BALOO's BUGLE Volume 19, Number 7 “Make No Little Plans; They Have No Magic to Stir Men's Blood and Probably Themselves Will Not Be Realized
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Alligator Soup and Extended Day Winter 2017
Alligator Soup and Extended Day Winter 2017 Alligator Soup Serves Kindergarten, Grades One through Six and Allen-Stevenson siblings Calendar The program operates in three sessions: Fall, from September 12 through December 15; Winter, from January 3 through March 17; and Spring, from April 3 through June 2. Mini Soup and Extended Day Mini Soup, for Grades 1- 4, is short-term after school care, and Extended Day, for all grades, is long-term after school care. Kindergartners may attend Mini Soup and Extended Day after dismissal from an Alligator Soup class. A child not picked up at dismissal is sent to Mini Soup. A child registered for Extended Day or not picked up after Mini Soup or Alligator Soup is sent to Extended Day. The child’s school account is charged for Mini Soup, the fourth time a family uses it, $10 for the first 15 minutes and for each additional 15 minutes or part thereof, and for Extended Day, $12 an hour or part thereof. A parent can arrange in advance for Mini Soup. Extended Day can be arranged by day, by week, or by trimester and different rates apply. Financial aid is not available for this low-cost program. Days of Operation Alligator Soup meets Monday through Friday, including Parent-Teacher Conference days. There is no Alligator Soup when School dismisses at Noon or on School holidays. In the winter there is no Alligator Soup on: ● Monday, 1/16: Martin Luther King Jr. Day ● Tuesday, 1/17: Faculty/Staff Professional Day ● Monday, 2/20: Presidents’ Day ● Tuesday, 2/21: Presidents’ Day Hours of Operation Kindergarten: Classes meet from dismissal at 2:00PM until 3:15PM unless otherwise noted. -
Avon Adventure Faq's
AVON ADVENTURE FAQ’S Version 15: Dated 16th January 2020 We are compiling a list of Frequently Asked Questions (FAQs) and Answers. If you cannot find the answer to your question below, then please use the form at the bottom of this page and one of the team will get back to you. We will also be updating this page. Thank you. Table of Contents 1. WHO, WHAT, WHEN, WHY, WHERE AND HOW? ............................................................. 2 2. BOOKINGS .................................................................................................................................... 4 3. PRICE ............................................................................................................................................. 5 3.1 Payment Schedule ................................................................................................................... 7 4. LOGISTICS .................................................................................................................................... 9 5. ACCOMMODATION .................................................................................................................. 12 6. ACTIVITIES.................................................................................................................................. 14 7. SHOP ........................................................................................................................................... 15 8. OTHER ........................................................................................................................................ -
UNP-0121 Traditional Street Games
UNP-0121 TraditionalARCHIVE Street Games UNP-0121 Traditional Street Games Table of Contents Why Street Games? .................................................................................................................................................. 1 Introduction .................................................................................................................................................... 1 The Problems................................................................................................................................................. 1 Why Street Games......................................................................................................................................... 2 Helpful Hints for Game Leaders .............................................................................................................................. 3 Street Games ............................................................................................................................................................. 4 Egg or Balloon Toss ....................................................................................................................................... 4 Hit the Stick.................................................................................................................................................... 5 Hopscotch ...................................................................................................................................................... 6 Human -
