. It is easy to identify by the long fronds with up to 100 alternating leaflets. The leaves stay green and firm all year long. Feel the fern. How does it feel? What would do you think you could use this plant for? The fronds of the sword fern were used for bedding much like straw was used to fill mattresses. Fronds were
Oregon Grape
coast. The berries of the Oregon Grape were not eaten alone in large quantities but were more commonly mixed with sweeter fruits or were sometimes mashed and cooked into cakes or made into a juice. How do you make a piece of cloth a certain color? You dye it, but where does dye come from? Many dyes now are synthetically created in a laboratory, but many of these dyes originated from chemicals that were first derived from plants. The inner bark of Oregon Grape is yellow and when the twigs were boiled in water, the water could then be used as a yellow dye for clothing and baskets.
Do you know what the Oregon state flower is? It is a very common ground cover with a distinct texture and leaf shape. Not only does it bear fruit but it also has the name of the state it represents in its name. ..Oregon Grape. Oregon Grape is easy to identify because of the waxy coating on its leaves and because of the teeth or jagged edges on the leaf sides. Since we call it Oregon Grape, we know that is bears grapes, but theses grapes do not taste like the grapes we get from the grocery store. The fruit of the Oregon Grape is neither as fleshy nor as sweet as conventional grapes, but it was eaten as a food source by the native people of the Northwest
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PERSONAL DECISION GUIDE FOR MEDICINES
Print this page or complete it online. You will be guided through four steps:
1. Clarify the decision
2. Identify your decision making needs
3.
Explore your needs
4.
Plan the next steps
1. Clarify the decision
What decision do you face?
What is your reason for making this decision?
When do you need to make a choice?
How close are you to making a choice?
I have not yet thought about options
I am thinking about the options
Are you leaning toward one option?
Yes
If yes, which one?
2. Identify your decision making needs
Knowledge
Do you know which options are available to you?
Do you know both the benefits and risks of each option?
Are you clear about which benefits and risks matter most to you?
Do you have enough support and advice from others to make a choice?
Do you feel sure about the best choice for you?
I am close to making a choice
I have already made a choice
No
Yes
Yes
Yes
Yes
No
No
No
No
Yes No
Decisional Conflict Scale © 2006 O'Connor
Values
Support
Certainty
3. Explore your decision
Knowledge
In the balance scale below, list the options and main benefits and risks you already know. Which benefits and risks do you think are most likely to happen? Underline these when you print this form.
Values Show how much each benefit and risk matters to you, by clicking the box under 'How much it matters'.
Certainty
Which benefits matter most to you and are most likely to happen? Circle these when you print this form. Avoid the option with the risks that are most important to avoid.
| Option 1 eg. A medicine | -------select------ -------select------ -------select------ -------select------ -------select------ -------select------ |
|---|---|
| Option 2 eg. A different medicine | -------select------ -------select------ -------select------ -------select------ -------select------ -------select------ |
Support
Who else is involved? Name:
Name:
Name:
4. Plan the next steps based on your needs
Knowledge
Values
Support
You feel you do not have enough facts
You are not sure which benefits and risks matter most to you
You feel you do not have enough support
You feel pressure from others to make a specific choice
Other factors making the decision difficult
Find out about the chances of benefits and risks
List your questions and note where to find the answer (e.g. CMI, health professionals)
Review the stars in the balance scale to see what matters most to you
Find people who know what it is like to experience the benefits and risks
Talk to others who have made the decision
Read stories of what mattered most to others
Discuss with others what matters most to you
Discuss your options with a trusted person (e,g. health professional, counsellor, family, friends)
Find out what help is on hand to support your choice (eg. funds, transport, child care)
Focus on the opinions of others who matter most
Share your guide with others
Ask others to complete this guide
Find areas of agreement. When you disagree on facts agree to get information. When you disagree on what matters most, respect the other’s opinion. Take turns to listen, mirror back what the other has said matters most to him or her.
Find a neutral person to help you and others involved
4 Things making the decision difficult
4 Things you are willing to try
List anything else you need
Which option does this person prefer?
Is this person pressuring you?
How can this person support you?
What role do you prefer in making your choice?
Yes No
Yes No
I prefer to share the decision with
I prefer to decide myself after hearing the views of
I prefer that someone else decides. Who?
Yes No
With permission, adapted from the Ottawa Personal Decision Guide © 2006 O'Connor, Jacobsen, Stacey, University of Ottawa, Ottawa Hospital Research Institute, Canada
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Year Level: 1
Term 4, Week 3 & 4
Emotional
For the students to think about a
problem relating to the catastrophe
scale
Social
For the children to when sharing with
others
Cognitive
For the students to identify kindness in
their daily lives
Language
For the children to be specific when
asking for help and use questions
rather than statements.
Physical
For the children to be aware of
consequences of dangerous
behaviour such as pushing.
| Learning objectives | | Children’s current | | Staff/School/ Community |
|---|---|---|---|---|
| | | interests | | interests |
| Mathematics For the children to: -understand the difference between multiplication and division -revise addition -revise subtraction -revise place value English For the children to: -recognise the different ways poems are organised and published -become familiar with adjectives -recognise the different ways persuasive writing is organised and publish your own piece of writing Environmental For the children: - take responsibility when choosing the correct bins for their rubbish - to reuse paper wisely ie. get paper out of the scrap pile before getting a new piece Specialists Japanese: Practice their jikoshoukai (self introduction) ready for the Minato Ky visitors and to send to seesaw. To look at the Tanabata festival and write their wish to display in the classroom. To write a letter to give to the Minato Ku students and practice their jikoshoukai using the tellagami app Visual Arts: Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create Performing Arts: Explore roles, characters and dramatic action in dramatic play, improvisation and process drama Physical Education:Revise how to act in Sport Practice movement skills in gymnastics Health -Perform fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings -Discuss the body’s reactions to participating in physical activities * Photographer and Reporter The children will demonstrate collaboration, conversation, negotiation and presentation skills when participating as either a photographer or reporter during investigation sessions. | - shops Halloween - basketball - Beanie Boos - books - cafe - craft - dragons - fairies and elves - flowers - gemstones - beading - Lego - Minecraft - movies - nippers - play dough - plays - post office - read - school - singing - Star Wars - tennis | | Tuesday 6th November -Melbourne Cup Day (no school) Monday 19th November -Bayside Swimming Begins | |
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Name:
If you wish, complete the three questions below. I will use your score on these to modify your test score accordingly. (+7% for attempting all three, and then some question replacement effects.)
1. A uniform solid cylinder of mass m1 and radius R is mounted on frictionless bearings about a fixed axis through O. The moment of inertia of the cylinder about the axis is I = ½m1R 2 . A block of mass m2, suspended by a cord wrapped around the cylinder as shown above, is released at time t = 0.
a. On the diagram below draw and identify all of the forces acting on the cylinder and on the block.
b. In terms of ml, m2, R. and g, determine each of the following.
i. The acceleration of the block
ii. The tension in the cord
iii. The angular momentum of the disk as a function of time t.
1. A system consists of a ball of mass M2 and a uniform rod of mass M1 and length d. The rod is attached to a horizontal frictionless table by a pivot at point P and initially rotates at an angular speed ω, as shown above left. The rotational inertia of the rod about point P is 3 1 M1d 2 . The rod strikes the ball, which is initially at rest. As a result of this collision, the rod is stopped and the ball moves in the direction shown above right. Express all answers in terms of M1, M2, ω, d, and fundamental constants.
3. An inclined plane makes an angle of θ with the horizontal, as shown above. A solid sphere of radius R and mass M is initially at rest in the position shown, such that the lowest point of the sphere is a vertical height h above the base of the plane. The sphere is released and rolls down the plane without slipping. The moment of inertia of the sphere about an axis through its center is 2MR 2 /5. Express your answers in terms of M, R. h, g, and θ.
a. Determine the following for the sphere when it is at the bottom of the plane:
a. Derive an expression for the angular momentum of the rod about point P before the collision.
b. Derive an expression for the speed v of the ball after the collision.
c. Assuming that this collision is elastic, calculate the numerical value of the ratio M1 / M2
d. A new ball with the same mass M1 as the rod is now placed a distance x from the pivot, as shown above. Again assuming the collision is elastic, for what value of x will the rod stop moving after hitting the ball?
i. Its translational kinetic energy
ii. Its rotational kinetic energy
b. Determine the following for the sphere when it is on the plane.
i. Its linear acceleration
ii. The magnitude of the frictional force acting on it
The solid sphere is replaced by a hollow sphere of identical radius R and mass M. The hollow sphere, which is released from the same location as the solid sphere, rolls down the incline without slipping.
c. What is the total kinetic energy of the hollow sphere at the bottom of the plane?
d. State whether the rotational kinetic energy of the hollow sphere is greater than, less than, or equal to that of the solid sphere at the bottom of the plane. Justify your answer.
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Fridtjof Nansen (10 October 1861 – 13 May 1930)
Fridtjof Nansen was a Norwegian explorer, scientist, oceanographer, statesman, diplomat and humanitarian. He led the team that made the first crossing of the Greenland interior in 1888, and made several expeditions to the Arctic (1888, 1893-96) and oceanographic expeditions in the North Atlantic (1900, 1910-14). For his relief work after World War I he was awarded the Nobel Prize for Peace (1922).
At a glance…
- Nansen was born at Store Frøen, near Oslo. His father Baldur Nansen was a prosperous lawyer who became Reporter to the Supreme Court of Norway;
- Nansen's mother Adelaide Nansen was a strong-minded, athletic woman who introduced her children to the outdoor life and encouraged them to develop physical skills;
- Nansen started skiing at the age of two years old and had strong athletic prowess, becoming an expert in skating, tumbling, and swimming;
- He was a keen hunter and fisherman who possessed the physical endurance to ski fifty miles in a day and the psychological self-reliance to embark on long trips;
- He chose to study zoology in the expectation that fieldwork would give him the chance of an outdoor life and enable him to make use of his artistic talents;
- After 1896 his main scientific interest switched to oceanography; in the course of his research he made many scientific cruises, mainly in the North Atlantic, and contributed to the development of modern oceanographic equipment;
- In the spring of 1920, the League of Nations asked Nansen to undertake the task of repatriating the prisoners of war, many of them held in Russia. Moving with his customary boldness and ingenuity, and despite restricted funds, Nansen repatriated 450,000 prisoners in the next year and a half;
- In the final decade of his life, Nansen devoted himself primarily to the League of Nations, following his appointment in 1921 as the League's High Commissioner for Refugees
- For the stateless refugees under his care Nansen invented the 'Nansen Passport', a document of identification, which was eventually recognized by fifty-two governments
- In 1922 he was awarded the Nobel Peace Prize for his work on behalf of the displaced victims of the First World War and related conflicts;
- He continued to work with refugees until his sudden death in 1930, after which the League established the Nansen International Office for Refugees to ensure that his work continued.
