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Lagarostrobos franklinni Huon Pine What is Huon pine? The Huon pine Lagarostrobos franklinii is a conifer and is endemic to Tasmania. It is the only member of the genus Lagarostrobos. Related species from the family Podocarpaceae, originating from the ancient supercontinent Gondwana, are found in Chile, Malaysia and New Zealand. How long does it live? The Huon pine is Australia's oldest living tree and is one of the oldest living organisms on earth. Individuals have been known to reach an age of 3,000 years. Fossil records from a tree found in the south-west of Tasmania were dated at 3,462 years. (Carder A., 1995). Only the bristle-cone pine of North America exceeds it in age. Growth rate and reproduction The Huon pine grows at the incredibly slow rate of between 0.3 – 2 mm per year in diameter. Despite such slow growth the tree may attain heights of 40 m and commonly reaches 20 m to 25 m in height. The foliage of the Huon pine consists of tiny scales closely pressed to the stalk. Huon pines produce pollen and seeds from small cones that are about 3 mm long. Male and female cones are produced on separate trees. A small number of trees produce both male and female cones, though this is quite rare. Reproduction occurs in 'mast years'. Every 5 – 7 years a mass seeding occurs. Seeds are dispersed a short distance around the tree except where they land in water and are transported downstream. Huon pines also reproduce vegetatively. They do this by layering. Tree branches reaching the ground start to root and establish themselves as a new tree, which eventually breaks away from the parent. Branches breaking off trees can also take root. Where does it grow? Huon pines are found in the west and southwest of Tasmania where they grow among river-bank rainforest and also in a few subalpine lake shore forests. They are usually killed by fire and are drought sensitive, so are restricted to cool, wet areas. Huon pines are often associated with rainforest species such as myrtle (Nothofagus cunninghamii), leatherwood (Eucryphia lucida) and sassafras (Atherosperma moschatum). In this way populations such as a forest stand at Mt Read, which have no female trees, continue to survive. It is believed that the Mt Read stand has been regenerating in the absence of female trees for more than 10,000 years, although no individual trees are more than 1,500 years old. Some of the most accessible sites to see Huon pines are: the Tahune Forest Reserve near Geeveston on the Picton River; the Arthur-Pieman River State Reserve near Corinna; the Teepookana Forest Reserve; the heritage landing on the Gordon River on the west coast; and near Newall Creek on the Mount Jukes Road south of Queenstown. Depar tment of Primary Industries, Parks, Water and Environment Use of Huon pine Huon pine has been prized as a timber since the early 1800s. One of the reasons for establishing a convict settlement at Sarah Island in Macquarie Harbour was to harvest Huon pine from the Gordon River. From 1822 until 1833 convict piners were forced to cut timber and float log rafts from the lower reaches of the river to the Sarah Island settlement. There they were pit sawn into frames and planks to build ships for the Government. Pining continued as a commercial operation after the convict era. Felled trees continued to be floated down the river to Sarah Island where they were picked up and taken to the mill at Strahan. Huon pine is one of the few native timbers that floats when green. From 1890 till the present day, the small port of Strahan, on Tasmania's west coast has been the main centre of pining. However, from 1850 until 1880, the Davey River settlement in the southwest, supplied the majority of the market. The rich creamy yellow wood is soft, durable, smooth, oily and light weight. The wood is very easy to work with and takes a high polish. Huon pine is probably the most durable of Australian timbers, and logs which apparently have lain on the ground for several hundred years are still being harvested and milled. The durability of the wood is due to the presence of the essential oil, methyl eugenol, which gives Huon pine its unique odour. The oil also has preservative qualities and deters insect attack. It has been said 'the only thing slower than a Huon pine's growth is its decay!' As a consequence it is recognised as an excellent timber for building boats, furniture, and for joinery and turning. Huon pine is still available as a sawlog for the production of crafts. Sources include areas flooded by Hydro Tasmania schemes and previously heavily cut-over areas, particularly the Teepookana State Forest near Strahan. The annual sawlog cut of 500 cubic metres per year from these sources is expected to last more than a century. Because it thrives in some of the roughest terrain, it has been more difficult to harvest than other Australian timbers. This has resulted in Huon pine traditionally being at least triple the price of common hardwoods, and, with its scarcity today, that has increased to a factor of six or seven. How much Huon pine is left? Estimates of the area of living Huon pine vary, but are in the order of 10,500 hectares. In addition there are about 800 hectares of standing, fire-killed pine. The current area of remaining pine is the remnant of a much wider original range that has been reduced by fire, inundation, logging and mining. Today most of the remaining stands are well protected within reserves, the majority within the World Heritage Area. Further information Kerr G. and McDermott H. (1999) The Huon Pine Story. A History of Harvest and Use of a Unique Timber. Mainsail Books, Melbourne. Contact Biodiversity Conservation Branch:DPIPWE 134 Macquarie Street, Hobart. 7000 Phone: (03) 6233 6556 Fax: (03) 6233 3477 March 2011 © State of Tasmania	<urn:uuid:fdf39c8a-50c6-4718-b403-c96da1606ed3>	CC-MAIN-2017-13	http://parks.tas.gov.au/file.aspx?id=6575	2017-03-27T10:42:25Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00223-ip-10-233-31-227.ec2.internal.warc.gz	276,185,970	1,341	eng_Latn	eng_Latn	0.997522	eng_Latn	0.997738	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2791, 5841 ]	[ 3.265625 ]	2	39
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.	<urn:uuid:4ff9ad54-9533-4ec5-bb15-e2f82cbe63f4>	CC-MAIN-2017-13	http://radiogardensense.com/yahoo_site_admin/assets/docs/April_8_2012.99191355.pdf	2017-03-27T10:49:01Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00221-ip-10-233-31-227.ec2.internal.warc.gz	294,028,717	687	eng_Latn	eng_Latn	0.997102	eng_Latn	0.998172	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2472, 2994 ]	[ 2.03125 ]	1	4
CITES CITES is an acronym for the "Convention on International Trade in Endangered Species of Wild Fauna and Flora", signed by more than 150 countries worldwide. The aim of CITES is to protect the many endangered wildlife species of the World through controlling the international trade. Some 4,800 animal and 25,000 plant species are covered by CITES. More than 30 animal CITES-species (and a few plant species) live in Greenland and the surrounding waters. The species are listed in three appendices: Appendix I (globally endangered species): This covers species which are banned from ALL export. No part, deriviate or crafted products of these species may be exported. In Greenland this includes; Sperm whale, Bowhead whale (Greenland right whale), Fin whale (also known as the Razorback), Humpback whale and White-tailed eagle. Appendix II and III (endangered and locally endangered species): This covers the whole or any part of a species which can be exported for private, non-commercial use when accompanied by a CITES permit. Export of anything made from Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear require a CITES permit which has to be kept with the product during transport. Please note: * If you export ANY product made from a "CITES species"(CITES Appendix II and III) from Greenland and import it to your home country (no matter whether this item was purchased in a shop or found in the wild) it MUST be accompanied by a CITES permit. * The CITES permit is valid only for products for private and personal use. If the products are to be used in any other way, for example for commercial and scientific purposes, they require further documentation for export. * Species protected in Greenland and all birds of prey are NOT eligible for sale or export; even if found dead. * Other, frequently used materials (not covered by CITES or other rules) may be exported from Greenland free of regulations if for private use. This includes all species of seals (except Walrus), Reindeer, Musk ox, Sheep, Mammoth (tooth), driftwood and most stones and minerals. * More information on the Internet: www.wcmc.org.uk/cites. Export of all products made from the whole, or any part of, Narwhal, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear must have a CITES permit. This applies to the whole range of products including Polar bear claws, jewellery made from Narwhale or Beluga tooth, Walrus skulls and souvenirs fashioned from Minke whale baleen etc. The CITES permit is issued at most of the shops and outlets selling these products. Please note that no products made from whole, or any part of, Sperm whale (incl. teeth), Bowhead whale, Fin whale, Humpback whale, plus all species of birds of prey, can be exported. * Without a CITES permit you risk the confiscation of your precious memory of Greenland. * With a CITES permit you have proof of the origin of your product which will have been caught in the wild by a genuine Greenlandic sealer or hunter. * With a CITES permit you have proof that you can legally import the product to your home country. For more information: Department of Environment and Nature (Direktoratet for Miljø og Natur) P.O. Box 1614 DK-3900 Nuuk Tel. (+299) 34 67 01 Fax. (+299) 32 52 86 Internet: www.wcmc.org.uk/cites (general information on CITES including CITES appendixes). Published by Greenland Home-rule and funded by Dancea Buying handicraft? Buying handicraft? Produced for Greenland-Homerule, Department of Environment and Nature, Nuuk, by Ornis Consult A/S • Design: Monsoon • Photos: Erik Bornand Thor Hjarsen • Printing: Datagraf Auning AS Greenland Home-rule Department of Environment and Nature Greenland Home-rule Department of Environment and Nature Ask for a CITES permit Ask for a CITES permit As a tourist in Greenland you will have the opportunity to take back home beautiful souvenir handicrafts, such as clothing, jewellery and other domestic products. Greenlandic handicraft products are made from nature's own materials such as stones and gems, driftwood, and antlers, bones and teeth of wild animals. Some of the products may be made from animal species covered by CITES, aimed at protecting endangered wild animal and plant species by controlling international trade. In Greenland, products made from Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear must be sold with a special CITES permit. The CITES permit is your proof that you can legally export the product from Greenland and import this to your home country. Remember to obtain a CITES permit and keep it with the product. Present it to the Customs upon arrival in your home country. The Greenlandic CITES permit covers 5 wildlife species: Narwhale, Beluga whale, Minke whale (from West Greenland), Walrus and Polar bear. Narwhale Narwhale Greenlandic handicraft products – more than mere souvenirs The CITES permit is not just a document for the customs clearance officers. It proves that the product originates from wildlife species that can be legally hunted in Greenland. Within the population of 55,000, approximately 2,500 Greenlanders live as sealers and 7,000 are registered hunters. Each year they file reports on their catch so that the authorities can monitor and impose regulations as required. Whaling is conducted according to international regulations. Greenlandic handicrafts are deeply rooted in the old hunting culture of the Inuit people. In the past the Inuit had a nomadic lifestyle and had to make all of their own tools and only the most important and useful items travelled with them. Survival was an art of its own and through the passage of time the tools of everyday life evolved into first class handicraft products, crafted by true artisans. Thus the Greenlandic handicrafts are more than just souvenirs; they combine art, nature and utility. They possess inua – the spirit of things.	<urn:uuid:b08e42ee-6e3e-4811-a920-7e7a9811de0e>	CC-MAIN-2017-13	http://greenland-guide.gl/pdf/cites-uk.pdf	2017-03-27T10:33:56Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz	151,031,571	1,314	eng_Latn	eng_Latn	0.989799	eng_Latn	0.991431	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3823, 5951 ]	[ 2.484375 ]	1	13
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.	<urn:uuid:58679d7c-bd7f-4cea-bb3b-197f27765b8a>	CC-MAIN-2017-13	http://cbs.sc/Downloads/publications/Money%20and%20the%20money%20supply_FINAL.pdf	2017-03-27T10:52:00Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00223-ip-10-233-31-227.ec2.internal.warc.gz	57,149,437	892	eng_Latn	eng_Latn	0.999411	eng_Latn	0.999437	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3202, 4455 ]	[ 3.515625 ]	1	5
This policy is based on statutory expectations from the New Curriculum 2014. Year groups have not been included, to allow the School flexibility in deciding appropriate methods for different groups of children. Mereworth Community Primary School Progression towards a standard method of Calculation January 2015 Introduction: The National Curriculum 2014 provides a structured and systematic approach to the teaching of calculation. At Mereworth Community Primary School, we have developed a consistent approach to the teaching of written calculation methods in order to establish consistency, continuity and progression throughout the school. Aims: Children should be able to choose an efficient method, mental, written or ICT (calculator) appropriate to the given task. By the end of Year 6, children working at Age Expected or Exceeding will have been taught, and be secure with, a compact standard method for each operation. General Progression: - Establish mental methods, based on a good understanding of place value - Develop use of empty number line to help mental imagery and aid recording - Use of informal jottings to aid mental calculations - Use partitioning and recombining to aid informal methods - Develop expanded methods into compact standard written form - Introduce expanded written methods Before carrying out a calculation, children will be encouraged to consider : - Can I do it in my head? (using rounding, adjustment) - The size of an approximate answer (estimation) - Could I use jottings to keep track of the calculation? - Do I need to use an expanded or compact written method? When are children ready for written calculations? Addition and subtraction: - Do they know addition and subtraction facts to 20? - Can they add three single digit numbers mentally? - Do they understand place value and can they partition numbers? - Can they add and subtract any pair of two digit numbers mentally? - Can they explain their mental strategies orally and record them using informal jottings? Multiplication and Division: - Do they know the 2,3,4,5,6,7,8,9,10,11 and 12 times tables and corresponding division facts? - Do they understand 0 as a place holder? - Do they know the result of multiplying by 1 and 0? - Can they multiply two and three digit numbers by 10 and 100? - Can they double and halve two digit numbers mentally? - Can they use multiplication and division facts they know to derive mentally other multiplication and division facts that they do not know? - Can they explain their mental strategies orally and record them using informal jottings? These lists are not exhaustive but are a guide for the teacher to judge when a child is ready to move from informal to formal methods of calculation. It is also important that children's mental methods of calculation are practised and secured alongside their learning and use of an efficient written method for each operation. Point to note: The correct terminology should be used when referring to the value of digits to support the children's understanding of place value. E.g. Tens and Ones and 68 + 47 should be read 'sixty add forty' not 'six add four' Teachers should refer to the key vocab document for key vocabulary for each year group. Progression of Written Calculations Progression in Addition Stage 2 Develop pencil and paper methods for additions that cannot be done mentally 35 + 52 5 + 2 = 7 30 + 50 = 80 80 + 7 =87 (no formal layout, informal jottings) - Continue informal partitioning, reinforce use of empty number line. - Expanded written method, horizontal layout. (NO 'carrying'). Progression in Subtraction Stage 1 Understand the operation of subtraction and use the related vocabulary - Use of pictures and visual aids to record calculations - Record simple mental subtractions in a number sentence using – and = - Use jottings to support mental subtractions (empty numberline) - Develop use of vocabulary Children to decide how to set out numberlines i.e. the number of steps to use 34 - 27 Stage 2 Develop pencil and paper methods for subtractions that cannot, at this stage, be done mentally (two-digit numbers) 67 – 25 Counting on to find a difference Using multiples of 10 - Subtraction can also be recorded using partitioning to answer equivalent calculations that could then be carried out mentally 74 – 27 = 74 – 20 – 7 = 54 – 7 = 47 Children need to be introduced to the concept of the unknown number: 62 - = 27 Stage 3 Expanded written methods showing vertical layout but with no decomposition - Expanded decomposition - Extend to 3-digit number and hundreds to tens decomposition Once children are aware that tens or hundreds are brought across, they can cross numbers out and write the adjusted amount in each column, to make this method less time consuming Stage 4 Compact written methods involving decomposition - Provide examples where children deal with 0 as a place holder 503 – 278 Here 0 acts as a place holder for the tens. The adjustment has to be done in two stages. First the 500 + 0 is partitioned into 400 + 100 and then the 100 + 3 is partitioned into 90 + 13. - Extend written methods for subtraction, to include decimal numbers with up to 2 decimal places and larger numbers up to 10 000 - Choose the most efficient and appropriate method for each calculation Stage 5 Progression in Multiplication and Division Concepts in multiplication and division are very closely linked, and should be developed together Stage Progression in multiplication Progression in division \| Foundation \| Real life contexts and use of practical equipment to count in repeated groups of the same size: Count in twos, fives, tens \| Share objects into equal groups Use related vocabulary \| \|---\|---\|---\| \| Stage 1 \| Draw pictures to show equal sets: 3 sets of 3 make 9 2 sets of 4 make 8 Count in twos, fives and tens Identify patterns of 2s, 5s, 10s on a hundred square Solve practical problems that combine groups of 2s, 5s and 10s. \| Draw pictures to show sharing and grouping: 9 shared between 3 How many groups of 4 in 8? Count in twos, fives and tens Solve practical problems sharing groups of 2, 5 and 10. \| Stage 3 Learn additional multiplication facts and work on different ways to derive new facts from those that they already know - Know by heart multiplication facts for x2, x3, x4, x5, x6, x7, x8, x9, x10, x11 and x12. - Understand effect of multiplying by 10 - Recognise multiples of 2, 5 and 10 up to 1000. - Multiply a single digit by 1, 10, 100 - Double any multiple of 5 up to 50 - Derive related facts 7 x 5 = 35 5 x 7 = 35 355 = 7 357 = 5 Develop and refine written methods for multiplication, based on mental strategies: - Multiply a 2-digit number by a single digit number, multiplying the tens first - Using multiples of 10 (mentally) 4 x 30 = (4 x 3) x 10 = 120 - Use jottings to show stages of calculation e.g. (Tens Ones x Ones) 32 x 3 NB: It is important that children continue to use jottings to support mental calculations for multiplication and division, throughout KS2 Derive quickly division facts corresponding to 2, 5, and 10 times table - Continue to use empty number lines for division and introduce remainders. - Divide a 3-digit multiple of 100 by 10 or 100 - Understand effect of dividing by 10 800100 = 8 30010 = 30 - Halve any multiple of 10 up to 100 502 = 25 - Given three numbers such as 4, 5, 20; say or write four different multiplication and division statements. - Round remainders up or down depending on the context. - Solve division calculations by using multiplication strategies Develop and refine written methods for division, building upon mental strategies. - Divide a 2-digit number by a single-digit, by using multiples of the divisor Either: - Use informal jottings E.g.: 847= 70 + 14 7 10 + 2 =12 Or: use a method linked to the grid method for multiplication As the mental method is recorded, ask: ‘How many sevens in seventy?’ and: 'How many sevens in fourteen?' Or: Record mental division using partitioning: Stage 4 Develop the extended written method of the grid method Tens Ones x Ones Stage 5 Extend written methods, encouraging estimation first. Grid method (HTOnes x Ones) e.g. 246 x 7 1400 + 280 + 42 = 1722 Grid method (TOnes x TOnes) e.g. 62 x 36 This will then lead to a compact written method for multiplication; Develop use of short division method Short division - short division giving quotient as fraction e.g. 90 7 = 12 6 /7 - giving quotient as decimal - short division of numbers involving decimals (87.5 7) Short division method can be used when children are confident to divide two and three digit numbers by a single digit. Stage 6 Double digit multiplication 24 x17 Extend written methods for multiplication, encouraging estimation first. - continue to use grid method as an expanded written method - develop short multiplication - leading to multiplication of numbers involving decimals Pupils will be taught the more compact method of multiplication if and when the teacher feels they are ready for it. 27 35 x Long Division: Extend written methods, encouraging estimation first So2 8 12/15 or 28.8 15 ) 4313 2 For fractions guidance please visit: http://nrich.maths.org/2550/index?nomenu=1 Please contact the Maths Subject Leader for any clarification on any further methods to be used.	<urn:uuid:b95cae08-04df-49e6-91ee-0ff0908eeaed>	CC-MAIN-2017-13	http://mereworth.kent.sch.uk/wp-content/uploads/2015/04/Calculation_Policy-2017-Mereworth-1.pdf	2017-03-27T10:46:42Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz	218,528,378	2,227	eng_Latn	eng_Latn	0.954291	eng_Latn	0.993604	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2595, 3285, 3618, 4476, 5361, 6194, 8085, 8740, 9251, 9431 ]	[ 4.40625 ]	5	3
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).	<urn:uuid:8eb46fb9-b9da-45e7-a4b3-371dab24ff38>	CC-MAIN-2017-13	http://www.aacounty.org/boards-and-commissions/animal-welfare-council/forms-and-publications/steps-lost-pet.pdf	2017-03-27T10:37:28Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00221-ip-10-233-31-227.ec2.internal.warc.gz	403,450,284	670	eng_Latn	eng_Latn	0.997898	eng_Latn	0.997898	[ "eng_Latn" ]	false	docling	[ 3006 ]	[ 2.1875 ]	2	6
AMERICAN ELM DISTRICT Volume 3, Issue 10 Dec. 8, 2004 Welcome to American Elm District Cub Scout Roundtable Electronic edition Webelos activity badges Fitness and Readyman Theme: Holiday Word Puzzle PRE OPENING ACTIVITIES By Heart of America Council Cubs: connect the letters to spell CUB. How many Cubs are there? As you get ready for the Holidays and your Blue and Gold. Check all the scouts and their families for food allergies. They will thank you for thinking of their safety and you will enjoy your activities. Many more people are developing allergies and it only takes a moment to ask and work around them. Let's all have a Merry Christmas and a Safe New Year. WORDS FOR THE HOLIDAY PUZZLE CHRISTMAS CROSSWORD Across: 1. Color of Sant's suit 5. They celebrated the first Thanksgivings 6. It says "Gobble-Gobble" Down: 2. Springtime holiday 3. 12th month of the year 4. "Jingle _ _ _ _ _" 5. 1. 2. 2. 1. 3. R E D If you are looking for a New Year's Resolution JUST FOR TODAY Heart of America Council Just for today I will try to live though this day only, and not tackle my whole life's problems at once. I can do something for twelve hours that would appall me if I felt that I had to keep it up of a life time. Just for today I will be happy. This assumes to be true what Abraham Lincoln said, that "Most folks are as happy as they make up their minds to be." Just for today I will adjust myself to what is, and not try to adjust everything to my desires. I will take what every my portion is and fit myself to it. Just for today I will try to strengthen my mind. I will study. I will learn something useful. I will not be a mental loafer. I will read something that requires effort, thought, concentration. Just for today I will exercise my soul in three ways. I will do somebody a good turn and not get found out; if anybody knows it, it will not count. I will do at least two things I do not want to do– just for exercise. I will not show anyone that my feelings are hurt; they may be hurt; but today I will not show it! Just for today I will be agreeable. I will look as well as I can, dress becomingly, talk low, act courteously, criticize not one bit, not find fault, and not try to regulate anybody except myself. Just for today I will have a program. I may not follow it exactly, but I will have it. I will thus save myself from two posts--hurry and indecision. Just for today I will have a quiet half hour all by myself and relax. During this half hour I will try to get a better perspective on my life. Just for today I will not be afraid. Especially...I will not afraid to enjoy what is beautiful, and to believe that as I give to the world, so will the world give to me. Just for today I will calmly know that not half the things I fear will ever happen; and God, making all things work together for good to those that live him, will bear me and my crosses together as an Eagle's wings! As you get ready to celebrate the Holidays remember that your are not alone! There are many volunteers in your District, Council and all over that are there to teach you skills, answer questions, show you how to run a program, design a craft..the key is . YOU You need to go to Training, Roundtable, University of Scouting. Scouters' have their names, telephone numbers, e-mails listed on web sites, Council newspapers just to help you, but you must make the first step. Get to know your Scout Executive– they can point you to the right person who can solve that problem. Hope to see you at Training, Roundtable or University of Scouting in the new year. Introduce your self and become a familiar face. While at college, the Journalism dept. has a saying, With some of the antics I got into, they told me my Junior year that I was going overboard and it would be a few years before they forgot me. The Radio Station I was working for was even thinking of creating a series of my college escapes while at Indiana University-Bloomington, IN. "Come in, get to know us so we remember you when recruiters call with jobs." I ran 2 stations AM and FM on the weekends at WSCI in Columbus, IN and when I didn't have to be On the Air, I worked at the Media Center at the Main Library and once a month Club Latrec, a student Disco would run on Friday and Saturday till 2 AM. We took turns with the lights, sound and Coca-Cola bar. I had the opportunity to work the sound system for Kids in Action a 5th grade show choir at Wilson Vance the first 4 years and it brought back great memories of my radio days. Something from the early years: Emergency Broadcast system Last Frontier Council Narrator, as many boys as needed. Narrator stands up front with other boys in a group behind him. Characters: Scene: This is be a test of the Emergency Broadcast System. For the next 60 seconds. Remember, this is only a test. Narrator: (Hum in a monotone for approximately 60 seconds) All Boys: Narrator: This has been a test of the Emergency Broadcast System. Had this been an actual emergency, this is what you would have hear.... All boys: (run off in different directions, screaming and waving arms) The Magic List Last Frontier Council Copy the figures shown in the illustration. Ask your friend to pick out a number from 1 to 30, but not to tell what the number is. Then have him tell you what column or columns his number appears in. The Challenge: That you will tell him what number he selected. How to do it: Add the top figures at the head of the columns in which his selection appears. (Suppose his number appears in Columns A, D and E; you would hen add 2, 8 and 4. The anser would be 14. Sure enough, 14 appears in only those three columns. Now you try it! The Last Closing Ceremony of the Year Last Frontier Council Staging: House lights are dimmed. Four posters with the four Cub Scout ranks, eight candles (two by each poster). Cubmaster: This last ceremony of 2004 is a fine time to reconfirm our beliefs in ourselves and the Scouting program. (Lights two candles by the Bobcat poster) We will do our best. Will all Bobcat Cub Scouts and their parents please stand. Bobcat, so you promise in 2005 to do you best, to be true, to help other people, to obey the Law of the Pack, and to advance one rank? (They respond) (Follow the same procedure for Wolf and Bear Cub Scouts) Will all Webelos Scouts and their parent please stand. Webelos, do you promise i 2005 to do you best, to be true, to help other people, to obey the Law of the Pack, and to earn the Arrow of Light award? (They respond) We will do our best. All of these eight candles are part of the light, the Light of the Spirit of Cub Scouting. Assistant Cubmaster: The first four candles are the four parts of the Cub Scout Promise- Duty to God, Duty to Country, to help other people, and to obey the Law of the Pack. The second four candles are the four parts of the Law of the Pack the Cub Scouts follows, Akela, the Cub Scout helps the pack go, the pack helps the Cub Scout grow, the Cub Scout gives goodwill. Cubmaster: I know you will be loyal Cub Scouts in 2005 as the Spirit of Cub Scouting burns here it also burns in the hearts of Cub Scouts everywhere. May it continue to burn in your hearts during the coming year as we go upward and forward in Pack _____. Games By Heart of America Council LETTER LADDER Players: 2 to 4 The first player thinks of any word and names its first letter only - e.g., "P" for pump. The second player thinks of any word beginning with the named letter and names its second letter - e.g., "A" for pancake. Play continues thus in thus in turn until any player completes a word to which a following player cannot add another letter to change it or to make it longer. A player who at his turn fails to do so scores 1 point and begins another word as at first. That player wins, after each has had the same number of turns, who has the lowest score. It is best to keep the number of players small, especially with younger age groups. If many players wish to play the same game, divide them into groups of three or four. ANAGRAMS Players: 2 or more paper and pencil for each player Each player is required to think of a S letter noun( limited, if desired, to animals, place names, or any other category). He then writes down the letters of the word so that they are totally scrambled, and passes his to the next player to his right. The player wins who first unscrambles the letters and forms either the original word or any other word, using all the letters given him by his neighbor to the left. Of course, words of more than 5 letters my be used if the players so decide in advance. Equipment: Before he passes his paper to the next player, each player scrambles a list of 3 or more nouns, or a short sentence of 5 words in which each word, though scrambled, is written separately. Variation: BLACKBOARD RELAY Player: 2 of 6 or more players blackboard and chalk for each team. (a large sheet of wrapping paper, tacked to the wall, and a black marker will work great) Players are divided into two teams. A line is drawn down the middle of the blackboard. Or, if played elsewhere than in room. two sheets of large wrapping paper should be hung at shoulder height at an equal distance from both tams; one for each. All Players sit down. Each team decides on an order in which players are to run. At the command from the teaches or referee, the first member of each team races to the blackboard, picks up the chalk, and writes the first word of a sentence that he thinks of on the blackboard or paper. He then runs back to his own team and hands the chalk or pen to the next player, who writes a second word next to the first, and so on. Equipment: CUMULATIVE COUNTING - TWISTERS Cumulative counting - twister can be done by one person or played with a leader and group. There are two ways to use them as group play. In the first, the leader would give the new line and point to an individual who is to recite. In the second, the entire group responds together. The leader gives each new line to the group and they repeat the sets together. Either way it is played, the counting-twister is recited by accumulating verse and repeating them all from the beginning as each new one is added. Example: Line 1. Line 1+2. Line 1+2+3. Line 1+2=3=4. etc., until the entire set is included. Players may also wish to invent their own cumulative counting -twisters. EASY ANIMALS 1. One old owl. 2. Two tiny toads. 3. Three thriving thrushes. 4. Four frolicking fawns. 5. Five fine fish. 6. Six slinky snakes. 7. Seven slithering seals. 8. Eight eager eagles. 9. Nine nesting nightingales. 10. Ten terrible tigers. SKITS ROVING REPORTED Characters: 5 Cub Scouts Reporter: Good evening, ladies and gentlemen. Here's your roving reporter with another man - on -the-street interview. Tonight, we axe going to talk about mountains. Here's a man right here. How do you do, sir, can you tell me what is your impression of mountains? Man #1: "HIGH!" Reporter: Hi, yourself! Now tell me, what is your impression of mountains? Man #1: Just like I said, "High!" Reporter: Oh! Ha, ha, ha. My mistake. When you said "High," I thought you said "Hi!", get it? Oh well, lets talk to someone else. Here's a man. Tell me, sir, how do you feel about mountains? Man #2: Well, I've never been there of course, but if I had to feel about mountains, I'd do like always, feel with my fingers. Reporter: Ha, ha, ha, ha. Seems we have some jokesters about today. Well now, let's try our questions on this little boy here. Tell me, sonny, have you ever gone over the top of a mountain? Small boy: Yes, sir, lots of times. Reporter: My, I'm surprised to hear that, must have been a hard trip for a youngster, actually to go clear over the top of a mountain. Small Boy: Oh! No, sir, we were in an airplane. Reporter: (to himself) This is getting ridiculous, but I'll try one more time. How do you do, sir, may I ask you question? Man #3: Why sure, what's your problem? Reporter: Tell me sir, what’s your impression of life in the mountains? Man #3: Well, from what I hear, it’s a lot like an umbrella. Reporter: An umbrella? I don’t quite understand what you mean. Man #3: Yup, like an umbrella. Life in the mountains is either up or down. Reporter: Sorry, folks, some days you can't win! STUNTS AND TRICKS LINK THE CLIPS You will need a money and two ordinary paper clips. Ask your friends to join the two paper clips together with the money. Fold the money into three but do not crease the folds. Clip the folds with the two paper clips. Take the two top corners between the fingers and thumbs and sharply pull the money out-straight. The clips will fly off, but surprise, surprise, they will be mysteriously jointed together. RUN-ON Man picks up ringing telephone. a. You don't say .. you don't say... you don't say... b. Who was that? a. I don't know. He didn't say. BRAIN TEASER 2. State War State 3. From C To 4.Land if C If If N 8. 9. 7. GOD NATION Abe Lincoln Main St. Gettysburg, PA LAW = JUSTICE 10. A HOUSE REPRESENTATI VES HOUSE REPRESENTATIVES HOUSE REPRESENT HOUSE REPRESENTATIVE ATIVES HOUSE RE S HOUSE REPRESENTATIVES PRESENTATIVESHOUSE REPRESENTATIVES HOUSE REPRESENTATIVESHOUSE REPRESENTATI VESHOUSE REPRESENTATIVESHOUSE REPRESENTATIV ES HOUSE REPRESENTATIVESHOU SE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESENTATIVESHOUSE REPRESE NTATIVES HOUSE REPRESENTATIVESHO USE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESENT HOUSE REPRESENTATIVE ATIVES HOUSE RE S HOUSE REPRESENTATIVES PRESENTATIVESHOUSE REPRESENTATIVES HOUSE REPRESENTATIVESHOUSE REPRESENTATI VESHOUSE REPRESENTATIVESHOUSE REPRESENTATIV ES HOUSE REPRESENTATIVESHOU SE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESENTATIVESHOUSE REPRESE NTATIVES HOUSE REPRESENTATIVESHO USE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESE HO HOUSE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESENTATIVES USE REPRESENTATIVES HOUSE REPRESE USE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESE HOUSE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESENTATIVES HOUSE REPRESENTATIVE HO HOUSE REPRESENTATIVES HOU HOUSE REPRESENTATIVES HOUSE REPRESE HOUSE REPRESENTATIVES HO HOUSE REPRESE HOUSE REPRESENTATIVES HOUSE REPRESENTATIVES HOU HOUSE REPRESENTATIVES NTATIVE SE REPRESENTATIVES NTATIVES NTATIVES NTATIVES USE REPRESENTATIVES NTATIVES Answer: 1. Bunker Hill 2. War between the States 3. From sea to shining sea 4. One, if by land to if by sea 5. Washington crossing the Delaware 6. Valley Forge 7. One nation under God 8. Lincoln's Gettysburg address 9. Equal justice under the law 10. House of Representatives CHEERS AND APPLAUSE'S - Pretend to type, with fingers moving rapidly while saying, "Click, click, click, ding. Click, click, click, ding." Typewriter Cheer - Grab newspaper in hand, wave arm in the air and shout, "Read all about it - right here. Read all about it." Read All About It Cheer - Have group stand, move head back and forth from right to left. As they move it, have them say, "Copy cat, copy cat, copy cat." Interrupted Applause - Bring hands together like a clap, but stop before they touch. Repeat several times. Xerox Cheer JAZZY JOURNAL Supplies needed: decorative paper cardboard scrap paper scissors glue stapler Decide what size your book will be and cut out 2 pieces of cardboard. Follow the illustrations for Fig. 1 and 2 to make the outside of the book. FIG. 2 FIG. 3 For the pages, open up the book. Measure inside of book and subtract 1/4" all around. For example, if your book cover measures 4"x6", your pages should be 3-3/4"x5-3/4", Cut about 20 pages. Staple pages together at center. Glue front and back pages to inside covers. Fig 4. For end flaps, cut 2 pieces of decorative paper t fit inside covers. Glue one to inside front cover, over blank page. Repeat for back cover. Fig 5. INVISIBLE INKS One of the ways to send a secret message is to write it in invisible ink. A friend will know how to make the message become visible by heating the paper as we will explain. George Washington's spies sometimes used invisible ink. It is easy to prepare because it can be made from things you have in the house. Here are some: Lemon Juice Ink - Squeeze the juice of half a lemon into a small dish or grass. The lemon juice makes an excellent invisible ink. Orange juice and grapefruit juice ink can be made in the same way. Sugar Water Ink - Put half a teaspoonful of sugar into half a glass of water and stir until the sugar is completely Dissolved. Onion Juice Ink - Peel a Small onion, grate it into a pulp, and let the pulp Stand in a small dish or glass. At the end of several minutes you will see that part of the pulp has become liquid. This liquid is a good invisible ink. Soda Pop Ink - Put two teaspoonfuls of soda pop into a small dish or glass, add pulp stand in a small dish or glass. At the end of several minutes you will see that part of the pulp has become liquid. This liquid is a good invisible ink. The best way to a write with invisible ink is to use an ordinary pen point. Be sure it is clean before you dip it into your ink. A toothpick makes a good pen too, but you will have to dip it into the ink after each word you write as the toothpick will not hold very much ink. You can write on any kind of white paper good for regular ink. When you stop writing for a moment put a finger on the last word. Paper with lines help you keep writing straight. TO MAKE IT VISIBLE Heat the paper. Hold the paper against the hottest part -- that is -against the top of a lighted 60 - watt bulb. In less than half a minute your writing will begin to appear. The writing will be brown. Move the paper around Until every part of it has become warm and all the writing has become visible. Do no hold the paper against the bulb too long or hold the paper will turn brown, too. Or hold the paper near a fairly hot electric iron or the paper, a part at a time, over the slots of a pop-up toaster. You can also send Invisible messages by writing with invisible ink between the lines of an ordinary note. Try writing them in code so even if someone knows about invisible ink they will not know the code. Think Like a Computer Heart of America Council When we want to send someone a message, we use words, which are made up of letters of the alphabet. Instead of words, a computer uses bytes; instead of letters, bytes are made up of bits. It takes eight bits to make a byte. A byte is just like a string of eight electric lights. Each bit is a light, and each light is either on or off. A computer can turn every letter in the alphabet into a byte, and it can also turn numbers into bytes. Any kind of information can be turned into a byte (in the computer world, information is called data). To a computer, the first letter in Bialosky Bear's name, B would look like this: . How many bytes would a computer need to spell Bialosky Bear's first name? Bialosky = 8 letters = 8 bytes. Use a flashlight, to spell your own name in computer code. Find the letters of your name in the table, and flash the flashlight on for every " on" light you see, and off for every " off" light you see. Say the number out loud as you turn your flashlight on or off. That way you'll make sure to include all the " offs" and "ons." Pixel Puzzle A Computer Screen is made up of thousands of little dots called pixels. Each pixel can be turned on or off, or given a certain color. That's how computer graphics are made. Make your own computer graphics. Copy and enlarge the screen graphic. Use crayons or markers: red, brown, blue, and green, to color in the pixels. Each instruction below tells you to turn on that pixel and give it that color. Brown is "br" red is "re," blue is "bl," and green is "gr." Here is your program: N-14 gr Webelos Fitness Rubber Tube Gym Heart of America Council With the help of two bicycle-tire inner tubes, you can make yourself a home gymnasium that is simple and inexpensive (or free), yet a very effective and efficient muscle builder. Pick up a couple of discarded lightweight tubes (balloon type will do, too) from a bike repair shop. You can usually get them free. Then add a broom handle or a 1-inch dowel, and follow the exercises shown here. Take the complete rubbertube gym workout (all seven exercises) every day of this month. Do each exercise slowly and smoothly. Don't rush or jerk your way through any of the pulls, or you will miss the full muscle-building value of the exercise. Try to do each exercise at least 10 times, but if it is too hard at first, start with a lower number and work your way up to 10. If you find that you can do 10 right off easily, twist the tubes twice or more to make them harder to stretch. After a month of this work, you should see new, hard muscles on your body. The exercises shown here are just a sampling of the possibilities open to you with a rubber tube gym. For example, many of the traditional weightlifting routines may be done with the help of your rubber tubes. Simply substitute the broom handle and tubes for the weights and bars. Another way to use this equipment is for rowing exercise. By attaching the tubes to some immovable object, putting the stick through the tubes, and sitting yourself far enough away to get the best resistance, you can get all the benefits of a regular gymnasium rowing machine without spending the money that such equipment costs. Webelos Readyman The Activity Badge is one of the required badges for the Arrow of Light Award. A good way to begin working on this activity badge is with a field trip to the local Red Cross Service Center or to a Paramedic Station. There the boys can be shown the proper procedures for the hurry cases such as: stopped breathing, blood spurting from a wound, swallowed poison, and heart attack. Perhaps the boys will have the opportunity to practice rescue breathing into a practice mannequin. An absolute must as a den activity is to have each of the boys make a First Aid Kit for their family. Home First Aid Kit 3 Triangular Bandages (35 x 35 x 50) 25 Band aids (1 inch) 5 4 x 4 Gauze Pads 5 2 x 2 Gauze Pads 4 Closure Strips (Butterfly Clips) 1 2" Roller Bandage 2 Cling (Ace) Bandages 4 Eye Pads 1 1/2" Adhesive Tape 10 Q-tips 1/3 Bar of Fels Naphtha Soap (cuts oil of poison ivy) 1/3 Bar of Castile Soap, to wash wounds 1/3 Bar of Lava Soap, to wash hands 1 Scissors 1 Tweezers 4 Large Safety Pins Calamine Lotion Tylenol in a film can Cold Pack Matches in a film can Tongue Depressors, use as splints Bacitracin Ointment Eye Wash Kit Small tube of Vaseline Quarters taped to lid for phone Basic First Aid Rules: 1.ALWAYS have an emergency plan. 2.ALWAYS check for hazards. 3.NEVER go anywhere alone. 4.ALWAYS have a place to meet if separated. 5.NEVER leave a victim worse off than how you found them. WEB SITES These sites are current as of 12/6/04 Construction Plans Plans and Patterns for Bob Myer's knockdown plywood Camp Table and Patrol Box http://users.aol.com/lwjones/table.htm 5e Use a pattern or a plan to make a birdhouse, a set of bookends, or something else useful. A good source for free plans is: Tools for Fixing and Building Http://www.freewoodworkingplan.com Trace your family back through your grandparents or greatgrandparents; or talk to a grandparent about what it was like when he or she was younger. Use a genealogy search engine to find records about a family tree. A very comprehensive, free service is provided by the Mormon Church at: The Past is Exciting and Important Http://www.familysearch.org/Eng/Search/framese t_search.asp Under the supervision of a parent of adult, search the Internet and connect to five web sites that interest you. Exchange e-mail with a friend or relative. Use a good search engine (see below) to find sites that might pique the boy's interest. One good search engine is: Http://www.dogpile.com Show the types of forests growing in different parts of the country. Name some kinds of trees that grow in these forests. For each type of forest, give one or more examples of uses for the wood of its trees. Visit the Forest Service web site to learn more about Ecosystem Provinces, where they are, and the kinds of trees that grow in them: Make a map of the United States. http://www.fs.fed.us/colorimagemap/ecoreg1_pr ovinces.html Next month we should check on your plans for your Blue and Gold, Charter questions. Ideas you would like to discuss. Bring a friend and share the fun. Be the Spark Plug in your unit! Last 2 pages are Frames for You to have to recognize your Pack members.	<urn:uuid:6331ddf2-b0e8-4265-952e-c241992cc86c>	CC-MAIN-2017-13	http://www.cubroundtable.com/rt-newsletters/ae-dec-editon.pdf	2017-03-27T10:42:53Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00222-ip-10-233-31-227.ec2.internal.warc.gz	443,364,077	5,979	eng_Latn	eng_Latn	0.994091	eng_Latn	0.998743	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 914, 944, 5148, 7929, 11968, 15710, 17704, 19862, 21484, 24677 ]	[ 2.0625, 3.6875 ]	3	8