The Silent Years Do Nothing…” (John 5:30) a Divine Apprenticeship in All Those Silent Years, He Learned Not to Live, but to Let ANOTHER Live Through Him
The Silent Years TheSilentYears All Jesus ever did, he never did. “I can of mine own self The Silent Years do nothing…” (John 5:30) A Divine Apprenticeship In all those silent years, He learned not to live, but to let ANOTHER live through him. That is the only way it will ever work! “Thou in me, I in them, that we all may be perfect in ONE.” (John 17:23) Arthur Burt ISBN 0-9667720-2-4 Arthur Burt The Silent Years — A Divine apprenticeship… Jesus’ eighteen silent years, from 12 to 30… He took on our humanity… He humbled Himself. He was in all points tempted, yet He never sinned. He learned obedience… (Heb 5:8) He was coupled. He learned to let Another live through Him. He was learning… And His mission began when He finished His apprenticeship … at the set time. The Silent Years A Divine Apprenticeship Arthur Burt Published By The Emmanuel Foundation Stuart, Florida The Silent Years A Divine Apprenticeship © Copyright 2000 by Arthur Burt All rights reserved. Illustrations: © Copyright 2000 by Brett Duncalf All rights reserved. Illustrations, including Cover... by Brett Duncalf Published by The Emmanuel Foundation Stuart, Florida 34996 USA Email: [email protected] Scriptures indicated are paraphrased or quoted and referenced for the readers. Unless otherwise indicated, Scriptural quotations are from the King James Version. Scripture emphasis and paraphrasing are the author’s own. Printed in the United States of America. ISBN 0-9667720-2-4 Dedicated to the Most Wonderful Man in the World! The Crucified Jew — The Crucified Jew being the mightiest among the holy and the holiest among the mighty has with his pierced hands lifted empires off their hinges, turned the stream of centuries and still governs the ages. -
J.A.M. (Jump and Move): Practical Ideas for JR4H Heart Links Instant
J.A.M. (Jump And Move): Practical Ideas for JR4H Chad Triolet – [email protected] Chesapeake Public Schools 2011 NASPE Elementary Physical Education Teacher of the Year www.PErocks.com www.noodlegames.net www.youtube.com/user/NoodleGames Heart Links Heart Links are a great way to make some connections for students regarding fundraising and the importance of exercise in building a strong and healthy heart. We use this activity during our Jump Rope for Heart week as a “rest station”. Students complete one heart link each class period and are asked to write down one thing they can do to be heart healthy or a heart healthy slogan. They can decorate them if they would like and then they place them in a basket so that the links can be put together. During class, we connect some of the links then talk about the links at the end of the class as a culminating discussion about the importance of fundraising and exercise. Fundraising – Sometimes a small amount of money does not seem like it makes a difference but if you use the heart chain that is created as an example, students realize that when the links are added together they make a huge chain that goes around the gym. So, every little bit of money collected, no matter how small, adds up and can make a difference. Exercise – In much the same way, daily exercise doesn’t seem like it would have a big effect on how healthy your heart can be. The visual of the heart chain helps the students understand that if you exercise each day, it adds up and builds a strong and healthy heart. -
Street Soccer
STREET SOCCER Street soccer, pick-up game, sandlot soccer or a kick-about whatever title you give to the format the idea is to give the game of soccer back to the players. Past generations learned to play the game on their own with other kids in the neighborhood or at school in these kid organized games. Today youth sports are overly adult controlled and influenced. It’s difficult today for youngsters to have a pick-up game since the streets have too many cars, the sandlot now has a mini- mall on it and parents are reluctant, with good cause, to let their child go blocks away from home on Saturday to play in a game on his or her own. Street soccer is a way for soccer clubs to give the game back to the players in the community. Once a week, or whatever frequency fits the circumstances the best, a club can have organized spontaneity. The club will provide the fields and supervision. Adults will be on site for safety and general supervision, but otherwise it is all up to the players to organize the games. The adults should NOT coach, cheer, criticize, referee or in any other way involve themselves in the game. The best bet for parents is to drop off their child, go run some errands, and then come back to pick up your child an hour or two latter. The coaches are on site NOT to coach, but to supervise, be on hand for any serious injuries and any severe discipline problems. Additionally the coaches are there to provide the game equipment and to let the players know when each game segment starts and stops. -
2 – 3 Wall Ball Only a Jelly Ball May Be Used for This Game. 1. No Games