The Greenland crossing…
In 1882 Nansen shipped on the sealer Viking to the east coast of Greenland, whose interior had never been explored. On this trip of four and a half months, Nansen first saw at a distance Greenland's mighty ice cap and was entranced. The idea of crossing it and in 1887, after the submission of his doctoral thesis, he finally began organising this project.
Nansen rejected the complex organisation and heavy manpower of other Arctic ventures, and instead planned his expedition for a small party of six men with experience of outdoor life in extreme conditions, and who were experienced skiers. Supplies would be man-hauled on specially designed lightweight sledges. Much of the equipment, including sleeping bags, clothing and cooking stoves, also needed to be designed from scratch.
On 3 June 1888 Nansen's party was picked up from the north-western Icelandic port of Ísafjörður by the sealer Jason. A week later the Greenland coast was sighted. After a number of setbacks, including violent storms, treacherous terrain, and a necessary change of course the team completed the crossing. They had accomplished it in 49 days, making 78 days in total since they had left the Jason; throughout the journey the team had maintained careful meteorological, geographical and other records relating to the previously unexplored interior.
When they reached Godthaab, they were greeted by the town's Danish representative, whose first words were to inform Nansen that he had been awarded his doctorate, a matter that "could not have been more remote from my thoughts at that moment", said Nansen.
"Never stop because you are afraid – you are never so likely to be wrong. Never keep a line of retreat: it is a wretched invention. The difficult is what takes a little time. The impossible is what takes a little longer." – Fridtjof Nansen
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Environments and Ecosystems (STEM Principle: Science)
By: Matt Paulson
Your kids can learn best about the world's natural environments by going out and exploring them. Depending on where you are, you may be able to reach lots of different ecosystems, and helping your children identify them is a great place to start learning biology. In this lesson we'll talk about the ecosystem. The hikes you select may include a variety of ecosystems which you can point out along the way. Or one ecosystem may predominate, in which case you can delve into the various characteristics of that ecosystem as you hike.
Ecosystem is a big word with a short meaning: it is all the plants and animals of an area that work together to make a place special. An ecosystem with lots of trees would be called a forest, and a dry one with very few plants is a desert. In Washington state there are many rainforests. In Hawaii, climbing up one of the mountain ranges offers a wide variety of microsystems with each elevation change. An ecosystem is comprised of several elements you and your junior scientists can look for while out on the trail. The first one we'll consider is water.
Water is important to all life, and most ecosystems depend on how much water they get. Being near the ocean or a stream, for example, gives animals somewhere to drink and eat fish. The coastal environments also host birds, seals, otters, and other coastal animals. If you have a beach nearby, check it out together and see what you can find. Tip over rocks and see who lives underneath. Explore tide pools. Nature is all around, and even the little critters are fascinating if you explore their secret lives. If you're near a pond, lake or river, you will notice plants and animals which seem to thrive right near the water. This is called the riparian zone. Here, the roots of big trees like cedars and oaks hold the soil so that the water doesn't wash it all away. Animals like raccoons, frogs, and opossums make their homes here. Dense underbrush may also provide safe passage from the forest to the water for these animals.
Trees need water to grow, and they can get it in many ways. Forests that are not near a water source collect it from rainwater. In dryer areas, plants need to rely more on moisture in the air. Dense forests tend to be home to big animals like bears, moose and reindeer. But the dryer areas will be home to smaller animals like deer, squirrels and rabbits. Why do you suppose this might be? Ask your scientist.
Deserts exist in the rain shadow of mountains. Tall mountains capture rain before the air mass crosses over to the other side. Port Townsend and Port Ludlow in Washington state are in the rain shadow of the Olympic Mountains. This is a nice place to call home in the usually damp Pacific Northwest! In deserts, life adapts to the dryness. Lizards, snakes, and small rodents are all very good at conserving water, and rarely have to drink. The cactus is a common plant here, and it is very good at saving water.
Next time you hike, think about the ecosystem you'll be visiting. Ask the kids to identify the type. Are you in a desert? The mountains? A forest? The riparian zone? Ask them what animals they think live here, and try to see some if you can!
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Empowering Conversations with Your Child
When we think about what makes people friends with each other, a number of things come to mind. For example, our friends like us and enjoy spending time with us, as we enjoy them. And what is it we mostly do when we are together with our friends? Mostly we talk and listen to each other.
Conversations are the glue between people, the essential element in a strong relationship. Relationships wither without communication, and the very best form of communication is the conversation. Many parents fall into the trap of thinking that it is their job to talk and their child's to listen. Actually that's only half-right. It is also our job to listen and the child's job to talk. It's a wonderful thing when a parent and child can really talk to and hear each other.
It is important that parents intentionally seek out conversations about sports with their athletes. Here are some suggestions for how to engage your child in a conversation about sports.
1 Establish Your Goal – A Conversation Among Equals: A conversation is something between equals. Kings didn't have conversations with their subjects. They told them what to do. Prepare yourself for a conversation with your child by reminding yourself that sports are her thing, not yours. Remember that you want to support her, to let her know that you are on her side. Your goal is not to give advice on how to become a better athlete. It should be to engage your child in a conversation among equals, one of whom (you!) is on the side of the other (her!).
2 Adopt a Tell-Me-More Attitude: Brenda Ueland penned one of the most important essays on relationships ever written, Tell Me More: "When we are listened to, it creates us, makes us unfold and expand. Ideas actually begin to grow within us and come to life."
Adopt the attitude that you want your child to tell-you-more, ("I really want to hear what you have to say."), and then listen to what he has to say – even if you don't agree with it or like it – and you will begin to tap into what Ueland calls the "little creative fountain" in your child.
If you are very tired, strained…this little fountain is muddied over and covered with a lot of debris…it is when people really listen to us, with quiet fascinated attention, that the little fountain begins to work again, to accelerate in the most surprising way.
3 Listen! In many instances you may know exactly what your child can do to improve. However, this is a conversation, remember? Your goal is to get your child to talk about her sports experience, so ask rather than tell. Save your tellings for another time.
Ask Open-Ended Questions: Some questions lend themselves to one-word responses. "How was school today?" "Fine." Your goal is to get your child to talk at length, so ask questions that will tend to elicit longer, more thoughtful responses.
"What was the most enjoyable part of today's practice/game?"
"What worked well?"
"What didn't turn out so well?"
"What did you learn that can help you in the future?"
"Any thoughts on what you'd like to work on before the next game?"
Empowering Conversations with Your Child continued
Also ask about life-lesson and character issues: "Any thoughts on what you've learned in practice this week that might help you with other parts of your life?" Even if you saw the entire game, the goal is to get your child to talk about the game the way she saw it, not for you to tell her what she could have done better.
Show You Are Listening. Make it obvious to your child that you are paying attention through use of nonverbal actions such as making eye contact as he talks, nodding your head and making "listening noises" ("uh-huh," "hmmm," "interesting," etc.).
Listening is one of the greatest gifts you can give your child! Ueland again:
"Who are the people, for example, to whom you go for advice? Not to the hard, practical ones who can tell you exactly what to do, but to the listeners; that is, the kindest, least censorious, least bossy people that you know. It is because by pouring out your problem to them, you then know what to do about it yourself."
4 Let Your Child Set the Terms: William Pollack, MD, author of Real Boys: Rescuing Our Sons from the Myths of Boyhood, notes that children have different "emotional schedules" that determine when they are ready to talk about an experience. Forcing a conversation right after a competition (when there may be a lot of emotion) is often less successful than waiting until the child gives an indication that he is ready to talk. Boys may take longer than girls to talk about an experience, so look for prompts that a child is ready. And conversations don't have to be lengthy to be effective. If your child wants a brief discussion, defer to his wishes. If he feels like every discussion about sports is going to be long, he'll likely begin to avoid them. And don't be afraid of silence. Stick with it and your child will open up to you.
Connect through activity. Sometimes the best way to spark a conversation is through an activity that your child enjoys. Playing a board game or putting a puzzle together can allow space for a child to volunteer thoughts and feelings about the game and how he performed. This is especially important for boys, who often resist a direct adult-style of conversation.
Be patient and persistent. Don't expect a perfect empowering conversation the first time. Stick with it even if you don't get the results you want at first. They will come.
5 Enjoy: The most important reason why you should listen to your child with a tell-me-more attitude: Because then she will want to talk to you, and as she (and you) get older, you will find there is no greater gift than a child who enjoys conversations with you.
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10 Science Lesson Plan
Lesson Title: History of the Periodic Table
Content Descriptor
Year Level: 10
The atomic structure and properties of elements are used to organise them in the Periodic Table (ACSSU187)
Learning Outcomes / Target
I will understand the development and refinement of the periodic table over time
Real world connections in Learning Targets
Mixing fuels together, working with different metals around binding agents or chemicals, hairdressers use chemicals to change hair colours etc…
Other considerations – Indigenous students / medical/ students with disabilities
Equipment
Activity 1 : History of the periodic table info sheets, blank timeline (A3 size) – 5 copies
Activity 2 : Chemical Equations Worksheet, Molymods
Activity 3 : Element Flash Cards
Task cards 1, 2, 3 (Details of the activities – printed, laminated and left on the tables for students)
Exit tickets – printed and cut up
Safety procedures and risk assessment
N/A
| Time | Lesson Sequence - What is ‘going on’ or happening in the classroom? What pedagogical strategies will you use to engage students? | What teacher will be doing/ saying? (questioning, movement etc) | Evidence of student learning- what will students be ‘doing’? |
|---|---|---|---|
| 00:00 | Welcome and settling • Use wait time and cueing with parallel acknowledgeme nt to settle class Revise last lessons content Learning target | “Good morning year 10, please take your seats” “Who can tell me what we did last lesson?” “Today’s learning target is… [read from board]” | Students to respond Students to copy learning target into their books |
| Time | Lesson Sequence - What is ‘going on’ or happening in the classroom? What pedagogical strategies will you use to engage students? | What teacher will be doing/ saying? (questioning, movement etc) | Evidence of student learning- what will students be ‘doing’? |
|---|---|---|---|
| 00:10 00:15 | Explain to students that there are 3 stations and they must rotate through them throughout the lesson. Organise students into 3 groups | “Today our lesson will work a little differently. We will be rotating through 3 activities.” “If there is any silliness then the activity will stop and we will copy pages from the textbook for the remainder of the lesson” | Students to get into groups |
| Time | Lesson Sequence - What is ‘going on’ or happening in the classroom? What pedagogical strategies will you use to engage students? | What teacher will be doing/ saying? (questioning, movement etc) | Evidence of student learning- what will students be ‘doing’? |
|---|---|---|---|
| 00:60 | Exit ticket questions: • Who is Mendeleev? | Checks students have packed up all equipment appropriately | Students to answer questions to get out of class |
Post-Lesson Reflection
History of the Periodic Table
In this activity, you must use the text provided (orange cards) and create a timeline that details the history of the periodic table.
Include dates and the names of any important people.
History of the Periodic Table
In this activity, you must use the text provided (orange cards) and create a timeline that details the history of the periodic table.
Include dates and the names of any important people.
Categorising the Elements
In this activity, you must use the element cards provided and find a way to organise them into a table that makes sense.