COMPASSION, CATASTROPHE, AND CHANGE John Cairns, Jr. Department of Biological Sciences, Virginia Polytechnic Institute and State University, Blacksburg, Virginia 24061, USA The world is plunging into an energy crisis unlike any before, while geopolitical alliances are shifting quickly and to a degree not seen since the end of the Soviet era, and perhaps not seen since the end of World War II. Richard Heinberg (2006) Background Modern society is based on energy, and its recent evolution has been rapid because of cheap, convenient, readily available energy. Energy availability enabled the small-group species of Homo sapiens to change from a few million, spread thinly over the planet, to over 6 billion individuals, mostly in large human artifacts or cities and their suburbs. The energy in an ecosystem available to its biota is one of the most important determiners of carrying capacity. Anthropological evidence shows that humans have been capable of living in a harmonious relationship with natural systems for most of the 160,000 years the species has been on the planet. This relationship does not mean that humans caused no damage; however, the damage has been small and isolated so that ecosystems could recover from it. However, as Catton (1980) remarks, humans diverted a substantial portion of Earth's life support capacity from supporting other life forms to supporting humans. Moreover, humans have continued to usurp energy since the Agricultural Revolution (which occurred abut 10,000 years ago) so that only a few truly wild systems remain and most of the planet shows some effects of anthropogenic activities. In addition, tools (e.g., bows and arrows, knives) enabled humans to extend their domination over nature, but the tools also changed humans. In an automobile culture, such as the one in the United States, the "tool" actually separates humans from natural systems. Domestication of wild plants and animals that supported the Agricultural Revolution also gave humans access to energy that was previously less available to them. For example, horses turned grass into transportation or work energy – cattle turned grass into food. However, climate change can result in a reduction in the energy available via these routes. The process that has enabled humans to produce a 24% ecological overshoot is called drawdown. This process can use either nonrenewable resources, such as fossil fuels, or renewable resources, such as old growth forest or top soil, for which regeneration rates are slow. However, this strategy is not sustainable. Humankind faces an unprecedented opportunity for both success and failure on a global scale. As Heinberg (2005), Diamond (2005), and Tainter (1988) note, many human societies have expanded their power and complexity to remarkable levels only to decline and revert to simpler forms of social organization. Humankind has used every means available to displace other life forms from the areas they once occupied, divert their resources to human use, and deplete natural capital that has taken many years to accumulate. Now the cheap, easily available, convenient energy that made this scenario possible is declining (Heinberg 2005). Alternative fossil sources of energy are available (e.g., coal), but come at a higher environmental cost. Wind and solar power are appealing, but are not yet widely available. Clearly, profligate energy use is rapidly becoming a relic of the past. Humans have not shown much compassion for other life forms during the process of dominating the planet. Will compassion for other life forms increase or decrease when the era of cheap energy is over? Some foodstuffs (e.g., corn) can be converted to fuel (e.g., ethanol). Will compassion for other members of the human species place food ahead of fuel while some humans are starving or malnourished? Some catastrophes now seem probable. How will compassion for the suffering be expressed in terms of resource allocation? In short, in an era of rapid change, will the manifestations of compassion from humans be appropriate? Resource Consumption Concern is mounting about global warming, peak oil, environmental pollution, species impoverishment, and other trends resulting mostly from human activities. The concerns and trends continue because implementation of strategies that would improve prospects for sustainable use of the planet is minimal. Tipping points cannot be precisely predicted until they have occurred, so scientific uncertainty is being cited extensively as a justification for inaction, just as it was cited for the harmful effects of cigarettes decades earlier. However, disequilibrium of the planet's life support system will almost certainly not be reversible. Unless major changes are made soon in humankind's relationship with the biospheric life support system, catastrophes will occur and hope for leaving a habitable planet for posterity will diminish. Beginning around 1980, evidence showed that the use of resources by the global economy has outgrown the capacity of natural systems to regenerate them. Almost daily examples of the conflict between demand and supply are in the news media. Worse yet, resources that have taken hundreds of thousands, even millions, of years to accumulate are being consumed in a few centuries. One lesson of history is that the primary indicators of societal decline were ecological, not economic. The ecological overshoot was about 20% in 2002 and appears to be increasing about 1% per year. This situation is not sustainable. Ecosystem Restoration Lowering resource consumption to equal the regenerative capacity of natural systems will require monumental management changes of resource extraction and use. Restoring damaged ecosystems will require even more sacrifice, but the health of the economy and the supply of natural capital and the ecosystem services it supplies are closely coupled. Moreover, restoring damaged ecosystems to their pre-damaged condition in an era of ecological disequilibrium will be extremely difficult (Cairns 2006). In fact, anthropogenic climate change and loss of species may make restoration to predisturbance ecological conditions an impossible task. Perhaps humankind should let nature take its course and see what happens. The major risk of this approach is that the new ecosystems will probably not be as beneficial to humans as the ones that were damaged. Worse yet, new ecosystems could be a threat to human society. Brown (2006) recommends an annual earth restoration budget of US$93 billion. This sum is tiny in view of the amount of restoration needed. At the very least, such a budget would indicate where and under what conditions ecological restoration might meet stated goals. However low the probability is of success, ecological restoration must be attempted, unless failure is virtually certain. Essential to any plan is the determination of which damaged ecosystems are irreversibly damaged, which should recover without restoration efforts, and those for which ecological restoration efforts will make a major difference. An ecological triage decision would differ from the human medical one in an important respect: ecosystems too damaged to restore to pre-disturbance condition or to recover naturally to that state could be replaced with constructed ecosystems (e.g., Atkinson and Cairns 1993) and created ecosystems (e.g., Atkinson et al. 1993). These naturalistic systems are designed to function under new conditions, and both help accumulate natural capital and provide ecosystem services. These constructed ecosystems will require subsidies and more intensive management, but should increase Earth's carrying capacity appreciably. Since humankind has typically ignored threats to the biospheric life support system, damaged ecosystems may also be ignored. This scenario is not a good idea since these damaged systems will be colonized by species resistant to human control (called pests). Many pests will emigrate to parts of the surrounding area and probably out-compete and displace many indigenous species, which is not conducive to achieving sustainable use of the planet. If humans have diminished natural capital and the ecosystem services it provides, both must be replaced to whatever degree possible. These ecological restoration activities are usually accomplished best in a local setting so that citizens can both be part of the effort and protect the improved ecosystem from future damage. This approach is also helpful in developing and demonstrating compassion for other life forms. What a pity that ecological catastrophes are necessary to catalyze these ecologically benign activities. Compassion for Other Humans Exponential increases in both human population size and level of affluence have resulted in a global water shortage. Since 1,000 cubic meters (approximately 1,000 tons) of water are necessary to produce a ton of grain, water shortages and food shortages are closely coupled. Populous countries, such as China and India, already have large water deficits, as do Algeria, Egypt, Iran, Mexico, and Pakistan. Their citizens are fellow crew members of Spaceship Earth; surely, political differences can be resolved so that humans can help each other. If human populations are not stabilized, any efforts will be wasted. However, unsustainable practices caused the problem and compassionate help should not allow these practices to continue. Should the United States be given more cheap oil with the hope that the US Congress will develop a comprehensive, sustainable energy policy or the that drivers of automobiles will use energy efficient vehicles? Since the beginning of my professional career in 1948, action has been postponed because "technology will save us," reason will prevail and the environmentally damaging practices will cease, politicians will fulfill their promises to protect the environment, and polluting industries will become environmentally sensitive. Instead of improving environmentally, the planet is in a precarious situation that may be irreversible. None of my hopes have been realized; many have been shattered. However, is inaction best? No; however, neither are statements such as "I respect the interdependent web of life if it is not accompanied by major environmental deeds." Even so, what can be done must be done to protect and restore the environment. Nation-States in Disequilibrium Schell (2003) notes that global warming cannot be stopped by B-52 bombers (but they contribute to it) or by nuclear proliferation (pp. 353-354). He notes that peace, social justice, and defense of the environment are a cooperative triad pitted against war, economic exploitation, and environmental degradation. Schell also adds that rejecting war is not enough; humankind must now secure survival by suppressing the menace of annihilation. Second, Schell believes in delimiting sovereignty — when power is cooperative, in the domestic sphere at least, it does not have to be indivisible but can be divided among branches of government and localities (or even eco-regions). Schell states that, if such divisions cannot occur in the international sphere, hope for sustainable use of the planet is doomed. The European Union is a good example of what might be accomplished with hybrid arrangements unimaginable if nation-states base their policies on war. Third, the old unity of state, people, and territory would be dissolved (p. 374). Gottlieb (1993) feels that the basic components of sovereignty (the state and the nation) might possibly be separated. Given the turbulent relationship between ethnic groups, religions, and other special interest groups worldwide, this separation is unlikely, although it has existed, temporarily, in some sovereign nations. The problem is that humans remain a small-group species and are unable to cope with complex, multivariate political structures. Perhaps human resource distribution issues might be resolved more fairly and equitably if political boundaries were replaced by ecological boundaries and the primary political goal was preservation of carrying capacity based on natural capital and the ecosystem services it provides. The people responsible for the diseconomies and catastrophes would then suffer when their ecological life support system is damaged. Developing Naturalistic Social Norms In the 21 st century, a rapid evolution of social norms is essential. For cultures such as the United States, in which social norms have been based on a cheap, convenient, readily available source of energy (i.e., petroleum), the rate and degree of change needed will be almost overwhelming. The American automobile culture has let public transportation languish, and urban sprawl has been possible because of the independence automobiles provide. Coal is a possible energy alternative, but it diminishes air quality as well as producing greenhouse gases. Ethanol is an alternative to petroleum products, but may have unattractive input/output energy ratios. Moreover, corn and other foodstuffs are serious contenders as sources of ethanol. Since most of the planet's arable land is already in use, an "eat or drive" situation could easily develop, especially if climate change (e.g., rainfall patterns, temperatures) diminishes present agricultural productivity. If climate change occurs more rapidly than predicted, as it is in some parts of the world, the consequences will probably be catastrophic. If foodstuffs, such as corn, are diverted to alcohol production for automobiles, the increased demand could force prices well beyond the means of poor and middle-class people. If climate change diminishes the production of corn and other foodstuffs that can be converted to alcohol, prices could soar even more. At present, over a billion people are not adequately nourished, and the additional 3 billion more people who are projected to be added in the 21 st century will exacerbate this troubling situation. If compassion for the poor exists, something should be done to improve their condition. Since most of the population growth is expected in third-world countries, population stabilization at a level compatible with regional carrying capacity is an obvious solution, which means intruding on individual freedom to have large numbers of children. This intrusion would be distasteful to many people. On the other hand, in natural systems, species that exceed the regional carrying capacity simply lose large numbers of individuals to death, starvation, and disease. If humankind is unable to develop social norms that protect the biospheric life support system, should disease, starvation, and death be permitted to limit human population size as they do for other species? In the Pacific arena of World War II, the very heavy casualties resulting from capturing Iwo Jima were considered justified because they saved the lives of so many B-29 bomber crews whose damaged aircrafts would otherwise have been lost at sea. Should the same reasoning be used to protect the biospheric life support system that is essential to a habitable planet for posterity? Should this reasoning be used when the long-term carrying capacity of the planet has been exceeded? Biospheric Life Support Systems One colleague correctly pointed out that there is yet no robust evidence that the biospheric life support system is in disequilibrium; however, no robust evidence indicates that its health and integrity have not been impaired. The consequences of the biospheric life support system ceasing to maintain conditions so favorable to humankind are so appalling that precautionary measures to avoid stressing the biospheric life support system beyond its tipping point are prudent. Paleontological evidence indicates that evolutionary processes eventually restored biological diversity in the past, but not the species that became extinct. Post-disequilibrium conditions may not be as favorable to humans as those at present. From a homocentric viewpoint, precautionary measures are justified even though the precise tipping point of the present biospheric life support system is not known. This tipping point can be determined by continuing present unsustainable practices; however, when the biospheric life support system is in disequilibrium, how will this new knowledge benefit humankind? Evolutionary processes will almost certainly persist (until the sun dies), but individual species, such as Homo sapiens, may well suffer major loss of life or even become extinct. Compassion for the other life forms that constitute the present biospheric life support system is a matter of enlightened self interest, as well as an indication of compassion for posterity. The Limits of Compassion The daily news is a constant reminder that catastrophes occur continuously, even though, fortunately, most are regional rather than global. Responding to each in a meaningful way would produce an emotional overload in most people. In fact, many people studiously avoid the bad news and only welcome the good news. Of course, denial of or avoidance of problems usually results in delaying the solution of the problem. However, so does taking on too many problems at once so that none gets the attention needed for solution. With an exponentially increasing human population, increasing ecological overshoot, global warming, and other types of climate change; peak oil; and inadequate supplies of fresh water, exceeding a number of ecological and societal tipping points in the 21 st century would not be astonishing. Since the exact location of these tipping points will not be known until they have been passed, each catastrophe will be a surprise. Of course, if an urgent, major global effort were made to first arrest and then reverse these unsustainable trends (remembering ecological overshoot), these thoughts could be dismissed as idle speculation. However, no credible signs indicate that this trend is happening at the global level. Worse yet, so little has been done that even inadequate measures may look good to the general public and, thus, delay effective remedial action. Some illustrative questions related to these issues follow. 1. Will compassion for the biospheric life support system be adequate to ensure its health and integrity so that conditions favor Homo sapiens? 2. Can humans adapt to rapidly changing social and ecological conditions so that species survival is likely? 3. Will humankind have sufficient compassion for posterity to withhold aid to populations that persist in having social norms that are unsustainable? 4. Will resource wars, both military and economic, be the primary determinant of allocation of finite resources on a finite planet? 5. Will resources be used sustainably? In natural systems, finite resource problems are "solved" in ways repugnant to most humans — mass deaths, starvation, disease, etc. Since humankind credits itself with intelligence, creativity, and compassion, one might reasonably expect more from this species than a 24% ecological overshoot, exponential population growth, excessive anthropogenic greenhouse gases, and resource wars. The basic question is not how to meet human "needs" and expectations, but how to live sustainably so that the biospheric life support system continues to maintain conditions that are so favorable to humans. Otherwise, humans will become a transient species like those that preceded it over billions of years. Acknowledgments. I am indebted to Karen Cairns for transcribing from the handwritten draft and to Darla Donald for editorial assistance. LITERATURE CITED Atkinson, R. B. and J. Cairns, Jr. 1993. Constructed wetlands and reclamation. Virginia Mining Journal 6(4):4-6. Atkinson, R. B., J. E. Perry, E. P. Smith and J. Cairns, Jr. 1993. Use of created wetland delineation and weighted averages as a component of assessment. Wetlands 13(3):185-193. Brown, L. R. 2006. Plan B 2.0: Restoring a Planet under Stress and a Civilization in Trouble. W. W. Norton, London, United Kingdom. Cairns, J., Jr. 2006. Ecological restoration in an era of ecological disequilibrium. Asian Journal of Experimental Science 20(1):1-6. Catton, W. 1980. Overshoot: The Ecological Basis of Revolutionary Change. University of Illinois Press, Urbana-Champaign, IL. Diamond, J. 2005. Collapse: How Societies Choose to Fail or Succeed. Viking Penguin, New York. Gottlieb, G. 1993. Nation Against State. Council on Foreign Relations, New York. Heinberg, R. 2005. The Party's Over: Oil War and the Fate of Industrial Societies, 2 nd ed. New Society Publishers, Gabriola Island, Canada. Heinberg, R. 2006. Energy geopolitics 2006. Energy Bulletin 25May http://www.energybulletin.net/16393.html Schell, J. 2003. The Unconquerable World. Metropolitan Books, Henry Holt & Co., New York. Tainter, J. 1988. The Collapse of Complex Societies. Cambridge University Press, Cambridge, UK.	<urn:uuid:6e387eea-32f4-4955-9989-c91b3b78cc9a>	CC-MAIN-2017-13	http://johncairns.net/Commentaries/Compassion.pdf	2017-03-27T10:48:47Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00224-ip-10-233-31-227.ec2.internal.warc.gz	181,577,874	4,179	eng_Latn	eng_Latn	0.909788	eng_Latn	0.996846	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4096, 9521, 15327, 19719, 21037 ]	[ 2.296875, 1.2578125 ]	2	7
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	<urn:uuid:b0378a3c-0d9b-4cfc-80a0-2601faaab9a9>	CC-MAIN-2017-13	http://sunburyneighbourhood.ca/PDF/SurreyLeaderAug192008.pdf	2017-03-27T10:39:41Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00225-ip-10-233-31-227.ec2.internal.warc.gz	333,278,282	989	eng_Latn	eng_Latn	0.991567	eng_Latn	0.998637	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1388, 4138, 4357 ]	[ 2 ]	2	4
College Readiness Indicators 1,2 Beginning fall 2012, all public postsecondary institutions in Kentucky will use the following benchmarks as college readiness indicators. Upon admission to a public postsecondary institution, students scoring at or above the scores indicated will not be required to complete developmental, supplemental, or transitional coursework and will be allowed entry into college creditbearing coursework that counts toward degree credit requirements. \| Readiness Score Area \| ACT Score \| SAT Score \| COMPASS \| \|---\|---\|---\|---\| \| English (Writing) \| English 18 or higher \| Writing 430 or higher \| Writing 74 or higher 3,4 \| \| Reading \| Reading 20 or higher \| Critical Reading 470 or higher \| Reading 85 or higher6 \| \| Mathematics (General Education, Liberal Arts Courses) \| Mathematics 19 or higher \| Mathematics 460 or higher \| Algebra Domain 36 or higher7 \| \| Mathematics (College Algebra) \| Mathematics 22 or higher \| Mathematics 510 or higher \| Algebra Domain 50 or higher8 \| \| Mathematics (Calculus) \| Mathematics 27 or higher \| Mathematics 610 or higher \| NA10 \| 1. Institutional admission policies are comprised of many factors including, but not limited to high school completion or a general education equivalency diploma (GED), high school coursework, ACT or SAT scores, high school GPA, class rank, an admission essay or interview, submission of an academic and/or civic activity portfolio, etc. Placement exam results are used for course placement after a student is admitted to a postsecondary institution. 2. A COMPASS or KYOTE placement test score will be guaranteed as an indicator of college readiness for 12 months from the date the placement exam is administered. 3. An Asset writing score of 43 or higher indicates readiness. Asset is the paper-pencil version of COMPASS. 4. COMPASS E-Write scores of 9 on a 12 point scale or 6 on an 8 point scale indicate readiness. 5. A common rubric will be used to score the KYOTE Writing Essay. The rubric has an eight point scale. A score of 6 is needed to demonstrate readiness. 6. An Asset reading score of 44 or higher indicates readiness. Asset is the paper-pencil version of COMPASS. 7. An Asset Elementary Algebra Score of 41 or an Intermediate Algebra score of 39 indicates readiness for a general education course, typically in the social sciences. 8. An Asset elementary algebra score of 46 or an intermediate algebra score of 43 indicates readiness for college algebra. 9. For the 2011-12 school year a KYOTE College Readiness Mathematics Placement score of 27 or higher will be used to indicate readiness for College Algebra. For the 2012-13 and beyond, only the KYOTE College Algebra placement test score of 14 or higher will be used to indicate readiness for College Algebra. 10. There is not a COMPASS or Asset indicator for Calculus readiness. By fall 2012, the following learning outcomes will be included in developmental, transitional, and supplemental coursework and intervention programming supporting college readiness. WRITING Transitional, developmental, and supplemental education writing courses objectives: 1. Generate essays using a variety of modes to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 2. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 3. Produce clear, grammatically correct, and coherent writing in which the development, organization, style, usage, and diction are appropriate to task, purpose, and audience. 4. Develop and strengthen writing through the recursive processes of planning, drafting, revising, editing, or trying a new approach. 5. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 6. Conduct a short inquiry-based research project, demonstrating understanding of the subject under investigation. 7. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 8. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (on demand or single sitting) for a range of tasks, purposes, and audiences. Courses from public postsecondary institutions that meet the writing readiness learning outcomes: KCTCS—ENC 091 Eastern Kentucky University—ENG 095 Kentucky State University—ENG 099 Morehead State University—ENG 099 Murray State University—ENG 100 Northern Kentucky University—ENGD 090 Western Kentucky University—DENG 055 University of Kentucky University of Louisville READING Transitional, developmental, and supplemental education reading courses objectives: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why ideas develop over the course of a text. 4. Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to compare the approaches the authors take or to build knowledge. 10. Read and comprehend texts independently and proficiently. Courses from public postsecondary institutions that meet the reading readiness learning outcomes: KCTCS—RDG 030 or CMS 185 or RDG 041 Eastern Kentucky University—ENR 095 or ENR 116 Kentucky State University—ENG 103 Morehead State University—EDEL 097 Murray State University—REA 100 Northern Kentucky University—RDG 091 or RDG 110 Western Kentucky University—DRDG 080 or LTCY 199 University of Kentucky University of Louisville—GEN 105 MATHEMATICS FOR THE LIBERAL ARTS Transitional, developmental, and supplemental education mathematics courses objectives for a liberal arts mathematics course: 1. Perform exact arithmetic calculations involving fractions, decimals and percents. 2. Simplify and evaluate algebraic expressions using the order of operations. 3. Use the properties of integer exponents and rational exponents of the form 1/n. 4. Calculate and solve applied problems of the perimeter, circumference, area, volume, and surface area. 5. Solve proportions. 6. Determine the slope of a line given two points, its graph, or its equation; determine an equation of a line given two points or a point and slope. 7. Solve and graph linear equations and inequalities in one and two variables. 8. Simplify square roots of algebraic and numerical expressions. 9. Solve systems of two linear equations in two variables. 10. Graph parabolas on the rectangular coordinate system. 11. Solve quadratic equations. 12. Factor the greatest common factor from a quadratic; factor simple trinomial of the form ax 2 + bx + c. 13. Add, subtract, and multiply polynomials with one or more variables. 14. Solve applied problems using the above competencies. 15. Recommendation for inclusion: Apply the concepts in the course to model and solve applications based on linear and quadratic functions. Students successfully completing the liberal arts mathematics course may need to complete an additional transitional course to prepare for college algebra. Courses from public postsecondary institutions that meet the mathematics readiness learning outcomes for a liberal arts mathematics course: KCTCS—MAT 120 or MAT 085 Eastern Kentucky University—MAT 095 Kentucky State University—MAT 096 Morehead State University—MATH 091 Murray State University—MAT 100 Northern Kentucky University—MAHD 095 Western Kentucky University—DMA 096 University of Kentucky University of Louisville COLLEGE ALGEBRA Transitional, developmental, and supplemental education mathematics courses objectives for college algebra: 1. Add, subtract, multiply, and divide polynomials. 2. Factor polynomials including finding the greatest common factor, using grouping, recognizing special products, and factoring general trinomials. 3. Use the properties of rational exponents. 4. Add, subtract, multiply, and divide rational expressions. 5. Solve quadratic equations using factoring, completing the square, and the quadratic formula. 6. Solve polynomial and rational equations. 7. Solve systems of linear equations in two unknowns. 8. Solve absolute value equations and solve and graph absolute value inequalities. 9. Solve and graph linear equations and inequalities in one or two variables. 10. Solve equations with radicals. 11. Introduce complex numbers. 12. Evaluate real numbers raised to rational exponents and simplify expressions containing rational exponents. 13. Convert expressions with rational exponents to radical form and vice versa. 14. Understand the concept of slope, how it relates to graphs, and its relation to parallel and perpendicular lines. 15. Determine an equation of a line given two points, a point, and slope, a point and a parallel or perpendicular line. 16. Determine whether a given correspondence or graph represents a function. 17. Evaluate functions and find the domains of polynomial, rational, and square root functions. 18. Graph parabolas by finding the vertex and axis of symmetry and plotting points. 19. Apply the concepts in the course to model and solve applications based on linear, quadratic, and exponential functions. Courses from public postsecondary institutions that meet the mathematics readiness learning outcomes for college algebra: KCTCS—MAT 120 or MAT 085 Eastern Kentucky University—MAT 097 or MAT 098 Kentucky State University—MAT 097 Morehead State University—MATH 093 Murray State University—MAT 105 Northern Kentucky University—MAHD 099 Western Kentucky University—DMA 096 University of Kentucky University of Louisville College Readiness Writing Rubric	<urn:uuid:0cbbe1cb-fc97-4078-926d-7909de089e9e>	CC-MAIN-2017-13	http://cpe.ky.gov/policies/academicaffairs/collegereadinessindicators2012.pdf	2017-03-27T10:32:32Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00227-ip-10-233-31-227.ec2.internal.warc.gz	83,461,759	2,123	eng_Latn	eng_Latn	0.983309	eng_Latn	0.986989	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 2851, 4754, 6527, 8464, 10546, 10580 ]	[ 2.21875 ]	2	10
