How is Mr Gillespie feeling now?
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Mr. Gillespie responds to an email from students checking on his health and lifestyle over the weekend. He details that on Saturday he had a balanced breakfast and dinner incorporating foods from different groups. He reports going to bed at 9pm and waking at 5:30am on Sunday, and going to bed at 10pm and waking at 8am on Saturday. On Friday he walked home from school for 50 minutes, and on Saturday he swam at the pool for 30 minutes.
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- Alix Toynton is the author of The Shrinking Hubby and shares her passion for healthy eating and exercise after helping her husband lose 130 pounds through lifestyle changes over 9 years.
- Her husband weighed over 300 pounds on their wedding day and numerous diets failed to help him lose weight and maintain the loss. They decided to make long-term lifestyle changes including working with a food coach who taught them to focus on healthy, whole foods instead of restrictive diets.
- Alix started blogging about her recipes and journey under the name "The Shrinking Hubby" which has grown larger than she expected. She is now publishing her first cookbook and finding the process rewarding as she helps others change
A Guide to Critical Thinking
What prompts us to think critically? What holds us back from critical thinking? How can we do more of it? And how can we get others to do it? Show & Tell presents the ideas of Steve Joordens to answer all these questions and more.
Emotional triggers
This document discusses identifying and addressing emotional triggers for overeating. It provides scenarios of people using food to cope with emotions like anxiety, guilt, and trauma. The stories of Rose and Kath further illustrate how emotional issues can underlie struggles with weight loss. The document recommends mapping emotional triggers, identifying the feelings that precede overeating episodes, and creating a support system to address the root causes of emotional eating.
A Guide To Eating Less Meat
An introductory brochure to eating less meat with some quick and easy changes that you can make as an individual plus facts to armour you.
Similar to How is Mr Gillespie feeling now? (20)
C:\Documents And Settings\Emily\My Documents\Personal Health History Project Ens
C:\Documents And Settings\Emily\My Documents\Personal Health History Project Ens
Power portfolio for_en_slatest[1][1] - copy 93-2003
Power portfolio for_en_slatest[1][1] - copy 93-2003
Power portfolio for_en_slatest[1][1] - copy 93-2003
Power portfolio for_en_slatest[1][1] - copy 93-2003
More from Juanita Naidoo
#Read For the Juniors, Pioneer Academies, Design For Change School Challenge
The document outlines a program created to motivate and engage junior students through reading. A group came up with the idea of reading to the children in person to help guide them along their journey of discovery and unlocking their imagination. They began bringing books from home since they lacked funds. The children were overjoyed by the personal reading sessions. The group documented their story in a booklet displayed in the school library to share their impact on motivating the juniors. They continued the program through discussion and feedback sessions to improve and sustain their efforts over time.
Garden Renovation, Pioneer Academies, Design For Change School Challenge
The Garden Renovation Group divided into a smaller fountain group to renovate the school fountain area. They observed that the dirty fountain water was a health risk. The group cleaned out the rocks and debris from the fountain and surrounding garden. They also involved younger students to help and beautified the area by painting the fence, removing weeds, and lining the garden with removed rocks. The renovation improved the lives of the school gardeners.
#Green Team from Pioneer Academies, Design For Change School Challenge
The #GreenTeam is a small group of 4 students at their school focused on recycling and waste management. They noticed lots of litter around campus and took action by brainstorming ideas. Their goals were to implement a 4-part recycling system of plastic, cans, paper, and organic waste using bins placed around the school. They partnered with other groups and presented their progress but faced some setbacks. Moving forward, they plan to expand the recycling program and make compost from organic materials.
ES Action Research Study Concepcion
Action research study to sow the KAYA KO seed growing at Sagrada Elementary, Concepcion Elementary and Dipuyai Elementary Schools in Busuanga, Philippines
HS Action research study Concepcion
This document provides details about a pilot programme and action research study conducted at Concepcion National High School in Busuanga, Philippines from June to November 2014. The study examined the impact of a mindfulness-based and community rebuilding intervention on learners affected by Typhoon Yolanda. 252 students and 25 teachers participated in a week-long intervention and were asked to complete workbooks and surveys over the following months. The study aimed to understand the issues faced by students, evaluate how community members responded to student-led change projects, and determine if the intervention helped develop students' emotional resilience.
Future curriculum connections
The document outlines many questions about how to best care for and improve a community garden. It asks about measurements for garden beds, identifying and tracking plant growth, assessing soil health and how to improve it, understanding the garden as an ecosystem, designing a more sustainable layout, minimizing environmental impact, and how the garden benefits the community and encourages skill development. The overall aim is to work together to answer the questions and nurture a garden that is productive, sustainable and benefits both people and the environment.
CIA are Effective Communicators
Three groups of grade 3 students at the International School of Moscow (ISM) organized charitable drives as part of their Citizens in Action (CIA) project. The Green Team received permission to create a presentation about the community garden and take photos to post on the garden's blog. The Amazing Donators set up a toy drive for grades 3 and 4, collecting donations until December 9th for a charity. Hello Clothes collected reusable clothes and shoes for another charity until the same date. The emails show the students communicating their projects and seeking permission from teachers.
Wellness goals
The students collected data on their wellness goals for food, exercise, and rest. They shared these goals with their parents at a Wellness Fair on November 17th and made action plans to meet each goal. After the fair, the class further investigated their food goals by creating bar charts of each student's goals to see which food groups needed more or less focus.