Once you are done, copy your table into your workbook and explain why you organised the elements the way you did.
Categorising the Elements
In this activity, you must use the element cards provided and find a way to organise them into a table that makes sense.
Once you are done, copy your table into your workbook and explain why you organised the elements the way you did.
Balancing Chemical Equations
In this activity, you must copy the equations from the white card into your workbook and use the molymods to help you find a balanced solution.
The rules for balancing equations are listed at the top of the sheet. If you need help raise your hand.
Balancing Chemical Equations
In this activity, you must copy the equations from the white card into your workbook and use the molymods to help you find a balanced solution.
The rules for balancing equations are listed at the top of the sheet. If you need help raise your hand.
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PHYSICS INTRODUCTION TO SIMPLE HARMONIC OSCILLATORS LAB
( CAPT STYLE!... work together, hand in individually!)
For each section:
(Be sure to indicate independent and dependent variables)
Design the experiment to measure
Write a procedure
Make a prediction
Make a data table
Carry out the experiment and collect the data Note any problems and/or difficulties Graph all results Make general conclusions
A) For a string pendulum: Find a mathematical relationship to predict the period of a pendulum. Find the determining factor (weight, length, angle <<15 degrees)
Measure its distance, height, or velocity vs time. Measure time accurately (10 swings, then divide by 10)
Once you have found the property that determines the period, find the exact mathematical relationship (linear, quadratic, etc...), so use at least three to seven points. (Hint: 0,0 is a point).
Plot at least three points to decide the most direct relationship. Use data from regression equations and correlations to prove your results.
Check your result with the theoretical relationship as described in your text.
** In at least one of your trials try to measure distance,height, velocity vs. time
B) For a weight hanging off a spring, Find the determining factor (weight, spring size, initial distance).
Measure its height, velocity, acceleration vs. time. Measure time accurately (10 swings, then divide by 10)
Plot at least three points to decide the most direct relationship. Use data from regression equations and correlations to prove your results.
Check your result with the theoretical relationship as described in your text.
Once you have found the property that determines the period, find the exact mathematical relationship (linear, quadratic, etc...), so use at least three to seven points. (Hint: 0,0 is a point).
** In at least one of your trials try to measure distance,height, velocity vs. time
C) Use a circular object to turn and measure displacement vs time. Try different rates and radii. Use your results to explain how this is simple harmonic oscillation.
1. In your own words, clearly state the problem you are going to investigate. Include a clear definition of the independent and dependent variables that will be studied.
2. Design an experiment to solve the problem. Your experimental design should match your statement of the problem, should control the variables, and should be clearly described so that someone else could easily replicate your experiment. Include a control if appropriate. Show your design to your teacher before you begin your experiments.
3. After receiving permission from your teacher, work with your partner to carry out your experiments. Your teacher's approval does not necessarily mean that your teacher thinks your experiments are well designed. It simply means that in your teacher's judgement your experiments are not dangerous or likely to cause an unnecessary mess.
4. While conducting your experiments, take careful notes. Make sure to use appropriate charts, tables, or graphs. Your notes will not be scored, but they will be helpful to you later as you work independently to write about your experiments and the results. You must keep your own notes because you will not work with your lab partner when you write your report.
Directions for Writing Your Laboratory Report
Working on your own, summarize your experiments and results. You may use your own notes that you took previously while working with your partner. You may wish to write a first draft of your lab report on scratch paper.
Your report should include the following general sections:
* A clear statement of the problem you investigated. Include a clear identification of the independent and dependent variables that were studied.
* A description of the experiment you carried out. Your description should be clear and complete enough so that someone could easily replicate your experiment.
* The results of your experiment. Tables, charts, and/or graphs should be used where appropriate and should be properly labeled.
* Your conclusions from your experiment. Your conclusions should be fully supported by data, and include appropriate calculations and analysis.
* Comments about how valid you think your conclusions are. In other words, how much confidence do you have in your results and conclusions? Any factors that contribute to a lack of confidence in the results or conclusions should be discussed. Also, include the ways that your experiment could be improved if you were to do it again.
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KS3 Revision Timetable
Your revision timetable will help you to be organised and on track in the run up to your assessments. You do not need to study from 8am-10pm; decide which hours of the day you can concentrate best.
Use different colours for different topics. Remember to keep reviewing what you have revised and testing yourself at the end of the day, the next day and the end of the week - this will help you to recall the information in the exam (there is an example further down this document).
Don't be over ambitious – break work down into small chunks. Assess how familiar you are with each topic and focus on your weak areas. Take breaks, do short (45 minute) sessions often and include rewards – that way you are more likely to stick to your timetable.
When you know the date of each assessment, you should put these on your revision timetable so that you have a goal to work towards.
Mix it up – make sure you use a range of different types of revision activities – here are some ideas…
KS3 Revision Timetable
| | Time | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
|---|---|---|---|---|---|---|---|
| 8:00 | 8:00 | | | | | | |
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An example revision timetable for half term:
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This is what your child will be learning in school. As always, we welcome your support and encourage you to talk and explore some of these with your child at home.
Maths
Homework
As mathematicians, we will continue to develop our understanding of numbers beyond 10. Children will recap their learning of adding and subtracting numbers within 20. Children will learn to share and group objects, as well as developing their understanding of odd and even numbers.
Please encourage your child to access Top Marks- this is a great website to consolidate learning!
www.topmarks.com
Communication and Language
This term, we will be discussing right from wrong. The children will discuss the right/wrong choice in different scenarios. With your child, discuss rules that your child must follow to stay safe at home and in school.
Physical development
Full kit is required every Thursday for PE, where children will be participating in team games! Children will continue to develop their fine motor skills through daily writing sessions.
Ask your child to show you a skill that they have learned in PE.
Reading- all children are expected to read/be read to 4 times a week and ensure it is recorded in their reading journal.
Learning task- All children are expected to complete the weekly learning task. Please upload any pictures to tapestry/dojo.
Children will be awarded a dojo for their home learning task.
Personal, Social and Emotional Development This term, we will be focusing on road safety and sun safety.
With your child, make a list of how to stay safe in the sun.
I wonder who shares our world…?
English
In English, we will be reading 'We're Going on a Lion Hunt', 'Island Born' and 'Big Book of Blue'.
Use the QR codes on our weekly learning letters to read along with us!
The children will be looking at non-fiction texts, writing diaries and exploring poetry.
This term, pupils will continue to develop their confidence in writing sentences. Please encourage your child to use capital letters, finger spaces and full stops in their writing.
Pupils continue to take part in daily RWI phonics lessons. Please continue to support your child in reading their RWI book at home.
Understanding of the World
As scientists, we will be comparing hot and cold climates. We will also be classifying animals.
Look at a world map with your child. Can you identify hot and cold climates on the map?
As geographers, we will be exploring Africa. We will be comparing African life to our own. With your child, discuss cultural difference between Africa and the UK.
Expressive arts and design
As artists, we will be using paper to sculpt fish, adding details by manipulating paper in different ways. Pupils will explore the work of Aysa Kozina, and reflect on the ways that she has manipulated paper.
Research the work of Aysa Kozina. Learn one fact about this artist.
As inventors, we will create a beach hut. Pupils will produce and annotate plans to specify the colours of their design and the placement of their components.
As musicians, we will be listening to African music.
Listen to some African music with your child. What instruments can you hear?
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Old Palace Year 3 Newsletter Summer 1
Year Lead: Ms McClelland Teachers: Mr King (3K) and Ms Hantar (3H) Support Staff: Ms Khan and Ms Jasmin
Maths
Trips
Please see below the order of the topics the children will be focusing on this half term:
Boysdell Dairy Farm Trip
1. Fractions- Finding equivalent fractions, comparing fractions, ordering fractions, adding and subtracting fractions and problem solving using fractions.
3. Capacity- measuring capacity in litres and millilitres, comparing capacities, adding and subtracting capacities
2. Mass- Measuring mass in grams and kilograms, comparing masses, adding and subtracting mass
Useful Links:
t
ht ps:// w ww.topmarks.co.uk/maths-games/7-11years/fr a ct ons-and-decimals
English
Please see below the order of topics the children will be focusing on this half term:
1. Novels in a Series- the children will be reading a range of stories from the Mr Majieka series and using ideas from these stories to write their own Mr Majieka adventure!
2. Persuasion: Advert and Packaging- the children will be writing an advert to convince people to eat healthy, looking at food packaging and information included on them!
Other Subjects
Art-Observational drawing and mixed media
Computing-Adobe Posters
Science- Soil, plants, pollination, food groups, balanced diets and food preservation
MFL – Le Petit Dejeuner
DT- Food technology – pickling and jamming
PE- Badminton and Outdoor Adventure
PSHCE- Relationships
RE – Why do people pray?
School Uniform
Before the holidays, we placed a reminder in the school newsletter about uniform requirements.
These can be checked here.
In cases where a child's clothing does not comply with our uniform policy, we will send a text to the family.
We would be grateful if the issue could then be rectified before they return to school the next day, so that the uniform policy is applied fairly to all pupils.
To support the children's learning in our 'Food, Glorious Food' science unit we will be visiting Boysdell Dairy farm to learn more about food production. The children will be travelling to the farm via coach.
Cost of the trip: £5
Trip Date: Tuesday 14 th May 2024
PE
The children need to bring in their PE bag each day when they have PE. Year 3 have PE on a Tuesday and Wednesday afternoon please ensure they have the appropriate kit and footwear. Children will need to have trainers to take part in PE.
Vocabulary
practice these words at home!
Word of the day: here are the new vocabulary words we will be introducing to the children this half term. You may wish to
Thriftwood
Next half term, for our end of year trip, year 3 will be visiting Thriftwood camp. Children will have the opportunity to take part in some outdoor adventure and team building activities. Taking part in these activities helps to build character and independence, gives the children new and shared experiences and provides opportunities to bring out new talents. There will also be the option for pupils to stay overnight as part of the residential experience.
We are holding an information morning next week to share more information about:
-the activities the children will take part in
-dates of the trip
-day trip and residential experience options
-the accommodation and catering for the residential experience -costs
Please join us on Wednesday 24 th April from 9:10 – 9:50am for the parent's information morning. We hope to see you there!
Key dates
If there are any issues preventing parents/ carers from providing the correct uniform, please contact the school office, so these can be discussed.
Wednesday 24 th April 9:10-9:50: Parent Information morning
Wednesday 24
th
April10:00am: Year 3 festival assembly
Tuesday 30
th
AprilParent Voice: Wrap Around Care & clubs 9:15am
Monday 6 th May: Bank Holiday
Tuesday 14 th May: Year 3 Trip Boysdell Farm
@oldpalacepri
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TOOTH DECAY PREVENTION
Tooth Decay Prevention
Tooth decay is a progressive disease resulting in the interaction of bacteria that naturally occur on the teeth and sugars in the everyday diet. Sugar causes a reaction in the bacteria, causing them to produce acids that break down the mineral in teeth, forming a cavity. Dentists remove the decay and fill the tooth using a variety of fillings, restoring the tooth to a healthy state. Nerve damage can result from severe decay and may require a crown (a crown is like a large filling that goes over the tooth to cap it, making it stronger by covering it). Avoiding unnecessary decay simply requires strict adherence to a dental hygiene regimen: brushing and flossing twice a day, regular dental check-ups, diet control and fluoride treatment. Practicing good hygiene avoids unhealthy teeth and costly treatment.