Lesson: Two Carpets Essential Questions: Why are carpets important in Islamic cultures? What are the basic characteristics of West Asian carpet design? What are the similarities and differences between the Ottoman Turkish and Iranian carpets discussed in this lesson? Learning experience: Students will become familiar with two roughly contemporaneous carpets, one from Ottoman Anatolia and one from Iran. They will analyze their design and learn about some of the aesthetic priorities of the people who created them. Anticipatory set: In your house, your apartment, or your room: what kind of objects do you surround yourself with? Which are useful? Which are decorative? Which are both? Context: Carpets have been made for thousands of years throughout Central and West Asia. Flat-woven textiles (kilims—carpets without pile) were made in Turkey at least as early as 7000 BCE. The oldest surviving woolen pile carpet dates from the fifth century BCE, found in a burial site in the Altai mountains of southern Siberia. For pastoral nomadic inhabitants of the Eurasian steppe, carpets served as "floor coverings, prayer mats, tent decorations, canopies, as symbols of power, privilege and riches" (Abas 2004: 11). In the sedentary world of cities, towns, and farming villages, carpets were also more than floor covering. They were "an integral part of one's living arrangements, one which took the place of chairs, beds, and sometimes tables" (www: Erdmann). Carpets, in short were necessities, not merely decorations, and so were worth the great care that was lavished on them. Those belonging to the wealthy never remained in one place all the time. At the Seraglio in Constantinople, for instance, they were changed every three months. The ones removed were first expertly cleaned and then sent to a treasure chamber for safekeeping. In Persia there were special "carpet houses" where the valuable carpets that needed a rest were stored. They were looked after by the house's own permanent staff and the director (custodian) also decided which carpets should be used, where and on which occasion (www: Erdmann). An account of the visit of Byzantine ambassadors to the Abbasid dynasty's (750-1258) capital at Baghdad shows how carpets contributed to the display of royal wealth and power: The number of the carpets and mats. . .was twenty-two thousand pieces; these were laid in the corridors and courts, being spread under the feet of the nobles, and the Greek Envoys walked over such carpets all the way from the limit of the new Official Gate, right to the presence of the Caliph—but this number did not include the fine rugs in the chambers and halls of assembly. . .spread over the other carpets, and these were not to be trodden with the feet (Grabar 1978: 168). All three of the early modern Islamic empires—the Ottomans (1281-1924), the Safavids (1501-1739), and the Mughals (1526-1858)—developed thriving carpet industries. Carpet weaving was transformed from a minor craft based on patterns passed down from generation to generation into a statewide industry with patterns created in court workshops. In this period [1600-1800], carpets were fabricated in greater quantity than ever before. They were traded to Europe and the Far East where, too precious to be placed on the ground, they were used to cover furniture or hung on walls. Within the Islamic world, especially fine specimens were collected in royal households (www: Sardar 2003). Trade with Europe is reflected in the hundreds of paintings, both sacred and secular, where carpets appear. Such paintings are important to scholars, so much so that some carpet styles are labeled with the names of Western painters. Carpets such as the Ushak design (1) in this lesson "were being imported into Europe as early as the beginning of the sixteenth century" (Rogers 1995: 198). Although individual domestic weavers and nomad households simplified the process, workshop production required considerable division of labor. One source lists the products of seven crafts—spinning thread and dyeing fabric, for instance—that were necessary before weaving could begin (Wulff 1966: 195). Weaving itself was a complex process involving either a preparatory drawing or an actual knotted sampler. These indicated the sequence and density of knots. Sometimes a professional design caller was used to call out the knotting sequence (www: Ittig 1990). Women played a central role in carpet-making: In Anatolia and Iran, many women were employed as spinners, dyers, and knotters in a craft that tended to adhere to a strict gendered division of labor. While the precise assignment of tasks might differ from one locale to another. . .carpet making in general was a heavily feminized craft (Tucker 2006: 398). Carpet-making shared the same visual vocabulary as the rest of Islamic art: vegetal design ("arabesque") and geometric patterning. Moreover, one writer suggests that carpets were central to the development of this aesthetic: Carpets represented the most ancient and the most meaningful art form in the population that first embraced Islam. . .Long experience of carpet weaving gave tent dwellers skill and passion fortessellations [patterns made of interlocking parts fitting together with no gaps between them], interlaced patterns and the all-over covering of surfaces (Adapted from Abas 2004: 11). Carpet patterns, with their wealth of vegetal decoration, have been compared to gardens. Some carpets were even made to look like stylized gardens. The ruler of the last pre-Islamic dynasty to control Iran, the Sassanians (224-651), had a carpet called "The Spring Garden." It measured almost ninety feet to a side and was embroidered with precious stones and gold. Victorious Arab soldiers found it too heavy to carry away, so it was cut up and the pieces awarded as booty (www: Morony). The two carpets discussed here are different in style and visual impact. The Ottoman "Star Ushak" carpet is based on repetitions of an eight-pointed star design. The Safavid carpet has a central medallion surrounded by four lions and a calligraphic inscription. Both, however, encourage students to think critically about the importance of color and pattern in the arts of Islam. Rationale: Carpets embody important aspects of Islamic visual culture. Also, since they are an art form admired for centuries in both East and West, they introduce students to a world of beauty that, on one hand, is specific to Islam and, on the other, transcends cultural boundaries. Instructional resources: Two carpets, one from Turkey and one from Iran; four other carpets for comparison (1A, 1B; 2A, 2B); "Parts of a Carpet" (diagram); "Teacher's Background Sheet: Basic Carpet Terms." (A) "Star Ushak" Carpet Ushak, Anatolia 1450-1500 (B) "Star Ushak" Carpet Ushak, Anatolia 16 th -17 th century * Ushak was a carpet-producing center in northwestern Anatolia. * These designs are believed to have been royal commissions. * The multiple medallion design of (1) consists of an eight-pointed star repeating across the carpet's field. (1A) and (1B) are variations of this style. * The eight-pointed star of (1) is simple: two superimposed squares. * All three carpets are dominated by the deep blue of the star motifs and the red of the main field. The stars on all three are outlined in white. * "Surprisingly, few Ushak carpets survive in Turkey compared with the numbers found in Western Europe, particularly in Italy" (Rogers 1995: 198). * The stars of (1) and (1A) are filled with palmettes. * Encourage students to look closely. Notice the subtle touches of color—tiny areas of white, pale blue, and yellow on the flowers in (1), for instance. These are probably translations in knotted wool yarn of a painted master design. 2. Safavid Medallion Carpet Iran, Kashan, Safavid 16 th century (KHAL.2006.0048) Medallion Rug with a Field of Flowers (A) (Details) Iran, Safavid Probably Kirman 17 th century (B) The Sely Carpet Iran, Safavid Late 16 th century * The Safavid dynasty was an important era in the arts of Islam: The high point in Persian carpet design and manufacture was attained under the Safavid dynasty (1501-1739). It was the result of a unique conjunction of historical factors—royal patronage, the influence of court designers at all levels of artistic production, the wide availability of locally produced and imported materials and dyes. . .and commercial acceptance, particularly in foreign markets. . . Although there is no direct evidence that royal weaving workshops had yet been established [during the first century of Safavid rule], the influence of court designers on carpet weaving is clear. The two key design features of rugs in this period, the medallion design and figural elements, were borrowed directly from the arts of the book as practiced in the royal atelier (www: Walker). * The carpet has a central medallion surrounded by four lions. The lions symbolize Ali (c. 600-661), the first Shi'ite caliph. Called the "Lion of God," he was a son-inlaw of Muhammad and the person Shi'ites believe is the Prophet's true successor. Shi'ism was established as Iran's state religion under the Safavids. * Notice the pale blue stems of the vegetal scrolls in the main field and the use of gray in the border. * A calligraphic inscription surrounds the carpet's medallion and central field. * Carpet (2A) is a directional design. The medallion is couched in a garden-like spray of flowers. * Carpet (2B) is dominated by the medallion and the four spandrels. Notice the prominent use of white in the border and inner stripe. Procedure: Students will analyze and compare three Ottoman "Star Ushak" carpets (1), (1A), and (1B); and three Safavid medallion carpets (2), (2A), and (2B). * Internet homework assignment: The class will (1) read about the two basic features of Islamic design that inform carpet-making: "Plant Motifs in Islamic Art" (Victoria and Albert Museum) and "Geometric Decoration"(Museum With No Frontiers); and (2) read the brief thematic essay on "Carpets from the Islamic World, 1600-1800" from the Heilbrunn Timeline of Art History. Students will be assigned to give brief reports on each of these readings. * The class is divided into four groups. Groups can be assigned in advance of the homework assignment. * In class, students give their reports on the homework readings. The teacher goes over some of the basics of carpet history and design. * The teacher leads a whole class discussion about design formats and important motifs. * The whole class then compares and contrasts (1) The "Star Ushak" carpet with (2) the Safavid medallion carpet. * Each group reports. They compare and contrast carpets (1) and (2) with their respective related carpets. \| Group 1 \| Group 2 \| Group 3 \| Group 4 \| \|---\|---\|---\|---\| \| (1) Ottoman “Star Ushak” Carpet \| \| (2) Safavid Medallion Carpet \| \| \| Carpet (1A) \| Carpet (1B) \| Carpet (2A) \| Carpet (2B) \| Whole group reflection: Islamic carpets share decorative styles with architecture, the arts of the book, painting, ceramics, and metalwork. What special characteristics do carpets have that distinguish them from these other arts? Instructional modification: These activities may take more than one class session. Application: Using the internet, students assemble "collections" of carpets. They create PowerPoints discussing the background of their chosen carpets and the reasons for their choices. This can also be done in groups. Bibliography Abas, S. Jan. Islamic Geometrical Patterns for theTeaching of Mathematics of Symmetry. Ethnomathematics Digital Library, 2004. <http://www.ethnomath.org/resources/abas2001.pdf> Erdmann, Kurt. "Carpets East Carpets West." Saudi Aramco World. March/April 1965. <http://www.saudiaramcoworld.com/issue/196502/carpets.east.carpets.west.htm> Grabar, Oleg. The Formation of Islamic Art. Yale University Press, 1978. Ittig, Annette. "CARPETS iv. Knotted-pile carpets: Designs, motifs, and patterns." Encyclopedia Iranica, 1990. <http://www.iranicaonline.org/articles/carpets-iv> Morony, M.G. "Bahar-e Kesra." Encyclopedia Iranica, 2011. <http://www.iranicaonline.org/articles/bahar-e-kesra-the-spring-of-kosrow-tabari-fars-ezamestani-winter-carpet-balami-or-baharestan-spring-gar> Rogers, J.M. Empire of the Sultans—Ottoman Art from the Collection of Nasser D. Khalili.Muséed'Artetd'Histoire, Geneva/The Nour Foundation, 1995. Sardar, Marika. "Carpets from the Islamic World, 1600-1800." Heilbrunn Timeline of Art History. The Metropolitan Museum of Art. <http://www.metmuseum.org/toah/hd/crpt/hd_crpt.htm> Tucker, Judith. "Rescued from Obscurity: Contributions and Challenges in Writing the History of Gender in the Middle East and North Africa." In Teresa A. Meade and Merry E. Weisner-Hanks (eds.). A Companion to Gender History. Wiley- Blackwell, 2006. Verde, Tom. "Threads on Canvas."Saudi Aramco World. January/February 2010. <http://www.saudiaramcoworld.com/issue/201001/threads.on.canvas.htm#sbbeginner> Walker, Daniel. "CARPETS ix. Safavid Period." Encyclopedia Iranica. <http://www.iranicaonline.org/articles/carpets-ix> Wulff, Hans E. The Traditional Crafts of Persia. The M.I.T. Press, 1966. Acknowledgements This lesson was created by Eve Eisenstadt, its academic content approved by Kristina Richardson, and the final lesson edited by Martin Amster.	<urn:uuid:c5a49c90-9755-43ef-8467-22daaf68dab1>	CC-MAIN-2017-13	http://artsoftheislamicworld.qc.cuny.edu/Lesson%20Plans/Two%20Carpets.pdf	2017-03-27T10:35:07Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00226-ip-10-233-31-227.ec2.internal.warc.gz	27,884,665	3,149	eng_Latn	eng_Latn	0.931211	eng_Latn	0.995885	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2779, 5704, 7556, 9624, 11859, 13392 ]	[ 4.1875 ]	1	3
Water & Pool Safety (800) 774-7237 Riverside County is dedicated to preventing unintentional injuries to children in our county. The paramedics, fire fighters, law enforcement personnel, and hospital staff who work in our county know all too well the tragic results of a child's death from drowning. Childhood drowning can be eliminated because we know that childhood drowning is 100% preventable. Make changes now, before a drowning happens. It could happen in your neighborhood or at your next gathering. Please don't wait. Read the following information. It could change your life. FACTS * Over 80% of all drowning and near-drowning incidents occur in backyard pools. * Drowning is the leading cause of unintentional or accidental injury-related death to children ages 1-4 years old in Riverside County. * There are over one million backyard pools in California without safety features because they were built before the Swimming Pool Safety Act of 1998. One could be in your neighborhood. * A submerged child can lose consciousness in less than two minutes – the time it takes to answer a phone – and sustain permanent brain damage in only 4 to 6 minutes. * Drowning is a quiet event. There is no splashing, no screaming, and no noise at all. * Shimmering and sparkling, water is a magnet for toddlers and young children. * Remember, it takes very little water for a child to drown. Less than one inch of water is all it takes to cover the mouth and nose of a toddler. * Children under the age of five have no fear of water and no concept of death. Water is associated with play. LAYERS OF PROTECTION FOR POOLS * Fence the pool * FENCE GATES: All gates to the pool or spa must be selfclosing and self-latching. * POOL COVERS: If a pool cover is used, make sure it has been approved as a safety device. * Shut the gate • Learn how to swim it's great! • FENCING: Enclose your pool with four-sided, non-climbable fencing at least 5 feet high. Isolation fencing around a pool or spa is the best protection. If possible, do not use your house as one of the four sides. * Take CPR * DOOR & WINDOW ALARMS: All windows and doors that lead to the pool area should have alarms that alert adults when they are opened. * Adults should always supervise (more on other side) * Keep proper supplies PREVENTION TIPS * Assign an adult Water Watcher to keep their eyes on the water at all times. * SUPERVISE! Never leave a child alone near a pool or spa, bathtub, pond, toilet, bucket of liquid, or any standing water. * Do not allow children to play near the pool or spa. * Empty wading pools immediately after use and store upside-down. * Keep toilets lids down. Install safety latches on the toilet lids to prevent toddlers from opening and playing in the toilet. * Bath rings are only bathing aids, not personal floatation devices. * American Academy of Pediatrics advises against swim lessons until the 4 th birthday. * Never rely on devices or swimming lessons to protect children without supervision. * Never drink alcoholic beverages before or during swimming or supervising children. BE PREPARED * Know your neighborhood and the homes your child visits. Is there a pool? Is it properly protected? If the children will be swimming, who will be supervising them? * Learn CPR & First Aid * Learn how to swim and learn proper rescue techniques. * Keep a portable telephone and emergency phone numbers nearby. * Keep rescue equipment at near the pool. Do NOT use air-filled swimming aids (such as water rings) in place of life preservers. These devices can give parents and children a false sense of security, which may increase the risk of drowning. IF A WATER EMERGENCY OCCURS * Check for breathing; clear mouth and nose of any obstructions * Pull the child from the water and place on his or her back * Instruct another adult to call for emergency help * Begin rescue breathing or CPR as needed until the child is revived or help arrives. SAFETY RESOURCES (800) 774-7237 or (951) 358-7171 Riverside County Children's Injury Prevention Network Riverside County Building & Safety Department rivcoips.org (951) 955-1800 or (951) 600-6245 Riverside/Corona (951) 955-6713 To report an unsafe pool call Code Enforcement: Perris/Hemet/Temecula (951) 600-6140 American Red Cross in Riverside County Pass & Desert Areas (760) 863-7180 (951) 656-4218 or (760) 773-9105 www.drowningpreventionalliance.com National Drowning Prevention Alliance Safe Kids Worldwide U.S. Consumer Product Safety Commission www.cpsc.gov Safekids.org	<urn:uuid:76eadcb0-2e80-4a4a-aa2a-368fde87f2ec>	CC-MAIN-2017-13	http://www.rvcfire.org/Documents/WaterSafetyFlyer.pdf	2017-03-27T10:39:24Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00227-ip-10-233-31-227.ec2.internal.warc.gz	669,877,385	1,047	eng_Latn	eng_Latn	0.994999	eng_Latn	0.997397	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2298, 4542 ]	[ 3.25 ]	1	7
Monthly Newsletter Welcome! ! We are announcing the grand unveiling of our new web site/search engine designed for high school students. www.Infotrek.info Check out our animated video below! You Tube: http://youtu.be/N9OXhmynem4 Vimeo: https://vimeo.com/101749012 Students can search the main categories, which include the following: * Science, Technology and Math * Biographies * Arts and Recreation * Literature and Language Arts * Social Studies, Geography, and History * Quotations * Health, Nutrition, Medicine and Disease * Images, Audio and Video Clips * Languages The power of Infotrek is the search engine: 1) Students can type in their own keywords and high school level results will be displayed. 2) Students can click on a topic such as "Earth Science" and an extensive list of earth science topics will be displayed. Then, the student would click on a specific topic and it is entered automatically in the search box. As always, Infotrek and our other sites only access resources that have been recommended by teachers and librarians and reviewed by us. Send us your feedback! Welcome to the students, teachers, and librarians of Vancouver, British Columbia We're happy you are using Infotopia.info, Infotrek.info and Kidtopia.info for your research needs! Are You Looking for Resources on Landforms? Our newly updated resources page on landforms consists of twelve carefully selected web sites, which include videos from WatchKnowLearn, interactive lessons, definitions, pictures, maps of world locations, quizzes, anagrams, a PowerPoint presentation, a slide show, songs about Landforms, and even a game called Landform Detective. As you know, information about landforms is difficult to find in one place. Hopefully, this will help with your class objectives on landforms. http://www.infotopia.info/landforms.html http://www.powtoon.com/ Have you or your students tried PowToon yet? It is easy to use and the results are quite professional looking. You can easily animate a presentation (with audio) for free using Powtoon, and then upload it to YouTube or download to your computer. It is quite intuitive and doesn't require professional skills to use. There are one-minute online tutorials that teach you how to use it! (It's that easy!) New "How-To" Animated Videos for many subjects, including science fair projects, how to perform keyword searches, and more. Send us your requests! Infotopia Newsletter \ Our blog can now be found at www.infotopiaworld.com. Recent Posts include: * How to Find Free eBooks and Audiobooks * How to Borrow Free eBooks and Audiobooks * Free Children's eBooks, Online Books, and Audiobooks * Google Search Operators vs. Boolean Searching * Summer Reading Ideas Presentations for Students: * How and Why to Cite Your Resources * It's a Jungle Out There (How to Distinguish Good from Bad Web Sites) Sign up and you will receive updates via email. 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If you want to subscribe to our Infotopia newsletters, just send us an email. firstname.lastname@example.org Dr. Michael Bell and Carole Bell (Retired) Librarians/Teachers http://www.infotopia.info http://www.kidtopia.info http://www.infotrek.info http://www.teachertopia.info http://www.librarytopia.info http://www.academicindex.net As you know, our web sites/search engines are free. To help support us, please "share," "tweet about," or "like" our web sites. Follow our blog by email at: http://www.infotopiaworld.com/ Find our newsletters and presentations at: http://www.infotopia.info/newsletter.html We appreciate your feedback! Carole and Mike Bell August Events National Inventors' Month http://www.infotopia.info/inventions.html Get Ready for Kindergarten Month http://www.coolmath.com/parents/getready.htm All August Events http://www.surfnetkids.com/calendar/august/ http://www.infotopiaworld.com/2014/07/part-iii-how-to-find-free-childrens.html Help! We are working on a number of new resource pages and we need to know if your schools/school districts allow students to access embedded videos from YouTube or Vimeo on a web site. Could you complete this brief (one question) survey for us? Thanks in advance for your help! Just click on the link below. http://bit.ly/WIriy0	<urn:uuid:b5a3929a-09d4-4f7f-982c-1bf39bed288c>	CC-MAIN-2017-13	http://www.infotopia.info/newsletters/August_Infotopia_2014.pdf	2017-03-27T10:45:40Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00228-ip-10-233-31-227.ec2.internal.warc.gz	547,117,548	1,148	eng_Latn	eng_Latn	0.995638	eng_Latn	0.996154	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2426, 4989 ]	[ 2.3125 ]	2	0
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.	<urn:uuid:b8b687f7-c0f3-47ad-8605-7a4a00b0ea1e>	CC-MAIN-2017-13	http://www.sita.com.au/media/media_releases/150722_MEDIA_RELEASE__Pakenham_Girl_Guides.pdf	2017-03-27T10:50:31Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz	713,456,392	609	eng_Latn	eng_Latn	0.997	eng_Latn	0.997	[ "eng_Latn" ]	false	docling	[ 3102 ]	[ 2.015625 ]	1	4
Summary of Adverse Health Effects of Noise Pollution Prepared by Louis Hagler, MD Based on the World Health Organization Guideline for Community Noise (See: http://www.who.int/docstore/peh/noise/guidelines2.html for complete report) As the population grows, there is increasing exposure to noise pollution, which has profound public health implications. Noise pollution creates a need for action at the local level, as well as for improved legislation and management. Urban noise pollution produces direct and cumulative adverse health effects by degrading residential, social, working, and learning environments with corresponding real (economic) and intangible (well-being) losses. The World Health Organization has documented seven categories of adverse health effects of noise pollution on humans. 1. Hearing Impairment: Hearing damage is related to duration and intensity of noise exposure and occurs at levels of 80 dB or greater, which is equivalent to the noise of heavy truck traffic. Children seem to be more vulnerable than adults. 2. Interference with Spoken Communication: Noise pollution interferes with the ability to comprehend normal speech and may lead to a number of personal disabilities, handicaps, and behavioral changes. These include problems with concentration, fatigue, uncertainty, lack of self confidence, irritation, misunderstandings, decreased working capacity, disturbed interpersonal relationships, and stress reactions. 3. Sleep Disturbances: Uninterrupted sleep is known to be a prerequisite for good physiological and mental functioning in healthy persons. Noise pollution is a major cause of sleep disturbances. Apart from various effects on sleep itself, noise pollution during sleep causes increased blood pressure, increased heart rate, increased pulse amplitude, vasoconstriction, cardiac arrhythmias, and increased body movement. These effects do not decrease over time. Secondary effects include fatigue, depressed mood and well-being, and decreased performance. Combinations of noise and vibration have a significant detrimental effect on health, even at low sound pressure levels. 4. Cardiovascular Disturbances: A growing body of evidence suggests that noise pollution may be a risk factor for cardiovascular disease. Acute exposure to noise activates nervous and hormonal responses, leading to increased blood pressure and heart rate and to vasoconstriction. If the exposure is of sufficient intensity, there is an increase in heart rate and peripheral resistance; an increase in blood pressure, and increased levels of stress hormones (epinephrine, norepinephrine, and cortisol). 5. Disturbances in Mental Health: Noise pollution is not believed to be a cause of mental illness, but it is assumed to accelerate and intensify the development of latent mental disorders. Noise pollution may cause or contribute to the following adverse effects: anxiety, stress, nervousness, nausea, headache, emotional instability, argumentativeness, sexual impotence, changes in mood, increase in social conflicts, neurosis, hysteria, and psychosis. Children, the elderly, and those with underlying depression are particularly susceptible to these effects. 6. Impaired Task Performance: The effects of noise pollution on task performance have been well-studied. Noise pollution impairs task performance, increases errors, and decreases motivation. Reading attention, problem solving, and memory are most strongly affected by noise. Noise produces negative after-effects on performance, particularly in children; it appears that the longer the exposure, the greater the damage. 7. Negative Social Behavior and Annoyance Reactions: Annoyance is defined as a feeling of displeasure associated with any agent or condition believed by an individual to adversely affect him or her. Annoyance increases significantly when noise is accompanied by vibration or by low frequency components. The term annoyance does not begin to cover the wide range of negative reactions associated with noise pollution; these include anger, disappointment, dissatisfaction, withdrawal, helplessness, depression, anxiety, distraction, agitation, or exhaustion. Social and behavioral effects are complex, subtle, and indirect. These effects include changes in everyday behavior (closing windows and doors to eliminate outside noises), changes in social behavior (aggressiveness or disengagement), and changes in social indicators (residential mobility, hospital admissions, drug consumption, and accident rates), and changes in mood (increased reports of depression). Noise above 80 dB is consistently associated with decreased helping behavior and increased aggressiveness. Effects of Multiple Sources of Noise Pollution: Most environments contain a combination of sounds from more than one source (e.g., trains, boom-box cars, car horns and alarms, and heavy trucks). Adverse health effects are related to total noise exposure from all sources. In residential populations, combined sources of noise pollution will lead to a combination of adverse effects, such as sleep disturbances; cardiovascular disturbances; interference at work, school, and home; and annoyance; among others. Groups Vulnerable to the Effects of Noise Pollution: Although everyone may be adversely affected by noise pollution, groups that are particularly vulnerable include infants, children, those with mental or physical illnesses, and the elderly. Because children are particularly vulnerable to noise induced abnormalities, they need special protection. Conclusions and Recommendations: The adverse health effects of noise pollution are numerous, pervasive, persistent, and medically and socially significant. These adverse effects represent a significant public health problem that can lead to social handicaps, reduced productivity, impaired learning, absenteeism, increased drug use, and accidents. The aim of enlightened governmental controls should be to protect the population from these adverse effects of noise.	<urn:uuid:ff84439b-a391-4865-92a2-5b9fc8c08138>	CC-MAIN-2017-13	http://noiseoff.org/document/who.summary.pdf	2017-03-27T10:37:50Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz	268,970,259	1,094	eng_Latn	eng_Latn	0.995958	eng_Latn	0.996213	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3074, 6012 ]	[ 2.4375 ]	1	4
Tibet Oral History Project Interview #15M – Tsondue Gyaltsen April 7, 2010 The Tibet Oral History Project serves as a repository for the memories, opinions and ideas of elderly Tibetan refugees. The oral history process records the words spoken by interviewees in response to questions from an interviewer. The interviewees' statements should not be considered verified or complete accounts of events and the Tibet Oral History Project expressly disclaims any liability for the inaccuracy of any information provided by the interviewees. The interviewees' statements do not necessarily represent the views of the Tibet Oral History Project or any of its officers, contractors or volunteers. This translation and transcript is provided for individual research purposes only. For all other uses, including publication, reproduction and quotation beyond fair use, permission must be obtained in writing from: Tibet Oral History Project, P.O. Box 6464, Moraga, CA 94570-6464, United States. Copyright © 2012 Tibet Oral History Project TIBET ORAL HISTORY PROJECT www.TibetOralHistory.org INTERVIEW SUMMARY SHEET 1. Interview Number: #15M 2. Interviewee: Tsondue Gyaltsen 3. Age: 74 4. Date of Birth: 1936 5. Sex: Male 6. Birthplace: Digung 7. Province: Utsang 8. Year of leaving Tibet: 1959 9. Date of Interview: April 7, 2010 10. Place of Interview: Home for the Aged, Doeguling Settlement, Mundgod, Karwar District, Karnataka, India 11. Length of Interview: 1 hr 51 min 12. Interviewer: Marcella Adamski 13. Interpreter: Namgyal Tsering 14. Videographer: Pema Tashi 15. Translator: Tenzin Yangchen Biographical Information: Tsondue Gyaltsen's birthplace Digung Thashoe was a distance of three to four hours by vehicle from Lhasa. The most unique part of his village was that it was surrounded by a fence with gates in the east and west. His family was engaged in farming and paid taxes to the Digung Monastery and the Tibetan government based on the family's wealth. He elaborates on the two types of taxes and how they were paid. Tsondue Gyaltsen describes the monks called tsam-pa 'meditators' and their role in the life of the local villagers. Tsondue Gyaltsen became a monk at the age of 13 and joined Gaden Monastery near Lhasa. He provides a vivid description of an epidemic which claimed the lives of many young people, including a large number of monks. He was able to escape death during the epidemic as a result of an unusual remedy provided by his teacher. Tsondue Gyaltsen explains in length about the death ritual of chadhor in which dead bodies were dissected and fed to the vultures. This was the preferred method of burial except in the case of death by disease when bodies were buried instead of sky burial during the epidemic. Tsondue Gyaltsen witnessed the bombing of Lhasa by the Chinese in 1959. He wanted to join the Chushi Gangdrug [Defend Tibet Volunteer Force] but was too late and escaped into India. Topics Discussed: Taxes, monastic life, religious festivals, customs/traditions. TIBET ORAL HISTORY PROJECT www.TibetOralHistory.org Interview #15M Interviewee: Tsondue Gyaltsen Age: 74, Sex: Male Interviewer: Marcella Adamski Interview Date: April 7, 2010 Question: Pa-la 'respectful term for father,' please tell us your name. 00.00.17 Interviewee #15M: Tsondue Gyaltsen. Q: His Holiness the Dalai Lama asked us to record your experiences, so that we can share your memories with many generations of Tibetans, the Chinese and the rest of the world. Your memories will help us to document the true history, culture and beliefs of the Tibetan people. Do you give your permission for the Tibet Oral History Project to use this interview? #15M: Yes. Q: Thank you for offering to share your story with us. 00:01:18 #15M: [Nods] Q: During this interview if you wish to take a break or stop at anytime, please let me know. #15M: Okay. Q: If you do not wish to answer a question or talk about something, let me know. 00:01:45 #15M: Okay. Q: If this interview were shown in Tibet or China, would this be a problem for you? #15M: I have relatives in Tibet but I do not have any relations with them. Q: Would there be any problems? 00:02:15 #15M: There will be no problems. I do have relatives but we do not have any relations. Since coming here in '59, I have never gone back [to Tibet]. If one went back after coming here, there might be contact. However, I do not have such contacts. Q: We are honored to record your story and appreciate your participation in this project. 00:02:52 #15M: Okay. Q: Pa-la, tell me a little bit about where you were born? #15M: I was born in Tibet near Meto Gongkar. Q: Where is Meto Gongkar? 00:03:18 #15M: Meto Gongkar is in the central part [of Tibet]. It's at a distance of three to four hours from Lhasa. Q: Walking or on horse-back? #15M: In a vehicle. Q: Were there vehicles then? 00:03:32 #15M: There were vehicles then. There were no vehicles before the arrival of the Chinese, but after the Chinese came, there were. Q: What did you say? #15M: There were no [vehicles] before the Chinese arrived in Tibet. After the Chinese arrived in Tibet, there were vehicles. Q: How many people were in your village? How many families? 00:04:08 #15M: Our district was Meto Gongkar. My home was in Digung Thashoe. Q: How many families were there? #15M: There were about 70-80 families. Q: So this was a big community. 00:04:36 #15M: It was big. There was a boundary wall surrounding the homes and gates in the east and west. There was no other entrance except through the two gates. Right in the center was a big palace, which was the original monastery of Digung [Kagyu sect of Tibetan Buddhism]. I heard that when the Chinese arrived, they destroyed the whole thing. Q: Was it unusual for a village to have a fence around it? #15M: There was a fence around it with gates in the east and west. Nobody could enter except through the gates. In the early times, the gates would be shut but later they were not closed. In the center was an open space which was laid with stones. Q: Was the fence around the whole village or just in… 00:06:04 #15M: [Interrupts] The animals were tethered on the stones during winter. [Question is repeated.] #15M: The whole village was surrounded. Q: The fence was around the whole village. What was the fence made of? 00:06:36 #15M: It was made of stones. Q: Like a stone wall? #15M: Yes, it was built of stones. Q: Was it plastered with clay? 00:06:49 #15M: Yes, it was plastered with clay. Q: How high was it? #15M: It was about four-stories high. Q: Four stories? Could you estimate a measurement? 00:07:03 #15M: You can estimate that [points to wall of the room] as one storey and so on. [Interpreter describes as three men's height.] Q: Three men's height? Okay, so say six foot times three is 18 feet. What was the purpose of this wall? #15M: The purpose of building this wall was because that was the place where the original Digung Monastery of the Kagyu sect was established. It was said to have been established by Choepa Rinpoche. Q: In your home, how many people lived in your home? 00:08:19 #15M: There were my mother, my mother's younger sister, her four children—two sons and two daughters—and my mother's two sons and two daughters. My father… Q: Your mother's sister lived in your house? #15M: Yes, she did. There was one father and two mothers who were sisters. Q: Were you the son of the first mother or the second mother? 00:09:37 #15M: I was the child of the first mother. Q: Were the mothers equally liked in the home by the father? #15M: They were not treated differently. Q: What kind of work did his father do? 00:10:13 #15M: My father took the responsibility of the fields and any work outside the home. Q: What else did he do besides field work? #15M: [He did the] field works as well as paid taxes to the Digung Labrang [residence of a grand lama] and the government. There were two types of taxes called external tax and internal tax. The external tax was paid to the government and the internal tax was paid to the Digung Labrang. There were two Digung kyabgon 'high lama' in the Digung Labrang called senior kyabgon and junior kyabgon. Q: Why did you have to pay tax to the monastery? 00:10:58 #15M: Because the monastery was our leader. Q: Were the taxes affordable? Could the family afford the taxes to the monastery and the government? #15M: The tax to the Digung Labrang was separate. The Digung Labrang owned a farm which had to be cultivated and after the harvest, the proceeds must be offered to the Digung Labrang. Q: What was grown in the fields? 00:12:07 #15M: Barley was grown. Q: What was the tax that you paid to the Tibetan government? #15M: There was transportation service and charcoal that needed to be given to the Tibetan government. The weather was extremely cold in winter and there was plenty of wood in our region. So we had to prepare charcoal and deliver it at long distances. Q: How did you prepare coal? 00:12:47 #15M: We prepared coal by burning wood. Q: Then you delivered this to the Tibetan government as tax? #15M: Yes. Q: Where did you work to earn food for you to keep? 00:14:04 #15M: A school was started for the very small children of the village to teach them Tibetan. Another [school] was started for the older children. They were taught the…, so that they could turn out to be… Q: Pa-la, you said that you did some farming of some land and gave the proceeds to the monastery and then you burned wood to make charcoal and gave that to the government, but when did you have time to work, so that your family could keep the food and the labor? #15M: The government had given land for the families to earn their livelihood. We earned from that. Q: The government had provided land. 00:15:31 #15M: Yes, the government had provided us land. Q: You could [utilize] that land. #15M: Yes, we could. The area of land depended upon the amount of taxes one paid. Q: So that in addition to the land that you cultivated for the monastery, the government gave you some land and you cultivated that? [Interpreter to interviewer]: Paid tax accordingly and had a little bit of lands to cultivate. Q: Pa-la, your father worked on the lands. What did your mother do? 00:16:29 #15M: My mother prepared food for those that worked outside [in the fields] and the children. She managed the home. Q: Was the monastery the center of village life and how was that? How was monastery the center? #15M: We visited the monastery on auspicious days and made offerings to the monastery. Q: And what about the monastery to the village? 00:17:27 #15M: There was no other… Q: [Interrupts] Didn't the monastery do anything beneficial for the village? #15M: If there was no rain during summer, the monastery performed the "rain ceremony." Q: Did the monks ever work in the fields? 00:18:23 #15M: [Shakes head] The monks did not do field work. Q: Did they just spend their time in prayers? #15M: Yes, they spent their time in prayers. Q: Were the people accepting of the taxes or was there any other feelings besides acceptance? 00:18:55 #15M: There were various degrees of taxes. Taxes were very high for the wealthy families. Some trelkhang 'high tax payers' were obliged to two regiments. They had to send men to the Drapchi Regiment and Kusung Regiment [different divisions in the Tibetan army]. Q: Why did they have to go to the army? #15M: They had to send men to the army and bear the cost of their food and clothing. Q: What about the lower taxes? 00:19:41 #15M: The lower tax payers were not obliged to send men to the army. At the same time, they had less area of land [for cultivation]. Q: The higher tax payers owned more land… #15M: The higher tax payers were obliged to send their men or substitutes to the army. Q: Did the people feel this was fair? 00:20:31 #15M: There was no feeling of dejection or anything like that because the more taxes you paid, the richer you were. Q: I asked the question because later the Chinese often said the people were oppressed by the government and by the monasteries and forced to pay taxes. So I am enquiring pa-la, whether this was so. Did the people feel oppressed as the Chinese said they did? #15M: They were lying. Q: This monastery in the middle of your village, the Digung Monastery, had it been there for many years, many centuries? Was it an old monastery? 00:22:26 #15M: I have no knowledge about that. Q: But it was there when your father was born? #15M: Yes, it was. Q: How many years earlier to that, can you make a guess, was it there? 00:22:52 #15M: If I make a guess, I suppose it was about 10-15 generations [old]. Q: How many monks lived in the monastery? #15M: In the Digung Monastery in my village, there were only about 30 monks. Q: That's not too big. 00:23:32 #15M: It was considered the main monastery of Digung. It was considered the original establishment. There were two Digung kyabgon and if [one of the] lamas passed away, the funeral rituals were performed here and if the lama reincarnated, his enthronement ceremony happened in this very region. Q: The lama who was the head of the monastery, when he was alive, was this very special person, a reincarnation person? [Interpreter to interviewer]: He was a reincarnation person. Q: He was a reincarnated lama. He was the reincarnation of which person? #15M: I do not know how many reincarnations had been born. The Digung Monastery in my village had 30 monks. There were two other Digung [Monasteries] called Digung Yaraga and Digung Thay. The Digung Thay consisted of two tsam-pa 'meditators' divisions. [The tsam-pa are those that have] matted hair on their heads. They have matted hair on their heads and they are called tsam-pa. Q: Were they monks? 00:25:25 #15M: Yes, they were monks with [touches hands upon head]. Q: Why did they have that? #15M: They were tsam-pa and went into retreat. There were two such divisions and a monk division. These divisions consisted of a population of 300 monks. The Digung kyabgon lived at Digung Yaraga. There were over 500 monks at this monastery. Q: How many tsam-pa were there [at Digung Thay Monastery]? 00:26:20 #15M: There were about 100 monks and 200 tsam-pa. There were two divisions of tsam-pa called tsam-pa east and tsam-pa west. Q: Were some monks, they stayed in meditation for long? #15M: There were some who sat in retreat for a year and some for three years. Q: Where would they be in this meditation? 00:27:13 #15M: Each one had a separate room and a courtyard. The monastery provided them with tea and water. In order to get water [inside the cells], there was a stone with a groove outside. A water container was placed inside [the cell]. When [someone] came to provide water, he knocked on the window and said, "Solchu 'honorific term for water'" and the lid of the water container was opened. Water was poured onto the groove in the stone. Water was brought and poured onto the stone groove. Q: Was the same thing done in the case of tea? #15M: Water was poured on the stone groove and [it filled] the water container inside. Q: So these meditating monks, they were in rooms? [Interpreter to interviewer]: There were separate rooms for them, very silent and no one is allowed to enter. Q: Was this Digung sect specially known for meditation? 00:28:43 #15M: These tsam-pa were very renowned. There was one lama called Gelong Angor Rinpoche. He was supposed to have a [letter] "A" on his foot. The "A" was formed naturally on his foot. He was poor. There were many people who approached him for divinations. He'd say, "Just wait. I will offer you food." and he would travel in the air to Lhasa and bring back steaming hot momo 'dumplings.' This was a story that used to be told. Q: Was he alive at the time that pa-la was? He was living at the same time? #15M: [Speaks without listening to question] He was showing miracles. [Question is repeated.] 00:30:32 #15M: I have seen him. The reason I could see him was because I have an uncle who was a tsam-pa and he became blind. I used to accompany him on circumambulation and assist him. When he sat in retreat, I used to cook for him and serve him food, as he meditated. Q: Was he your relative? #15M: Yes, he was a relative. Q: How was he your relative? 00:31:04 #15M: He was a relative from my father's side. I lived for about two years at the monastery. Q: How old were you when you did that, pa-la? #15M: I was 9 years old at that time. Q: You entered the monastery? When did you become a monk? What year? 00:32:01 #15M: I lived there for nine [?] years. During the nine years, there were two teachers that taught me. One was a lame monk who did not beat me much. The other teacher beat me a lot. I would have to fill out my cheek [with air] and he hit it with a bamboo stick. Q: Pa-la, when did you go to the monastery from your home first? #15M: When my uncle, the tsam-pa, passed away, [I] returned home. [My parents] said, "We need someone in the house who understands the taxes. You should not [continue to be] a monk. We will keep you at home." I told them that I did not wish to stay home and at the age of 13, I became a monk. Q: So you became a monk at age 13. 00:33:28 #15M: Yes, at Gaden [Monastery]. Q: You were a monk from 9 to 13? #15M: I left [home] to become a monk at age 13. Q: So from 9-13 you stayed at home? 00:34:05 #15M: Yes. [At age 13] I went to the monastery. [Interviewer to interpreter]: But before 9, he helped his uncle. Was that in the monastery? [Interpreter to interviewer]: At the meditation monastery. [Interviewer to interpreter]: When did he go, like 6 years old or something? When did he go to his uncle? Q: How old were you when you went to help your blind uncle? #15M: I was 9 years old then. Q: Were you there for two years? 