One Fly Up Switch 5. After one bounce, receiving player hits the ball 1 – 2 – 3 Wall Ball Use a soccer ball only. Played in Four Square court. underhand to any another square. No “claws” (one hand Only a jelly ball may be used for this game. 1. The kicker drop kicks the ball. on top and one hand on the bottom of the ball). 2. Whoever catches the ball is the next kicker. 1. Five players play at a time, one in each corner and one 6. Players may use 1 or 2 hands, as long as it is underhand. 1. No games allowed that aim the ball at a student standing 3. Kicker gets 4 kicks and if the ball is not caught, s/he in the middle of the court. 7. Players may step out of bounds to play a ball that has against the wall. picks the next kicker. bounced in their square, but s/he may not go into 2. No more than three players in a court at one time. 2. When the middle person shouts “Switch!” in his/her another player’s square. 3. First person to court is server and number 1. No “first loudest voice, each person moves to a new corner. Knock Out 8. When one player is out, the next child in line enters at serves”. 3. The person without a corner is out and goes to the end Use 2 basketballs only for this game. the D square, and the others rotate. 4. Ball may be hit with fist, open palm, or interlocked of the line. -
Final Appendices
Bibliography ADORNO, THEODOR W (1941). ‘On Popular Music’. On Record: Rock, Pop and the Written Word (ed. S Frith & A Goodwin, 1990): 301-314. London: Routledge (1publ. in Philosophy of Social Sci- ence, 9. 1941, New York: Institute of Social Research: 17-48). —— (1970). Om musikens fetischkaraktär och lyssnandets regression. Göteborg: Musikvetenskapliga in- stitutionen [On the fetish character of music and the regression of listening]. —— (1971). Sociologie de la musique. Musique en jeu, 02: 5-13. —— (1976a). Introduction to the Sociology of Music. New York: Seabury. —— (1976b) Musiksociologi – 12 teoretiska föreläsningar (tr. H Apitzsch). Kristianstad: Cavefors [The Sociology of Music – 12 theoretical lectures]. —— (1977). Letters to Walter Benjamin: ‘Reconciliation under Duress’ and ‘Commitment’. Aesthetics and Politics (ed. E Bloch et al.): 110-133. London: New Left Books. ADVIS, LUIS; GONZÁLEZ, JUAN PABLO (eds., 1994). Clásicos de la Música Popular Chilena 1900-1960. Santiago: Sociedad Chilena del Derecho de Autor. ADVIS, LUIS; CÁCERES, EDUARDO; GARCÍA, FERNANDO; GONZÁLEZ, JUAN PABLO (eds., 1997). Clásicos de la música popular chilena, volumen II, 1960-1973: raíz folclórica - segunda edición. Santia- go: Ediciones Universidad Católica de Chile. AHARONIÁN, CORIúN (1969a). Boom-Tac, Boom-Tac. Marcha, 1969-05-30. —— (1969b) Mesomúsica y educación musical. Educación artística para niños y adolescentes (ed. Tomeo). 1969, Montevideo: Tauro (pp. 81-89). —— (1985) ‘A Latin-American Approach in a Pioneering Essay’. Popular Music Perspectives (ed. D Horn). Göteborg & Exeter: IASPM (pp. 52-65). —— (1992a) ‘Music, Revolution and Dependency in Latin America’. 1789-1989. Musique, Histoire, Dé- mocratie. Colloque international organisé par Vibrations et l’IASPM, Paris 17-20 juillet (ed. A Hennion. -
Traditional Sports and Games 8 Wataru Iwamoto (Japan)
TAFISAMAGAZINE Traditional Sport and Games: New Perspectives on Cultural Heritage 4th Busan TAFISA World Sport for All Games 2008 Under the Patronage of 1 2008 Contact TAFISA Office Dienstleistungszentrum Mainzer Landstraße 153 60261 Frankfurt/Main GERMANY Phone 0049.69.136 44 747 Fax 0049.69.136 44 748 e-mail [email protected] http://www.tafisa.net Impressum Editor: Trim & Fitness International Sport for All Association (TAFISA) Editor-in-Chief: Prof. Dr. Diane Jones-Palm Editorial Assistant: Margit Budde Editorial Board: Dr. Oscar Azuero, Colombia, Wolfgang Baumann, Germany, Prof. Dr. Ju-Ho Chang, Korea, Comfort Nwankwo, Nigeria, Jorma Savola, Finland Production and layout: Gebr. Klingenberg Buchkunst Leipzig GmbH Distribution: 1500 ISSN: 1990-4290 This Magazine is published in connection with the 4th Busan TAFISA World Sport for All Games, Busan, Korea, 26.09. - 02.10.2008 under the Patronage of IOC, ICSSPE and UNESCO The TAFISA Magazine is the official magazine of TAFISA. It is published up to two times a year and issued to members, partners and supporters of TAFISA. Articles published reflect the views of the authors and not necessarily those of TAFISA. Reproduction of arti- cles is possible as long as the source is accredited. The TAFISA Magazine is published with the support of the German Federal Ministry of the Interior, City of Frankfurt, Commerzbank AG, Hessian State Ministry of the Interior and for Sport, German Olympic Sport Confederation, Gundlach Holding GmbH & Co. KG and Sport StadiaNet AG TABLE OF CONTENTS Page Editorial -
ED237486.Pdf