Sealants
The grooves and depressions that form the chewing surfaces of the back teeth are extremely difficult (if not impossible) to clean of bacteria and food. As the bacteria reacts with the food, acids form and break down the tooth enamel, causing cavities. Recent studies indicate that 88 percent of total cavities in American school children are caused this way.
Tooth sealants protect these susceptible areas by sealing the grooves and depressions, preventing bacteria and food particles from residing in these areas. Sealant material is a resin typically applied to the back teeth (molars and premolars) and areas prone to cavities. It lasts for several years but needs to be checked during regular appointments and occasionally replaced.
Fluoride
Fluoride is a substance that helps teeth become stronger and resistant to decay. Regularly drinking water treated with fluoride and brushing and flossing regularly ensures significantly lower cavities. Dentists can evaluate the level of fluoride in a primary drinking water source and recommend fluoride supplements (usually in tablets or drops), if necessary.
Diet Control
The teeth, bones and soft tissues of the mouth require a healthy, well-balanced diet. A variety of foods from the five food groups help minimize and avoid cavities and other dental problems. Consumption of foods that contain sugars and starches should be decreased. These foods can include candies, cookies, chips and crackers. Healthier foods, such as vegetables, low-fat yogurt and cheeses, help promote stronger teeth.
Dental Visits
You should visit your dentist twice a year (about once every six months). In order to maintain a healthy smile, it is vital to have professional cleanings and regular check-ups. Your dentist will examine your teeth and provide an evaluation of existing dental problems and proposed treatment. If you have a dental emergency, you should call your dentist immediately.
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BEEPS, CHIRPS & BLASTS
Science and Engineering Education Center
The University of Texas at Dallas
Challenge
Explore how bats use sound to communicate and to navigate their environments.
Activity 1
⚫clicker⚫bandana
Select one "bat" and one "mosquito" (bat prey). In an open space, blindfold the bat with a bandana. Give the mosquito the clicker. Let the remaining learners stand as "obstacles" who are allowed to clap only when directly faced by the bat. The obstacles do not move. The mosquito can move to avoid the bat, but must make sounds frequently. The objective is for the bat to avoid the obstacles and tag the mosquito. Repeat the activity with different bats and mosquitoes.
Activity 2
⚫ 2– 4 balls with bells
Go to an empty room (like a gym) or hallway. Holding to jingle bells, close your eyes and spin in a circle a few times. Keeping your eyes closed, stop and roll your bell in front of you. Listen how long it takes to hit the wall. Turn to the right and roll the other ball. Which wall is closer. How do you know? You just used echolocation!
Activity 3
⚫ Bandanas for all
Most female bats give birth to one or two pups at a time. A pup is born without fur; it stays warm by clinging to its mother when it nurses or by sharing body heat with other pups as they roost together in a nursery colony.
A female doesn't nurse just any pup. She locates her own pup by recognizing its unique call and scent. When she returns to the nursery colony after an evening flight, she calls her pup, listens for its call, and then sniffs her pup when united.
In an open area, divide the learners into 2 groups: mothers and pups. Create mother and pup pairs and assign each pup a distinct call. Allow for practice time for the mothers to listen to their pups calls, then blindfold and spread out the mothers. Have the pups call for their mothers using the assigned call. Continue until each pair is united.
Calls:
1) single hand clap, 2) 2 quick hand claps, 3)3 quick hand claps, 4) single snap of fingers, 5) 2 quick snaps of fingers, 6) 3 quick snaps of fingers, 7) single hand clap followed by a snap of fingers, 8) 2 hand claps followed by a snap of fingers.
Science Scoop
Bats are capable of making many different sounds. Pups often chirp, and roosting bats tend to squeak and squeal. Some bats emit warning calls, and others croak loudly during mating season.
Bats also emit sounds too high in frequency for people to hear. They are created in the bat's larynx and emitted through the mouth or nose. Called echolocation, these ultrasonic clicks bounce off objects in a bat's path and return to the bat's ears.
Many bats that eat insects have a piece of cartilage, or tragus, at the base of each ear thought to provide better sound definition.
By echolocating, a bat can create an image of its completely dark environment. With this image, it can avoid obstacles and locate food.
A bat flying and searching for insects might emit 10-50 ultrasonic sounds per second. A bat that has located an insect might emit 200 or more sounds per second!
Science and Engineering Education Center The University of Texas at Dallas 800 W. Campbell Road, FA 31 Richardson, Texas 75080 www.utdallas.edu/seec email@example.com
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Be a Good Steward of the Environment – Stop Plastic Pollution
In his ground-breaking encyclical Laudato Si ("Praise be to You"), Pope Francis urged humankind to exercise better stewardship of the earth. Subtitled "On Care of Our Common Home," the pontiff's letter called for a radical "ecological conversion" on the part of people the world over, and especially disciples of Jesus Christ, to honor and save our earth from degradation. One way we can be better stewards of the earth is to fight plastic pollution.
Cheap, capable of being made into any conceivable shape, strong and durable, plastic is the wonder product of the modern world. However, the victim of this technological success appears to be much of life on earth. Almost 80% of the plastic produced since the 1950s has been thrown away, either into landfill sites or into the general environment.
Ending plastic pollution is the focus of Earth Day 2018, the annual event celebrated on April 22 world-wide to raise awareness of ecological dangers and demonstrate support for protection of the global environment.
Items like plastic packaging, bags and bottles are thrown away every day, and end up in trash sites as well as in forests, creeks, rivers, seas, and oceans around the world. While some of these items are recycled, the growth of plastic consumption and its improper disposal currently outpace efforts to recycle and produce post-consumer plastic materials.
But plastic is more than just litter. A petroleum product, plastic is nonbiodegradable. And in reality, most plastic does not ever disappear, but becomes long-lasting "plastic dust". When items like plastic bags break down, they readily soak up (and release) toxins that then contaminate soil and water, as well as harming animals that ingest plastic fragments. The increasing presence of plastic in our oceans poisons and ensnares marine life. Check your refrigerator. How much stuff in there is stored in plastic? Hazardous chemicals, some of which can disrupt human hormones, leach from some plastics that are used for food and beverage storage.
Plastic is the basic material of a consumer world. Without it we wouldn't enjoy the same standard of living or convenience. But if we take the Holy Father's urgent pleas seriously, we should take seriously the issue of plastic contaminating and damaging our environment. For Christian stewards, it is a moral responsibility to confront this pollution. And become better stewards of the earth.
Suggestions for Stopping Plastic Pollution
A springtime walk on a lovely April day brings you into contact with the ubiquitous presence of plastic in our lives. From the crushed soda bottle lying at the side of the road to the plastic bags floating through the air like kites, plastic pollution is everywhere. It is not possible to be plastic free. But there are steps we can take to reduce consumption of plastic. Earth Day 2018 asks us to consider the Five Rs: Reduce, Refuse, Reuse, Recycle and Remove plastic in our everyday lives.
Here are a few suggestions you can incorporate into your life immediately:
* Keep reusable canvas bags in your car for shopping trips and commit to refusing plastic shopping and grocery bags.
* Many stores have containers to recycle plastic bags, even newspaper wraps. Utilize them.
* Carry a small set of simple utensils and a reusable straw so that you never have to use throwaway plastic utensils.
* Encourage your school or college to look into utensils made with biodegradable components. Many Catholic schools have gone this route.
* Store left-overs in reusable containers.
* When shopping for gifts or toys, watch for excessive, wasteful plastic packaging.
* Many cities are considering levying a fee for using plastic bags at stores. Urge your local government to consider this proposal to encourage reusable bags. Ireland reduced its plastic bag use by 95% almost overnight by placing a tax on plastic bags!
* Visit www.earthday.org for more ideas and inspiration!
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Rainforests
In this topic children will be exploring more about the world of food and plants, thinking about where our food comes from and how we can grow our own foods. We will be using the traditional tales and thinking lots about the characters from these stories. This half term Phonics will be our key focus with children practising their Fred Talk as often as possible.
In Literacy we will;
Race Leys Infant School
In Maths we will be learning about;
Develop our writing of non- fiction and fiction. We will also look at the genre of poetry. We will develop our use of expanded noun phrases and the use of a range of conjunctions. We will also explore commas in a list and be more confident using a range of sentence openers and punctuation.
We will continue to read daily in school in our RWI and comprehension groups. We will continue to develop our handwriting, including beginning to use joins and ensuring our presentation is something to be proud of. We will read and spell all of the year two common exception words.
In Science we will be learning about;
Plants
We will observe and describe how seeds and bulbs grow into mature plants. Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy. Make close observations of seeds and bulbs and classify them. Research and plan when and how to plant a range of seeds and bulbs. Look after the plants as they grow and make close observations and measurements of our plants growing from seeds and bulbs.
In our PSHE learning we will;
In PSHE we will learn about healthy me. We will be exploring self-motivation. Make healthier choices and understand relaxation. We will understand the benefit of healthy eating, nutrition, healthier snacks and sharing food.
Extra Opportunities this half term…
* Road Safety Projects
* Careers Week
More curriculum information can be found on the website
In our D&T learning we will; recognise that sacred books contain stories which are special to many people and should be treated with respect. We will compare the Jewish and Christian stories of Creation and retell the story of David and Goliath and what it means for Christians.
Fractions- Recognise, find, name and write fractions 1/3, ¼, 2/4 and 3/4 of a length, shape, set of objects or quantity. Write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of 2/4 and ½. Time- We will compare and sequence intervals of time. Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. Know the number of minutes in an hour and the number of hours in a day.
We will continue to use the four operations of addition, subtraction, multiplication and division. We will problem solve and use reasoning to explain our calculations.
In our Music learning we will;
In our PE learning we will;
develop our hit, catch run and our attack, defend, shoot skills by participating in a game with an opposing side, developing simple tactics and use them appropriately. Control a ball within a game setting and play a game with a set of rules. Begin to develop an understanding of attacking/ defending and become more independent peer coaches.
create dances for music that we listen to. We will begin to compose music based on a piece that we have heard. We will listen to music from around the world and begin to recognise different styles and beginning to learn what a melody phrase is and draw a simple pattern to represent when the music goes up and down. We will say how music is used to represent an image (eg flying music) and recognise the sounds of some instruments.
In our Art learning we will; develop our painting skills. Creating different effects with brushes. We will mix primary colours and apply own colours in work.
In our Geography learning we will;
enhance locational knowledge by locating the Amazon on a map and knowing the Amazon Rainforest is in the continent of South America. We will identify where rainforests are located in the world. We will develop our place knowledge by identifying physical and human features of the Amazon and compare features of Bedworth and the Amazon. We will improve our geographical and fieldwork skills by using world maps, atlases and globes (including digital mapping Google Earth) to identify continents and oceans. Learn the four points of a compass directions to describe a location of features and routes on a map.