00:34:47 #15M: I was there until I was 10. Q: Then you returned home. #15M: From there, I returned home and stayed for two years, until I was 12. Q: When you left for the monastery, why did you want to go to the monastery instead of staying at home and write family business? 00:35:22 #15M: I wished to become a monk and practice the dharma. So I became a monk. The teacher taught me the scriptures very well. I was very sharp at that time. I could memorize two long pages and two short pages of the scriptures [at a time]. Then I would be taught khalap. Q: What's khalap? #15M: Khalap is oral teaching, which one must keep in mind. I could recite the whole thing by memory to my teacher. My teacher did not beat me. However, I was very naughty. In the evening the teacher would take a test and then give me tsampa 'flour made from roasted barley' mixed with cheese and butter. After the test, he would give me that and tell me to go to sleep. In the cold of winter, I would be clad only in the thonga 'monks' sleeveless shirt' and not the zen 'shawl-like upper garment' and made to recite the scriptures. Q: So for how long you were given very little clothing and it was cold and it was better to study that way? Is that what you are saying? 00:38:28 #15M: It was said that if one was clad in warm clothing, he would feel the warmth and not study. He would fall asleep. If one was cold, he would not sleep. Q: Would it be in the monastery that he was then kept kind of cool, not too warm? #15M: It was in the monastery. Q: Which monastery was it? 00:39:02 #15M: At Gaden. [Interviewer to interpreter]: So he joined that monastery and not the one in his village? [Interpreter to interviewer]: Not in his village. Q: Ah, he went to Gaden. Did he have a room of his own? Was he in with other students? 00:39:23 #15M: [I] was not kept inside the room. [I] sat in the courtyard. Q: So you sat on the verandah and studied. And how many days did you do that? #15M: I did that for five to six years. Then in one year, there was an epidemic in Lhasa including in Sera, Drepung and Gaden [monasteries] and many young monks died. Many died in Lhasa and it was said that dogs were dragging [the bodies] in the streets. Q: So there was an epidemic or a plague. How old was pa-la at that time? 00:41:07 #15M: [Speaks before question is interpreted] When this epidemic occurred, all the younger people died. All the hair on the head fell off. I developed boils in my eyes and could not open them. Chang 'home-brewed beer' was brought from my teacher's home, which was located below the mountain pass. He mixed musk in the chang and gave it to me. The dormitories of the monks were like this [makes a circular motion and points to the middle] and right there was the courtyard. Every young monk of my age in those dormitories died. I was the only one who became well. I was cured because of the musk. Q: Does he see people dying or he hears of it? #15M: I saw it myself. Q: Did the monks in the monastery get this illness? 00:42:58 #15M: Yes, many died in Sera and the same occurred in Drepung as well as in Gaden. It was all the younger ones that died. Since it was a bad disease, chadhor could not be performed. Q: What is chadhor? #15M: Chadhor 'sky burial ritual' could not be offered to the birds. Since it was a bad disease, [the bodies] needed to be buried. Q: Did they have a name for this disease? 00:43:53 #15M: The epidemic was in three types. One was the hair fall; the other was fever and then the boils. The boils occurred in the eyes. There was this injection that used to be given here [points to left arm]. Q: Was there injections in Tibet? #15M: A tiny cut was made in the flesh here [points to left arm] and [to the interpreter] do you know the khambu gamzik? Q: What's that? 00:44:28 #15M: The inner core of the apricot was broken and medicine was filled in the hollow part. This was tied on it [points where the cut was made on the arm] and bandaged with a cloth. A week later it was untied and pus would have formed there. Q: Were the boils under the arms here? #15M: There were boils. They were called lhandum Q: Were did the boils occur, on the arms or the face? . 00:45:54 #15M: It occurred on the face as well as on the arms. Q: The name, it sounds like, the name is the bubonic plague. Small-pox? Maybe small-pox. #15M: Those who were not afflicted [by the illness] abstained from having contact with the afflicted. They were isolated. When the boils healed, they formed depressions in the flesh. Q: I think that's probably small-pox, with the hole. It's terrible. If you went to the monastery and you were 13, so this had to be in, somewhere 1949-1950-1951. 00:47:15 #15M: I think I was around 15 years old at that time. Since it was a bad disease [the bodies] had to be buried and it used to be said that there was no space left to bury [the dead]. Q: In your monastery in Gaden, how many people died roughly? What percentage? #15M: Perhaps a thousand. Q: And Gaden had how many thousands then? 00:48:11 #15M: The average figure of Gaden was 3,300 monks. However, there were more than 3,300. Q: If there were 3,300 there, 1,000 of them died; so one in three people. #15M: Yes, that is right. Q: Do they know what caused this illness? Do they… 00:48:40 #15M: [Interrupts] It did not affect the older ones. [Question is repeated.] #15M: Much later, after the epidemic had ended, it was said that the epidemic was brought by a nun. The nun was the cause of the epidemic. It was then said that she had gone away beyond the mountain pass. Q: How did she get it? 00:49:08 #15M: The disease was brought… Q: …by the nun? #15M: Yes. Q: Why did they think a nun brought it? 00:49:31 #15M: It was said that the nun had brought the illness and it spread. Q: Where did the nun get the disease from? #15M: I do not know how she got the disease. [Smiles] Q: Had she been traveling outside of Tibet? 00:50:07 #15M: The nun was said to be staying in the monastery. Then many young people became sick and died. After the illness ended, it was said that the nun had left the monastery. That's what was said. Q: Why was the nun staying in a monastery? #15M: I do not know about that. Q: Was there any inoculation? Did any outside people come to give them shots or needles for protection? 00:51:14 #15M: Such things were very rare. If there were doctors present in the monastery, they would be consulted. Good doctors were found in Lhasa. So for analysis of urine [of a sick person], it was filled in the horn of yak, covered and taken to Lhasa on horseback to the doctors there. Then they diagnosed the illness and provided medicines. Q: Did they find any medicine that was effective or did the epidemic just go away slowly? #15M: Very good medicines were available. There were doctors in Lhasa at Tengayling and Chakpori. Q: Really, the medicine helped cure people? [Interpreter to interviewer]: Yes, it helped cure people because the two main doctors, according to their prescription, medicines were required. Q: Good. So every monastery, Drepung had it, Sera had it and Gaden, everybody? Three monasteries had this epidemic? [Interpreter to interviewer]: Yeah, all the monasteries had it. Even they had it in Lhasa. Q: Even the city of Lhasa? 00:53:17 #15M: Yes. Monks of the three monasteries of Sera, Drepung and Gaden assembled in Lhasa for the Monlam Chenmo 'Great Prayer Festival.' After the assembly got over, there were dhodi constructed about this height [gestures off camera] and another one higher than this and then a third one. There were three such dhodi. Medicine dispensers sat on the dhodi. The medicines were in [pouches made of] woolen cloth and a piece of paper attached to it. The names of the medicines were attached to the medicine pouch. After checking the pulse, the doctor [gave the prescription] and the dispenser took the medicine out of the pouches. Q: And did it bring the epidemic to a close? [Interpreter to interviewer]: …close and they were checked and then medicine was distributed. Stalls were made for the medicines. [Interviewer to interpreter]: A medicine stall was held in Lhasa to give out medicine. [Interpreter to interviewer]: …during the Monlam period.] Q: When is the Monlam period? #15M: The Monlam's duration is 21 days. Q: In what month? 00:54:59 #15M: It started on the 4 th day of the 1 st Tibetan lunar month. On the 15 th day chonga choepa '15 th day offering' was celebrated, thogya 'pyramid-shaped offerings' took place on the 16 th and jampa dhende 'bringing out of the statue of Jetsun Jampa Gonpo' was celebrated on the 17 th day. Q: Was the medicine given out freely or did people have to buy it? #15M: The medicine was free. One did not have to pay for it. Q: Can you remember what the medicine looked like? 00:55:51 #15M: They were in the form of pills as well as powder. They were Tibetan medicines. It was similar to the medicine that is dispensed at the Mentsekhang [Tibetan Medical Center] here. Q: You said that when the epidemic broke out, the people were dying so fast that their bodies were in the streets in Lhasa? #15M: It used to be said that the dogs were dragging [the bodies]. It came to be said that there was no space left at the Sera Shar cemetery. [The bodies] needed to be buried at the cemetery as only [dead bodies of] people [who died] without bad diseases could be offered to the birds. There was the thomdhen who conducted the chadhor [shows cutting motion with hands]. Chadhor was conducted and [the bodies] offered to the birds. [Those bodies] which did not have bad diseases were given to the birds. Q: Did people think this was any kind of an omen or punishment or anything? What was the attitude about why this was afflicting the population? 00:58:10 #15M: When the epidemic was present, [healthy people] did not have contact with those that had contracted the disease. They remained within their rooms and did not venture where the disease was since the epidemic was infectious. Q: When they had to take them out of town, did they bury people or cremate the bodies? You said there was no room in town, in the village—no room left. So you took the bodies outside. Did they burn them, cremate them or did they bury the bodies? 00:59:22 #15M: They might have buried them close to each other. Q: Pa-la, how long did this last? Like a month or one week or how long were people sick before it went away? #15M: It might have been one month or two months. The epidemic came and [the number of sick] increased. Q: How many months did it take altogether? 01:00:14 #15M: About two months. Q: And the nun they said brought the disease, do you know what happened to her, pa-la? #15M: It was said that the nun left and the disease was at an end. Q: Just that when she left, there was no disease left. 01:00:54 #15M: Yes. Q: Does he believe it was the nun's fault for the disease? #15M: That's what people used to say. Q: Did you believe that to be true? 01:01:11 #15M: Yes, I thought that was true. I was sick myself. Look, there are windows in a row here [points around the interview room]. Let's take them as the monks' quarters. In each of these quarters lived a teacher and two or three students. So imagine how many would have died in a community hall like this. I was the only one who became well. If we take this hall as an example, I was the only one who survived. The rest died. How many would have died in the other houses! If we take these windows as the quarters, how many monk students were in each room! I was the only monk student in my quarters. My teacher's home was below the monastery. They brought chang from there and mixed it with latsi 'musk.' After drinking that, I became well. I was the only one who survived, while all those who were afflicted died. Q: From which animal do you get latsi? #15M: Latsi is derived from a wild animal called musk deer. Q: Was the latsi its waste matter or blood or what was it? 01:03:20 #15M: It was obtained from the genital of the male animal. Q: And did his teacher survive? #15M: He did not fall sick. He was older. Q: Pa-la, do you know after this epidemic, how many people died from the epidemic in Lhasa? 01:04:41 #15M: I think it was countless because there were more monks in Sera and Drepung than Gaden. [Imagine] how many would have died! Q: This epidemic happened when you were 15 years old and you had gone back to the monastery when you were 13. I just want to review. You studied meditation and scriptures for two years and then the epidemic came. #15: Then I became well and everything was good. [Interviewer to interpreter]: So what does he do next? He is the only student in his group, is that right, that survived? [Interpreter to interviewer]: Yes. Q: And then pa-la, what do you do next? 01:06:29 #15M: Generally if people died from diseases other than the epidemic, there were thomdhen who conducted the chadhor by cutting the flesh and feeding it to the birds. The birds arrived who also had their rules. One of the vultures flew, while all the rest of the birds sat bowing [bows head]. The leader of the vultures took a bite of the flesh and flew away. Then the rest of the [vultures] went to eat. Q: Was that later on because you said none of the people who died in the epidemic were given to the vultures, so we are talking about a later time now. [Interpreter to interviewer]: A later time. [Interviewer to interpreter]: How does he know about the sky burial so much? #15M: I have seen it with my eyes. There was a [sky burial] place at Digung Thay, which was considered very holy. It used to be said that not a day passed when a corpse was not brought there. There is a very holy cemetery in India called Siwatse Dhutoe. It was said that there is no difference between the Siwatse Dhutoe and the Digung Thay cemetery. Q: Does it mean that all the flesh gets eaten here? It was eaten by the birds? 01:09:23 #15M: After the birds had eaten [the flesh], only the bones were left behind. The bones were ground and mixed with tsampa; even the brain within the head was ground and mixed with tsampa and they were once again fed to the birds. Everything got eaten. There was nothing left behind. Q: This area was near you when you were a child or after you left the monastery? #15M: That area was called Digung Thay. That was the monastery where I told you I lived for two years. Q: During the two years near Gaden Monastery? [Interpreter to interviewer]: Not Gaden. [Interviewer to interpreter]: He was in Drepung? [Interpreter to interviewer]: He was in Gaden and not in Drepung. [Interviewer to interpreter]: What monastery did he go to? [Interpreter to interviewer]: He went to the Gaden Monastery but earlier, before when he was at the age of 9, or something like that, with uncle he stayed. [Interviewer to interpreter]: With his uncle, he stayed and then he saw the mountain. [Interpreter to interviewer]: Because nearby, the holy place was located. [Interviewer to interpreter]: Got it. I understand. So he saw it with his own eyes. 01:11:39 #15M: I am not relating anything more [than it actually happened]. I am not telling any lies. I am relating exactly what happened. Q: This is important information. Did people wish to have a sky burial? Is that their first choice or were there other kinds of burials that they wanted? #15M: If it [the death] was not from a bad disease, not an infectious disease like the one I told you about now, all those that did not have infectious diseases were fed to the birds. Q: You wanted us to know about the sky burial and my question was, did people prefer the sky burial or were there other forms of burial that they wanted? 01:12:51 #15M: When someone died, rituals were performed in the home. Then it [the body] was taken to the cemetery. Inviting monks to read prayers depended on the economic situation of the family, whether to invite monks from the main monastery or the datsang [section in a monastery]. Offerings were made [to the monks]. Q: Why was the sky burial the first choice? Why was it not buried or cremated? #15M: That was the tradition since long ago. Q: And what was the next option? 01:13:54 #15M: It was always given to the birds. Q: But if you didn't live near a mountain to do that, what other kind of burial could you have? #15M: [Speaks before question is interpreted] These days if someone dies, he is cremated at the cemetery. [I am] old and if [I] could go back to Tibet and die there in my country, I could have the chadhor. [I] would prefer that. Chadhor is preferred to burning. [Question is repeated.] 01:14:43 #15M: It would be taken there, wherever the [sky burial] cemetery was. The person who conducted the chadhor would be there. Q: So everybody who died in his village, do they have a sky burial? #15M: Yes. However, it was not everybody who performed the chadhor [makes cutting motion with hand]. There was one particular person who conducted it. Nobody else touched [the body]. Q: Pa-la, did you ever witness with your own eyes a sky burial? 01:16:03 #15M: I have seen it with my eyes. I told you that I stayed for two years at the meditation monastery at Digung Thay, where there were two tsam-pa Monasteries and a [regular] monastery. There used to be a chadhor held everyday at the cemetery. Q: Have you been to witness it? #15M: Yes, I have been to witness it. The vultures sat there and a person with a stick stood guard over them. The vultures sat thus [bends head and shoulders]. Then the leader of the vultures flew down. When the leader landed on the ground, all the vultures sat with bowed heads, just like humans do when they show respect to someone. Q: Did he see the body being dissected? Has he witnessed that? 01:17:32 #15M: [Speaks before question is interpreted] After they landed, their wings moved like this [moves hands up and down]. He [the leader of the vultures] took a bite from the dissected flesh and flew away. [Question is repeated.] #15M: Yes, I have witnessed that. Q: Do they start with any particular part of the body? 01:18:03 #15M: Yes, the person [who dissected the body] was called thomdhen. [Question is repeated.] #15M: He put on a different type of attire, meditated and then dissected with a knife. Q: Which part did he do first? 01:18:25 #15M: It was started from the upper part of the body. Q: And then did he cut straight down? #15M: No, the body was laid face down. Q: Did he cut straight down or sever the hands? 01:18:35 #15M: The hands were not severed. [Makes cutting motion with hand.] Q: Right down the middle? #15M: Right down the middle starting from the upper part. Q: And what happens to the head? 01:18:59 #15M: The head was ground. The brain was removed and mixed with tsampa. The bones were ground finely and mixed with tsampa and given to the vultures. There was nothing that was left behind. Everything was cleaned. That was what I witnessed. Q: What about the organs in the body, the heart, kidneys, lungs? #15M: It was cut here [indicates front portion of body] and [the organs] removed. They were fed to the birds along with the flesh. Q: How long does it take for the vultures to finish taking away a whole body? 01:20:35 #15M: It took about an hour. After all the bones were eaten, they flew away and slept on the rocky mountains, with their wings stretched out in the sun. Q: Does every village have a place where they take their bodies to be dissected for the vultures? #15M: Yes, they did. Q: And does every village have a man who does that work? 01:21:33 #15M: There was never any burial [underground]. As long as it [the death] was not from a bad disease, there never was any burial. It was considered bad to bury. It was considered good [for the body] to be given to the birds. [Question is repeated.] #15M: Yes, most villages had [a place for sky burial]. In some cases, if they did not have one, [the bodies] were brought on horses and yaks from distance of two or three days. Q: Do they do the feeding of the bodies in the spring, summer, winter, fall, all year long? 01:22:40 #15M: It was done throughout the seasons. It was done throughout. Q: What happens to the person's possessions, their earrings and things like that? What happens to them? #15M: Those were offered to the monasteries. They were offered to the monasteries and lamas. Q: Does the monastery keep those items? 01:23:34 #15M: Then they sold them. Q: And are the monks, do they have sky burials the same as lay people? #15M: Whether one was a monk or a lay person, it was the same. Q: Was it the same for women? 01:24:11 #15M: It was the same for women. Q: So before we heard about the sky burial, I was asking you when the epidemic was over, pala, in the monastery, what did you do next? #15M: I continued to be a monk. Q: What happened then? 01:24:48 #15M: I continued to be a monk and then I lived separately from my teacher. There are the monasteries called Gyuto, relocated in Dharamsala [Himachal Pradesh, India] and the Gyumey, relocated in Hunsur [Karnataka, India]. After completing his Geshe Degree 'Master in metaphysics,' my teacher left for Gyuto Monastery. And then my teacher was deputed as an abbot to a branch monastery of the Gyuto Monastery. I accompanied him as his steward. I was the steward to the abbot. Q: And where is this monastery located? #15M: The Gyuto Monastery was located in Lhasa. It was at Ramoche in Lhasa. Both the Gyuto and Gymey Monasteries are located at Ramoche. From there he had to go to a branch monastery of the Gyuto Monastery as an abbot. He took me along as his steward. Q: Does the teacher travel very much in a year? 01:27:38 #15M: Until he reached the monastery where he was deputed, he was provided a certificate by the government authorizing him to tax people for a horse for his travel and animals for the transportation of his belongings. When he produced the certificate from the government, he was escorted from one place to the next. He would receive a donkey, a horse, a yak or an ox to load his things. They [the tax payers] also brought him a horse to ride on. This was done from one point to the next. Q: And this special letter; is it from the Tibetan government or is it from…yeah, from the Tibetan government? #15M: It was a letter from the Tibetan government. Q: The epidemic is over and it's 1952. What happens between '52 and the next five years? What happens in his life? 01:29:59 #15M: I lived separately [from my teacher]. In autumn and during the time of cultivation, I went to work in the fields. During the sowing and harvesting seasons, I went home to help my parents in field work. Q: How old were you then? #15M: I was 23 years old when I escaped in 1959. Until then, I stayed at home and helped my parents. I did not stay relaxing at home on account of my being a monk. I helped my parents in the fields. I did not plow the lands, but pulled out the weeds from the fields of wheat, peas and barley. I helped them in whatever way they required. I did not sit relaxing at home just because I was a monk. [Interviewer to interpreter]: Was he still traveling with his teacher at that time? [Interpreter to interviewer]: No, no. He left the teacher and went back to the house. Q: How many years was he with the teacher? #15M: I was eight years with the teacher. Q: Eight years? From which year? You traveled with your teacher who became an abbot after you became well from the epidemic… #15M: Then I lived separately. I did not live with my teacher. When the teacher was leaving [for Gyuto Monastery] he could get other stewards but he preferred to take me, who was his student, with him. So I left with him. Q: After he took you with him, how many years did you stay with him? 01:32:39 #15M: [I] stayed about two years. And then I went back to the monastery. Q: Which monastery? Gaden? #15M: Yes, I went back to Gaden. His Holiness the Dalai Lama was holding the ceremony of offering of the Geshe tsenthak at the three monasteries of Sera, Drepung and Gaden. Q: What is Geshe tsenthak? 01:33:18 #15M: His Holiness the Dalai Lama had to make an offering for the Geshe 'Buddhist philosophy' Degree. Q: His Holiness had to make the offering. #15M: Yes, the offering had to be made. It was thukpa patsema 'specially-prepared rice' mixed with apricots, dates, grapes and liquid butter. That was thukpa patsema. [The monks] had huge bowls like this [joins palms together to form shape of bowl]. A ladleful [of thukpa patsema] was put into it and pressed down [shows action of ladle pressing down on the food in the bowl].Then another ladleful was poured onto that and again pressed down. And once more another ladleful was put on it. The bowl looked heaping. Q: What's in the thukpa? 01:34:54 #15M: There were dates, white grapes and apricots in it. Q: What else? #15M: Liquid butter. The butter from dri 'female yak' was used. Q: Were there rice or wheat in it? 01:35:24 #15M: It was [made of] rice. I was one of those who carried the thukpa in containers and served tea. Q: So that was the special ceremony. [Interpreter to interviewer]: He got the opportunity to come back to Gaden. Q: And then do you stay at the monastery there or what happens? #15M: My teacher told me that I must accompany him to the monastery, but my mother and grandmother arrived and said, "Times are very bad. Please do not go back [to the monastery with your teacher]. Stay [at home] or we might never get to see each other again." About 500 monks of Gaden had left to join the Chushi Gangdrug [Defend Tibet Volunteer Force]. There was a separate division called Gaden Division [in the Force]. I was not allowed to accompany my teacher. Had they sent me with my teacher, I would not be here. Q: What was the danger of going to the monastery? 01:37:33 #15M: Times were bad because there was a war looming over. Q: Did he join those monks [who went to fight]? #15M: I did not join the force. I became sick during the Monlam Festival and my mother and older sister came to see me. They asked me to come home. I lived at home and then [received a message which] said that monks should not stay in the villages but return to their monasteries. On my way back to the monastery, as I left the district [headquarters] of Meto Gongkar the next morning, Lhasa was being shelled by the Chinese. Lhasa was covered in smog and echoed with the sound "dhing, dhing." Q: You heard artillery. And then what happens next in your story? We're going to have to wrap up. 01:39:36 #15M: When the Chinese first appeared in Tibet, it was during the Monlam Festival in Lhasa that they first came to Lhasa. Q: What year was it? #15M: I do not know which year but it was during the Monlam Festival. Q: When did you first see [the Chinese]? 01:40:02 #15M: It was several years after I had become a monk. Then there was the battle at Sera [Monastery]. There was a monastery in Lhasa called Tsomoling and close to it a big road called Chanzesha which led to the Potala Palace. On one side of the road was the rented house where we stayed during the Great Monlam Festival in Lhasa. In the courtyard of this rented house was a small house in which lived a very high Chinese official and a woman. We were young monks then and used to play around and he complained to the older monks after which we got a beating on the head. Once it was night and the other monks had gone to attend the assembly, while I was alone [in the house]. The house where the Chinese official lived was in the courtyard and I could see a lamp burning. I peeped in and saw the Chinese official break four eggs and stir it. The woman was cutting some onions. I wanted to spite them. If I moved in front, they would have seen me. I took a handful of dust and waited. [They] fried the onion in the pan and then added the eggs. Just then I threw the dust in the pan and fled. Q: It sounds like it was your protest. We are going to have to wrap up now but it sounds like when you heard the shelling in the background, was that Lhasa being bombed? Was that 1959? 01:43:39 #15M: That was in the year 1959. Q: Do you know the month? #15M: It was in March. Q: Had His Holiness left at that time or not? 01:43:49 #15M: When the shelling was going on, His Holiness was there [in Lhasa]. Q: After Lhasa was attacked and occupied, how soon after that did you leave Tibet? #15M: It was on the 15 th or 16 th of March 1959 that I left the monastery. Then I went to escort a lama who belonged to my village. Q: Where? To Gaden? 01:44:55 #15M: No, he belonged to my village and needed to be escorted to India. When I reached home, I told my parents that I wanted to join the Chushi Gangdrug and fight. My father agreed, but my mother cried and pleaded with me not to go. She said we would never meet again. Q: Your mother would not give permission. #15M: [She] asked me not to go but I insisted that I wished to go. At that time there was no thought about going to India. I believed I would fight in the war and be back after that. I never thought that I would go to India. Q: Did you join the Chushi Gangdrug? 01:46:57 #15M: I did not join the Chushi Gangdrug. When we reached there, the Chushi Gangdrug had left for India. That was in the 4 th Tibetan lunar month. There was a double 6 th lunar month that year and we left during the last days of the second 6 th lunar month. They [the Chinese] had seized all the boats. We found one boat in which we managed to cross. We could not go to the villages to buy tsampa as the Chinese had arrived there. Had we gone there, we'd be captured by the Chinese. Q: Maybe we'll talk to you about that again, but right now we're going to wrap up for today. #15M: [Interrupts] I had a gun. It was a short-barrel English-made rifle. I had only five bullets. [Smiles] Q: Did you fire your gun? 01:48:39 #15M: I did a trial. I fired at a target but could not hit it. I had never used a gun before. Q: So you obeyed your grandmother and your teacher and you didn't join the Chushi Gangdrug but you tried to fire your gun somewhere and it didn't work. #15M: I tried the gun. [Smiles] Q: We're going to conclude our interview now and I want to thank you very much for your story. We have many more things to talk to you about and maybe we can do that another time but for today, I want to thank you for this very helpful interview. 01:50:01 #15M: Okay. Q: And if this interview was shown in Tiber or China, would this be a problem for you? #15M: There will be no problem for me because I am living here. There will be no problem. Q: Can we use your real name for this project? 01:50:32 #15M: Yes, you can. I have relatives in Tibet but there has been no contact between us. I had a relative who passed away on the 15 th of November 2002. [The relative] died from hypertension and diabetes. [The relative] visited Tibet twice but I have not been there since [I left]. 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Introduction to the School Power Naturally Solar Learning Lab™ Virtual Array Tour: Lesson II in the Series TEACHER INFORMATION LEARNING OUTCOME After experiencing the second of four routes through the Heliotronics SunViewer™ software application, students are able to interpret data from and cite environmental advantages of their school's solar array system. LESSON OVERVIEW In this lesson, students continue to investigate the components and functions of a solar array system, and enhance that learning through interpretation of data that helps them answer the question, why choose solar? GRADE-LEVEL APPROPRIATENESS This Level II and III lesson is appropriate as an introduction to solar energy for students in grades 5–12. MATERIALS A computer or computer lab that has Heliotronics SunViewer™ software installed and receiving data from a Heliotronics Feynman™ data logger Protractors Sufficient copies of Student Handouts One and Two SAFETY No safety precautions are necessary for this lesson. ADDITIONAL SUPPORT FOR TEACHERS There are 64 School Power Naturally (SPN) lessons available for downloading at www.SchoolPowerNaturally.org. Some of the lessons that would mesh well with this solar array tour are listed below, along with a brief description of content. (Note: In addition to this new lesson (lesson II), three other new lessons that are closely related to lesson II are described in the Teaching the Lesson section.) * SPN Lesson #2, Our Dependence on Fossil Fuels (Through a simulation, students become aware of their dependence on fossil fuels.) * SPN Lesson #3, To Go Solar or Not to Go Solar (Through participating in a role-play of a community meeting, students decide on the feasibility of photovoltaics as an alternative source of energy.) * SPN Lesson #5, Energy Resources: Where Are They and How Do We Get Them? (Students learn, through models and interpretive skills, the nature of various energy resources, how they form, and the science that allows them to be discovered and extracted.) * SPN Lesson #6, Energy Solutions: A Brochure (Students communicate to others the benefits of photovoltaic systems as an alternative source of energy, as evidenced by brochures they develop.) * SPN Lesson #8, The Absorption of Solar Energy (Students interact with a simplified model of photosynthesis that explores the relationship between energy transfer and the chemical reactions that produce energy-containing foods in green plants.) * SPN Lesson #10, Solar Energy in New York (Students decide if increasing the amount of energy from photovoltaic systems would be a wise investment in New York State.) * SPN Lesson #19, What Is pH and Why Is It Important? (After using pH paper to test liquids and soluble solids, researching acid deposition, and checking DAS emissionsavoidance data, students explain the comparative relationship of fossil fuels and PV systems to acid deposition.) * SPN Lesson #20, Using Environmental Models to Determine the Effect of Acid Rain on an Ecosystem (After completing a reading on acid precipitation and pH, and conducting small-scale investigations of the effect of acid on ecosystems, students predict the environmental effects of acid precipitation.) * SPN Lesson #21, An Environmental Puzzle: The Carbon Cycle (Through completing readings on our ultimate energy source and completing a carbon dioxide puzzle, students are able to describe the operation of the oxygen–carbon dioxide cycle and relate the use of alternative forms of energy to maintaining levels of oxygen and carbon dioxide in the atmosphere.) * SPN Lesson #30, Chemical Consequences of Burning Fossil Fuels (Students are introduced to the chemical consequences of burning fossil fuels, as they complete chemical reactions such as forming acids, and show that fossil fuel combustion produces acid-forming oxides.) * SPN Lesson #31, Avoiding Carbon Dioxide Emissions from Burning Fossil Fuels (After performing stoichiometric calculations for various alkanes that comprise fossil fuels and working with the emissions-avoidance component of the school's DAS system, students cite quantitative evidence showing how nonfossil fuel sources help to reduce air pollution created by carbon dioxide.) * SPN Lesson #36, Fossil Fuels (Part II), The Geology of Oil: Topographic Mapping, Crustal Deformation, Rock Porosity, and Environmental Pollution (As part of this lesson, students use emissions-avoidance data supplied by the school's DAS system to evaluate the environmental cost of our dependence on petroleum-derived energy.) * SPN Lesson #37, Fossil Fuels (Part III), The Geology of Coal: Interpreting Geologic History (As part of this lesson, students use emissions-avoidance data from the school's DAS system to calculate the environmental cost of coal energy.) * SPN Lesson #38, Temperature and the Tomato (Students are provided experiences that help them predict whether given sets of conditions are conducive to tomato growth. As part of this lesson, they also relate energy production in tomato plants to energy production in photovoltaic panels.) * SPN Lesson #39, Where Do Plants Get Their Food? (In this lesson about the historical development of the scientific method, students replicate van Helmont's classic experiment, and describe the role of light in plant growth.) * SPN Lesson #40, A Photosynthesis Timeline (Students are led to understand that van Helmont's work was limited by the thinking of society at the time and the equipment available to him. They see that even though his conclusion was incorrect, his approach to science and his experiment showing that plants do not obtain food from the soil were significant contributions to our understanding of photosynthesis.) * SPN Lesson #42, Permit Trading (Through a simulation that involves infusing renewable energy resources into the "mix" for electricity generation by employing a "renewable portfolio standard," students explain market-oriented regulation and its impact on the transition to alternative energy sources.) * SPN Lesson #44, Prospects for a Sustainable Energy Future (After exposure to the term sustainable as defined by Thomas B. Johansson and José Goldemberg, students are able to cite criteria that characterize a sustainable energy system. They also evaluate the degree of support for sustainability in the recommendations of Johansson and Goldemberg in Energy for Sustainable Development. * SPN Lesson #45, Heat Pollution and Communities (Students examine the issue of thermal pollution in the broad context of environmental impact, and distinguish between opinions and claims as opposed to facts and data. As part of this lesson, they also collect and compare data from their school's and other schools' DAS systems, citing differences in waste heat amounts for contrasting environments.) TEACHING THE LESSON This is the second in a series of three tour lessons that make use of the Heliotronics SunViewer™ software application. (A fourth lesson makes use of inquiry teaching and learning, using the online School Power Naturally database [SunViewer.net™] developed by Heliotronics. This database presents and archives data from your school's solar array and that of other participating schools throughout New York State.) The first lesson in the series features a virtual array tour that includes screen shots and commentary. In this, the second lesson, the software application is used to facilitate navigation through, and understanding of, the second of four pathways—"Why Choose Solar?"—which provides students their first look at data from an operational photovoltaic array and prompts them to see how their solar array is having a positive impact on the environment. The third lesson features pathways 3 and 4 and includes a projected set of images and pages that relate to data display. In the fourth lesson, such things as portions of the software application that display real time and stored operational data are explored. Lesson I usually is completed before lesson II is begun. In advance, run copies of the Student Handouts for the students in your classroom. In some portions of this lesson, the information provided for teachers suggests that the students expand their learning using the Internet. Typically, ideas have been offered for criteria to be entered into search engines. When dealing with more advanced students, the teacher may not want to provide the search criteria, but rather allow the students to come up with their own. Search criteria in this section are identified with the following font style: SEARCH CRITERIA. The third lesson in the series explores such things as portions of the software application that display real time and stored operational data. The pathways "What Is It Doing?" and "How Well Is It Working?" are included in this lesson. If you did not launch the Heliotronics SunViewer™ software application as part of the initial tour, do so now. Find the SunViewer™ icon (see figure 1). Click the icon to launch the Heliotronics SunViewer™ software application. Watch the home page pop up (see figure 2): Locate the "end" button (see figure 3): You may click "end" to end the program now, or if you have time, follow the pathway suggested for this lesson. Note that you may end the program at any time by clicking the "home" button and then "end." For now, let's go on. We see that there are four buttons (see figure 4) on the home page: This lesson is limited to the "Why Choose Solar?" pathway (the other three pathways are for use in the other lessons in the series). So we will click the "Why Choose Solar?" button. This takes us to figure 5: The text boxes on the "Why Chose Solar?" page provide data on the electrical energy production of your solar array and the pollution that it prevents: * Cumulative system energy (energy production) * Carbon dioxide (pollution prevented) * Nitrogen oxides (pollution prevented). * Sulfur oxides (pollution prevented), and Since your school's solar array is producing some of the electricity used by your school, the school does not need to purchase that amount of electricity from the utility company. Therefore, the utilities' fossil fuel power plants do not need to produce quite as much electricity, and the noxious emissions from those plants are reduced by the amounts shown. Distribute Student Handout One, and have your students copy the data from the screen graphic (figure 5) onto the appropriate locations. Either carry out the following discussion now, or come back to it after you complete the "Why Choose Solar?" pathway of the tour. Guide the students by asking the following questions: Virtual Array Tour: Lesson II * How was the quantity recorded beside "Cumulative System Energy in Kilowatt-Hours" arrived at? (See figure 5.1 note, page 12.) Will the quantity increase, decrease, or stay the same over time? (See figure 5.2 note, page 12.) * How were the quantities for the next three items—carbon dioxide in kilograms, sulfur oxides in kilograms, nitrogen oxides in kilograms—determined? (See figure 5.3 note, page 12.) Have students solve the three items listed on page 3 of Student Handout One to determine how much carbon dioxide (as well as sulfur oxides and nitrogen oxides) is saved by the production of one kWh of electricity from solar energy. (See item 3 below and figure 5.4 note, page 12.) Discuss with your students how electricity is typically produced in your area. Follow these steps as you lead the discussion: 1. Use brainstorming and a chart, chalkboard, or overhead projector to generate a list of possible methods by which your electricity is generated at the present time. A site that will provide teachers and students with a useful overview of energy generation types is http://www.powerfrontiers.com/index.html. Have the students list the generation types (e.g., "fossil fuel plants") in three columns—Conventional, Renewable, Other—on Student Handout Two. (See electricity production note #1, page 12.) 