DOCUMENT RESUME .Ep 237 4 6 SP 023 313 TITLE' Middle Grades Physical Education:.Grades 5-8. INSTITUTION Georgia State Dept. of Education, Atlanta. Office of Instructional Services. PUB DATE 82 'NOTE 191p. PUB TYPE Guides Classroom Use - Guides (For Teachers) (052 EDRS TRICE . MFO1 /PCO8 Plus Posta DESCRIPTORS *Curriculum Development, EduCational Resources; Intermediate Grades; junior High Schools;A4iddie Schools; Physical Activities; *Physical Education; Physical Education Teachers; Physical Fitness; State Standards, Student Dsvelopment; *Units of Study IDENTIFIERS *Georgia ABSTRACT This guide has been designed to assist the middle grades (5-8) physical educator in planning and providing Georgia students with meaningful activities to prepare them for physically active, healthy lives. Designed to provide middle grades, physical education teachers with a-framework for local curriculum development, this guide is available for the teacher to expand, constrict, adapt, and use in designing meaningful learning experiences for students. Chapter 1 provides an introducticin to the manual, and the second chapter'discuases characteristics of. the transescent youth and physical education. The third chapter describes Georgia laws, policies, and standardsChapter-4 (the longest chapter) disCusses the instructional program, by outlining. the framework for units of instruction and offering descriptions of 10 different physical education units. The fifth-chapter-provides inforMation on conducting the instructional program, and chapter.6 offers class organization and .management information.. Chapters 7 and 8 respectively talk about measurement and evaluation, and extended programs. Nine appendices supply-such things as a film list, an accident report form, and a content area/skill match-up obart..(JMK) ****** **** *************-k****** Reproductions supplied by EDRS are the best that can be made from the original document. -
Class 7 (English) 4. Game on Sec. 1 Hop, Skip and Jump
Class 7 (English) 4. Game On Sec. 1 Hop, Skip and Jump Summary:- This section is about a street game called Hopscotch in English. This game played on the streets is usually a simple playtime activity that children do in their neighbourhood. This game is played all over India and is known by many names such as stapu, ekhat-dukhat, kith-kith, kunte bille, paandi, tokkudu billa and khane. To play the game, the player draws a grid of 8 squares on the ground with numbers from 1 to 8. The player tosses a marker into the first square and hops till the eighth square. Here the player turns around and hops back till the second square to pick up the marker from the first square and steps out. The player again tosses the marker into the second square and the game continues until all the squares have been played. There are certain rules and variations that add to the fun and difficulty level of the game. A player is considered out if the marker does not land in the right square, touches the borders of the grid or if the player touches the borders accidentally. Hopscotch is not only played in India but it is also a popular game with different names across the world. It is known as laylay in Persian, escargot in French and himmel und holle in Germany, Austria and Switzerland. There is another version of this game called Number Hopscotch. Here there is no need of tossing a marker. All they need is to just keep hopping on one foot without stepping on the wrong square. -
Developing Our Community (2009)
Developing Our COMMUNITY2009 THE ARENA DISTRICT HITS A HOME RUN: New leisure-time options draw crowds downtown Downtown prepares for new center city, new courthouse, new condos Growing population of Grove City brings new demand for goods, services Lancaster advances as a focal point for employment A supplement to TABLE OF CONTENTS Banks prequalify borrowers. This annual feature of The Daily Reporter is divided into multiple sectors focusing on the residential, commercial and industrial development of each. We look at the projects Shouldn’t electrical contracting firms completed during 2008 and the planned development for 2009 and beyond. Sector 1 - Columbus be prequalified for your project? DEVELOPING OUR Arena District, Downtown, German Village, King-Lincoln District, Clintonville, COMMUNITY 2009 Brewery District, Short North, University District Sector 2 - Northwestern Franklin County Grandview Heights, Upper Arlington, Hilliard, Worthington, Dublin A supplement to The Daily Reporter The Central Ohio Chapter of the National Electrical Contractors Association (NECA) recommends Sector 3 - Northeastern Franklin County Reynoldsburg, Westerville, Easton, Northland, Bexley, New Albany, Whitehall, Gahanna bidder prequalification to anyone planning new construction or renovation to an industrial facility, Publisher: commercial building, school, hospital or home. Dan L. Shillingburg Sector 4 - Southern Franklin County Grove City, Canal Winchester, Pickerington Prequalifications for an electrical contractor should include references, a listing of completed projects, Editor: Sector 5 - Select Communities of Contiguous Counties financial soundness of the firm, the firm’s safety record and most importantly – training provided to Cindy Ludlow Lancaster, London, Newark, Powell, Delaware, Marysville the electricians and technicians who will be performing the installation. Associate Editor: Chris Bailey We have divided the The Central Ohio Chapter, NECA and Local Union No.