This Half Term’s school
value is
Fairness and Equality
Year 2 Summer 1 st Term
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Observing Our Thoughts
a 3 minute exercise of noticing what we are thinking
Instructions
Preface: Thoughts come into our minds and out of our minds all the time. We have very little control of what thoughts enter our mind. Watching our thoughts can be like watching TV or watching the waves of the ocean. In this exercise we are trying to use our observing mind to watch our thoughts with interest and curiosity. It is important that for this exercise, there is no "bad thought." The goal of this exercise is simply to observe our thoughts like we would watch birds eating at a bird feeder or splashing in a bird bath. This exercise will last for about 3 minutes and is best done in silence.
1. Center Yourself: Take a few seconds to center yourself. Keep your eyes closed or at a soft gaze, be aware of your posture, take 3 deep full breaths, allow yourself to be in the present.
2. Observe Your Thoughts: Over the next 3 minutes, notice the thoughts that you are experiencing. The practice of observing your thoughts can be like watching a game of "duck hunt," or watching cars drive by as you sit on your front porch. It can also be like gazing into a pond as clouds and various birds are reflected onto the water's surface.
3. Document Your Thoughts: As you observe your thoughts write them down in the appropriate place in on the table. If you are not sure what category a thought belongs, don't sweat it, just write it where you think it best fits. If your thought is about a task to do, it is probably future thought. If you are thinking about a loved one, it may be a past thought. If your thought is about a current sensation or feeling, this could be a present thought.
Debrief
Preface: No one is forced to share their experience but you are invited to share with the group what you feel comfortable sharing.
1. Discussion: What was that like? What did you notice?
2. Implications: Too many thoughts about the past can facilitate depressed emotions, while too many thoughts about the future can lead to feelings of anxiety. On the other hand, thinking about the past can be grounding, meaningful or comforting and thinking about the future can bring hope.
3. Importance of Present: The present is always available to us. During this activity we were able to be in the present by using the observing self. When our thoughts or emotions get carried away, we can always come back to the present moment. It is unrealistic to think we will always be in the present, but the present is an important resource that is available to us in times of need. The habit of being in the present on purpose is sometimes referred to as mindfulness. With practice (such as mindfulness activities and mediation) it becomes easier to connect with the present.
| Past | Present |
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The Climate and Energy Emergencies
2 nd edition April 2014
Jim H. Adams – www.jimhadams.com
Chapter I – The Big Picture
Introduction. This eBook, an update with pictures of the 2009 edition, shows in simple language the very dangerous changes to our climate due to burning fossil fuels, which emit the greenhouse gas carbon dioxide, and also where our energy comes from, why it is running out, and what we need to change to solve some of these problems. We look from the general to the particular – to where the author lives in Brighton & Hove.
We include in three alarming new chapters the feedback models of climate catastrophe due to David Wasdell (the Apollo-Gaia website is www.apollo-gaia.org) presented by Guy McPherson (http://guymcpherson.com/climate-chaos), overriding the forecasts we have retained here of Doly García on fossil fuel and resource depletion, and sketch ways the world will have to adapt to and reduce the climate emergencies we have brought about – but mankind does not have time. The action needed on climate change is imperative, it requires international agreements, and these agreements must be adequate and enforced. The energy resource depletion and climate models show a large part of humanity faces extinction, together with a vast number of other species unless concerted international action is taken with great urgency.
Units. Definition of units: To give an example of what is meant by a watt, which is a unit of power, a labourer over the course of an 8-hour day can sustain an average output of about 75 watts; higher power levels can be achieved for short intervals and by athletes. A kilowatt is a thousand watts, a megawatt a million watts, a gigawatt (giga = giant) is a thousand million watts and a terawatt (tera means monster) is a million million watts. For instance, the coal powered power station below had a capacity of 180 megawatts.
Energy, the Big Picture. Where do we get our energy from, and why is some of it about to disappear?
- The sun, the moon and the Earth.
a. The sun, thermonuclear energy.
We start, not from the beginning, but from the middle. Our galaxy of stars had formed. One of these stars exploded in a supernova explosion, and the debris of this explosion formed the heavier material for our own star – the sun.
The sun is very dense and very hot. Its main constituents are hydrogen and deuterium. These atoms can collide and fuse to form an element of higher atomic weight – helium, and this gives off energy. This is known as thermonuclear fusion. This is why the sun shines and gives us heat.
b. The creation of the moon and the Earth in a collision.
Computer simulation shows that the heavier material that forms the sun was surrounded by an envelope of gas which condensed into planets.
- Energy resource depletion. We will describe later in more detail energy coming from the sun, the moon and the Earth, and show how we are consuming finite resources of oil, gas, coal and some other energy sources.
Climate, the Big Picture. Why is the climate changing?
- Greenhouse gases. Our atmosphere contains mainly oxygen and nitrogen, but it also contains a small amount of carbon dioxide, which is vital. The carbon dioxide absorbs and scatters radiation from the sun, and so keeps our thin atmosphere and the Earth's surface warmer than it otherwise would be.
Oxygen
Nitrogen
Our recent civilisation has been burning oil, gas and coal, and so the carbon dioxide emitted is warming the planet.
- Milankovitch cycles. The Earth rotates with its axis at an angle to the vertical and around the sun in an ellipse.
What we understand about gravitation tells us this axis wobbles and then comes back again and the ellipse gets squashed and then becomes more circular. There is also a change of the plane of this ellipse with the average for that of other planets. Over Milankovitch cycles of 40,000 and 100,000 years, this changes the angle at which radiation hits the Earth, and so leads to cold glacial periods and warm interglacial periods.
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Evacuation Plans
When community evacuations become necessary, local officials provide information to the public through the media. In some circumstances, other warning methods, such as sirens or telephone calls, also are used. Additionally, there may be circumstances under which you and your family feel threatened or endangered and you need to leave your home, school, or workplace to avoid these situations.
The amount of time you have to leave will depend on the hazard. If the event is a weather condition, such as a hurricane that can be monitored, you might have a day or two to get ready. However, many disasters allow no time for people to gather even the most basic necessities, which is why planning ahead is essential.
Evacuation: More Common than You Realize
Evacuations are more common than many people realize. Hundreds of times each year, transportation and industrial accidents release harmful substances, forcing thousands of people to leave their homes. Fires and floods cause evacuations even more frequently. Almost every year, people along the Gulf and Atlantic coasts evacuate in the face of approaching hurricanes.
Ask local authorities about emergency evacuation routes and see if maps may are available with evacuation routes marked.
Evacuation Guidelines
| Always: | If time permits: |
|---|---|
| Keep a full tank of gas in your car if an evacuation seems likely. Gas stations may be closed during emergencies and unable to pump gas during power outages. Plan to take one car per family to reduce congestion and delay. | Gather your disaster supplies kit. |
| Make transportation arrangements with friends or your local government if you do not own a car. | Wear sturdy shoes and clothing that provides some protection, such as long pants, long-sleeved shirts, and a cap. |
| Listen to a battery-powered radio and follow local evacuation instructions. | Secure your home: Close and lock doors and windows. Unplug electrical equipment, such as radios and televisions, and small appliances, such as toasters and microwaves. Leave freezers and refrigerators plugged in unless there is a risk of flooding. |
| Gather your family and go if you are instructed to evacuate immediately. | Let others know where you are going. |
| Leave early enough to avoid being trapped by severe weather. | |
| Follow recommended evacuation routes. Do not take shortcuts; they may be blocked. | |
| Be alert for washed-out roads and bridges. Do not drive into flooded areas. | |
| Stay away from downed power lines. | |
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Holocaust Class: 10 day COVID-19 (CDL) Assignment
Day 1:
Read in your text (Night) to pg. 20.
Question: Write 3-5 sentences on what you remember about Moshe "the Beadle" and how he tried to warn his people.
Day 2:
Read in your text (Night) to pg. 43
Question: Write 3-5 sentences on when Wiesel's dad told him he was "personally not hungry" or when
Wiesel was separated from his mother and younger sister.
Day 3:
Read in your text (Night) to pg. 62
Question: Write 3-5 sentences about the death of the young boy called the "Pipel."
Day 4:
Read in your text (Night) to pg. 80
Question: Tell me about Wiesel and his operation. (3-5 sentences)
Day 5:
Read in your text (Night) to pg. 92
Question: Write 3-5 sentences about Juliek and his violin.
Day 6:
Read in your text (Night) to pg. 109
Question: Write 3-5 sentences about the end of the book and the vision of himself that Wiesel has (in the mirror).
Day 7:
Watch 20 minutes of the following clip. If it does not work for you, simply go to youtube and type in Wiesel and Oprah at Auschwitz.
Click on the following link: https://www.youtube.com/watch?v=4IJ4mpCDVpE
Day 8:
Watch the last 20 minutes of the following clip. If it does not work for you, simply go to youtube and type in Wiesel and Oprah at Auschwitz.
Click on the following link: https://www.youtube.com/watch?v=4IJ4mpCDVpE
Question: How did you enjoy the video? Explain 2-3 parts where you really identified with what Wiesel went through, where you had a personal/emotional connection, etc.
Day 9:
Watch the 3 minutes clip of Wiesel on CBS news.
The title of it on youtube is "Elie Wiesel remembered."
https://www.youtube.com/watch?v=ooQ8ZBvN0_Q
Day 10:
Question: Write no more than 1 page about the book. Please do not include summary very much. Tell me YOUR thoughts, reactions, opinion, etc about what you read. Any parts really stand out to you? What about the video supplements? Did you like those? Why?
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Home Composting
using Compost in tHe garden
There are lots of different ways to use home-made compost in the garden.
How we use the compost depends on how fine it is.
After 3-6 months in a plastic composter or 1 year in a wooden box, the heap begins to cool down. At this stage, the compost is rough and fibrous, looking almost like manure. Use this for mulching.
Composting goes through 2 stages: a hot fast stage and a much cooler longer one.
After 1 year in a plastic bin and 2 years in a large wooden box, the cool composting process is finished and the compost looks like fine soil.
use compost as a mulch
* Plan to spread a mulch after rain, when the soil is moist. This stops evaporation.
Rough compost is spread on the ground between vegetables, in a flower border or round shrubs or trees. This mulch will conserve moisture, prevent weeds growing and gradually feed the plants. When it rains, goodness from the compost will be washed down to the roots. The compost will continue to rot down and will add nutrient and structure to the ground.
* If you're spreading compost in the veg garden or round shrubs or trees cover the damp ground with cardboard or a thick layer of newspaper. This will prevent weed seeds from germinating in the soil.
* Spread a layer of compost on top of the card or paper to completely cover it. Keep the mulch approximately 3cm away from plant stems. Any seeds in the compost will germinate, but then die because their roots won't get down to the soil.
* If you're spreading compost in an herbaceous border, carefully cover the damp soil between the plants with 5-8 cm of compost. Some, but not many, weeds may germinate without the cardboard underlay.
dig compost into the soil
Do not overfeed the soil as this would encourage excessive leaf growth at the expense of flowers. Spread 1 barrowload for every 10m².