2. Using the list generated by the students, discuss which of these are available now and which are still being researched or are in pilot use. Strive to find out from students which are available in your area, which are not, and why. (See electricity production note #2, page 13.) 3. Have the students use the website http://www.epa.gov/cleanenergy/energy-and-you/how clean.html to determine the current mix of energy sources for generating electricity for your zip code. 4. Have your students use the circle provided on Student Handout Two, along with protractors, to make a pie chart that represents your energy mix for generating electricity. For a review of pie charts, go to http://bdaugherty.tripod.com/KeySkills/pieCharts.html. (See electricity production note #3, page 13.) 5. Now have your students think about some other areas of the country that might be of interest to them, and also might have different proportions in their mix of energy sources. Use the website listed in step #3 above to learn more. Compare the mix that is present in your area with that of other areas and see if the students can explain the differences. For instance, proximity to Hoover Dam or to Niagara Falls could explain an increase of hydroelectricity in the mix and reduced emission of pollutants. (See electricity production note #4, page 13.) Now that the students have accumulated knowledge about electricity generation and the mix of energy resources for your region, you should be able to prompt them for the question, why choose solar?, and expect an enhanced response to the question,—percentage increases in the component alternative energies within the mix of resources used to generate energy lessens degradation of the environment. When you are ready to return to the tour, there are three graphics on this window that serve as buttons to choose from (see figure 6): Click the first graphic on the left (see figure 7): That choice results in the following window, which relates how global warming occurs and describes the long-term effects of solar warming (see figure 8): You may want to have your students research and report on the long-term effects of global warming (typically referred to as "global climate change") that are described in figure 8. Click "close," and then choose the second graphic as the one to click (see figure 9): Virtual Array Tour: Lesson II The window that comes up provides a narrative on emissions from automobiles (see figure 10): The narrative for figure 10 describes the typical emissions from an automobile. Help the students see that reducing carbon dioxide emissions by 4,800 kilograms through the use of solar energy is equivalent to taking one car off the road for a year. You might want to have the students record the cumulative amount of CO2 avoided by your solar array (go back to figure 5 to get this figure). A month from now, have them record the amount again and determine the difference to reinforce the positive environmental impact of using renewable solar energy. (See figure 10 note, page 14.) Click "close" to return to the previous window, and then select the third graphic to click (see figure 11): Clicking that graphic will bring up figure 12, "Plants and Carbon Sequestration": You might want to consider using the following SPN lessons, which deal with plants and carbon sequestration: * SPN Lesson #8, The Absorption of Solar Energy Temperature and the Tomato * SPN Lesson #38, * SPN Lesson #39, Where Do Plants Get Their Food? Click "close" and then "home" to end this tour. Invite the students into a classroom discussion about why this pathway is entitled "Why Choose Solar?" Some ideas that may help you guide the discussion follow: * The use of solar energy might impact climate change. * PV-generated electricity is usually two to three times more expensive than conventionally generated electricity. * Use of PV doesn't pollute. * PV systems are like flat-panel computer displays and other manufactured products, in terms of how production is related to expense: the more you produce, the less expensive each item becomes. * Some areas offer subsidies to help pay for solar energy. What are the arguments for and against this? See whether students can name some industries that are vital to the economy that have or are receiving subsidies. (See subsidy note #1, page 14.) BACKGROUND INFORMATION Virtual Tour Notes for the Teacher Figure 5.1 Note: A component of the photovoltaic array measures and records the amount of electrical energy produced by the solar array. Figure 5.2 Note: It is a cumulative amount so it will increase. Figure 5.3 Note: If students know the components of their solar array, they will realize that no component of the solar array directly measures and records quantities for these items. You might have to ask the students leading questions to get them to realize that, since the display states that these pollutants have been avoided due to electricity being generated by the solar array, the array's software must be able to mathematically estimate and record how much of each pollutant has been avoided. There is a direct relationship between the solar energy produced and the fossil fuels containing pollutants whose use has been avoided. Figure 5.4 Note: If, in figure 1 of Student Handout One, the "Cumulative System Energy in Kilowatt-Hours" reads 34,567, and "Carbon Dioxide in Kilograms" reads 12,904, how much carbon dioxide would be saved by the next kWh of solar energy produced? 34,567 kWh are equivalent to 12,904 CO2 kg 1 kWh is equivalent to x kg CO2 Solving the equation for x gives an answer of .37 kg of CO2 per kWh. Electricity Production Note #1: Older students should be able to come up on their own with lists that resemble the following: a. CONVENTIONAL (Fossil fuel plants heat water to spin turbines, which turn generators. Such plants also burn gas to turn turbines similar to those that power jet planes. These turbines, in turn, turn electrical generators.) i. Coal-fired power plant (COAL-FIRED POWER PLANT) ii. Oil-fired power plant (OIL, ELECTRICITY) iii. Gas-fired power plant (GAS ELECTRICITY GENERATION) iv. Gas turbine (COMBINED CYCLE GAS TURBINE) b. RENEWABLE i. Wind (ELECTRIC WIND TURBINE MW MEGAWATT) ii. Solar photovoltaic cells 1. Flat plate (GRID-CONNECTED PV) 2. Tracking (PV TRACKING ARRAYS) 3. Concentrating (PV CONCENTRATORS) iii. Solar thermal 1. Parabolic trough (PARABOLIC TROUGH) 2. Dish Stirling (DISH STIRLING) 3. Power towers (SOLAR POWER TOWER) iv. Biomass (BIOMASS POWER GENERATION) c. OTHER i. Nuclear (NUCLEAR POWER PLANT) ii. Geothermal (GEOTHERMAL POWER GENERATION) The classification of geothermal energy as "other" is debatable in that this kind of energy has been typically considered renewable. Discuss why the classification is debatable, asking questions such as the following: Where is the energy coming from? How does it renew? Can it be depleted? This likely will invite a discussion of physical geology. Electricity Production Note #2: For example, dish Stirling engines are being deployed in commercial quantities in California but not in the East. In the East, the diffuse irradiance from frequent cloud cover renders such engines uneconomical. But in the Southwest, sparse cloud cover yields direct sunlight that is readily concentrated using mirrors; abundant sunshine makes the use of these engines very effective. Electricity Production Note #3: Pie charts are circles sliced into segments whose areas represent proportions. Should you prefer not to work with protractors, have the students simply estimate and then check their estimates, or have them compare and correct each other's estimates. For instance, you might ask the question, approximately how much of our electricity is generated from nuclear energy? Then you could elicit that, for instance, 22% is a little less than one-fourth of the whole, and ask them to mark a little less than one-fourth of the circle as nuclear. Should oil and gas turn out to be 46%, which is a little less than half, they should make the oil and gas part a little less than half of the circle. Coal is likely to be most of the remaining part of the circle. Let's say that coal is 31%, which is a little less than one-third, so the coal wedge will be slightly less than one-third of the circle. Remind students to leave a little space for hydro, which might be 1%. If something is off, they can try again, adjusting the size of the wedges as necessary. Electricity Production Note #4: For example, students might look up the zip codes 97221(Portland, OR), 02173 (Lexington, MA), or 80002 (Denver, CO). Expect your students to come up with other sites to check, and have them use search engines to look them up. You might want to prompt students with questions such as: * Why does Portland have low CO2 emissions? * What is a city name that interests you and what is its zip code? * What are the relative proportions of the various power sources for that area? * How do the emissions for that area relate to the national average? Why is this so? Figure 10 Note: To determine the difference, subtract the two to determine how much CO2 has been avoided due to the power production from the solar array. Then have the students consider how many miles would have to be driven to produce that same amount of CO2. Subsidy Note #1 Against Subsidies: Subsidies skew the market. Some say "let the market decide" and feel that subsidies are harmful to the economy. This assumes that we have a free market that monetizes all aspects of a purchase decision. For Subsidies: In many cases, not all aspects of the purchase decision are monetized. For example, nuclear power producers only are required to insure for $500 million to cover accidents. In the unlikely event that a large accident were to occur, there could be $10s of billions in damages. Cleanup for larger accidents will be paid for by the federal government. So this risk is borne by the taxpayer even if they choose renewable energy that does not have this risk. In a fully monetized market, the nuclear power plant operator would be required to carry much more insurance and the cost of that insurance would be passed on to the ratepayer. And if someone chose a renewable energy source for their electricity, they would not need to pay for the insurance. Those who favor subsidies point out that it is impractical to monetize all aspects of the purchase transition so it is typically easier to frame things differently and build in subsidies designed to achieve objectives such as cost reduction of clean energy. The majority of infrastructure industries that are of vital importance to our economy have been or are being subsidized. Examples include electric, aviation, rail, banking, farming, the Internet, housing, forestry, and auto. SOURCE FOR THIS ADAPTED ACTIVITY This activity is based on the Heliotronics SunViewer™ software that was provided to SPNparticipating schools. LINKS TO MST LEARNING STANDARDS AND CORE CURRICULA Standard 1—Analysis, Inquiry, and Design: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. M1.1b: Identify relationships among variables including direct, indirect…. M1.1c: Apply mathematical equations to describe relationships among variables in the natural world. S1.1a: Formulate questions about natural phenomena. S3.1a: Organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships. S3.2h: Use and interpret graphs and data tables. T1.2: Locate and utilize a range of printed, electronic, and human information resources to obtain ideas. Standard 4—Science: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. 4.1a: The Sun is a major source of energy for Earth. Fossil fuels contain stored solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources. 4.1b: Fossil fuels contain solar energy and are considered nonrenewable resources. They are a major source of energy in the United States. Solar energy, wind, moving water, and biomass are some examples of renewable energy resources. 4.1c: Most activities in everyday life involve one form of energy being transformed into another. For example, the chemical energy in gasoline is transformed into mechanical energy in an automobile engine. Energy in the form of heat is almost always one of the products of energy transformation. 4.1d: Different forms of energy include heat, light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways. 4.4d: Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy. 4.5a: Energy can not be created or destroyed, but only changed from one form into another. 5.1d: The methods for obtaining nutrients vary among organisms. Producers such as green plants use light energy to make their food…. 6.1c: Matter is transformed from one organism to another and between organisms and their physical environment. Water, nitrogen, carbon dioxide, and oxygen are examples of substances cycled between the living and nonliving environment. 6.2a: Photosynthesis is carried on by green plants and other organisms containing chlorophyll. In this process, the Sun's energy is converted into and stored as chemical energy in the form of sugar…. 7.1e: The environment may contain dangerous levels of substances (pollutants) that are harmful to organisms. Therefore, the good health of the environment and individuals requires the monitoring of soil, air, and water and taking care to keep safe. 7.2c: Industry brings an increased demand for and use of energy and other resources including fossil and nuclear fuels. This usage can have positive and negative effects on humans and ecosystems. 7.2d: Since the Industrial Revolution, human activities have resulted in major pollution of air, water, and soil. Pollution has cumulative ecological effects such as acid rain, global warming, or ozone depletion. The survival of living things on our planet depends on the conservation and protection of Earth's resources. Standard 5—Technology: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Standard 7—Interdisciplinary Problem Solving: Students will apply knowledge and thinking skills of mathematics, science and technology to address real-life problems and make informed decisions. 1.1: Make informed consumer decisions by seeking answers to appropriate questions about products, services, and systems, determining the cost-benefit and risk-benefit trade-offs; and applying this knowledge to a potential purchase. Produced by the Research Foundation of the State University of New York with funding from the New York State Energy Research and Development Authority (NYSERDA) www.nyserda.org Special thanks to Heliotronics, Inc. for their contribution in developing the content for this lesson Should you have questions about this activity or suggestions for improvement, please contact Bill Peruzzi at firstname.lastname@example.org (STUDENT HANDOUT SECTION FOLLOWS) Name__________________________________________ Date___________________________________________ Introduction to the School Power Naturally Solar Learning Lab™ Virtual Array Tour: Lesson II in the Series STUDENT HANDOUT ONE Background Information Your school, which participates in the School Power Naturally (SPN) program, has been provided: * a Solar Learning Lab™, which includes a solar array that generates electricity from sunlight * an educational data-monitoring system that monitors and displays the energy and power production of the solar array, the meteorological quantities that affect its output and the emissions avoided by use of the solar array * a site license for Heliotronics SunViewer™ educational data display software. In addition, archived data has been displayed on the Internet for viewing by anyone in the world. Your teacher has been introducing you to the Solar Learning Lab by conducting a virtual tour by means of the Heliotronics SunViewer™ software application. This lesson is a continuation of that tour. DEVELOP YOUR UNDERSTANDING Materials A computer or computer lab that has Heliotronics SunViewer™ software installed Protractors Sufficient copies of Student Handouts One and Two Procedures 1. When your teacher pauses in the tour and tells you to record the numbers displayed on the "Why Choose Solar?" screen graphic, use figure 1 on Student Handout One to do so. Then use those numbers to respond to the three other items on page 3 of Student Handout One. 2. When your teacher pauses in the tour and asks you to gather information to construct a pie chart, use Student Handout Two for that purpose. Your teacher will expect you to gather information on energy resources for generating electricity in your area and the percentages of that energy mix in order to construct the pie chart. Name__________________________________________ Date___________________________________________ WHY CHOOSE SOLAR? Avoiding Pollutants Figure 1 Use the array tour's figure 5 to fill in the blank areas on figure 1 above. Consider that recorded information in responding to these items: 1. 1 kWh is equivalent to _____kg CO2 Show your work here: Then, use the actual figures you recorded in figure 1 to complete items #2 and #3 below. Again, show your work. 2. 1 kWh is equivalent to _____kg sulfur oxides Work: 3. 1 kWh is equivalent to ______kg nitrogen oxides Work: Name__________________________________________ Date___________________________________________ STUDENT HANDOUT TWO WHY CHOOSE SOLAR? Renewable Energy What are the ways by which electricity is generated in your area at the present time? List the generation types (e.g., "fossil fuel plants") for your area in the three columns below: CONVENTIONAL RENEWABLE OTHER Fossil Fuel Plants Once you know how electricity is generated in your area, your teacher will help you determine the amounts for the energy mix that produces electricity in your area. Record those amounts below as percentages, arranging them from greatest to smallest. The energy mix percentages for your area are as follows: (Note: You may need more or less than five sources and percentages.) Source 1 and percentage: Source 2 and percentage: Source 3 and percentage: Source 4 and percentage: Source 5 and percentage: Lesson II: Student Handout Two 4 Using those percentages for your various energy sources, convert the circle below into a pie chart that displays the sources and their percentages:	<urn:uuid:c94443a4-863e-4d0d-ab8d-3b9e537007be>	CC-MAIN-2017-13	http://heliotronics.com/educators/lessons/Virtual%20array%20tour%20lesson%20II.pdf	2017-03-27T10:38:39Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00230-ip-10-233-31-227.ec2.internal.warc.gz	168,862,017	6,429	eng_Latn	eng_Latn	0.99503	eng_Latn	0.997374	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1578, 4794, 8020, 9088, 9633, 10668, 13729, 14073, 14373, 15161, 15909, 18263, 21092, 23631, 26661, 27533, 29373, 29661, 29951, 30883, 31032 ]	[ 4.4375, 4.25 ]	3	21
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?	<urn:uuid:87a92729-54ba-44ea-b45c-1224fbf23b3b>	CC-MAIN-2017-13	http://mathbits.com/MathBits/PPT/Ages%20of%20Famous%20People%20JUNIOR%20wkst.pdf	2017-03-27T10:42:48Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00229-ip-10-233-31-227.ec2.internal.warc.gz	229,425,657	585	eng_Latn	eng_Latn	0.999195	eng_Latn	0.999441	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 656, 1186, 2267 ]	[ 4.0625 ]	1	9
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 ```	<urn:uuid:5b0cab1b-2b84-49bf-94fa-8349aa53a86d>	CC-MAIN-2017-13	http://hstteis.com/portals/hstteis_p3/hstteis/deis_public_comments/individuals/Monasevitch(oral).pdf	2017-03-27T10:35:45Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00230-ip-10-233-31-227.ec2.internal.warc.gz	177,860,003	723	eng_Latn	eng_Latn	0.994251	eng_Latn	0.998498	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 102, 2862 ]	[ 2.0625 ]	2	1
I READ. I THINK. I COMPREHEND. I SHARE. February 2017 CALENDAR OF EVENTS * Feb. 3 - Wear Red Dress Down Day * Feb. 10 - Patriot's Dress Down Day * Feb. 13 - Family Dance * Feb. 20-24: Winter break - no school The Nurse's Office Happy Valentine's Day! In the month of February we will be sponsoring two fund raisers. Our annual Pennies for Patients, which supports the Leukemia and Lymphoma Society (Childrens' Cancers), will kick off again on February 17th. The student will attend an assembly to explain what blood cancer is, and how they can help other children living with cancer.. And this year will have included our students in the American Heart Association's (AHA) Wear Red Day. AHA sponsors this event every year to raise money to support Women's Heart Health. Heart disease and stroke is the number one killer of women in our country. Through education and lifestyle changes 80 percent of all cardiac events can be prevented. So let's educate our young woman! Students have received red hearts to bring home. Parents can put any name on the heart and sent it back to school and we will display the hearts in the school foyer for the month of February. A donation of any size will be accepted from the students on behalf of the AHA. And as always, thank you in advance for your support. Mrs. Couto We have the school's family dance coming up, February 13, 2017 from 5-7pm at the Boys and Girls Club - invitations were sent home February 6th! We continue to fundraise for the school and have PTO meetings that are open for all to come. Next PTO is scheduled for February 7th at 3:30pm. Call if you are interested! Message From Principal Carvalho Every child at Watson has one similar homework assignment and that is to read and log their time/pages. Studies have proven that the more a child reads, and it doesn't matter what they read, the more successful they are in all areas of their education. Children need to be exposed to all kinds of stories and more importantly, vocabulary. Second quarter is over and time is marching on. Once again, I am asking for your help … Let them read to you then discuss what was read. Ask questions that begin with why, how or I wonder. These types of questions help children think about what they have read and this is another important skill that will help them be successful learners. We have free books in the hall, and all teachers have classroom libraries so there is no need to go out and purchase books. The library is another great choice. What we need from you is to check in with your child every night and take 20 minutes to sit and read with them - the difference that time will make will be huge! Also, our PTO has many great new ideas and plans for the remainder of the year and we need more parent volunteers to make these programs successful! Please think about joining the PTO or become a parent volunteer. Teachers always need help copying and laminating work for your children. In closing, I am very proud of our students this year. They are working hard and showing us their best work. Please have discussions about all the new, exciting things they are doing and learning about … . Thank you, Mrs. Carvalho ATTENDANCE The grade level with the best percentage is grade 5 again with 96.02%!! Go grade 5 you are on your way to a free field trip!. Attendance for the month of January was 94.23%, great job Watson families with making sure your children are in school! We had 47 students with perfect attendance this month. Please make sure students are bundled up walking to school the cold weather will be setting in. We need to stay strong with attendance in these cold months so please make sure your child is here all day every day and on time!! Thank you for your cooperation with ensuring success for your child!! Kindergarten Can you believe we are halfway through the school year! Be on the lookout for a letter regarding our 100th day celebration! We will be sending it home the beginning of next week! We just started unit 3 in ELA and the students are loving it.! We continue to work on letter sounds and sight words. They also have been working very hard on writing sentences. In math, we are focusing on numbers 6-10. The students are really enjoying growing their brains. Please continue to read every night and fill out the reading log! When reading with them try and let them read their sight words or sound out some of the words! You will be amazed at how much they can read! Grade 3 During February in math class, we are learning the meaning of multiplication. The students are using two strategies to determine a product; ratio tables and arrays. We will soon begin memorizing the multiplication tables up to the tens tables. You can expect more information about that soon. In science, we are continuing to learn about how motion can only occur with force and that the directions and strength of such a force affects the motion. In ELA we have finished reading our first novel, Fantastic Mr. Fox. We will begin discussing how people and nature are connected by reading Charlotte's Web. The students will be doing some research about habitats. Be sure your child is reading for 20 minutes as part of their homework! Mrs.Borkman's class has completed their projects for Fantastic Mr. Fox and they are so proud and excited to share it with you. P.E./Music I can't believe we're already in February! The students have been great with the abrupt changes of weather throughout the day which allows us to be outside, or changes the lesson to an indoor activity. Catching and throwing is going to a continuous priority for the K-2 classes, and the upper grades are staying active with movement games that incorporate thinking, strategy, and teamwork. What is Going on In… Grade 1 Grade 2 Wow, first grade is half over and students are that much closer to second grade! In ELA, we have started unit 3 and we are exploring changes around the world. We will read and write about things that change around us- at home, at school, seasons, and how animals change and grow. In math, we are practicing adding and word problem. Continue reading every subtracting within 20. We are adding money and starting to read and solve night! Grade 4 In ELA, we are finishing our first novel study. We've worked very hard on many comprehension skills and will be holding a showcase to show off all of our hard work. Invitation to follow. Next, we will be moving on to a research project on Extreme Weather to help us build background for our next novel study. Please keep encouraging your loved one to read and log every night. In Math, we are working on multiplication and division with bare numbers and word problems. We are taking our assessment soon! Moving on from here will be conversions. Please help your student with their multiplication facts at home! STEM Kindergarten has been working on polar animals and their cold homes. First Grade is starting to work on animal behavior and interactions between parent animals and their children.. Second grade is has recently been looking at states of matter as well as reversible vs. nonreversible reactions! Third grade is working on force and motion and the differences between balanced and unbalanced forces. Fourth grade is learning about waves and how sound is created and light waves. Grade 4 has also been working on their typing skills. Fifth grade is learning about matter and mass of objects. We also are focusing on the scientific method and more specifically on variables. In ELA, we are working on unit three, what does it mean to be creative? We are reading stories about creative ideas and working together to solve problems. As the weekly conventions and phonics skills become more challenging, we ask that you have your student complete the weekly homework packet. Independent practice is very important as the students begin to apply the skills they have learned. In Math, we just began our unit on geometry. This is a very language rich math unit. You can help at home by having your student find and name two and three dimensional shapes. As always, students should be reading and logging at least 20 minutes of reading time each night! Grade 5 In math, we are working on applying our adding and subtracting skills to answer complex word problems. In ELA, we are focusing on reading and finding themes and main ideas. We are finishing up our first novel study "Esperanza Rising", and will soon begin our project! Our projects will be creative and fun, and I cannot wait to begin! Miss Amaral In ELA we will continue our unit on Freedom and will be learning about personal freedom and the law. Students will work on their comprehension and writing skills by using t-charts to show what they learned about Freedom at the end of each week. In math we will wrap up out fraction unit through a project. Students will be working in small groups to understand and explain a fraction concept to the class then to our families. Stay tuned for information regarding this project and presentations! Many students are not keeping up with their homework so please check in with them each night. Homework is important because it helps students practice skills independently and become more confident learners. 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What you need to know about the MB! Scouts will operate in patrols. Patrols should be 4 to 8. Groups less than 8 will likely be combined with other smaller groups for labs. There are no formal MB prerequisites. As with all MBs, Scouts should review the MB book ahead of time. Leaders are encouraged to consider a general review as part of a scout meeting (or two) prior to the event. See the requirements below. Leaders should turn in Scout-completed Blue cards at check-in. You'll find following each requirement below: (b) If applicable, what scouts (and leaders) must know before the weekend and what they must bring with them (IN BOLDFACE); (a) A brief summary of what will happen during DDD (UNDERLINED); (c) If applicable, what activities scouts can do ahead of time to lighten their weekend load (IN ITALICS). The Engineering Merit Badge Requirements 1. Select a manufactured item in your home (such as a toy or an appliance) and, under adult supervision and with the approval of your counselor, investigate how and why it works as it does. Find out what sort of engineering activities were needed to create it. Discuss with your counselor what you learned and how you got the information. Under supervision from a DDD Instructor, scouts in patrols will dismantle a home appliance and discuss the engineering involved in its manufacture and its operation. We are working with a northeastern Ohio appliance manufacturer who is attempting to provide us with an adequate supply of the same appliance, so that all scouts can work on the same appliance. If that manufacturer is unable to fulfill that request, each patrol will need to bring a used appliance to dismantle (check with your scouting parents and your local resale shops). If that is necessary, we will identify the type of appliance that must be brought. In either situation, patrols must bring a basic toolkit: check back for a list of required tools. ____________________________________________________________________________ 2. Select an engineering achievement that has had a major impact on society. Using resources such as the Internet (with your parent's permission), books, and magazines, find out about the engineers who made this engineering feat possible, the special obstacles they had to overcome, and how this achievement has influenced the world today. Tell your counselor what you learned. Scouts will watch the PBS American Experience Video on the making of the Hoover Dam. Scouts will then hike to Dover Dam, where DDD Instructors who are members of the Corp of Army Engineers will discuss the construction of both dams. To lighten your Saturday load, troops may watch the DVD ahead of time. http://www.pbs.org/wgbh/americanexperience/films/hoover/player/ About an hour long - ideal for a scout meeting. It is available at most public libraries. ____________________________________________________________________________ 3. Explain the work of six types of engineers. Pick two of the six and explain how their work is related. 4. Visit with an engineer (who may be your counselor or parent) and do the following: a. Discuss the work this engineer does and the tools the engineer uses. c. Find out how the engineer's work is done and how results are achieved. b. Discuss with the engineer a current project and the engineer's particular role in it. d. Ask to see the reports that the engineer writes concerning the project. e. Discuss with your counselor what you learned about engineering from this visit. DDD Instructors/Engineers will present and discuss the information to satisfy these requirements. For those in Camp on Friday, this will be part of the Friday night session. For those unable to attend Friday night, this session will be presented at lunchtime on Saturday. ____________________________________________________________________________ 5. b. Make an original design for a piece of patrol equipment. Use the systems engineering approach to help you decide how it should work and look. Draw plans for it. Show the plans to your counselor, explain why you designed it the way you did, and explain how you would make it. Scouts will participate in a session where this requirement will be reviewed, and questions answered. On their own time, patrols will work on this requirement throughout the day. Scouts may approach any Instructor at the Dining Hall immediately prior to, or immediately after dinner, to show their plans and explain why they designed it the way they did, and explain how they would make it. Patrols are encouraged (but not required) to work on this prior to the DDD weekend. Patrols may come to the event with their plan fully completed. ____________________________________________________________________________ 6. a. Transforming motion. Using common material or a construction set, make a simple model that will demonstrate motion. Explain how the model uses basic mechanical concepts like levers and inclined planes to demonstrate motion. Describe an example where this mechanism is used in a real product. Led by Carl H. Hager Jr., Ph.D., Tribology Specialist, of The Timken Company, patrols will construct a model to demonstrate motion. ____________________________________________________________________________ e. Converting energy. Do an experiment to show how mechanical, heat, chemical, solar, and/or electrical energy may be converted from one or more types of energy to another. Explain your results. Describe to your counselor what energy is and how energy is converted and used in your surroundings. Lead by DDD instructors who are engineering students (and some who are Eagle scouts) patrol will make a Rube Goldbergesq device showing energy conversion. Check back to see if scouts must bring anything for this requirement ____________________________________________________________________________ 7. Explain what it means to be a registered Professional Engineer (PE). Name the types of engineering work for which registration is most important? 9. Find out about three career opportunities in engineering. Pick one and research the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you. 8. Study the Engineer's Code of Ethics. Explain how it is like the Scout Oath and Scout Law. DDD Instructors/Engineers will present and discuss the information to satisfy these requirements. For those in Camp on Friday, this will be part of the Friday night session. 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Creationists vs. Geologists and Evolutionists A naturalist's thoughts about science and religion Based on a talk presented by Ben Gadd at The Grand Prairie College Festival of Science, October 2005 In March of 2003 I received a disturbing e-mail. Hello Mr. Gadd, My name is [withheld] and I am currently taking a high school philosophy class. My art teacher referred your name to me so I could ask you some questions. Over the past week our philosophy teacher has been talking about evolution, and some ideas of why it is wrong. (He truly believes it is wrong.) There are of course some holes in the theory of evolution, but not enough to toss it out the window. He has also made the claim that the Earth is only 5000 years old. Today we talked about Mt. St. Helen's and when it exploded. He brought up some very interesting points on some very interesting topics. Mr. [withheld] told us today that the Grand Canyon was formed over a couple of days, and that dragons (the ones from our fairy tale books) do exist. Could you please help me defend science and make good points? Here are some of the questions that arose today in our classroom: 1. How was the Grand Canyon formed? (and is it fact of how it was formed?) 2. Is there a possibility of it forming any other way? 3. How are coal layers/oil pits formed? 4. How long do they take to make? 5. Could dragons ever exist? (the ones from books, not lizards of today) 6. Could dinosaurs ever co-exist with human beings? 7. How old is the Earth? 8. How is it proved how old the Earth is? (not using radio-metric dating or layers of the Earth) 9. How long does it take mountains to form? We have discussed all of these questions in our classroom and our teacher believes that he is right without a doubt. He does not want to discuss things that he does not know about (how oil is formed and how long that takes) so our class is having a hard time trying to convince him otherwise. If you could please email me back with some answers or explanations you would be of great help! Uh oh. The topics were familiar, seen often in literature issued by proponents of Christian creationism. I'm a naturalist with a degree in Earth science and a special interest in geology, so I'm always speaking to the public about geological time and the results of evolution, which means that I'm always having to deal with questions like these. I responded to the student right away, providing the answers that science has discovered. Ensuing e-mails brought more questions, and soon I was invited to speak to the class. The course was being offered in a public high school in a nearby town. It was being taught as an elective by a shop teacher who was, indeed, a creationist. I spoke with him over the phone. He was friendly. Yes, he agreed that he was pushing the envelope on this. I could have gone to the school board about it. But he did have a genuine interest in philosophy—his course outline included the ancient Greeks and so on—and he was teaching the subject on his own time. I decided to keep an open mind. Perhaps the course was a good thing. Perhaps high-school students should be exposed to the issues surrounding the argument between scientists and creationists. The teacher told me further that he wasn't really interested in debating me. Nor was I interested in possibly making him look bad in front of his students. (I'm a teacher myself and know how that feels.) He was happy to have me attend as someone knowledgeable about geology who could speak to whatever was on the students' minds. I did attend, driving two hours through blowing snow to get there. The class was packed, because the teacher had invited students from the previous year to sit in. A student asked me if it was okay to videotape the proceedings. Sure. The teacher invited me to speak first, so I began by reading some passages from a handout I had written just for this class, to show where I was coming from. One of the paragraphs posed a question: Suppose we are listening in on a debate between two brilliant people. One is a Christian creationist, the other a biologist who studies evolution. Each is trying to show that the opposing ideas are wrong. The arguments go round and round. Who will win? Who is right? Which philosophy do you support, that of religion or that of science? "Let's actually vote, just for fun," I said. "How many of you would side with science's view of geology and evolution over the religious view?" Surprise: nearly everyone was pro-science! Yet this high school served a rural area that was home to many fundamentalist Christians. "Okay, now how many of you would side with the religious view?" Only one student put up her hand. She sighed and looked resigned. I guess the teacher had not been very persuasive in trying to convince the students that Genesis was literally true. I asked for questions. Here was the first one: "Mr. Gadd, how do geologists know how old rock is? I mean, how do they really know?" I explained that the work of Albert Einstein was essential for this. The students were impressed. Einstein! Indeed, we can thank Einstein for reliable rock dating. His special theory of relativity gave us the mathematics for computing accurately the half-lives of radioactive elements. Any rock that was once molten contains radioactive elements, and those elements—isotopes, properly speaking—become part of various minerals when the rock solidifies. Then, through radioactive decay, the isotopes gradually change. By determining the proportion of an original isotope to one resulting from radioactive decay, you can work out the time that has elapsed since the rock solidified. Creationists are always attacking radiometric dating. And most people do not understand how fossils can be used to assign ages to sedimentary rocks, which have never been molten. So that was the next question: "What about fossils? How can you tell how old a fossil is?" I drew on the board, showing a layer of shale. Imbedded in the shale was a fossil snail. I told the students to think of this snail as an index fossil: a species that is easily identified and found in many places around the world. Further, to be a good index fossil it had to be a species that wasn't around for very long, maybe for only a few million years. The students laughed. Only a few million years? I laughed, too. "Geologists have this distorted sense of time …" I turned back to the drawing and added a layer of lava below the shale. "Since the lava was deposited before the shale, the snail can't be any older than the lava. Not any older than 20 million years. We don't know how old the snail is. It could be a lot younger than 20 million years. But it can't be any older, right?" The students nodded. So did the teacher. Then I drew another layer of lava, this one above a layer of limestone. And in the limestone I drew the same species of snail. "In this case the limestone was deposited first, then the lava flowed out on top of it. Let's say the lava was dated to be 15 million years old. That means the snail can't be any younger than 15 million years. We are tempted to think that this species of snail existed only between 15 and 20 million years ago, but just to be sure, we look at lots of situations like this, using the same species of snail, and we never find an example that shows the snail to be older than 20 million years or younger than 15 million years. So we conclude that any rock containing this particular snail, anywhere in the world, is between 15 million years old and 20 million years old. By using the snail, we can date the rock." The students got it. One of them thumped the desk. "Right on!" And so it went. I answered other questions about how geologists once tried to deduce the age of the Earth from the saltiness of the sea (they were way off), how mountains are made, how plate tectonics works, how evolution works—and then the class was over. The teacher, who had spoken very little the whole time, thanked me. So did some of the students as they picked up copies of my handout. One of them said, "You really know your stuff, Mr. Gadd." That was gratifying, but what struck me more was that I had learned this 'stuff' forty years ago in Geology 101 and Biology 101, yet it was still being taught today. Forty years is a long time in science. Basic concepts of geology and biology have been holding up well. I walked down the hall with the creationist. "So what do you think?" I asked him. "Was this worthwhile?" "Well, you certainly had the answers they were looking for," he replied. He looked down. "But how about you? Did this clear up anything for you?" "No, I take my instruction from the Bible. I just wish I could do more. Kids are so mixed up today. All this drug stuff. Crime. Girls getting pregnant at 14." "That concerns me, too." We had reached the door. We shook hands. As I drove home (the snow had turned to rain), I thought about the long-running conflict between science and religion. Soon after arriving I turned my student handout into an essay. Here is the most recent version. cience versus religion? This is a matter of fact versus belief. Beliefs that are incorrect should yield to scientific rigor, and most do, but not religious beliefs. Religious beliefs sustain themselves despite the lack of evidence for them. They are cultural, not logical. They don't have to be true. They just have to be shared among likeminded people. If your mom and dad brought you up to believe in God, and most of those around you believe in God, then you're going to find it difficult to disbelieve. S To my way of thinking, here are some of the more important differences between science and religion. 