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This document contains a series of questions related to a community garden project. It asks about how the garden was started, what crops can be harvested, whether the soil needs tilling, why leaves should be removed from plants, stories about Captain Planet and the Forest King, calculating the total length to extend the garden, whether there is enough bamboo to extend to the new point, and why the bamboo should be painted before using it to build a fence. The questions provide context and guidance for ongoing activities and maintenance at the community garden.
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This document outlines a school's goals to develop students who are responsible, caring, ethical contributors and effective communicators as well as knowledgeable, skilled learners who are inquiring and reflective problem solvers by planting seeds of love that nurture the earth, themselves, and their community.
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The document discusses celebrating Filipiniana and learning about why it is celebrated. It also talks about finding places in the Philippines on a map that have been visited and writing about what is loved about the Philippines. The purpose is to discuss why Filipiniana is celebrated and to identify locations in the Philippines while expressing affection for the country.
Community Garden 09.29.10
Group 1 discussed hanging plants from trees to allow the plant roots to grow and support themselves on the tree. They will need to water the plants every Wednesday and check on their growth.
Group 2 talked about replanting papaya plants. They noted that moss can attract mosquitoes and that they should have dug deeper when initially planting to check for cement. They also need to add sticks next to the papaya plants and fix the trellis structure to prevent the plants from falling over.
Community Garden 10.13.10
The community gardeners learned how to harvest their garden and care for narra trees on October 13th. Their activities for the day included asking a chef for cooking advice on their harvest, working with different groups on the notice board and in the garden, watering narra trees, and preparing the soil and picking trash while examining the soil around narra trees and getting help cooking their harvest.
What we did 10.20.10
The community gardeners learned that their plants had aphids on October 20th. They pulled weeds and yellow/dry leaves, loosened the soil, and harvested beans, peas and chilis. They got rid of the aphids using soap and water. While the healthy food they harvested did not taste good, the Yogi chef helped them make it into a juice.
Why are we here 09.01.10
The document contains responses from several students about why they want to join an afterschool gardening club. Many of the students expressed interests in learning about gardening, planting, and helping the environment by making their school and community greener with more plants. They want to learn how to plant flowers and help the earth.
Community Garden 10.06.10
The community gardeners learned how to harvest beans and chilies, remove bottles and weeds from the garden, and cultivate the soil on October 6. Next week they plan to add drawings and pictures to the board by the garden, plant some seeds, and loosen the soil.
Community garden 09.08.10
The document discusses plans for student eco councils and school gardens. It mentions that the eco council wants to create another meaningful environmentally friendly year and restore the school garden. Students learn about reducing waste and the importance of plants for the environment. The eco council works to build strong relationships in the community and teach young students how they can help the environment through small actions like gardening.
8
A group was weighing fruits to determine how heavy they were and had to pay for doing so. They weighed fruits to check their weight and incurred a cost for the activity.
7
This short document is difficult to understand as it contains misspelled and nonsensical words without context. It mentions various objects and senses but does not convey any clear ideas or meaning.
6
The document appears to be nonsense words and letters with no discernible meaning. It contains a mix of letters, numbers and symbols with no coherent words, sentences or ideas expressed. The document does not provide any essential information that can be summarized due to its unintelligible and nonsensical nature.
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#Read For the Juniors, Pioneer Academies, Design For Change School Challenge
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#Green Team from Pioneer Academies, Design For Change School Challenge
Developing School Wide goals at our Community Garden
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How is Mr Gillespie feeling now?
- 1. How is Mr Gillespie feeling now?
- 2. On Monday, November 8th we decided to check up on Mr Gillespie to see if he was making healthier choices.So we sent him an email…
- 3. From: Rea, Juanita Sent: Monday, November 08, 2010 8:22 AMTo: Gillespie, SimonSubject: How was your weekend? Dear Mr Gillespie We have some important questions for you! We want to check if you have a balanced lifestyle. Food Did you have a balanced meal on the weekend? Could you choose one meal and tell us what you ate and drank? We are going to count the food groups and make a bar chart. We want to check if you are eating the right amount of food from each food group. Then we will tell if your meal was balanced. We are still working on the recipe book for you so can make the healthy food at your house. We remember that you cannot eat carrots because of your braces! Is there any other food that you are not supposed to eat? Rest Did you rest well over the weekend? What time did you go to bed and what time did you wake up? Exercise How many minutes or hours did you exercise? Thank you for reading our questions. We look forward to reading your answers! From the Powerful Panthers
- 4. This was his reply….
- 5. From: Gillespie, Simon Sent: Monday, November 08, 2010 8:36 AMTo: Rea, JuanitaSubject: RE: How was your weekend? Dear Powerful Panthers, Thank you very much for the email message, and for checking in with me to make sure I am okay and living a balanced lifestyle. On Saturday for breakfast I had a banana, a glass of milk, a glass of orange juice and a piece of toast with peanut butter on it. For dinner I had roast chicken, mashed potatoes, corn and a salad. To drink with dinner I had water. Last night I went to bed at 9:00 p.m. and I woke up this morning at 5:30 a.m. On Saturday night I went to bed at 10:00 p.m. and I woke up Sunday morning at 8:00 a.m. Friday night I walked home from school, which takes about 50 minutes. On Saturday I went to the swimming pool and swam for 30 minutes. Take care, and have a great start to the week! Mr. Gillespie