Adding compost will improve soil fertility and structure. If you are then planting small seedlings, use finished compost. More established plants will tolerate slightly rougher material.
use in pots and containers
Depending on the plant and your watering arrangements you may want to add grit or water retaining gel.
Home-made compost releases nutrients more slowly than commercially produced composts, so it provides feed for plants over a much longer period. If potting a small plant, sieve the compost to remove any stick fragments or small stones.
The surface of the compost may gradually sink but you can top it up with extra home made compost. This will provide fresh nutrient.
potting mixes
The proportions of compost and bulking agent depends on the size of the plant. Use:
You can make excellent, free, seed sowing and potting compost, using your own compost and leafmould. You can use coir fibre or green waste instead of leafmould. Mix and sieve the ingredients. A 'Rotasieve' is ideal.
* For seed sowing. 1 part compost: 2 parts leafmould
* Final planting (tomatoes, peppers etc): pure compost.
* Pricking out: 1 part compost: 1 part leafmould
use as a fertiliser
It is suitable for house plants too.
Wormcast is the best for this. It is very rich and is used as a feed, especially for container grown plants.
For more information on home composting or to contact us - www.askorganic.co.uk or 01450 860778
ASK Organic, in partnership with Scottish Borders Council, has a Home Composting Display within Woodside Plant Centre, by Ancrum, Jedburgh.
For information on Waste and Recycling contact Scottish Borders Council Recycling Team on 0300 100 1800 or www.scotborders.gov.uk/recycling
Text © ASK Organic. Illustration © Linda Lovatt. Printed by Meigle Colour Printers Ltd., Galashiels.
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Illinois Valley Community College Writing Center
WRITING A THESIS
A thesis statement identifies the main idea of your essay. The rest of the essay will be organized around supporting your thesis statement. Thesis statements are usually placed in the introduction to the essay, often appearing as the last sentence in the introductory paragraph.
As you begin to draft your essay, it is a good idea to work with a tentative thesis statement. This statement will help focus your ideas, but may change as you research your topic and write your drafts. Review your tentative thesis statement and revise it accordingly as you work.
Writers often find it helpful to draft their topic sentences before finalizing their thesis statement. Since your thesis statement should preview all your main ideas, look at each topic sentence to identify its main idea. Then, combine each of those main ideas in your thesis statement. However, avoid simply listing your ideas; instead, strive to show their relationship (the "big picture" of the essay).
When writing about literature, name the author and title of the work in the thesis statement. Properly format titles (see our related handout).
Characteristics of effective thesis statements:
1. Effective thesis statements clearly state the essay's main idea.
Beyond simply stating your topic, your thesis statement should state what you will say about your topic. For example:
- Although the stories "Night Shift" and "The Clarion Call" both use descriptive language, King and O'Henry differ greatly in the effect their language has on the reader.
Here, we see that the topic is two stories, but also know that the writer will focus on how the language affects the readers. The authors and titles of the stories being discussed are also named.
2. Effective thesis statements communicate your essay's purpose.
Depending on the assignment, your essay will likely have a specific purpose. For instance, some essays are informative while others are persuasive. Your thesis statement should convey your purpose to the reader. For example:
- In order to prevent violence in schools, conflict resolution should be a mandatory class for all high school students.
Here, it is clear to the readers that this essay will attempt to convince them of a certain point of view.
3. Effective thesis statements are clearly worded.
Use specific wording in your thesis statement; avoid vague language, irrelevant details, and confusing terminology when introducing your essay's main point. The thesis statement should give an accurate preview of what you will discuss and indicate the essay's direction and scope. In this way, your essay and thesis statement will share a sharp focus.
- While enacted with good intentions, immigration laws often create more problems than they solve.
Here, the clear wording signals what will be discussed and highlights the focus of the essay.
What to avoid when writing a thesis statement:
1. Announcements of intent:
Statements like "I will discuss…" or "The thesis of this essay is…" are stylistically distracting and informal in tone. Sometimes this is called a "purpose statement."
2. Statements of fact:
Simply stating a fact is a dead end that cannot be developed into an essay. For example, "Hybrid cars get better gas mileage than cars with standard gasoline engines" is a fact that has already been established and leaves the writer nowhere to go.
3. Thesis statement as the title:
Titles are not detailed enough to properly preview your essay and communicate its purpose.
Examples of effective thesis statements:
- As research proves second-hand smoke poses danger to school-age children, smoking should be banned with 1000 feet of a school. This statement clearly states the main idea of the essay.
- Students should be required to take a course on time management skills before graduating high school. This statement clearly conveys the essay's persuasive purpose.
- Because community colleges have quality instructors, financial savings, and career-oriented classes, they are a better choice than a large university for many students. This statement clearly and concisely previews the main points of the essay.
Examples of ineffective thesis statements:
- Smoking is hazardous to your health. This statement simply states a fact; it cannot be developed into an effective essay.
- This paper will discuss the consequences of poor time management for college students. The announcement of intent in this statement has an informal tone and distracts the reader.
- When it comes to considering what type of institution to attend, it is beneficial to consider that community colleges have many positive attributes; these include (but are not limited to) instructors who are dedicated to their fields, financial savings to the student, and classes which are focused on careers. This statement has overly complex wording.
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Top 10 Tips for Universal Design in the Classroom
1. Provide crisp, high contrast printed handouts.
2. Encourage optimum classroom physical environment (lighting, noise, pathways, etc.).
3. Face the class when speaking.
4. Invite students to discuss any access issues with a statement on your syllabus and in the first class.
5. Verbally describe images on all slides and overheads.
6. Use a microphone when speaking.
7. Repeat student questions and comments out loud.
8. Provide electronic handouts ahead of time.
9. Request electronic versions of textbooks when ordering.
10. Provide equivalent text for all graphical items in instructional materials.
Top 10 Tips for Universal Design in the Classroom
1. Crisp, high-contrast printed handouts are visually easier for people with low vision. Good handouts reinforce lessons as a supplement to oral presentation. Contrast, color, size, font, and spacing are a few legibility factors.
2. Environment, activities and equipment impact students with a wider variety of disabilities than formerly known. Address all potential student characteristics in safety considerations. a.) Good lighting helps with low vision, but also helps everyone minimize eye strain; b.) Noisy distractions can have an adverse effect on students with Attention Deficit Disorder, but will also impact the concentration and focus of many students; c.) A ramp entry enables the student in a wheelchair to get to class on time. Ramps allow for instructors who carry a heavy load to efficiently use a wheeled carrier; d.) A podium ramp permits full student participation in presentations.
3. Facing the class allows a student with a hearing impairment to read your lips. It will facilitate eye contact, encouraging engagement and interaction with all students.
4. Use a syllabus to outline the essential components of the course, your expectations, office hours and procedures. Discussing accessibility on your syllabus enhances inclusiveness for students with disabilities. It signals all other students of your availability and approachability and facilitates a positive classroom environment.
5. Verbal descriptions enable a student who is blind to "see" the slides. "Auditory learners" will have an alternative means to understand the content of your graphics. Additionally, students sitting behind any obstruction or students taking notes can hear what they may otherwise be missing.
6. A microphone amplifies audio for someone who has a hearing impairment. It benefits every student, by distributing the instructor's voice evenly throughout the classroom. Research has shown that in the average classroom, the teacher's voice usually arrives at the students at a level only 6 dB or so above the background sounds. The extra 8 or 10dB of amplification provided by a classroom sound field system is sufficient to ensure a more suitable speech to noise ratio. For the benefit of the instructor, the use of a microphone can eliminate voice strain, notably a common occupational health problem.
7. Repeating information from students who face the front of the room redirects the information back out to the entire group. If you repeat the question while facing the class, a student who is deaf can read your lips. Repeat questions and/or paraphrase to insure everyone has heard and you are clear on understanding the question.
8. Electronic hand-outs enable a blind student to use a screen reader (voice or large print). Accessible design allows all students to obtain information and convert it to whatever format is convenient for their study.
9. Electronic versions of textbooks are necessary for blind students. Additionally, audio files enable everyone ease in carrying their textbooks and more flexibility of use. Many instructors and students would "read" their text assignments "on the go."
10. Equivalent text descriptions convey information to people with low or no vision. They also summarize non-text elements for all students, supporting varying learning and processing styles.
Design for Disability is better Design for everyone!
(2009) Hirschman, A. & Smith, R.O.
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English
Texts: One Snowy Night, Non Chronological Reports on Polar Animals, The Snow Queen
Reading: Children will take part in guided reading sessions and whole class reading sessions.
Writing: Children will learning to write and adapt stories. They will also be learning to write letters and their own non-chronological report about an arctic animal.
Grammar Year 2: Sentence types, Word classes,
Apostrophes, Tenses, Suffixes
Handwriting:
Form lower-case letters of the correct size relative to one another. Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
Cursive – Journey to cursive scheme
Geography
Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied.
* Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.
* Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a contrasting nonEuropean country.
History
* Learning about different arctic explorers
* Show an awareness of the past, using common words and phrases relating to the passing of time
* Sort artefacts from 'then' and 'now'
* Discuss the lives of significant individuals in the past who have contributed to national and international achievements and use some to compare aspects of life in different periods
Robins Curriculum
Music
* Music Express units –
* Water, Our Bodies, Animals, Pattern
Computing
* Create a topic- based e-book
* Sequencing simple algorithms and programs
PE
* Invasion games skills (attacking and defending focus)/Basketball
* Health and Fitness
Polar Explorers Spring term
RE & PSHE incl diversity
RE-Families & Worship and Ceremonies PSHE- Happy and Healthy me, Me and my safety.
Maths
White Rose Maths Scheme
Multiplication & Division, Statistics, Properties of shape, Fractions
Science
Living things and their habitats
* Explore and compare the difference between things that are living, dead and things that have never been alive
* Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of animals and plants, and how they depend on each other.
* Identify and name a variety of plants and animals in their habitats, including micro- habitats.
* Describe how animals obtain their food from plants and other animal
Materials
* Describe how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
* Identify and compare the suitability of a variety of everyday materials for particular uses
DT
Make a diorama:
* Create products using levers, wheels and winding mechanisms.
* Design products that have a clear purpose and an intended user.
* Make products, refining the design as work progresses. Explore and use mechanisms such as wheels, axels, levers and sliders.
Art
Draw lines of different sizes and thickness. Colour (own work) neatly following the lines. Show pattern and texture by adding dots and lines. Show different tones by using coloured pencils.
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Facing Real Issues: Bullying
2013 NO BULL Documentary of the Year – 3rd Place
Click above to view video
Film by: A. Camille Howard Woodland Jr. Sr. High School Princeton, Maine
"No one to talk to…"
"No one to listen…"
Identify some of the bullying behaviors demonstrated throughout the video and describe the impact that bullying behavior can have on a person.
"Is misery the only company you keep?"
"You're picked on, pushed around and called names…"
Describe strategies that a bystander could use when seeing someone being bullied.
Why might it be difficult for some teens to take action when they see bullying happen?