1. Science is about understanding the natural world. You gain information about it firsthand, or by referring to the work of others who have that first-hand experience. You use your eyes and ears and brain. You extend the reach of your senses by using equipment— laboratories, microscopes, telescopes, computers, space probes. You apply logic and mathematics. You believe that, through reason and effort, you can figure out how the natural world works. This is an article of faith among scientists. In science, knowledge comes from gathering evidence and testing ideas. Something about the natural world catches your interest. For example, you see an insect walking across the snow in February. This puzzles you. How can it live at temperatures below freezing? You identify the bug—it's a type of crane fly, scientific name Chionea— and you check out the scientific literature about it, looking for an explanation. You can't find one. So you formulate an idea of your own: perhaps Chionea crane flies have some kind of antifreeze in them. You capture a few specimens and take them to a laboratory that can identify the various compounds in their bodies. The lab does the analysis and reports the results to you: the bugs contain unusually large amounts of glycerol, which is a natural form of antifreeze. You were right! This is how science works. Ask a question, formulate a possible answer (the "hypothesis") and test it by gathering evidence. In science, things divine are not required. In fact, they are not acceptable. 2. Religion is also partly about the natural world, but it is about much more than that. In many religions the natural world is explained through accounts of the creation of the Earth and how the animals, plants and people on it came to be. Then religion goes further. It deals with the supernatural, meaning things that lie outside our senses and beyond our understanding. Religion offers knowledge of gods, ghosts and demons. Religion takes on difficult philosophical problems and provides answers. It tells us what is good and what is evil, how we should live our lives and how we should interact with others. It tells us what happens after we die. Divine intervention in the natural world is assumed, even desired. Most religions show us ways in which we can influence events, and some predict the future. 3. Rather than using evidence, religious knowledge is typically revealed from divine sources and handed down from one generation to the next, often in the form of sacred books. Reading these books critically is unnecessary and not encouraged. One need only believe and act accordingly. In most Judeo-Christian religions the pressure to believe is strong. Same with Islam. In some religions one can be punished in various ways for not believing. In the Judeo-Christian tradition one can be punished after death, in hell. For believers who live righteous lives, heaven awaits. 4. Religious beliefs resist change. Religions pride themselves on how old their beliefs are and how long they have endured without significant alteration. Religious change is typically a painful process for those involved. For example, the Catholic Reformation of Europe sparked wars, caused countless deaths and brought on the horrors of the Inquisition. Religious intolerance has had a lot to do with the settlement of North America by people wanting to escape persecution. 5. Science, on the other hand, welcomes change. (Some individual scientists do not. I have heard it said that "science advances when old professors retire.") Scientific understanding improves as more knowledge is acquired, better tools are brought to bear and different minds do the analysis. Science is self-correcting. As time goes by, ideas that are shown to be wrong are replaced with newer, better ones. In my career I have had the pleasure of working with scientists. On occasion I have done a little science myself, learning a few new things about the Canadian Rocky Mountains. Some of these observations have raised questions that I may never be able to answer, but I won't be invoking supernatural forces by way of explanation. In science, the statement "I don't know" is perfectly acceptable. Perhaps someone, some day, will do the work required to find out. he gulf between science and religion is wide. It has to be. History has shown that science and religion—especially some branches of Christianity—have not been a good mix. That's because scientific discoveries have contradicted passages in religious texts such as the Old Testament. In response, many of the world's politically powerful religious bodies have held science back and oppressed scientists. Science has had to break free from religious control to become what it is today. The Enlightenment period of the 18th century, when intellectual and religious freedom swept Europe, provided that opportunity. Science has since become very strong, in no small part because, for its own good, it is completely secular. T What, then, does one make of "creation science"? The science/religion divide has not stopped some Christian believers in divine creation from trying to combine science with biblical revelation—by relating the geological time periods to Genesis, for example—but without success. Failure is to be expected. The effort seems pointless. Some fundamentalist Christians attack science, attempting to discredit wellestablished scientific ideas. They pick away at what they perceive as inconsistencies and unknowns. Yes, there are certainly inconsistencies and unknowns in science. Solving such problems is what science is all about. But these issues are far fewer and less serious than creationists make them out to be. The edifice of science is in no danger of crumbling. Nor is science out to destroy the edifice of religion. 1 Yet the creationist camp is clearly anti-science. It keeps pressing its argument, which seems to boil down to this: science is wrong about the geological history of the Earth and the evolution of human beings, and thus we should all accept the explanations given in the Bible instead. Since there is no hard evidence for these concepts, they must be taken on faith. Okay, lots of things can be taken on faith, but there are all the other biblical interpretations available, and all the other sacred books in the world claiming to be correct. How does one choose? This is why Canadian public schools are secular. Adopting only the Christian view would be undemocratic, and observing the many religions represented among the students would be impractical. As a nonreligious person I don't have any quarrel with most creationists. Let them believe whatever they wish. However, I am disturbed by the work of those creationists who call themselves "creation scientists." They promote an idea called "intelligent design," which is another term for divine intervention. Mainstream geologists and biologists have looked into the published results of creation science. They have found many errors. Essential information is often left out—easily accessible facts that any diligent researcher could have located in the scientific literature. Minus these facts, some creationist claims look plausible. But with the missing information included, such claims are obviously incorrect. For many examples of this, go to www.talkorigins.org. Creationists who try to pass off flawed studies as proper science must know that they are violating a fundamental rule of the scientific method, which is to account for all the known information that bears on one's findings, leaving nothing out intentionally. To ignore relevant data is poor science. It won't stand up to peer review, which is to say that it won't be accepted as valid by eagle-eyed, PhD-level scientists who are acknowledged experts. To them, failing to tell the full story is a form of intellectual dishonesty. 2 For this reason creation science has been labelled pseudo-science, meaning false science, and dismissed. For the many well-intentioned, sincere creationists who teach in religiously oriented schools, this is unfortunate. The source of their information has been 1 Still, as Richard Dawkins explains so cogently in his book The God Delusion, scientists are free to examine religious claims objectively. When they do, such claims are routinely found to be unsupportable. Thus, science does tend to discredit religion. Dawkins presents convincing scientific and historical reasons for his view that religion is actually a bad thing. 2 In 2004 I visited the Creation Evidence Museum in Texas (www.creationevidence.org), a project of creation science. I was not impressed. The exhibits were not credible, among them "human" footprints in Cretaceous rock (dinosaur-era rock). Such prints have long been known to have been faked, as the people who carved them have freely admitted. The people working at the museum must have known this. Yet they were telling the visitors that the carvings were natural. This was not ethical behavior. tainted. I know some of these academics, and I feel for them. But next to mathematics, science is the most rigorous of the academic disciplines, and creation science will not become a widely accepted field of study until its practitioners improve the quality of their work. What about scientists who also practice religion? How can they do that? Is it possible to accept both the scientific and religious belief systems? Indeed it is. The physicists Isaac Newton, Michael Faraday and James Maxwell all are known to have believed in God. (Einstein, thought by some to believe in God, probably did not.) I know geologists who do science from Monday to Friday and worship in Christian churches on the weekend. Somehow they manage to balance their beliefs. Is it possible to show convincingly that our world was created by a divine being? After all, the idea of a universe that created itself from nothing is hard to swallow. Surely there must have been something there. To say it was God, though, begs the question. Where did God come from? Some sort of god-creator? And who or what created that? This problem reminds me of an oft-repeated apocryphal story about an elderly person who, at the end of a lecture about the origin of the Earth, raised her hand to insist that our planet rested on the back of a giant turtle. When the speaker asked her what lay beneath the turtle, the person replied, "Another turtle, of course." And below that? "Ah, you're very clever, young man," came the retort, "but it's turtles all the way down." That's amusing, but thinking about the ultimate origin of everything leaves me pasted on the front of science's speeding bus. The Big Bang, quantum mechanics, the concept of infinity, the idea that nothing, nothing at all, lies outside the universe, even though we seem to be inside it—well, it's just too much. It's frightening. My brain can't handle it. How inviting it would be for me, as for so many people the world over, to substitute comforting belief for things I simply cannot understand. But I won't let myself do that, not when a few brave and brilliant minds have taken on the basic mysteries of the cosmos and turned paradox into paradigm. Stephen Hawking is one such scientist. This is a person who can study the bizarre workings of a black hole and reduce them to sensible equations. Perhaps someone with Hawking's intelligence and skill will one day bridge the gap between science and religion. 3 In the meantime, I prefer science. There is a wonderful cleanness to it, an openness. 4 In good science, what you see is what you get. What you get are answers to some fundamental questions. You want to know the purpose of life? Read a good general biology textbook, and you will find that life appeared on its own, as an inevitable consequence of our planet's chemistry, and it exists 3 In 2003 Random House published The Probability of God: A Simple Calculation That Proves the Ultimate Truth, by physicist Stephen Unwin. The book concludes that there is a 67-percent chance that God exists. But this result depends on numbers assigned subjectively. So the conclusion of numerous philosophers and theologians still stands: the existence of God can be neither proved nor disproved. 4 Well, not completely clean and not completely open. Science has always served the military, often in secret, to produce weapons and other tools of war. simply to reproduce. 5 DNA replicates itself, and all else follows from that. What is this process we call "thinking"? It's neurons firing along pathways in the brain. What are emotions, what is the "self," and what is reality? More of what we merely perceive these things to be, depending on what's physically going on in our heads. (If you doubt the electrochemical basis of mental processes, consider the many pharmacological creations that will put you out of your mind.) Sounds awfully cold, doesn't it, this view of the world? Yet it is a view I have come to accept, even to cherish. Here's why. * For me it's science only—except in my imagination. I wasn't brought up in a religious family. My mother was a doubter, my father was an atheist, and I spent very little time in Sunday school. Still, out of interest I read some of the world's great sacred books—the Bible, the Koran, Teachings of the Buddha, works of Hinduism, the Book of Mormon— and found in them much that was interesting, even uplifting. I also found them to be full of things that were clearly untrue. Some of what I read offended me. So to this day I have no religion. Nor do I miss having one. The natural world alone is quite acceptable to me. It has order. In most ways it makes sense. And that is enough. I seldom think about gods, ghosts, clairvoyance and other things supernatural. I am, in more ways than one, a natural-ist. I will admit, though, to writing a novel in which the supernatural is front and centre. People ask me about that. They say, "Ben, how could you write a book like Raven's End and not believe what you have written?" My reply is that it's only a story, and in a story the author can write whatever he pleases. In Raven's End it was important to the plot of the novel to invent a raven creation story and other things that I attributed to raven culture. I was assuming, just for fun, that these very interesting, very smart birds were capable of having their own system of beliefs. Who knows? Perhaps they actually do. It also pleased me to write as if raven mythology were true, as if some ravens could be immortal, as if animals could speak with one another, as if deities existed. Why not? This is the joy of imagination. * A naturalist's world view. The real world, the natural world, is more beautiful and mysterious and surprising than anything a mere writer could ever invent. I love that world. As a naturalist, teacher and interpretive guide, I have made nature my life's work. Doing so has been satisfying and rewarding. The fact that natural history does not have all the answers doesn't bother me. Science can never have all the answers. Science has given us the Heisenberg uncertainty principle, which tells us that we cannot know everything. This truth has set me free. I don't dwell on whether God exists or whether there is an afterlife. These things are neither provable nor disprovable, and to me they don't matter very much. What matters far more is what I understand of the world around me. Not what I don't understand, but what I do understand. This is knowledge with elegance and power. It's not religion, but it moves me when I think about it. 5 Death, however, does have at least one purpose: it removes each organism from the ecosystem after a time, so that a new one can take its place, presenting slightly modified genes. Death is necessary for evolution. For example, I know that my body will die, but I also know that part of me will live on in my offspring. My children have come directly from my wife and me, each from a single cell of her own (the egg) to which one of mine (the sperm) has been added. So our cells and genes—physical bits of us—have become our two boys. Our living tissue has grown with them, and it will remain part of them until they die. Each of our children has also reproduced. Again, a physical part of them, plus that bit from us, resides in their offspring. All parents transfer life forward, and they have been doing so for countless generations of humans. 6 In other words, yes, there really is immortality! Perhaps not life after death in the supernatural sense, but immortality nonetheless. This is stunning news, and it has come from the work of science. No wonder that so many religions have embraced the idea of reincarnation. One life has indeed led to the next, over and over, as undying DNA has been passed along from organism to organism. The same kind of immortality reaches far, far back in time. My genes originated in the first living thing to use DNA as its genetic code. Every cell in my body contains DNA handed down from primitive life forms that drifted about in ancient oceans 3.7 billion years ago. 7 My body is built along the same basic plan as that of the first fish, which swam the Cambrian seas 500 million years back. 8 The blood that flows through my veins is a lot like the blood that coursed through the dinosaurs. I am descended from small mammals that escaped the likes of T-rex and Velociraptor. Life's many-branched DNA lineage includes every organism that has ever lived, including me. This means that every living thing is related, however distantly. The bears and the birds and the wildflowers in the mountains out my window are all my relatives, and the notion delights me. I belong. I'm part of planet Earth's great family, an ecosystem so strong, so resilient that it has bounced back from several global disasters. In such numbers there is safety. Which brings up another of important scientific finding. Gene by gene, generation after generation, the process of evolution has kept up with the astonishing changes the Earth has gone through. Over the eons, Earth's orbit has varied in shape. Its axis of rotation has tilted and wobbled. The continents have moved; ice ages have come and gone; asteroids have struck. In one deadly episode 251 million years ago, the whole planetary environment became poisonous and about 96 percent of all marine species were wiped out, along with 70 percent of the vertebrate species living on land. Yet the world was soon bustling with life again, much of it in the form of new species. That's because DNA changes slightly with each generation. Mutations occur in the genes of our reproductive cells. Such alterations are caused mainly by errors in cell division and self-repair, by radiation damage and by the effects of substances and conditions in an organism's environment. These changes are random, not working according to any plan or toward any goal. Modified DNA produces modified life forms that try themselves out in modified circumstances. Most fail and die before they 6 This is true whether we reproduce or not. Families share many genes, so if one couple is childless most of their genes will still be passed along by reproducing sisters, brothers and cousins. 7 Latest dates: age of the planet, 4.6 billion; oldest evidence of life, 3.9 billion; earliest cells, 3.7 billion. 8 We used to think that fish arose later, in the Ordovician Period, but recent fossil evidence from China suggests that the first fish species appeared way back in the early Cambrian. reproduce, but some succeed and carry on new genetic code that is better suited to whatever the world is becoming. This is the process of natural selection, Charles Darwin's great discovery. Coupled with random mutation, it explains how the world's vast diversity of animals and plants, millions and millions of different species, have come to exist. As Darwin himself put it so simply and elegantly in the title of his most famous book, it explains The Origin of Species. And here is a follow-up message, one that ought to convince anyone who doubts that evolution is a fact. Evolution is essential to survival on this planet. Without the means to modify the code and test it, that is to say, without evolution, life might not have been able to meet the challenge of a changing Earth and could have disappeared long ago. umming up, my thesis in this essay has been that the creationist attack on biology and geology is unfortunate. It some respects it is misguided, even fraudulent. Some fundamentalist Christians are stridently anti-science. Others try to pass off pseudoscience as the real thing. S What scares me is that so many poorly informed people buy the creationist argument, at least to the extent that they doubt the validity of well-established facts about the evolution of species and the length of geological time. This has disturbing implications. Fundamentalist religion has shown itself to be dangerous to intellectual freedom, especially when it winds up in control of education. Free academic enquiry is curtailed when closed minds control the funding. Science is not seriously threatened by school-board fights over whether or not "evolution is just a theory." But we have to resist the erosion of science's right to be taught properly. When a legislature decrees that "intelligent design"—meaning creationism—has to be presented to public-school students as equal in scientific stature to Darwin's achievement, then an injustice has occurred. Religion is not the factual equivalent of science. Science is not the spiritual equivalent of religion. One shouldn't mix physics and metaphysics, astronomy and astrology, psychology and parapsychology. We owe it to our students to teach them the difference. A final word. Despite my rejection of religion, please know that I run my life by some of the more commonly held Judeo-Christian ethics and rules of conduct. These are excellent conventions, time-tested and worth following regardless of whether one believes in God or not. Of the Ten Commandments, one through four are meant for believers only, but my wife and I certainly practice commandments five through ten. 9 The Golden Rule— "Do unto others as you would have them do unto you"—is a terrific piece of advice, and there is a version of it in most any religion you care to name. Of all the Christian precepts, we particularly like a motto that one hears in Restoration Movement churches and among the Quakers. We try to live by it. 1. In essentials, unity (we all agree to abide by certain rules) 2. In non-essentials, liberty (for everything else we have freedom of choice) 3. In all things, charity (whatever we do, we are kind and we are fair) 9 As interpreted liberally, in modern terms and in brief: be good to your parents and the elderly, don't kill people, be faithful to your spouse, don't steal, don't lie about others, and don't be jealous of them. This is where religion and science share some common ground. What makes a better human being also makes a better scientist. 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Cub Scout Character Development Developing the Character of the Cub Scout Scouting, from Tigers, through all levels of Cub Scouts, to Boy Scouts and beyond, is a character development program. It is the long-standing idea of a Game with a Purpose. The Game is the fun we have in all our activities. The Purpose is to place the ideals of Scouting -- the Promise and Law for the Cub Scouts -- in their hearts to be with them throughout their lives. There are many methods that we can use in Cub Scouts to implement this purpose: Association with adults who demonstrate the Scout ideals Doing Good Turns and service projects Using the "Ethics in Action" exercises in Den meetings. In an unobtrusive manner, develop the spiritual life of the Cubs This section of the Pow Wow Book presents material to help you in Cub Scout Spiritual Development. There are activities in this section similar to the Ethics in Action exercises, which will help your Scouts learn how to think about their choices and responsibilities. It is proper for adult leaders and Cub Scouts to pray at times, and reflect on their relation to the world around them. Thus, there are sections of invocations, prayers, songs, readings, and benedictions. These may be used for Den or Pack meetings, and can be used to build a Scouts Own. The Scouts Own is a time set aside for reflection, usually on Sunday morning of a family or Webelos campout. Within this section, the Scouts Own is described and there are examples given. The Founder wrote: "The scout, in his promise, undertakes to do his duty to his king and country only in the second place; his first duty is to God. It is with this idea before us and reckoning that God is the one Father of us all, that we scouts count ourselves a brotherhood despite the differences among us of country, creed, or class. We realize that in addition to the interest of our particular country, there is a higher mission before us - namely, the promotion of the kingdom of God; that is, the rule of peace and goodwill on earth. In the Scouts, each form of religion is respected and its active practice encouraged, and through the spread of brotherhood in all countries, we have the opportunity of developing the spirit of mutual goodwill and understanding. "There is no religious side of the movement. The whole of it is based on religion that is, on the realization and service to God. "Let us, therefore, in training our Scouts, keep the higher aims in the forefront, not let themselves get too absorbed in the steps. Don't let the technical outweigh the moral. Field efficiency, backwoodsmanship, camping, hiking, good turns, jamboree, and comradeship are by all means not the end. The end is character with a purpose. "And that purpose, that the next generation may be sane in a insane world, and develop the higher realization of service, active service of love, and duty to God and neighbor. "Our objective in the scout movement is to give such help as we can in bringing about God's kingdom on earth by inoculating among the youth the spirit and the daily practice in their lives of selfish goodwill and cooperation." -- Robert S. S. Baden-Powell An Introduction to Spiritual Development It is altogether proper to begin the development of character in our Cub Scouts, through spiritual development. Spiritual development within the organization may take on the aspects of a particular religion, faith or sect, depending on the circumstances. This is where the sponsoring organization may or may not take on a significant role in this development. In general, we accept these principles of spiritual development. * To develop an inner discipline and training * To be involved in corporate activities * To understand the natural world around them * To help to create a more tolerant and caring society * To discover the need for prayer and worship Spiritual Development Activities Wisdom (To develop an inner discipline and training.) Activity I - Game - Blind Pirate. An individual Scout is selected to be the blind pirate. He is blindfolded and sits in the middle of the floor cross-legged. A bell or bunch of keys or anything noisy is placed in front of him. One at a time Scouts who are sitting around cross-legged in a circle try to get up, sneak out, take the bell and return to their places without making a sound. The 'pirate' tries to point to the individual that is moving. If he succeeds they change over. This game like many others often played in Scouts develops a particular discipline. It might be worth spending five minutes at the end of the game or at the end of the evening discussing how they felt having to keep silent for long periods. Activity 2 - Project - Keep a diary for a week. If you have the facility, produce an eight-page diary covering one week for each Scout. (Two sheets of paper folded with the days and perhaps the dates). Get them to keep as accurately as they can an hour by hour time table of what they have done for the week: time they went to bed, got up, started breakfast, finished breakfast, left for school, got to school, etc. Then at your next meeting (it might be helpful to have calculators) analyze how much time has been spent on each of a number of activities during the week. You might make a list like sleeping, eating, at school, doing homework, watching TV, Scout activities, etc. Produce league tables, or bar charts or whatever the troop wants. Finally consider what this shows about priorities, inner discipline, etc. Activity 3 - Project - What influences you? Ask them to conduct a survey during the week using questions like: * What makes you decide which TV programs to watch? * Who or what influences what you wear? How you spend you money? Your aims in life? * Who or what influences the things you think are right and wrong? For some it may be enough for them to consider this for themselves. Others may be able to get a few answers from friends and family. Collate the answers. Then discuss who or what they follow. Discuss why they follow who or whatever and how this affects their life. Do they think that this will change as they get older? Activity 4 - Game - The waiting game. Provide a bucket half full of water and a large denomination coin in the bottom. (This one could cost you!) Give each person a penny to drop in to try to cover the large coin. It is almost impossible. The trick takes time and patience. Discuss the need for patience, and when and why it may be appropriate. Activity 5 - Who am I? There are millions of people in the world, we are all unique, and all are citizens of the world. Get the scouts to write a page or draw a poster about themselves and the gifts that they have. Write a prayer based on this information. Work (To be involved in corporate activities.) Activity 1 - Project - Produce a picture story. This can be done over Den meetings. Each Den needs access to a camera. Each should be provided with one roll of film and a photograph album. The Scouts then need to select some story. This could be from the Bible or other Holy Book or a favorite story or a story written by themselves. The next step is to produce a storyboard as they will have seen in comics or on TV, being careful that they have a fixed number of photographs on the roll. Then set up and take the photographs. Get the photos developed at a fast outlet. Finally they can put the pictures into the album with appropriate words alongside. Activity 2 -- Team work. Many activities can be used to illustrate teamwork. Provide each Den with a list of things to find out. Such as: * What number of bus stops at the bus stop nearest the Den meeting place? * What are the names of all the streets around the block where the Den meets? * How much does a fish sandwich combination meal cost at McDonalds? * What is the phone number of the nearest supermarket? Then leave them to get on with it and have a cup of tea. The teams which all rush round together will not do as well as those who plan and divide up the task. Discuss the benefits of planning, teamwork, using the strengths and weaknesses of the team, etc. Activity 3 - Friends. What is it that makes someone a friend? Encourage the Scouts to think about friendship by thinking of something friendly to do for a new Scout? Activity 4- Money. Ask the Scouts to keep a record of how they spend their pocket money, what they spend it on and how much they save, etc. Encourage them to discuss as a Den how much should be spent, saved or given away? Activity 5 - Helping others. As a Pack think of an organization which you could help and explain their work at a Pack meeting. Consider what you might do, as Dens or as a Pack, to help this organization. Activity 6- The Scout Family. How does everyone work together to form Scouting? Explain to the Den the structure of local Scouting. Why are the young people the most important? Activity 7 - Sport. Have the Scouts design a poster showing lots of team games. Then ask the Scouts why they take part in games and write the answers around the pictures. Wonder (To understand the natural world around us.) Activity 1 - A blindfold meal. At a planned outing, such as a Den picnic, get everyone to eat a simple meal or undertake a simple activity blindfolded. Care needs to be taken that no one gets burnt or hurts him or herself. Afterwards encourage the Scouts to consider how wonderful their gift of sight is. This could develop into a discussion on the idea that there are different types of blindness. Blindness to the needs of others, blindness to the world that we live in, blindness to the obvious existence of God. Activity 2 - Deny a sense. Undertake some game or activity without using an essential sense. As in #1 above it could be blindfold or without talking, or with one hand tied behind your back or with fingers taped together, or legs tied together, etc. Perhaps each Scout could be denied a different sense. Later discuss how hard it is to do without and how wonderful these senses are. Activity 3 - Project - Think Rubbish. If you are at a camp, or meeting place, see what can be done to collect different types of rubbish (glass, metal, paper) in different containers and then dispose of them in your local recycling system. Welcome (To help create a more tolerant and caring society) Activity 1 - "What is the cost?" Have ready a selection of every day items such as a Mars Bar, an audiocassette, a pair of socks and so on. You also need to know how much each of these items cost to buy. Then play a game of "The price is right". Produce your items one at a time. Get each Scout to suggest "What is the cost?" Each Scout takes it in turn to start. No one is allowed to say the same price as some one else. Two points for being exactly right one for being the closest. Then move on to part two. Produce a sheet of paper for each Scout, headed up with one of the following or similar: * What is the cost of learning to play the piano? * What is the cost of keeping up a friendship? * What is the cost of owning a dog? Activity 2 - Game - Helping the blind man. The Den selects a member to be blindfolded. Once the blindfold has been put on set up a very simple slalom course with chairs. The Den then has to steer their blind man through the course by shouting instructions. Afterwards get them to say how it felt, (dependence, frustration, fear, etc.). If you wish, this discussion could move on to the problems blind people have, or perhaps faith, and the faith that blind people have to put in guide dogs, etc. Activity 3 - Helping Others. Encourage the Scouts to adopt a grandparent. This works well if three or four are "allocated" to each grandparent. They will soon realize that visits are greatly appreciated. Activity 4 - Communication games. There are large number of games such as charades and Pictionary which are basically about communication. Spend time thinking about those who find communicating difficult. This could lead on to considering the issues of distrust and social unrest and the theory that much of it is based on a lack of understanding of others. Activity 5 - Illness. Have any of the Scouts been in hospital? Ask the Scouts to think of how they, as a Patrol, can help to make young people happier in hospital. Ask a nurse or doctor, or a patient for guidance. Activity 6 - Sign Language. Learn a few words, letters of the alphabet and then try to communicate messages. Are there any times when this form of communication would be useful? Living Space Take four Scouts out to the front and stand them at the four corners of a square 8 feet by 8 feet. Take four others from the group and tell them to sit down inside the square. See how much - or little - space there is left. Make the point that more than half the population of the world lives in huts and shacks little larger than the 8-foot square and, some, in smaller spaces. See how much of the ordinary things of living - dressing, sleeping, cooking, eating and so on can be done in the tiny space. And the promise we make as Scouts is to make it possible for people who have to live like that to be able to live better, freer lives. -- from "God. Are you still in there?" Worship (To discover the need for prayer and worship) Activity 1 - Hope. Ask the Scouts to write down their hopes. Draw five footsteps and ask them to identify five things they will need to do to realize their hopes. Discuss with them how easy or difficult this will be. Activity 2 - God is love. What is love? Ask the Scouts to identify what love is and how people express love. The word 'love' is widely used. Encourage the Scouts to think about love in its widest sense: Love for friends, family, animals, and activities in addition to boy/girl friends. Activity 3 - World Faiths. Many other Faiths involve food a great deal in certain ceremonies. Ask the Scouts as a Patrol, to find out about a traditional religious meal from a particular Faith. Have them prepare some or all the meal and allow the other Patrols to try some. Activity 4 - Scouts Own. Have the Patrols prepare a short Scouts Own on a theme. Remember that this does not have to be in a traditional format. Discuss how you think a short Scouts' Own should be run, then do it. Activity 5 - Sunrise. Encourage the Scouts to plan an overnight hike or walk in order to be in a suitable place to watch the sunrise. Try to make the venue as spectacular as possible to fully appreciate the experience. Prayers Thanksgiving for Scout Brotherhood You be enabled to live according to our Promise and Law; through Jesus Christ our Lord. Amen. Prayers For Use In The Brotherhood of Scouts Thanks for the Beauty of Children We give thanks for the beauty of children and their joy in all beautiful things, for their mirth and laughter, and for the joy and light they bring into the world, for their enthusiasm, their abounding energy and their love of the heroic and adventurous, for their candid generous trust in those around them, and for their quick response to calls of love and service. Amen. -- Prayers For Use In The Brotherhood of Scouts For Harmony Amongst Ourselves Father, we pray for harmony; as we seek to preserve in our Scouts the natural spirit of mutual good will, help us to show them a true example. Grant that the relations between all Scouters may ever be those of hearty cooperation and true affection. Let no class, race or policy divide us. Let personal ambition be far from us, and may we ever regard it as our chief privilege to serve You in this holy labor; through Jesus Christ our Lord. Amen -- Prayers For Use In The Brotherhood of Scouts Leadership O Lord, grant that we may so carry out in our lives the spirit of the Scout Law that we may teach it to others by living it ourselves. Grant also, 0 Lord, that we may understand the true meaning of Service for others, and humbly follow the great example of Our Lord Jesus Christ. Amen. Prayers For Use In The Brotherhood of Scouts The Quest of Beauty O God, who has made the world so full of beauty, keep us, from the evil which the sin of man has brought into it. Teach us to love whatever is beautiful and true and good in nature, in art and in the lives of men; strengthen us that we may accept all the activity of life as a gift from You and enable us to be fellowworkers with Your Son, Jesus Christ our Lord. Amen. Prayers For Use In The Brotherhood of Scouts O Lord, we give You thanks for the gift of Scouting. We thank You for the wisdom and foresight of our Chief, whose first camp on Brownsea was the forerunner of our Brotherhood. We thank You for the enthusiasm and self-sacrifice of those, his immediate followers, to whom the early guidance of our movement was entrusted. Above all, 0 Lord, we thank You that You have permitted us, Your servants to take our share in the service of the boyhood of our country; and for all the inspiration and happiness that Scouting has brought into our own lives. We ask for Your blessing on our Chief, upon the boys whom we are privileged to lead, and upon the Brotherhood of Scouts throughout the world. May we go forward re-dedicated to this, Your service, and in humble gratitude for Your many mercies. Grant this, 0 Lord, for the sake of Your son, Jesus Christ. Amen. -- Brownsea Island, April 1927, Prayers For Use In The Brotherhood of Scouts A Scout is a Friend to All Fill us, 0 Lord, with Your spirit that we may observe Your command, "Love one another, even as I loved you." May we know the love that sees only the good and is patient and forbearing; that grows stronger when difficulties increase; and that overleaps the barriers of class, of creed, and of country. Help us to love the neighbor we know so that we may learn to love our fellow men whom we have not seen. Strengthen the bond between Scout and Scout in our Group, in our land, and throughout the World. So may we further the coming of Your Kingdom of goodwill and love; following the example of Jesus Christ. Amen Prayers For Use In The Brotherhood of Scouts To Be Scoutlike Grant to us, Lord, the spirit to think and to think and to do always such things as be Scoutlike; that we, who cannot do any good thing without You, may by Live Together in Love and Joy and Peace O God, who has joined us together in the fellowship of our Troop, teach us to live together in love and joy and peace. Help us to guard our Honor and to live loyal to You, our leaders and all our friends; that, with gallant and high-hearted happiness, we may strive for the setting up of Your Kingdom in the world; through Him who loved us and gave Himself for us, Jesus Christ our Lord. Amen. Prayers For Use In The Brotherhood of Scouts For Our Country Almighty God, our Heavenly Father, bless our country that it may be a blessing to the world. Grant that our ideals and aspirations may be in accordance with Your will, and help us to see ourselves as others see us. Keep us from hypocrisy in feeling or action. Grant us sound government and just laws, good education and clean lives, justice in our relations with one another, and, above all a spirit of service which well abolish pride of place and inequality of opportunity; through Jesus Christ our Lord. Amen. Prayers For Use In The Brotherhood of Scouts For Courage and Strength 0 God help us always to be of good cheer. Let us not be disheartened by our difficulties. Let us never doubt Your love or any of Your promises. Give us grace to be encouragers of others, never discouragers. Let us not go about with sadness or fear among men, but let us always make life easier, never harder, for those who come within our influence; for the sake of Jesus Christ Amen. Prayers For Use In The Brotherhood of Scouts A Closing Prayer May the blessing of Almighty God rest upon us and upon all our work; may He give us Light to guide us, Courage to support us, and Love to unite us, now and evermore. Amen. Prayers For Use In The Brotherhood of Scouts Benediction May the Lord bless us and keep us; the Lord make His face to shine upon us and be gracious to us; the Lord lift up the light of His countenance upon us and give us peace, this day (or night) and for evermore. Amen. (Adapted from the Aaronic Blessing, Bible, Numbers 6, 24.) Prayers For Use In The Brotherhood of Scouts Prayers for Peace from Westminster Abbey O God, the Father of all mankind, strengthen, we pray thee, all who are striving after true brotherhood and who are working for righteousness and peace. Guide the hearts and minds of rulers and statesmen, that they may seek first thy kingdom and the establishing of justice and freedom for all peoples, both great and small. Amen Lord, make us instruments of thy peace. Where there is hatred, let us sow love; where there is injury, pardon; where there is discord, union; where there is doubt, faith; where there is despair, hope; where there is darkness, light; where there is sadness, joy; for thy mercy and for thy truth's sake. Amen For the Joy of the Year Our Lord and creator, We thank You today for the beauty of our world. For sunshine and flowers, Storm-cloud and starry nights, For the first radiance of dawn And the last glow of sunset. We thank you for physical joy, For clear water to swim in, For the fresh smell of rain on dry ground, For hills to climb and work to do together. Make our hearts wide open to these gifts, And help us to live in thanksgiving to You, Our Lord and our creator. Prayer of Thanks Giving We thank you today For the adventure of Scouting, For the unselfishness of parents, For the patience of teachers And for the encouragement of friends. Prayer of Thanks for the Founder We give thee thanks, O Lord, for our Founder's life of service and for his gift of Scouting to the world. Help us to hold firmly to the Law, which he gave us for guidance, and so to understand more fully thy will. Inspire us to find a way of life, in which the youth of all nations may find unity and true brotherhood. Amen. God of the Open Air God of the open air, we kneel reverently in this temple not made with hands. The tall pines lift our thoughts above us to the Source of all this beauty. The singing of the feather-throated choir puts a melody in our hearts, a song of joy and praise and trust. All the discordant notes of the world are muted; all the problems of life are forgotten. We are filled with an inner peace and know that here we have found Thee. As we leave this hallowed spot, may the reality of Thy presence go with us to give us courage and strength for our daily tasks. Amen. -- Dorothy Wells Pease God of the Sea God of the sea, the winds, the tides, we praise thee for the greatness of thy power and the certainty of thy laws. We see careless picnickers throw their litter to be carried far out into the sea by the outgoing tied, but the next morning it lies stranded on the beach where the high tide has left it. So it is, our Father, in our lives. We throw out a careless word, an unkind thought, and it comes back to us in resentments and friendlessness. A selfish act, a yielding to temptation, or a deed left undone comes back as a haunting memory, another's failure, or a missed opportunity. Help us, Our Father, to cast only good upon the waters that good may come back with the tide. Amen. -Dorothy Wells Pease We Thank Thee We thank Thee For flowers that bloom about our feet; For tender grass so fresh and sweet; For song of bird and hum of bee; For all things fair we hear and see, Father in heaven, we thank Thee! -Ralph Waldo Emerson Camping in the Snow Lord, we are camping in the snow today; We may fear the cold, But we trust that your Spirit Will guide and warm us. Beaver Prayer The air we breathe, the friends we meet, The walk to use our eyes and feet, The things around us make us say, Thank you, God, for each new day! -- From Scouting (U.K.) magazine A Scout's Prayer We have hiked along life's pathway, Our packs upon our backs, We have pitched our tents and rested Here and there along the tracks. We have used our compass wisely To guide us on our way And hope to reach the campsite Of our Great Chief Scout some day. We have tried to be trustworthy Kept our honor high and clean, We have been as loyal as any To our Country and our Queen. We have done our best at all times Kept our Promise - been prepared, And hope our good deeds please Him When at last our souls are bared. We have lightened others' burdens, With our smiles along the way, We have kept our hand in God's hand, Walked beside Him day by day. And when our span of life runs out, We'll make this gentle plea May we sit around His Campfire At the Final Jamboree. -- from "Scouting in New South Wales" Prayer for Peace God, make me an instrument of Your Peace; Where there is hatred, let me sow love; Where there is injury, pardon; Where there is doubt, faith; Where there is despair, hope; Where there is darkness, light; And where there is sadness, joy; That I may seek to console, rather than to be consoled, To understand rather than to be understood, To love rather than to be loved: For it is in giving that we receive, In self-forgetfulness that we find our true selves, In forgiving that we are forgiven: God, make me an instrument of Your Peace. -From the organizers of "A Million Minutes of Peace" Sioux Prayer Ho! Great Spirit, Grandfather, you have made everything and are in everything. You sustain everything, guide everything, provide everything, and protect everything, because everything belongs to you. I am weak, poor and lowly; nevertheless, help me to care, in appreciation and gratitude to you and for everything. I love the stars, the sun and the moon, and I thank you for our beautiful mother, the Earth, whose many breasts nourish the fish, the fowls and the animals, too. May I never deceive Mother Earth; may I never deceive my people; may I never deceive myself; and above all, may I never deceive you. Thanks Be to God Thanks to God for things we see, The growing flower, the waving tree, Our mother's face, the bright blue sky Where birds and clouds go floating by; Thanks be to God for seeing. Thanks to God for things we hear, For sounds of friends who laugh and cheer, The merry bells, the songs of birds, For stories, tunes, and kindly words; Thanks be to God for hearing. -- from Hazel Tagg Beaver Prayer II Now, before I run to play, Don't let me forget to pray To God who keeps me through the night And wakes me up with morning light; Help me, Lord, to love you more Than I have ever loved before, In my work and in my play; Thank you, God, for another day. - 8th Belleville Beavers Lord We Thank You Lord, we thank you for this day. Help us to do our best every day, And forgive us when we slip. Teach us to be kind to other people and to help them at all times Bless our parents and teachers and leaders and all the members of Scouting Bless us, Lord in your love for us Help us to be better Scouts And let us do our best for you Amen We Thank You Lord.... For the lives of Lord and Lady B.P. For all the fun and adventures we have in Scouting For the worldwide brotherhood of Scouts For the beauty of the world and all the marvelous things You have made in nature For keeping us fit and well and happy For our homes, our parents, and all who look after us Please help us.... To be good sportsmen, fair and honest in work as in play and in everything we do. To find ways of serving you by helping other people as best we can To be worthy of our uniform and loyal to our promise, Behaving as true brothers to all mankind To look after your creation and keep this world as lovely a place as you intended it to be To help all children who are not so lucky as we, Especially those who are hungry or lonely, sick or sad To be loving and caring as we grow older and to do our Best to repay your blessings in every way we can. Thanks to Hazel Addis, Scouting (UK.) Jamaican Camp Grace Lift up your hearts; Hearts and minds and voices all give thanks For this our bread; Hearts and minds and voices all give thanks For these our friends; Hearts and minds and voices all give thanks For this our camp; Hearts and minds and voices all give thanks For this our world; Hearts and minds and voices all give thanks We thank the Lord; Hearts and minds and voices all give thanks Lord's Prayer (Translated from Chinook) Our father who stayeth in the above God in our hearts be Thy name, God Thou Chief among all people God Thy will upon earth As in the above. Give us every day our food; If we do evil, Be not Thou very angry, and if Anyone evil towards us Not we angry towards them Send away far from us all evil. Canoeing Prayer Lord, we will be canoeing today; We shall be very busy; If, during the course of the day We forget about you, Please don't forget about us. Beaver Prayer III Thank you God, who loves us, For every happy day, For trees and grass and flowers and sun, For friends to share our games and fun, Thank you God, we love you. Amen Guide us Through and Out Our Father, who art in heaven and who art on earth, even journeying with your people, thank you for being faithful and for never abandoning us. When we are in the wilderness, guide us through and out. When we are lost, please find us. When we cry out, please hear us - in the name of the One who said, "Lo, I am with you always." Amen -- From "Meditation" by Bruce Miles, Presbyterian Record March 1985 Michael Row the Boat Ashore Michael, row the boat ashore, Alleluia, Michael, row the boat ashore, Alleluia. Jordan's River is chilly and cold, Alleluia, Kills the body but not the soul, Alleluia. Jordan's River is deep and wide, Alleluia, Meet my mother on the other side, Alleluia. Gabriel, blow the trumpet horn, Alleluia, Blow the trumpet loud and long, Alleluia. Brother, lend a helping hand, Alleluia, Brother, lend a helping hand, Alleluia. Michael's boat's a gospel boat, Alleluia, Michael's boat's a gospel boat, Alleluia. Michael, row the boat ashore, Alleluia, Michael, row the boat ashore, Alleluia. Amazing Grace Amazing grace, how sweet the sound That saved a wretch like me. I once was lost, but now I'm found; Was blind, but now I see 'Twas grace that taught my heart to fear, And grace my fear relieved. How precious did that grace appear The hour I first believed. Through many dangers, toils and snares We have already come. 'Twas grace that brought us safe this far, And grace will bring us home. Amazing grace, how sweet the sound That saved a wretch like me. I once was lost, but now I'm found; Was blind, but now I see Songs This is my Father's World This is my Father's world, and to my listening ears, All nature sings and 'round me rings The music of the spheres This is my Father's world. I rest me in the thought, Of rocks and trees, of skies and seas, His hand the wonders wrought. This is my Father's world. The birds their carols raise; The morning light, the lily white, Declare their Maker's praise. This is my Father's world. He shines in all that's fair; In the rustling grass I hear Him pass, He speaks to me everywhere. Scout Vespers Softly falls the light of day, As our campfire fades away. Silently, each Scout should ask, "Have I done my daily task?" "Have I cared and have I tried, Can I guiltless sleep tonight? Have I done and have I dared, Every thing to be prepared?" Kum Ba Ya (Traditional) Kum ba ya, My Lord, Kum ba ya. Kum ba ya, My Lord, Kum ba ya. Oh Lord, Kum ba ya. Some one's crying Lord, Kum ba ya. Some one's laughing Lord, Kum ba ya. Some one's shouting Lord, Kum ba ya. Some one's praying Lord, Kum ba ya. Kum ba ya, My Lord Kum ba ya. Kum Ba Ya -- The Scout Law Version Kum-ba-yah my Lord, Kum-ba-yah Kum-ba-yah my Lord, Kum-ba-yah Kum-ba-yah my Lord, Kum-ba-yah O, Lord, Kum-ba-yah. A Scout's trustworthy Lord, Kum-ba-yah, A Scout is loyal, Lord, Kum-ba-yah, A Scout is helpful, Lord, Kum-ba-yah, O, Lord, Kum-ba-yah. A Scout is friendly, Lord, Kum-ba-yah, A Scout is courteous, Lord, Kum-ba-yah, A Scout is kind, Lord, Kum-ba-yah, O, Lord, Kum-ba-yah. A Scout's obedient, Lord, Kum-ba-yah, A Scout is cheerful, Lord, Kum-ba-yah, A Scout is thrifty, Lord, Kum-ba-yah, O, Lord, Kum-ba-yah. A Scout is brave, Lord, Kum-ba-yah A Scout is clean, Lord, Kum-ba-yah A Scout is reverent, Lord, Kum-ba-yah O, Lord, Kum-ba-yah. Kum-ba-yah my Lord, Kum-ba-yah Kum-ba-yah my Lord, Kum-ba-yah Kum-ba-yah my Lord, Kum-ba-yah O, Lord, Kum-ba-yah. God Bless America God Bless America, land that I love Stand beside her, and guide her, Through the night with the light from above, From the mountains, to the prairies, To the ocean, white with foam, God bless America, my home sweet home. God bless America, my home sweet home. Let There Be Peace on Earth Let there be peace on earth, and let it begin with me. Let there be peace on earth, the peace that was meant to be. With God as our Father, brothers all are we. Let me walk with my brother in perfect harmony. Let peace begin with me, let this be the moment now. With every step I take, let this be my solemn vow: To take each moment and live each moment in peace eternally! Let there be peace on earth And let it begin with me. For the Beauty of the Earth For the Beauty of the Earth, For the Beauty of the skies For the love which from our birth, over and around us lies Lord of all, to Thee we raise, This our hymn of grateful praise. For the wonder of each hour, of the day and of the night Hill and vale, tree and flower, sun and moon and stars of light Lord of all, to Thee we raise, This our hymn of grateful praise. For the joy of ear and eye, For the heart and mind's delight For the mystic harmony linking sense to sound and sight Lord of all to Thee we raise, This our hymn of grateful praise Morning Has Broken Morning has broken, Like the first morning, Blackbird has spoken, Like the first bird, Praise for the singing! Praise for the morning! Praise for them springing fresh from the word. Sweet the rain's new fall sunlit from heaven, Like the first dew fall on the first grass Praise for the sweetness of the wet garden, Sprung in completeness Where His feet pass. Mine is the sunlight! Mine is the morning, Born of the one light Eden saw play! Praise with elation, Praise every morning, God's recreation of the new day! America the Beautiful O beautiful for spacious skies For amber waves of grain, For purple mountain majesties Above the fruited plain America! America! God shed his grace on thee, And crown thy good with brotherhood from sea to shining sea! O beautiful for patriot dream That sees beyond the years Thine alabaster cities gleam, Undimmed by human tears! America! America! God shed His grace on thee, And crown thy good with brotherhood from sea to shining sea! Kum bah yah (A religious version) Kum bah yah my Lord, Kum bah yah O Lord, Kum bah yah Someone's waiting Lord, Kum bah yah And debating Lord, Kum bah yah Contemplating Lord, Kum bah yah O Lord, Kum bah yah Someone's teaching Lord, Kum bah yah Someone's preaching Lord, Kum bah yah Someone's reaching Lord, Kum bah yah O Lord, Kum bah yah Someone's learning Lord, Kum bah yah Someone's burning Lord, Kum bah yah Someone's turning Lord, Kum bah yah O Lord, Kum bah yah Someone's praying Lord, Kum bah yah And obeying Lord, Kum bah yah And they're staying Lord, Kum bah yah O Lord, Kum bah yah Kum bah yah my Lord, Kum bah yah O Lord, Kum bah yah Church in the Wildwood There's a church in the valley by the Wildwood. No lovelier place in the dale, No spot is so dear to my childhood, As the Little Brown Church in the vale. CHORUS: 0, come, come, come, come, Come to the Church in the Wildwood, 0, Come to the church in the dale. No spot is so dear to my childhood, As the Little Brown Church in the vale. How sweet on a bright Sabbath morning, To listen to the clear ringing bells; It's tones so sweetly are calling, 0, come to the church in the vale. On Top of Old Smokey (Scout Version) On top of Old Smokey, all covered with snow, I learned a great lesson, all people should know. I met a Scoutmaster, a helper of youth, He was roaming God's mountain, in search of the truth. He told me he'd found it, in the red sunset's glow; In the voice of the thunder, in the touch of the snow. His truth was quite simple, as plain as could be, I'll never forget what, that Leader told me. Do your duty to God, to the red, white, and blue. To all others be helpful, to thine own self be true Inspirational Readings and Short Subjects The Golden Principle Blessed are those who prefer others before themselves. -- Baha'i Faith Hurt not others in ways that you would you yourself would find hurtful. -- Buddhism Do unto others as you would have them do unto you. --Christianity This is the sum of all duty: treat others as you yourself would be treated. -- Hinduism No one of you is a believer until you desire for another that which you desire for yourself. -- Islam In happiness and suffering, in joy and grief, regard all creatures as you would regard your own self. -- Jainism What is hateful to you, do not do to your neighbor. -- Judaism Be not estranged from another for God dwells in every heart. -- Sikhism Human nature is good only when it does not do unto another whatever is not good for its own self. -- Zoroastrianism The Scout Beatitudes Blessed are the Scouts who are taught to see beauty in all things around them...for their world will be a place of grace and wonder. Blessed are the Scouts who are led with patience and understanding... for they will learn the strength of endurance and the gift of tolerance. Blessed are the Scouts who are provided a home where family members dwell in harmony and close communion...for they shall become the peacemakers of the world. Blessed are the Scouts who are taught the value and power of truth...for they shall search for knowledge and use it with wisdom and discernment. Blessed are the Scouts who are guided by those with faith in a loving God...for they will find Him early and will walk with Him through life. Blessed are the Scouts who are loved and know that they are loved...for they shall sow seeds of love in the world and reap joy for themselves and others. The Deck of Cards (Tex Ritter Version) "Friends, this is Tex Ritter with a strange story about a soldier boy and a deck of cards. During a North African campaign a bunch of soldier boys had been on a long hike, and they arrived in a little town called Casino. The next morning being Sunday several of the boys went to church. A Sergeant commanded the boys in church, and after the Chaplain had read the prayer the text was taken up next. Those of the boys who had a prayer book took them out, but this one boy only had a deck of cards, and so he spread them out. The Sergeant saw the cards and said, 'Soldier, put away those cards.' After the services were over the soldier was taken prisoner and brought before the Provost Marshall. The Marshall said, 'Sergeant, why have you brought this man here?' 'For playing cards in church, sir.' 'And what have you to say for yourself, son? 'Not much, sir,' replied the soldier. 'The Marshall said, 'I hope so, for if not, I shall punish you more than any man was ever punished.' The soldier said, 'Sir, I have been on a march for about six days, and I had neither Bible nor Prayer Book, but I hope to satisfy you, Sir, with the purity of my intentions. With that the boy started his story. 'You see, Sir, when I look at the Ace it reminds me that there is but one God. The deuce reminds me that the Bible is divided into two parts; the Old and New Testaments. And when I see the trey I think of the Father, Son, and Holy Ghost. When I see the four I think of the four evangelists who preached the Gospel. There was Matthew, Mark, Luke, and John. And when I see the five it reminds me of the five wise virgins who trimmed their lamps. Ten of 'em; five who were wise and were saved; five were foolish and were shut out. And when I see the six it reminds me that in six days God made this great heaven and earth. And when I see the seven it reminds me that on the seventh day God rested from His great work. When I see the eight I think of the eight righteous persons God saved when he destroyed this earth. There was Noah, his wife, their three sons, and their wives. And when I see the nine I think of the lepers our Savior cleansed, and nine of the ten didn't even thank Him. When I see the ten I think of the Ten Commandments God handed down to Moses on a tablet of stone. When I see the King it reminds me that there is but one King of Heaven, God Almighty. And when I see the queen I think of the Blessed Virgin Mary who is Queen of Heaven. And the jacks or knaves it's the devil. And when I count the number of spots on a deck of cards I find three hundred sixty-five the number of days in a year. Fifty-two cards, the number of weeks in a year. Four suits, the number of weeks in a month. Twelve pictures cards, the number of months in a year. Thirteen tricks, the number of weeks in a quarter. So you see, Sir, my pack of cards serves me as a Bible, almanac, and prayer book.' Friends, I know this story is true, because I knew that soldier." -- Thanks to J. Phil Gilbreath Sermons We See by Edgar A. Guest I'd rather see a sermon than to hear one any day; I'd rather one should walk with me than merely tell the way. The eye's a better pupil and more willing than the ear; Fine council is confusing, but example's always clear; And the best of all the preachers are the men who live their creeds, For to see good put in action is what everybody needs. I soon can learn to do it if you'll let me see it done; I can watch your hands in action, but your tongue too fast may run. And the lecture you deliver may be very wise and true; But I'd rather get my lessons by observing what you do. For I might misunderstand you and the high advice you give, But there's no misunderstanding how you act and how you live. When I see a deed of kindness, I am eager to be kind. When a weaker brother stumbles and a strong man stays behind Just to see if he can help him, then the wish grows strong in me, To become as big and thoughtful as I know that I can be. And all the travelers can witness that the best of guides today Is not the one who tells you, but the one who shows the way. One good man teaches many, men believe what they behold; One deed of kindness noticed is worth forty that are told. Who stands with men of honor learns to hold his honor dear, for right living speaks a language which to everyone is clear. Though an able speaker charms me with his eloquence, I say, I'd rather see a sermon than to hear one, any day. Understanding Happy is the man who finds wisdom, And the man who gets understanding, For the gain from it is better than gain from silver, And its profit is better than gold. She is more precious than jewels, And nothing you desire can compare with her. Long life is in her right hand; In her left hand are riches and honor Her ways are ways of pleasantness, And all her paths are peace. She is a tree of life to those who lay hold of her; Those who hold her fast are called happy. The Lord by wisdom founded the earth; By understanding he established the heavens; By His knowledge the deeps broke forth, And the clouds drop down the dew. My son, keep sound wisdom and discretion; Let them not escape from your sight, And they will be life for your soul And adornment for your neck. Then you will surely walk on your way securely And your foot will not stumble. If you sit down, you will not be afraid; When you lie down, your sleep will be sweet. Do not be afraid of sudden panic, or of the ruin of the wicked, when it comes; For the Lord will be your confidence and will keep your foot from being caught. --Proverbs 3:13-26 Servants The true servants of the Gracious GOD are the following: Those who walk upon earth with humility and when they are tempted by the evil ones, they respond: Peace; Those who pass the hours of the night in prayers and standing before the Lord; Those who pray: Lord turn away from us the punishments of hell, for it is a heavy torment, it is indeed an evil dwelling place; Those who are neither extravagant nor stingy in spending, but keep a balance between the two; Those who repent and believe and do good deeds. --From the Koran, Al-Furquan, Part 19, Chapter 25 The Spirit lives; there is no doubt, Within the heart of every Scout, The hope lives on, the dreams survive, The Scouting spirit is alive! The Spirit Lives In England, many years ago, There lived a man who sought to sow The seeds of brotherhood of man, And there the spirit first began. The Scouting spirit spread about To nations east, west, north and south, And soon, on every land and shore, Young men were taught the Scouting Law. We camped and learned of nature's ways, We gloried in our youthful days, We ventured where all others feared, Because we knew we were prepared. The world has changed as years went by, Society's values went awry, And many ask, "What is the worth of Scouting on this wretched earth?" But each new Scout who learns our law Brings with him hope, and much, much more; Each generation of Scouts gives The proof that Scouting's spirit lives. The treasured values of the past Still guide Scouts of today; they last In spite of changes that we see Around us in society. And still, adventures filled with fun Await today's Scouts, every one; In them that spirit, born of old May yet transform this sorry world. And so we say without a doubt, That in the heart of every Scout The hope lives on, the dreams survive, The Scouting spirit is alive! -- By G.K. Sammy, former Scout of 31st Trinidad, dedicated to the Naparima District Scouts, who attended the XV World Jamboree, 1983 Success is in the way you walk, Success The paths of life each day; It's in the little things you do And in the things you say. Success is not in getting rich Or rising high to fame; It's not alone in winning goals Which all men hope to claim. It's being faithful to your friends And to the strangers kind, It's in the children whom you love And all they learn from you; Success depends on character And everything you do. The Rule of Three Three things to govern: Temper, tongue and conduct. Three things to cultivate: Courage, affection and gentleness. Three things to comment: thrift, industry, and promptness. Three things to give: help to the needy, comfort to the sad, and appreciation to the worthy. If you sit down at set of sun Count That Day Lost And count the acts that you have done, And, counting find One self-denying deed, one word That eased the heart of him who heard; One glance most kind, That fell like sunshine where it went- Then you may count that day well spent. But if, through all the livelong day, You've cheered no heart, by yea or nay- If, through it all You've nothing done that you can trace That brought the sunshine to one face- No act most small That helped some soul and nothing cost- Then count that day as worse than lost. -George Eliot I am but one, But I am one; I can't do everything, But I can do SOMETHING; What I can do, I ought to do, What I ought to do, God helping me, I WILL DO. Native American Commandments Treat the Earth and all that dwell thereon with respect. Remain close to the Great Spirit. Show great respect for your fellow beings. Work together for the benefit of all Mankind. Give assistance and kindness wherever needed. Do what you know to be right. Look after the well being of mind and body. Dedicate a share of your efforts to the greater good. Be truthful and honest at all times. Take full responsibility for your actions. Today's Thought Great Spirit, give us hearts to understand; Never to take from creation's beauty more than we give; Never to destroy only for the furtherance of greed; Never to deny to give our hands for the building of earth's beauty; Never to take from her what we cannot use. Great Spirit, give us hearts to understand; That to destroy earth's music is to create confusion; That to wreck her appearance is to blind us to beauty; That to callously pollute her fragrance is to make a house of stench; That as we care for her she will care for us. We have forgotten who we are. We have sought only our own security. We have exploited simply for our own ends. We have distorted our knowledge. We have abused our power. Great Spirit, whose dry lands thirst, Help us to find the way to refresh your lands. Great Spirit, whose waters are choked with debris and pollution, Help us to find the way to cleanse your waters. Great Spirit, whose beautiful earth grows ugly with misuse, Help us to find the way to restore beauty to your handiwork. Great Spirit, whose creatures are being destroyed, Help us to find a way to replenish them. Great Spirit, whose gifts to us are being lost in selfishness and corruption, Help us to find the way to restore our humanity. Source: Earth Prayers by Glenn Welker Prayer of Saint Francis Assisi Lord, make me an instrument of thy peace! That where there is hatred, I may bring love That where there is wrong, I may bring the spirit of forgiveness That where there is discord, I may bring harmony That where there is error, I may bring truth That where there is doubt, I may bring faith That where there is despair, I may bring hope That where there are shadows, I may bring light That where there is sadness, I may bring joy. Lord, grant that I may seek rather to comfort, than to be comforted To understand, than to be understood To love, than to be loved. For it is by self-forgetting that one finds. It is by forgiving that one is forgiven. It is by dying that one awakens to Eternal Life. The Earnest Promise of a Scout The Scout Oath or Promise is a tool to help encourage each Scout to set goals for himself crystal clear, specific goals in sharp focus, definite objectives that will expand through the years as he lives as an enthusiastic Scout, as his character develops and unfolds. "On my honor," the Scout says, and the words of the phrase help him to focus upon the importance of his personal integrity. His earnest desire to live on a high level is strengthened and reinforced. --Walter MacPeek, from The Scout Oath in Action Different Approaches to God You see many stars at night in the sky but find them not when the sun rises, can you say there are no stars in the heaven by day? So, 0 man! Because you behold not God in the days of your ignorance, say not that there is no God. As one and the same material, water is called by different names by different peoples, one calling it water, another calling it eau, a third aqua, and another pani, so the one Satchitananda, the everlasting intelligent-bliss, is invoked by some as God, by some as Allah, by some as Jehovah, by some as Hari, and by others as Brahman. As one can ascend to the top of a house by means of a ladder or a bamboo or a staircase or a rope, so divers are the ways and means to approach God, and every religion in the world shows one of these ways. Different creeds are but different paths to reach the Almighty. -- Sri Ramakrishna from Searching, p.76 A Strong Combination The statement of the Oath and the adjectives that make up the Law cover any possible description of a welladjusted human; and, if a whole nation ever reached halfway for these goals, it would be approaching Utopia. The concept of honor and the description of courage are vital ideas, almost lost by the wayside in this age of expediency and behavior analysis. Here is a mixture of common sense and high ideals - for every citizen, not just every Scout. God bless Scouting. -- Hugh Downs, from The Scout Oath in Action, Not A Man's Footprint A man was crossing the desert with an Arab guide. Day after day the Arab never failed to kneel on the burning sand and call upon his God. At last one evening, the man said to the Arab, "How do you know there is a God?" The guide fixed his eye upon the scoffer for a moment, and then replied; "How do I know there is a God? How did I know that a camel and not a man passed last night? Was it not by the print of his hoof in the sand?" And pointing to the sun whose rays were fading over the horizon, he added, "That footprint is not of man." Reverence Reverence to God and reverence for one's neighbor and reverence for oneself as a servant of God, is the basis of every form of religion. The method of expression of reverence to God varies with every sect and denomination. What sect or denomination a boy belongs to depends, as a rule on his parents' wishes. It is they who decide. It is our business to respect their wishes and to second their efforts to inculcate reverence, what ever form of the religion the boy professes. --Robert Baden-Powell, Aids to Scoutmastership, p.38 Peace and Brotherhood (readings from the Koran, of Islam) "0 mankind! We created you from a single (pair) of a male and female, and made you into Nations and tribes, that you may know each other (not that ye may despise each other)...." [49:13] "And their Lord hath accepted of them, and answered them: 'Never will I suffer to be lost the work of any of you be he male or female; Ye are members, one of another..."1 (3:195] "The Believers are but a single brotherhood; so make peace and reconciliation between your two (contending) brothers; and fear God that ye may receive mercy." [49:10) "And hold fast, all together, by the rope which God (stretches out for you) and be not divided among yourselves; and remember with gratitude God's favor on you " [3:103] "They ask thee concerning orphans. Say: 'The best thing to do is what is for their good; if ye mix their affairs with yours, they are your brethren; ..." [2:220] "But the god fearing shall be amidst gardens and fountains: 'Enter you them, in peace and security!' We shall strip away all rancor that is in their breasts; as brothers they shall be upon couches set face to face." [15:45) Pure Thought All that we are is the result of what we have thought: it is founded on our thoughts; it is made up of our thoughts. If a man speaks or acts with an evil thought, pain follows him as the wheel follows the foot of the ox that draws the carriage. All that we are is the result of what we have thought: it is founded on our thoughts; it is made up of our thoughts. If a man speaks or acts with an evil thought, pain follows him, like a shadow that never leaves him. 'He abused me, he beat me, he defeated me, he robbed me' -- in those who harbor such thoughts hatred will never cease. For hatred does not cease by hatred at any time; hatred ceases by love -this is an old rule. The world does not know that we must all come to an end here; but those who know it their quarrels cease at once. Buddhist Buddha from Sharing, p.20 Good Neighbor and Sharing Not long ago there was a severe drought in one part of India and in one village the water tanks went dry. There was no water for the crops and it looked as if they must fail. This would be disaster, for the failure of the harvest might mean starvation. One man in the village had water -- a farmer who owned the only well. But he was afraid that if he allowed the whole village to use his well, there might not be enough water for his own crops. And yet he felt that, as a good neighbor, he should be willing to share what he had. In despair he asked God what he should do; and then he waited for the answer. It came. The thought came into his mind as clearly as if God had actually spoken to him. 'As long as your heart does not dry up with selfishness, the well will not dry up.' So he gave the water and there was enough for everyone. -- Hindu from Sharing, p.30 People of All Colors I was born with a bronze skin, and I like it. Some of my friends were born white or black or yellow. They were not consulted. But that's all right. There are yellow roses, white roses and red roses, and the fragrance of the one is about as nice as another. I hope my children will live in a world where people of all colors can sit and work together. -- Native American Chief Walking Buffalo of the Stoney Indians from Sharing, p.35 Who Is Listening? I saw two people walking, Talking with great animation, Both of them speaking at the same time. Could they hear each other, Or were they just talking and not listening? Would one say tomorrow: "But I told you yesterday," And the other reply, "Did you? I don't remember that." Beneath the chatter and the flow of clichés, About the weather, the football and last night's TV, Are people saying things that I do not want to hear? Beneath the banter of lunch time, Are cries for help drowned in the coffee? Is there a scream I cannot hear Behind the tired smiles and the shouts of "See you in the morning?' Friends talk, without hearing. Committees talk, and no one listens. Families talk, and no one pays attention. The lonely weep, but their neighbors are deaf. In the High Street, God himself speaks of His love. Every day He offers eternal life, But His voice is lost in the roar of the traffic. Lord, forgive me that I choose not to hear The voices that disturb me. Help me to hear when someone sighs. To notice a face, see the eyes, To be aware, to be sensitive to the silent shout of a friend in need. Teach me to hear between the words. Open my inward ear so that I will hear Your voice When You speak to me. Remind me, again and again, that You are always listening -- From "Pause for Thought: by Frank Topping, as found in Let Us Pray A Friend An Arab had 17 camels. When he died, he left half his camels to his eldest son; a third to his second son and a ninth to his youngest. Trouble is that 17 will not divide by two, three or nine. A friend heard about the problem and lent the boys a camel. That made 18. Half of 18 is 9; a third is 6; and a ninth is 2. 