Many students don't see bullying happen because they don't know what to look for.
What help do you think we can give bullies to keep them from making victims out of people?
"More than once I've attempted to reach out…"
"I replay the scene over and over in my thoughts."
How can adults help play a role in a bullying situation when you feel like you can't help out yourself?
Don't Stand By: Take Action
This is the final tagline in the video… What do these words mean to you?
How do you define BULLYING?
What is it?
How is social media used to bully?
Why is it difficult to "stand-up" for the target of a bully?
How do you promote DIGITAL RESPONSIBILITY?
What actions have you taken?
How can you implement in your school?
Why is it important to be responsible when using all things digital?
www.nobullchallenge.org
The NO BULL Challenge
Change Starts With You SPEAK UP – Let Your Voice Be Heard!
NO BULL is committed to creating and inspiring youth-led films as a platform for dialogue on the most important issues of our time.
The challenge to YOU…
Get Involved!
Make a PSA or short film
Make a Statement!
Take a Stand!
Prizes include the coveted Noble Award, scholarships, custom oneof-a-kind signet ring designed by Balfour, video cameras and a trip to Sundance Film Festival.
What is the NO BULL Challenge?
The NO BULL Teen Video Awards
Click above for highlights
Individual students or teams create a 2-5 minute short film or 30-60 second PSA promoting digital responsibility in an effort to end bullying/cyberbullying
Top 50 videos will be selected by public voting
Nominees and Winners will be selected by judges panel
You could win prizes like:
Scholarship, one-of-a-kind NO BULL signet ring designed by Balfour, video camera, a trip to Sundance Film Festival and much more
NO BULL your way to L.A.!
Fundraise to attend the National Conference & Teen Video Awards!
All involved students receive VIP invites!
www.nobullchallenge.org
Important Dates:
December 13, 2013
Video uploads begin
April 30, 2014
Video upload deadline
May 5-16, 2014
Public voting period
June 6, 2014
Nominees announced
August 8-9, 2014
NO BULL Conference &
Teen Video Awards
Video Subject:
Digital responsibility, Anti-bullying
Video Lengths:
Full: 2-5 minutes
PSA: 30-60 seconds
Eligible:
Middle & High School Students, Ages 13-18
CHANGE MAKERS REACHING MILLIONS
To get involved, visit: www.nobullchallenge.org
NO BULL Challenge Partners:
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SUNDAYSCHOOL FIRST TERMINAL EXAMINATION ARCHDIOCESE OF CHANGANASSERY
11.00 AM - 1.00 PM
Mark : 75
05-10-2014
CLASS III
Time: 2hr
I. Select the correct word from the given list
10
1. The man who made the ark is
...............................................
2. The number of Jacob’s sons is
.................................................
3. The sign of God's covenant was the..................................................
4. God came down from Mount Sinai and called ........................... up to the mount.
5. Abraham's earlier dwelling place is..................................................
Fill in the blanks
10
6. The descendants of Jacob are known as ..................................................
7. The saviour of mankind..................................................
8 ................................................... is the place where the tower was built.
9. The land to which God led the Israelites is ..................................................
10. .................................................. help us show the right way in our journey to Heaven.
Answer the following
4
11. Who tempted our first parents to act against the command of God?
12. Who are called Israelites?
Answer the following questions in a word
10
13. Who is our Pope?
14. What is the name of your parish?
15. Who is the Patron Saint of the Archdiocese of Changanacherry?
16. Who is your Parish priest?
17. Who is the first saint of India?
Moses , Rainbow, Noah, Haran, 12
V. Select the words and fill the columns
8
You are given several words some of them are to be deserted and others are to be accepted. List them in the appropriate columns.
(God,Satan , Parents, Teachers , Good friends , bad words, good books , Bad films.)
19. What are the ways of life?
3
20. Write the name of three saints.
6
21. Choose the correct word from the word box and fill it.
8
Abel was a shepherd and .............................. was a farmer.Once Cain offered part of his produce as a ............................. to God ................... offered the young ones of his flock ................................ accepted the gift offerings of Abel .God did not accept the offerings of Cain.
22. Comment on this :-True or false.
1
1. I will ever live obeying God’s cmmandments.
2. I will call up on God in all my problem and suffering.
Abel, Gift, God, Cain
To be accepted
To be deserted
2
VII.
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Dog Runs and Kennels
The age of your kennel or number of dogs that have used it will determine the amount of organics present. More frequent applications of ez-clean may be required, depending on the usage and previous maintenance.
After the initial application of ez-clean, the kennel may smell worse than it did when you began. This is because ez-clean is working by starting to eliminate the top "crusted" layer of organics. Re-application will be required until all of the aged organics have been consumed.
Outdoor applications are recommended on an overcast day or at dusk. The sun will dry out ez-clean quickly - the longer it sits in a moist environment, the better it will work.
Application of ez-clean
* Pick up excess organics and solids.
* For the first application of ez-clean apply 1:10 dilution to the area. Once the organics are under control, the product can be diluted down to 1:64 for maintenance applications.
* Ez-clean can be applied multiple ways. Below are the two most common.
1. Pre wet the area with water, then apply ez-clean full concentrate using a sprayer.
2. Use a mixer/diffuser that attaches to the end of a garden hose. Turn the dial to the correct dilution and apply to the area.
* Sit back and let the area dry completely - once ez-clean is dry it's life cycle is complete.
Additional Information
* The wet run is immediately safe for your pet's return. No drying required.
* Imagine that moisture is the highway in which ez-clean travels, so make sure the area is moist. This enables the enzymes in ez-clean to move around and find the organics.
ez-clean uses
* dog run and kennels
* decks
* fences
* barns
* stock trailers
* vehicles
* mattress stains
* medical scrubs
* organic carpet stains
* organic upholstery stains
* garbage cans
* sport equipment
* mildew smell
*smoke smell
* skunk smell
* RV vehicle toilets
* septic tanks
* washing machine
Works On
* concrete
* wood
* metal
* rubber mats
* real grass
* synthetic grass
* bark mulch
* gravel
* hard wood
* vinyl floors
* carpet
* Once diluted, the product will only stay alive for two weeks so only mix what you need.
* upholstery
* clothing
♦ safe for immediate contact ♦ non toxic ♦12 billion bacteria per liter (quart)
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BLACK LEADERS OF ATLANTA
MATCHING QUIZ
BLACK LEADERS OF ATLANTA
MATCHING QUIZ
About this Tour
In honor of the Black History Month, I created a new tour that encourages people to learn about twenty-one exemplary individuals who made a lasting impression on ATL. This interactive tour was modeled after a similar one I created last year called, Women of Distinction: 20 Women Who Made a Lasting Impression on Atlanta. Both are self-guided tours that you can take online or in person. The full experience has four components:
1. Multimedia Website that provides biographical information about each leader as well as tips on how and where to connect with them. In some cases, the connecting point is a street named in their honor that you can walk, bike or drive on. In others, it's a building or statue that you can visit.
2. Matching Quiz that will establish a baseline for you. Take this before and after you have experienced the tour. Share with your friends and family to see how well they know these leaders!
3. Interactive Map that identifies the locations of the various streets and monuments that were named to commemorate their contribution to ATL.
4. Explorer's Log that you can use to keep track of the places you visit.
As you make these connections you will develop a greater appreciation for the impact these exemplars had on Atlanta. You will see and feel the city differently as you drive along the streets that celebrate their lives. In so doing, you will honor their memories and the sacrifices they made to make ATL and the world a better place for all of us.
Stay curious and keep exploring!
Steve Saenz, ATLsherpa
Atlanta, GA, February 2021
BLACK LEADERS OF ATLANTA MATCHING QUIZ
Use this matching quiz to see how many of the 21 exemplars you can identify…
A. Aaron, Hank
H. Hill, Jesse
O. Mays, Benjamin E.
B. Abernathy, Ralph David
C. Bond, Julian
D. Boone, Joseph E.
E. Dobbs, John Wesley
F. DuBois, W.E.B.
I. Hollowell, Donald Lee
J. Holmes, H. E.
K. Jackson, Maynard
L. King, Martin Luther
M. Lewis, John
P. Paschal, James & Robert
Q. Pope, Roslyn
R. Washington, Booker T.
S. Wilkins, Domonique
T. Williams, Hosea
G. Herndon, Alonzo
N. Lowery, Joseph
U. Young, Andrew
1.
This reverend was known as the "Dean of the Civil Rights Movement"
2. This professor was the first African American to earn a doctorate from Harvard
3. This attorney was elected as the first black mayor at the age of 35
4. This ordained minister was a tireless advocate for the hungry and homeless
5. This former mayor was instrumental in getting the 1996 Olympic Games to be held in ATL
6. This native Parisian was known as the "Human Highlight Film"
7. This Atlanta native won a Nobel Peace Prize for his work on civil and human rights
8. This minister is credited with laying the intellectual foundations of the civil rights movemen
9. 715 + 755
10. This life ins executive was the first black president of a chamber of commerce of a major cit
11. These entrepreneurs built an iconic business in Castleberry Hill
12. This Baptist minister collaborated with King to create the Montgomery Improvement Assoc
13. This entrepreneur was born into slavery and one of the first black millionaires in America
14. This orator delivered a famous speech in Piedmont Park in 1895
15. This civil rights attorney and first black regional director of a federal agency (EEOC)
16. This political leader was known as the “Mayor of Auburn Avenue”
17. This Spelman alum penned a pivotal document that led to the Atlanta Student Movement
18. This stateman served in the U.S. House of Rep for Georgia's 5th congressional district
19. This Morehouse alum served 4 terms in the GA House of Rep and 6 in the GA State Senate
20. Dr. King named this reverend the chief negotiator of ‘Operation Breadbasket’
21. This surgeon was one of the first two black students admitted to the UGA
SCORE: I was able to identify _____ of the 21 leaders on ________________(date)
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Evaluating Public Education in Dallas County
Dallas County education system can do more to prepare all students for success
Civic, career and college readiness begin in a child's earliest years. Too many Dallas County children struggle to meet academic benchmarks. Due to a legacy of policies that can create or exacerbate differences in outcomes, children of color and children from economically disadvantaged backgrounds are disproportionately likely to face barriers to academic achievement. Dallas County needs a more durable and well-funded pipeline across our education and workforce systems to prepare students of all backgrounds for the jobs of today and tomorrow.
ACHIEVEMENT GAP
OUTCOMES
Dallas County Students Passing STAAR 3rd Grade Reading
72%
58%
Inequities in school funding and resources can create gaps in on-time graduation rates. Dallas County's Black, Hispanic, and multiracial students are less likely to graduate from high school on time than their White and Asian peers.
When students struggle to complete their education, they can experience barriers to entry-level employment and pathways to jobs with wages high enough to meet their needs.
4-Year H.S. Graduation Rates by Race & Ethnicity (2017)
94%
81%
84% 81%
21%
ASIAN
BLACK
HISPANIC
WHITE
Economically disadvantaged elementary and middle school students pass STAAR tests half as often as their peers, and 70% of Dallas County students who dropped out of school in 2017 were economically disadvantaged.
87%
ASIAN
BLACK HISPANIC MULTIRACIAL
SOLUTIONS
To address the holes in our educational pipeline, we should:
* Provide support to economically disadvantaged students early by funding a full-day Pre-K program for all eligible children.
* Remodel Texas' outdated school finance system. For more information, see the Texas Kids Count Data Guide on Texas Public Education.
Learn more at CPPP.org
WHITE
33%
#TXkidscount
1. Children in economically disadvantaged households and children who are English language learners are particularly likely to benefit from enrollment in early childhood education programs. However, in Dallas County, children in poorer families are less likely to attend preschool than their higher income peers.
What strategies do you support that could ensure early childhood education opportunities for all Dallas County kids?
2. The early achievement gaps in math by race, ethnicity, and economic status show that far too many Dallas County students are facing barriers to success. For example, Black (21 percent) and Hispanic (33 percent) third graders are much less likely to be proficient in math than their Asian (72 percent) and White (58 percent) peers.
What strategies do you support to address the reading and math achievement gaps in education?
3. Today's job market is especially difficult for young people without a high school diploma or with low math and reading skills.
How will you ensure that young people in Dallas County are prepared for workforce or job training programs when they leave high school?
4. Test scores show that White and Asian elementary students are roughly two times as likely to be proficient in reading as their Black and Hispanic peers.
What strategies do you support to close the reading achievement gap in Dallas County schools?
5. Many Dallas County children, especially economically disadvantaged students, do not have access to afterschool and summer programs.
What strategies do you support to increase access to out-of-school enrichment opportunities?
6. Dallas County's on-time graduation rates have improved, but only 84 percent of Dallas County students in the class of 2017 graduated on time.
What strategies do you support to improve high school graduation rates?
Authored by Kristie Tingle. All sources available at CPPP.org/kidscount
CPPP is an independent public policy organization that uses research, analysis and advocacy to promote solutions that enable Texans of all backgrounds to reach their full potential. Learn more at CPPP.org. For more information, please contact Oliver Bernstein at firstname.lastname@example.org or call 512.823.2875.
@CPPP_TX
BETTERTEXAS
CPPP.ORG/BLOG
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Memphis, TN
657,457
TOTAL POPULATION
total AREA(sq. miles)
339.21
10 Building blocks of a bicycle friendly community
POPULATION DENSITY
1,938
# of local Bicycle friendly businesses
4
# of local Bicycle friendly universities
0
| Arterial Streets with Bike Lanes | 45% |
|---|---|
| Total Bicycle Network Mileage to Total Road Network Mileage | 30% |
| Public Education Outreach | GOOD |
| % of Schools Offering Bicycling Education | 43% |
| Bike Month and Bike to Work Events | Good |
| Active Bicycle Advocacy Group | Yes |
| Active Bicycle Advisory Committee | YES |
| Bicycle–Friendly Laws & Ordinances | some |
| Bike Plan is Current and is Being Implemented | YES |
| Bike Program Staff to Population | per 70k |
| ENGINEERING Bicycle network and connectivity | 5 /10 |
|---|---|
| Education Motorist awareness and bicycling skills | 5 /10 |
| Encouragement Mainstreaming bicycling culture | 5 /10 |
| Enforcement Promoting safety and protecting bicyclists' rights | 6 /10 |
| Evaluation & planning Setting targets and having a plan | 3 /10 |
CATEGORY SCORES
key outcomes
| ridership Percentage of daily bicyclists | 3.5% | 0.40 |
|---|---|---|
| safety measures Crashes Crashes per 10k daily bicyclists | 180 | 322 |
| safety measures Fatalities Fatalities per 10k daily bicyclists | 1.4 | 3.8 |
Key Steps to silver
» » Aggressively increase the amount of high quality bicycle parking throughout the community.
» » Continue to expand the bike network, especially along arterials. On roads where automobile speeds exceed 35 mph, it is recommended to provide protected bicycle infrastructure such as cycle tracks or buffered bike lanes.
and secondary education, and schools and the surrounding neighborhoods should be particularly safe and convenient for biking and walking. Work with your local bicycle groups or interested parents to expand the Safe Routes to School program to all schools.
» » Develop a system of bicycle boulevards, utilizing quiet neighborhood streets, that creates an attractive, convenient, and comfortable cycling environment welcoming to cyclists of all ages and skill levels.
» » Implement the proposed bike share program.
» » Bicycle-safety education should be a routine part of primary
LEARN MORE www.bikeleague.org/communities
»
» » Have your Bicycle Advisory Committee meet monthly to step up your Bicycle Friendly Community efforts.
» » Encourage the University of Memphis, Rhodes College and other local institutions of higher education to promote cycling to students, staff, and faculty and to seek recognition through the Bicycle Friendly University program.
Supported BY
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Delaware PBS Key Features
The vision of the Delaware Positive Behavior Support Project is to create safe and caring learning environments that promote the social-emotional and academic development of all children. This vision requires comprehensive, systemic, and individualized interventions and supports.
1. Recognize that a positive and safe school climate promotes not only positive behavior, but also academic, social, and emotional development.
2. Recognize that ALL students benefit from positive behavioral supports. This includes students with and without behavior problems or disabilities, and requires sensitivity to individual and cultural differences.
3. Recognize the critical importance of preventing behavior problems. This is evident throughout school policies and evidence-based practices, especially in preventive classroom management, clear school-wide expectations, and schoolwide teaching and recognition of positive behaviors. It also is seen in positive teacher-student, student-student, and school-family relations.
4. Recognize the critical importance of developing self-discipline. Achieving this long-term goal requires much more than strategies for preventing and correcting behavior problems. Thus, schools implement evidence-based programs in character education and social and emotional learning and/or infuse lessons throughout the curriculum that teach such social and emotional competencies as positive peer relations, empathy, resisting peer pressure, conflict resolution, and social and moral responsibility.
5. Recognize the critical importance of correcting misbehavior using a combination of evidence-based techniques for increasing appropriate behavior and decreasing use of inappropriate techniques. This is seen throughout school disciplinary policies and practices and in the recognition of the limitations of the use of harsh, frequent, or unfair punishment.
6. Recognize the critical importance of providing students who exhibit serious or chronic behavior problems with comprehensive and intensive evidence-based interventions and supports. They should be provided early, when behavior problems first appear. Where appropriate, they should be individualized and linked to functional behavioral assessments and person-centered planning.
7. In translating these beliefs into practice, Delaware PBS schools adopt a problemsolving team process for planning, development, implementation, and evaluation of evidence-based practices across all three levels of prevention and intervention (primary, secondary, and tertiary). The team is representative of the school staff and community including students and parents as active participants.
8. In translating these beliefs into practice, schools demonstrate sustained commitment, participation, and implementation with fidelity by the majority of staff, administrators, district leadership, and school community in a shared approach to the dynamic and evolving PBS process.
9. In translating these beliefs into practice, schools value the importance of databased decision making, as reflected in the on-going evaluation of program effectiveness and modification of program components, interventions and supports based on multiple sources of data.
10. In translating these beliefs into practice, schools provide on-going professional development and support to school staff that corresponds closely with the needs of the schools and individual staff members.
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This story is brought to you by Ririro.com for free. Our mission is to give all children in the world free access to a variety of stories. The stories can be read, downloaded and printed online and cover a wide range of topics, including animals, fantasy, science, history, diverse cultures and much more.
Support our mission by sharing our website. We wish you a lot of fun reading!
Ririro
The windflower's story
One day a little Windflower growing in a garden heard the Rosebush say to the Pansies, "What a quiet little creature the Windflower is! She seems to be a modest little thing, but she never stays here long enough to get acquainted; so I do not know whether she hides her ignorance by keeping quiet or is a deep thinker." "I think she is deep, Miss Rose," said the Hollyhock, near by. "You know I can see farther than anyone here, and it is my opinion that the Windflower is deep, and I think, too, she has a story."
"A story!" cried the Pansies, turning up their pretty faces to the Hollyhock. "Oh, how interesting."
"What do you mean by a story?" asked the Rosebush.
"Oh, I mean she is deep and knows things of which we little dream. There is something between her
and the Wind, but I cannot learn her secret." Rosebush held up her head, the Pansies turned their little faces around and looked at the modest little Windflower to see if they could read her secret. "I have no secret the world cannot know," said the Windflower. "All my family love the Wind; this all the world would know if they knew our history."
Rosebush and the Pansies and Hollyhock began to question the little Windflower, and this is what she told them:
"Oh, a long, long time ago some beautiful goddess grieved very much over the death of some one she dearly loved, and she created in memory of this friend a beautiful flower which she named Anemone. That is our real name."
"Oh, how grand is sounds!" said the Rosebush. "Such a big name, too, for such a little flower."
"Yes, it is big," replied the little Windflower, "but you see we had nothing at all to do with our name; the Wind fell in love with us and opened our blossoms—that is the way we happened to be named, I am told."
"Oh, how interesting!" said the Rosebush, beginning to look with envy upon the little Windflower.
"But you are a small family, I think," said the Rosebush.
"I have seen very few of your kind in our garden."
"No, we are a numerous and beautiful family," said the Windflower.
"Oh, how conceited she is!" said the Rosebush in a whisper to the Pansies. "Think of calling herself beautiful. For my part, I think her white and purple quite plain-looking."
But in spite of the low voice of the Rose the little Windflower heard her. "Oh, you are quite mistaken if you think I feel I am beautiful!" she said. "It is of our family I speak; you should see some of my sisters; they are wonderful, purple and so silky they are beautiful.
"And other sisters are a beautiful blue. Oh, I am by far the plainest of our family. But the Wind has no favorites; he takes us all along with him, though, of course, my sisters that grow in mountain pastures go oftener with the Wind than others."
"Oh, here comes that horrid breeze!" said the Rosebush. "He always spoils everything." And she gathered her petals closer to her and leaned back among the leaves.
When she opened her petals
to look around the garden
"Why, where has the Windflower gone?" she asked.
again the little Windflower was not there.
"Oh, you missed it!" said the Pansies, nodding very knowingly. "That breeze came to tell the Windflower that the Wind would be along in a minute. We heard him, so we watched, and in a little while the Wind came and took the Windflower away with him. She went up high right over Hollyhock's head."
Hollyhock, who had been gazing about, lowered his head. "She is out of sight," he told the Rosebush and the Pansies. "The Wind came this morning and whispered to her, but I could not hear what he said; but she opened wide her blossom and nodded." "Now, what do you suppose there is between the Windflower and the Wind?" asked Rosebush.
"Just what she told us," said Hollyhock. "He is in love with the Windflowers."
"I should prefer a more tender lover," said Rosebush. "I think him quite rude at times. The way he blows through our garden is far from gentle."
"Some like strong lovers that can master them," said Hollyhock, lifting his head and standing very straight. "I suppose so," sighed the Rosebush; "but it is just as I have always said. You never can tell about the quiet, modest ones. Think of the little Windflower having such a story and flying away with the Wind. My, my! What a world!"
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