9+6+2 = 17. So the friend got his camel back and the sons got what was right for each of them. A good Scout will always do what the friend did whatever the cost - to make his neighbors happy. The promise is, of course, that if you sacrifice something (like an expensive camel) you will never lose and others might gain - which is the beginning of happiness. OK? -- from "God. are you still in there?" God Has Created A New Day God has created a new day Silver and green and gold. Live that the sunset may find us Worthy his gift to hold. Hark To The Chimes Hark to the chimes Come bow your head. We thank thee God For this good bread. If We Have Earned The Right If we have earned the right to eat this bread Happy indeed are we. But if unmerited Thou gives to us May we more thankful be. Neath These Tall Green Trees Neath these tall green trees we stand Asking blessings from Thy hand Thanks we give to thee above For Thy help and strength and love. Scottish Grace Some have meat and cannot eat And some have nay that want it But we have meat and we can eat And so the Lord we thanketh. Wayfarer's Grace [Suggested tunes: Doxology, "Praise God From Whom All Blessings Flow", or "For The Beauty of the Earth"] For all the glory of the way For all thy protection night and day For rooftree, fire, and bed and board For friends and home We thank thee Lord. Graces God Is Great (Tune: London Bridge) God is great and God is good God is good, God is good Let us thank him for this food Alleluia! Thank Thee (Tune: Ruben, Ruben) Thank thee, thank thee Heavenly Father For thy blessings we have gathered. Give us strength and understanding, Bless us now, oh Lord. We pray. (Tune: Edelweiss) Blessing Hymn Come dear Lord, be our guest As we gather together. May our heart glow with love, Keep us close to you ever. Friendship and joy may they Bloom and grow. Bloom and grow forever, Bless our homes, bless our friends, Bless our common endeavors. Thank you God, for this day, Bless all those who greet it. May your love glow with peace, May your love go forth from us. Friendship and peace may they bloom and grow Bloom and grow forever. Bless our friends, bless our work Bless each of us forever. Amazing Grace Amazing grace how great Thou art, You meet my every need, You quench my thirst, You guard my home, My soul and body feed. Like The Pearl (Tune: Pearly shells. echo each. line) Like the pearl in the ocean Made by God from a grain of sand. Like the pearl may God's blessings surround me. Make a pearl from this little grain of sand. May God Bless (Tune: Oh dear what can the matter be.) May God bless the boys at this meeting May God bless the food we are eating May God bless the ones who are leading May God bless Cub Scouts everywhere. Orchard And Ocean (Tune: Tell me why) Orchard and ocean Farm and field We thank our maker For all they yield. For earth and water For flower and seed We thank you God in thought, word and deed. Amen A Amen, A Amen, A amen, Amen, Amen. HEAR THE LITTLE CHILDREN A Amen, STANDING AT THIS TABLE, A Amen ASKING FOR YOUR BLESSING Amen, Amen! We Know, We Know (Tune: Hi Ho Hi HO) We know, we know, from whom all blessing flow We thank him then We say Amen We know, we know! (We know, We know, We know-- Repeat 'til tired!) World Hunger Grace For food in a world where many walk in hunger, For faith in a world where many walk in fear, For friends in a world where many walk alone, We give Thee humble thanks, Oh, Lord. Namaste (Tune: THE MORE WE GET TOGETHER) Namaste means thank you means thank you means thank you Namaste means thank you Namaste my Lord. For good food and good friends and feelings that don't end Namaste means thank you Namaste my Lord. (na/ma/stay) Thank The Lord (Tune: Teapot) I am strong and healthy thank the Lord. I have bread, room and board I have good friends and family, God takes very good care of me. He Hears (Tune: On top of old Smokey) My God is so great and I am so small, but it doesn't matter he hears when I call! He hears when I whisper, he hears when I shout he hears my "thank you" 'cause I'm a Cub Scout. Lord, God Of Power (Tune: Down by the station) Lord, God of power, guide me every hour Please bless this food we're about to eat. Forever And A Day (Tune: My hat it has 3 corners) My Lord God almighty, bless us here today grant that we will be worthy forever and a day. God Made The Mountains (Tune: I love the mountains) God made the mountains, God made the rolling hills, God made the flowers, God made the daffodils, God made the field of wheat, for all the bread we eat, alleluia, alleluia, alleluia, alleluia (repeat and fade out.) May (Tune: When Irish eyes are smiling) May the road rise up to meet you, May the wind be at your back, May good friends be there to greet you And your table never lack. May your life be filled with laughter, and your heart be filled with song. May God shine His light upon you, As you live your whole life long. God Is So Very Good (Tune: Animal Crackers) Fruit from the tree, and from the vine. Bread from the oven, tastes diving. Gosh, oh gee but I have fun, Counting my blessings one by one. God is so very good to me, Sends me strength and energy, Thank you God eternally. Be Present Be present at our table Lord Be here and everywhere I go His mercies bless and grant that we May learn to live and die for Thee. Spirit Eternal (Tune: Pop goes the weasel) God almighty, Father of all God the Spirit Eternal Bless us each, one and all Spirit Eternal. Bless the children gathered about, Bless adults who lead them, Bless the children 'round the world, Please help feed them. Before The Night (Tune: After the ball) Before this day is over Before the night begins Help me protect the planet Be one of it's caring friends I thank you for all your blessings May I earn the right To live in harmony with them Before the night. Merci Beaucoup (Tune: Alluetta) Merci Beaucoup Lord God almighty. Merci Beaucoup thank you very much. Chorus: Merci beaucoup Merci beaucoup Thanks to you Thanks to you oh, oh, oh Hawaiian Grace (Tune: Aloha Oy) Aloha to God above Aloha a word that means I love you. Mahalo too means I thank you. Mahalo aloha to God. (Ma/ha/low) Alleluia, alleluia, Alleluia amen, amen. For Health And Strength For health and strength and daily bread we praise Thy name oh Lord. Another version: For health and strength and daily food We praise thy name O Lord. Within this camp and all our days Thy presence we adore, We praise Thy name. We praise Thy name. We praise Thy name O Lord. Jubilate Deo Jubilate Deo, Jubilate Deo, Alleluia. Thanks To God (Tune: Taps) Thanks to God, for our food for our milk, for our stew, for our bread. God is joy, God is love Bow your head. Gelobet Gelobet sei Gelobet sei Der herr mein Gott. Gelobet sei Gelobet sei Der herr mein Gott. Gelobet, Gelobet, Gelobet sei. Der mein Gott. (translation: Praised be the Lord, my God.) Gracias Señor Allelu, allelu, allelu, alleluia. Gracias señor allelu, allelu, allelu, alleluia. Gracias señor Gracias señor alleluia Gracias señor alleluia Gracias señor alleluia Gracias señor. Good Morning God (Tune: Morning is here) Good morning God, this is your day I am your child, show me the way. Everyday (Tune: Camp town races) Thank you God for all you do Ale-luya Thank you God for all you do Every single day. (contributed by Judy Hubbs) Indian Taps Day is done (raise hands up) gone the sun (lower hands) from the lakes (arms stretch in front of you) from the hills (arms stretch upward and diagonal, like a hill) from the sky (arms reach up to sky) all is well (arms in front, bend at elbow toward you) safely rest (arms together cross in front of body--like folding your arms in front of you) God is nigh. (bow head on your crossed arms.) Let Us Break Bread Together Let us break bread together on our knees Let us break bread together on our knees When I fall on my knees with my face to the rising sun, Oh, Lord have mercy on me. God Our Father (Tune: Frere Jacques) God our father, God our father Once again, once again, we would ask thy blessing, we would ask thy blessing amen, amen. Bless Our Food (Tune: Edelweiss) Bless our food, bless our friends come oh Lord and sit with us. Make our talk glow with peace come with your love to surround us. Friendship and peace may they bloom and grow bloom and grow forever. Bless our food, bless our friends, Bless our dear land forever. Thank You For The World So Sweet Thank you for the world so sweet thank you for the food we eat thank you for the birds that sing thank you God for everything. We Gather Together We gather together to ask the Lord's blessing He chastens and hastens his will to make known. The wicked oppressing cease them from distressing Sing praises to his name he forgets not his own. Mountain Meadows Grace (Mountain Meadows is a resident camp in California) We thank the Lord for the food we eat, For camping fun and the friends we meet, For the rushing streams and the calm cool breeze, For lovely meadows and tall green trees. A Grateful Heart This happy meal will happier be If we, O God, remember Thee We thank you, God, for happy hearts, For fine and sunny weather; We thank you, God, for this our food, And that we are together. For every cup and plateful, God make us truly grateful. As we enjoy this earthly food At this table you have spread, We'll not forget to thank you, God, For all our daily bread. A Kindergartner's Prayer Dear Lord, bless this food. Let children everywhere have just as much to thank You for. Please God, hear our prayer. Amen. -- Thanks to Evette Ogden A Blessing For what we are about to do, may the Lord make us truly responsible. For what we are about to think, may the Lord make us truly wise. For what we are about to say, may the Lord make us truly sensible. For what we are trying to achieve, may the Lord accept and bless our efforts. -- Thanks to Sergio Laurenti Bless This House [Tune: Edelweiss] Bless this house, bless this bread, Come oh Lord and sit with us. May our hearts grow with peace. Come with your love and surround us. Friendship and love may they bloom and grow, Bloom and grow forever. Bless our friends, bless us all, Bless all Cub Scouts forever. God Is Great, God Is Good, Alleluia [Tune: Michael Row the Boat]) God is great, God is good, Alleluia Let us thank him for our food, Alleluia. By His hand we all are fed, Alleluia Thank you Lord, for daily bread, Alleluia. God Our Father [Tune: Frere Jacques] God our Father, God our Father. Once again, once again, Thank you for our blessings, thank you for our blessings. A-amen, a-amen. Variation of third line: "We would ask thy blessing . . . ." Health and Strength For health and strength and daily bread We praise thy name, Oh Lord. Peace Is Peace is the bread we break; Love is a river rolling. Life is the chance we take When we make this world our home. Gonna make this world our home. The Scouts Own An Introduction to the Scouts Own The founder of Scouting, Robert Baden-Powell, believed that Reverence and Duty to God should be an important part of the Scout Movement and of every Scout and Scouter. He originated the notion of Scout's Own ..."a gathering the Scouts for the worship of God and to promote fuller realization of the Scout Law and Promise, but supplementary to, and not in substitution for, regular religious observances." (Aids to Scoutmastership, p.38) Let us first consider what Scouts' Owns are not. * They are not Church Services, nor are they meant to be a substitute for them. * They are not a structured liturgy like the Book of Common Order, etc. * They are not a good opportunity for the Leader to bang home some truths with a little bit of God added for effect. * They are not necessarily the Chaplains or Leaders' department or duty. Given those guidelines, let's define what Scouts' Owns are. This is not what they ought to be - this is what they are; and if they do not fulfill one or more of these categories, they are not Scouts' Owns. * They are an acknowledgment of God and his creation and ourselves as part of it, expressed in a way that all the faiths that Scouting embraces can share together. * They are a pause in our activity to discover something deeper and more permanent in the things we are trying to achieve or learn or enjoy. * They are a response to the Creator for the gift of life. Which means, of course, they can be almost everything from a time of silence through a single sentence right up to a kind of service of worship that might include music and singing and stories and readings and prayers. In other words, although the next few paragraphs and pages suggest some material that could be useful for a Scouts' Own and end with a couple of outlines that might be useful for a colony/pack/troop/unit evening or in camp, there really is no "proper form." For example, a group of Venture Scouts [older Scouts or high adventure group] may get to the summit of a mountain after a difficult or challenging rock climb and as they stand or sit down to recover and enjoy the view, one of them says, with feeling, "Thank God we made it!" and the others respond "Too right" (in context, another word for "Amen"), conscious or not, they have experienced a Scouts' Own, because they have recognized both their achievement and their growing because of it. The glory of a sunset and the breaking of the dawn; the sky at night, the hills by day and the flickering friendship round a camp-fire are absolutely natural settings for thinking -sometimes silently, sometimes aloud -- about the power that is the beginning and end of everything and our human place in the complex order of the universe. And that's a Scouts' Own, without the need, even, for a mention of God by name -- only by implication. You see the point? A Scout's Own is really a spiritual experience that happens. But sometimes, especially at the younger ages, it has to be underlined. So a game or an activity that has demanded effort in body or mind or in tolerance and team-work can, on the spot, be turned into a Scouts' Own with a thought and a "thank-you" for God -- no necessity for hymns or uniforms or readings. Of course, there is a place for a Scouts' Own with songs and readings -- when a time is set aside for God. Then it can be good to tell a story of adventure or challenge, where the people have relied on their faith -- whatever their faith -- in the Creator God to achieve their goal; and sing a campfire song or two about sharing and caring and serving. The song "Al lelu, alleluia, praise ye the Lord" can be fun, because, divided into two groups, one does the 'Alleluias' and the other the 'Praise ye the Lord' and whenever they are singing they stand and when not they sit. This is praise that is ordered chaos and fun. Maybe that's a good description of a true Scouts' Own. And prayers. A lot of young folk today find prayer difficult, yet the best prayers come from them. The young Cub Scout who prays "Thank you God for making me" has hit the nail on the head that's a Scouts' Own in a sentence. So it is far better to let the young people make up their own prayers - maybe creating a Group book of prayers and use it, updating it year by year. As a Leader you will never quite match, for them, the depth of their own thinking. Finally, having, hopefully, done away with the mystique surrounding and the necessity of formality or a formal structure for Scouts' Owns, we suggest you go and get on with them - and enjoy them! An Outline Scouts' Own For a Formal Situation The most useful structure is simple - it consists of an Introduction - with or without singing. The second element is the Story. There are hundreds of stories that would be suitable - stories about Baden-Powell or modern adventure and achievement. Something that can be illustrated by audience participation in some way is usually more effective but not absolutely essential. It could simply be a yarn read from a book - but better retold by the leader without the book! And the third element is the Devotional. Nothing complicated or fancy, just a drawing together of things that are eternal like love and beauty and truth and justice and peace - and a suggestion of the vital place that Members of the Scout Movement of all ages have in the winning and maintaining of them. Which is how we do our duty to the Creator Power (God) who is the beginning and the end of everything. Without question, the best and most effective Scouts' Owns are constructed by Scouts themselves. Therefore it should be the practice to involve them in the preparation for the occasion as well as participation in it. You might have to tell the yarn or story; but it might be just as effective for you to give a group a theme and tell them to present it whatever way they feel would be most effective. They may well come up with songs, even things to be read, that you wouldn't have dreamed about, but for their peers it will make the point better than anything you can say. So you might like to suggest themes like these: * Caring for God's World and the people in it * Working for Peace and Justice for everybody * Making the best use of the life God had given to us * How to cope with hurt or handicap Of course there are more obvious themes like holidays, camp, Scouting, friendships, and adventure and so on. All of these have a Scouting significance. You might ask about the abstract - love, hope, beauty, wonder, despair, sadness, forgiveness. Or, why not take the bull by the horns and ask them to express in word, song and mime/drama what they understand about God, Creation, the Universe, themselves. The point is that, formal or not, it doesn't have to be professional - only honest. And it doesn't have to last half an hour - only as long as it takes to say what is necessary. Our bet is that you'll be pleasantly surprised by the things they come up with. And as we said before enjoy it. And from our Founder: Some Ideas on Scouts' Owns For an open Troop, or for Troops in camp, I think the Scouts' Own should be open to all denominations, and carried on in such manner as to offend none. There should not be any special form, but it should abound in the right spirit, and should be conducted not from any ecclesiastical point of view, but from that of the boy. Everything likely to make an artificial atmosphere should be avoided. We do not want a kind of imposed Church Parade, but a voluntary uplifting of their hearts by the boys in thanksgiving for the joys of life, and a desire on their part to seek inspiration and strength for greater love and service for others. A Scouts' Own should have as big an effect on the boys as any service in Church, if in conducting the Scouts' Own we remember that boys are not grown men, and if we go by the pace of the youngest and most uneducated of those present. Boredom is not reverence, nor will it breed religion. To interest the boys, the Scouts' Own must be a cheery and varied function. Short hymns (three verses are as a rule quite enough-never more than four); understandable prayers; a good address from a man who really understands boys (a homely "talk" rather than an address), which grips the boys, and in which they may laugh or applaud as the spirit moves them, so that they take a real interest in what is said. If a man cannot make his point to keen boys in ten minutes he ought to be shot! If he has not got them keen, it would be better not to hold a Scouts' Own at all. By Baden Powell Printed in "The Scouter" November 1928 Some Scouts Own Examples All-Faiths Service For Worship In The Outdoors CALL TO WORSHIP - Psalm 100: 1 - 3 ``Make a joyful noise to the Lord, in all the lands. Serve the Lord with gladness. Come into His presence with singing. Know that the Lord is God. It is He that made us, and we are His; We are His people, and sheep of His pasture.'' OPENING HYMN -`AMERICA THE BEAUTIFUL'' O beautiful, for spacious skies, for amber waves of grain, For purple mountains majesties, above the fruited plain, America, America, God shed his grace on thee, And Crown thy good with brotherhood, from sea to shining sea. RESPONSIVE READING: - ``Canticle of the Sun'' All: O most high, almighty, Lord God, to you belongs praise, glory, honor and all blessing. Leader: Praised be my Lord God with all his creatures, and especially, our brother, the sun, who brings us the day and who brings us the night; fair is he, and shines with a very great splendor; O Lord, he signifies You to us. Response: Praise be my Lord for our sister the moon, and for the stars, which He has set clear and lovely in the heaven. Leader: Praised be my Lord for our brother the wind, and for the air and clouds, calms, and all weather by which you uphold life in all creatures. Response: Praised be my Lord for our sister, water, who is very serviceable to us, and humble and precious... and very clean. Leader: Praised be my Lord for our brother, fire, through whom you give us light in the darkness; he is bright and pleasant and very mighty and strong. Response: Praised be my Lord for our mother, the earth, which sustains us and keeps us, and brings forth grass and diverse fruits and flowers of many colors. All: Praise and bless the Lord, and give thanks to Him and serve Him with great humility. SONG: They That Wait Upon the Lord (in the songbook) A Vietnam Buddhist Chant of Incense: Burning incense spread to the four winds slowly, swirls formed as a wise cloud. Gathering here, we bow and pray, Bring the beautiful garland to the altar! Praying to the omnipotent, benevolent God of Mankind. Deep in our humble heart, we seek the absolute truth Which takes us out of the circle of suffering. Silent Prayer: After a moment, the leader says: "Leader: O God, it is not easy to pray, And yet I pray that these few moments will somehow bring me closer to you” HOMILY: ”A Tell of Three Trees” - as retold by Angela Elwell Hunt OFFERING - For the World Friendship Fund CLOSING HYMN - " God Bless America" God Bless America, land that I love, Stand beside her, and guide her, Though the night, with the light from above, From the mountains, to the prairies, to the oceans, white with foam, God Bless America, My home, sweet, home, God Bless America, My home sweet home. BENEDICTION - (spoken or sung to the tune: Edelweiss) May the Lord, Mighty Lord, bless and keep you forever; Grant us peace, perfect peace, courage in every endeavor. Lift up your eyes and see His face, and His grace forever. May the Lord, Mighty Lord, Bless and keep you forever. Turn Troop back over to Senior Patrol Leader: Pack 92 Scouts Own Service, April 14, 1996 A Scout is Reverent. A Scout is reverent toward God. He is faithful in his religious duties. He respects the beliefs of others. CALL TO PRAYER Leader: Behold, how good and how pleasant it is For brethren to dwell together in unity. Psalms 133:1 Scouts and Parents: I will give thanks to the Lord with my whole heart; I will tell of all your wonderful deeds. I will be glad and exult in you; I will sing praise to your name, O Most High. Psalms 9:1-2 Invocation May the time be not too distant, O LORD, when all your children will understand that they are brothers and sisters, so that, one in spirit and one in fellowship, they may be for ever united before you. Then shall your kingdom be established on earth, and the word of your prophet shall be fulfilled: "The Lord will reign for ever and ever." Amen -- From the Jewish Sabbath Service OPENING SONG America the Beautiful O, beautiful for spacious skies, For amber waves of grain, For purple mountain majesties, Above the fruited plain. America! America! God shed his grace on thee, And crown thy good with brotherhood From sea to shining sea. O, beautiful for patriots dream, That sees, beyond the years, Thine alabaster cities gleam, Undimmed by human tears. America! America! The Scout is Reverent Resource Book God shed his grace on thee, And crown thy good with brotherhood From sea to shining sea. RESPONSIVE READING God is the Eternal One Leader: God is the Eternal One, Who reigned before any being had yet been created; When all was done according to God's will, Already then God's Name was Sovereign. Scouts and Parents: And after all has ceased to be, Still will God reign in solitary majesty; God was, God is, God shall be in glory. Leader: And God is One, Without compare, Without beginning, Without end; To God belongs power and dominion. Scouts and Parents: And the Sovereign of all is my own God, My living Redeemer, My Rock in time of trouble and distress; My banner and my Refuge, My benefactor, to whom in anguish, I can call. All: Into God's hands I entrust my spirit, Both when I sleep as when I wake; And with my spirit, my body also: God is with me, I will not fear. "Adon Olam" ("God is the Eternal One"). An eleventh-century Hebrew prayer composed by the Jewish poet and philosopher Solomon Ibn Gibirol. A TRADITIONAL SCOUTING SONG Kum-Ba-Yah (The Scout Law Version) Kum-ba-yah my Lord, Kum-ba-yah Kum-ba-yah my Lord, Kum-ba-yah Kum-ba-yah my Lord, Kum-ba-yah O, Lord, Kum-ba-yah. A Scout's trustworthy Lord, Kum-ba-yah, A Scout is loyal, Lord, Kum-ba-yah, A Scout is helpful, Lord, Kum-ba-yah, O, Lord, Kum-ba-yah. A Scout is friendly, Lord, Kum-ba-yah, A Scout is courteous, Lord, Kum-ba-yah, A Scout is kind, Lord, Kum-ba-yah, O, Lord, Kum-ba-yah. A Scout's obedient, Lord, Kum-ba-yah, A Scout is cheerful, Lord, Kum-ba-yah, A Scout is thrifty, Lord, Kum-ba-yah, O, Lord, Kum-ba-yah. A Scout is brave, Lord, Kum-ba-yah A Scout is clean, Lord, Kum-ba-yah A Scout is reverent, Lord, Kum-ba-yah O, Lord, Kum-ba-yah. Kum-ba-yah my Lord, Kum-ba-yah O, Lord, Kum-ba-yah. Reading The true servants of the Gracious GOD are the following: Those who walk upon earth with humility and when they are tempted by the evil ones, they respond: Peace; Those who pass the hours of the night in prayers and standing before the Lord; Those who pray: Lord turn away from us the punishments of hell, for it is a heavy torment, it is indeed an evil dwelling place; Those who are neither extravagant nor stingy in spending, but keep a balance between the two; Those who repent and believe and do good deeds. >From the Koran, Al-Furquan, Part 19, Chapter 25 SILENT OBSERVANCE May we observe a moment of silent prayer, each in his own faith. A Thought for Scout Sunday From Baden-Powell, Scouting for Boys The old knights were very religious. They were always careful to attend religious services, especially before going into battle or undertaking any serious difficulty. They considered it the right thing always to be prepared for death. Besides worshipping God in church, the knights always recognized His work in the things which He made, such as animals, plants, and all scenery. And so it is with peace scouts today. Wherever they go they love the woodlands, the mountains, and the prairies, and they like to watch and know about the animals that inhabit them, and the wonders of the flowers and plants. No man is much good unless he believes in God and obeys His laws. So every Scout should have religion. Religion seems a very simple thing: First: Love and serve God. Second: Love and serve your neighbor. In doing your duty to God always be grateful to Him. Whenever you enjoy a pleasure or a good game, or succeed in doing a good thing, thank Him for it, if only with a word or two, just as you say grace at a meal. And it is a good thing to bless other people. For instance, if you see a train starting off, just pray for God's blessing on all that are in the train. In doing your duty towards man, be helpful and generous, and always be grateful for any kindness done to you, and be careful to show that you are grateful. Remember again that a present given to you is not yours until you have thanked the giver for it. While you are living your life on earth, try to do something good which may remain after you. One writer says: "I often think that when the sun goes down the world is hidden by a big blanket from the light of heaven, but the stars are little holes pierced in that blanket by those who have done good deeds in this world. The stars are not all the same size; some are big, some are little, and some men have done great deeds and others have done small deeds, but they have made their hole in the blanket by doing good before they went to heaven." Try to make your hole in the blanket by good work while you are on earth. It is something to be good, but it is far better to do good. BENEDICTION Interfaith Service Randy Neufeld INVOCATION Be merciful to me, O God, Be merciful, for I have taken refuge in You. In the shadow of Your wings, will I take refuge until this time of trouble has gone by. I will call upon the most high God, The God who maintains my cause. He will send from heaven and save me; He will confound those who trample upon me; God will send forth His love and his faithfulness. Amen. HYMN Oh beautiful for spacious skies, For amber waves of grain, For purple mountain majesties, Above the fruited plain. (Chorus) America, America. God shed His Grace on thee, and crown thy good with brotherhood, From sea to shining sea. Oh beautiful for patriot dream, That sees beyond the years, Thine alabaster cities gleam, Undimmed by human tears. (Repeat Chorus) MEDITATION Sanctify our campsite with your presence and joy. By the spirit of affection and service unite our Scouting families, that they may show your praise in our land and in all the world. RESPONSIVE READING (Psalm 46) (Leader) God is our refuge and strength (People) A very present help in trouble (L) therefore we will not fear, though the earth be moved (P) and though the mountains be toppled into the depths of the sea (L) though it's waters rage and foam (P) the Lord of hosts is with us (L) the God of Jacob is our stronghold HYMN Kum Ba Yah my Lord, Kum Ba Yah Kum Ba Yah my Lord, Kum Ba Yah Kum Ba Yah my Lord, Kum Ba Yah Oh, Lord Kum Ba Yah Someone's crying Lord, Kum Ba Yah Someone's crying Lord, Kum Ba Yah Someone's crying Lord, Kum Ba Yah Oh Lord Kum Ba Yah Someone's singing Lord, Kum Ba Yah Someone's singing Lord, Kum Ba Yah Someone's singing Lord, Kum Ba Yah Oh Lord Kum Ba Yah Someone's praying Lord, Kum Ba Yah Oh Lord Kum Ba Yah SERMON OFFERING FOR WORLD FRIENDSHIP FUND HYMN Michael row the boat ashore, Hallelujah Michael row the boat ashore, Hallelujah River Jordan is deep and wide, Hallelujah River Jordan is deep and wide, Hallelujah River Jordan is chilly and cold, Hallelujah Chills the body but not the soul, Hallelujah SCOUTMASTER MINUTE CLOSING PRAYER GREAT SPIRIT PRAYER Oh Great Spirit whose voice in the wind I hear, And whose breath gives life to all in the world Hear me Before you I come, one of your many children Small and weak am I Your strength and wisdom I need Make me walk in beauty Make my heart respect all You have made My ears to hear Your voice Make me wise that I may know all You have taught my people The lessons You have hidden in every rock I seek strength, not to be superior to my brother Make me able to fight my greatest enemy, myself Make me ready to stand before You with clean and straight eyes When life fades, as the fading sunset, may our spirits stand before You without shame. MORNING GRACE Gracious giver of all good Thee we than for rest and food Grant that all we do or say In Thy service be this day Amen NOON GRACE Father for this noonday meal We would speak the grace we feel Health and strength we ask of Thee Help us Lord to faithful be Amen EVENING GRACE Tireless guardian on our way Thou hast kept us well this day While we thank Thee we request Care continued, pardon, rest Amen Non-Denominational Worship Service For The Outdoors Randy Neufeld CALL TO WORSHIP - Psalm 100: 1 - 3 ``Make a joyful noise to the Lord, all the lands. Serve the Lord with gladness. Come into His presence with singing. Know that the Lord is God. It is He that made us, and we are His; we are His people, and the sheep of His pasture.'' OPENING HYMN - `Morning Has Broken'' Morning has broken like the first morning, Blackbird has spoken like the first bird. Praise for the singing, Praise for the morning, Praise for them, springing, fresh from the word. Sweet the rain's new fall, sunlit from heaven, Like the first dewfall on the first grass, Praise for the sweetness of the wet garden, Sprung in completeness where His feet pass. Mine is the sunlight, mine is the morning, Born of the one light Eden saw play. Praise with elation, praise every morning, God's recreation of the new day. RESPONSIVE READING: ``Canticle of the Sun'' All: O most high, almighty, good Lord God, to you belongs praise, glory, honor and all blessing. Leader: Praised be my Lord God with all his creatures, and especially, our brother, the sun, who brings us the day and who brings us the night; fair is he, and shines with a very great splendor; O Lord, he signifies You to us. Response: Praise be my Lord for our sister the moon, and for the stars, which He has set clear and lovely in the heaven. Leader: Praised be my Lord for our brother the wind, and for the air and clouds, calms, and all weather by which you uphold life in all creatures. Response: Praised be my Lord for our sister, water, who is very serviceable to us, and humble and precious... and very clean. Leader: Praised be my Lord for our brother, fire, through whom you give us light in the darkness; he is bright and pleasant and very mighty and strong. Response: Praised be my Lord for our mother, the earth, which sustains us and keeps us, and brings forth grass and diverse fruits and flowers of many colors. All: Praise and bless the Lord, and give thanks to Him and serve Him with great humility. SILENT PRAYER PRAYER God, sometimes I hold something small in my hand... a piece of moss or a budding twig, and - peering closely at this tiny world - I feel a sudden wonder. Help me to remember that you made these worlds, and countless others, and...in remembering...come closer to you. O God, we thank Thee today for the world in which you have placed us; for the universe whose vastness is revealed in the blue depths of the sky; whose immensities are lit by shining stars beyond the strength of mind to follow. We thank you for the beauty of our earth, for the sweetness of the flowers, the solemnity of the stars, the sound of streams and swelling seas, for stretching lands and mighty mountains which rest and satisfy the soul, the purity of dawn which calls us to holy dedication, and the peace of the evening which speaks of everlasting rest. Above all, we thank you for the dignity you have bestowed upon every human being as the crown of your Creation. Give us the grace to let the light of your glory shine through us, in our action, words and thoughts. Amen. OFFERING - For the World Friendship Fund CLOSING HYMN - " This is My Father's World" This is my Father's world, and to my listening ears, All nature sings, and round me rings the music of the spheres. This is my Father's world. I rest me in the thought Of rocks and trees, of skies and seas, His hand the wonders wrought. This is my Father's world. The birds their carols raise. The morning light, the lily white, declare the Maker's praise. This is my Father's world. He shines in all that's fair; In the trusting grass I hear him pass, He speaks to me everywhere. BENEDICTION - (tune: Edelweiss) May the Lord, Mighty Lord, bless and keep you forever; Grant us peace, perfect peace, courage in every endeavor. Lift up your eyes and see His face, and His grace forever. May the Lord, Mighty Lord, Bless and keep you forever. Summaries of Some of World Religions In our society today, it is very likely that you will have boys from different cultures and different religions in your Troop. Not just from the standpoint of Scouts Own preparation, but also to better understand your boys and be sensitive to their beliefs, it is a good idea to learn just a little bit about their religion. Here you will find brief descriptions of some of the world's major religions. Hinduism If you ever have a young person from the Hindu faith in your section or District, you are in touch with the distant eras of history, because Hinduism is the oldest of the world's religions and, partly because of that, it is different from most of the others. For example, it has no rigid set of beliefs, though the Hindu follower will pray with deep devotion before his Dharma or guiding spirit To be a Hindu only two things are required -- to seek the truth and to do no harm to anyone. (Failing to help someone in need can be understood as doing them harm). In order to be able to do these two things properly, the Hindu must prepare his or her mind and body to be capable of undertaking them. Which is very much the heart of Scouting. The Temple is the Hindu's holy place of prayer, but a room set aside for the purpose, or a tent is quite suitable for prayer and meditation. In fact, a Hindu will normally be prepared to use a church or other place of worship for his or her own devotions. The Hindu symbol is important. Hindus do not have a word for God like Jews, Christians and Muslims. The essence of their faith is in the syllable AUM - the symbol - which describes the relationship of the "Spirit" or Brahman to the world: "A" stands for the power of God to create the universe; "U" stands for the power of God to preserve the universe; and "M" stands for the power of God to dissolve this universe. There are two sets of holy writings - the "Isruti" which are divine and eternal; and the "smriti" which are less so. There are 1,000 chants or hymns. The Hindu believes that the great spirit appears in three forms - Brahma, Vishnu and Shiva, using many different guises, human and animal. They also believe in the doctrine of reincarnation - that after this life we shall be born again in another body. The quality of a person's life this time helps determine in what kind of body they will appear next. Most Hindus are vegetarian but some may enjoy chicken and lamb. Beef is strictly forbidden. Hindu Scouts are normally immaculately turned out and will readily join in a Scout's Own. Other Scouts will be welcome in the Hindu Temple. The main Hindu festival is Diwali, the festival of lights celebrated toward the end of November. It would be good to ask a Hindu Scout to tell about it or tell a yarn from the long history of his faith. Judaism There are some Jewish Scout Groups and Jewish Scouts may find a place in one of them. But where there is no large Jewish community, it is very possible that a Jewish boy may want to join your Group and it is important that he is welcomed and his needs met. Jews base their religious practice on the Law of God, the "Torah" found in the five Books of Moses -- Genesis, Exodus, Leviticus, Numbers and Deuteronomy. Although the stories in the early part of Genesis tell of the Creation of the world, the history of Judaism as such really begins with Abraham more than 3,000 years ago, who first recognized that there was only one Supreme Being. It was Abraham's trust in one God that was really the birth of Judaism. It was further developed when Moses led the Israelites out of slavery in Egypt towards the promised land. This was somewhere around 1300 BC. Two events from that time are much in the center of Jewish faith today. The first was the final plague on the people of Egypt, which persuaded Pharaoh to release the Israelites - the spirit of death killed the first-born of every Egyptian family. But it passed over the homes of the Israelites because their door posts were marked with the blood of a lamb. And the other event was the giving of the Ten commandments to Moses. Judaism was then, and still is today, based on a firm belief and active trust in God and in obedience to the rules of life contained in the Ten Commandments. Jewish Scouts will want to keep the Sabbath, their holy day, which runs from sunset of Friday to sunset on Saturday. During these hours no work is done and families gather for a special meal on Friday to welcome the Sabbath, thanking God for his providence. They will go to worship in the Synagogue on the Sabbath. They will also keep the Passover, a festival remembering the spirit of death passing over the Israelite homes in Egypt. That is around mid April - it moves with the day of the new moon. And they will want to keep "Rosh Hashanah" (New Year) and "Yom Kippur ('day of Atonement), very devotional festival around September. Jews do not eat pork and for festivals and holy days use special pots, pans and dishes for their festival food. Jewish Scouts will join in a Scout's Own and most normal Scout activities. Christianity In Britain and America, many Scouts come from a Christian background. Christianity grew out of Judaism. It's leader, Jesus of Nazareth, believed that he was chosen by God to call the people to a true faith and trust in God. His teaching was that God didn't just want people to keep the Jewish laws as a kind of ritual, He wanted them to live out their lives in love and care for their neighbors and for anyone in need - especially the poor and the oppressed. He criticized the chief Priests for keeping God in the Temple and turning the Temple into a business which made it hard for the poor to go to worship. The Chief Priests reacted by plotting to have Jesus killed. They persuaded the Roman Governor, Pontius Pilate, that Jesus was a political danger to him because the common people followed him and, although Pilate couldn't find any proof of the charge, he had Jesus whipped and crucified - nailed to a wooden cross - which was the Roman method of execution at the time. This was done on a Friday - the eve of the Jewish Sabbath. Christians call it Good Friday because they believe that when Jesus died, the forgiveness of God was released for human failure to love, serve and trust in God. Christians also believe that Jesus, having been buried in a cave, rose from the dead on the Sunday (Easter Day) and was seen by his followers many times over several weeks. Certainly, they believed this happened because many of them were executed for saying so and you don't die for something that you know isn't true. Those early followers were all Jews and it wasn't for some time that non-Jews were able to join the new community. It was probably about 30 years before they were called "Christians". It is estimated that there are about 12 billion people in the world who say they follow Jesus. They have special services and celebrations to mark his birth - Christmas Day (25th December) and usually a service at midnight the night before; and at Easter on the Sunday before Easter (Palm Sunday), on Good Friday and, of course on Easter Day. Easter weekend often being a four day holiday, care should be taken to make sure that the significance of Easter for Christians at camp is not forgotten. Islam If you have a Muslim boy in your Group, you have a follower of a world religion of some billion members. And it is almost certain that your member will be a boy because it is unlikely that any Muslim girl will be allowed into Scouting - at least not yet. Islam is a way of life. Muslims are people of the "Book" - the "quar'an" or as we pronounce it, the "Koran". There are some common origins with Judaism - Arabs (Muslims) are said to be descended from Ishmael, who was the son of Hagar, the maidservant of Abraham's wife; Jews are descended from Isaac, the son of Sarah, Abraham's wife. So Islam, Judaism and Christianity are all very closely linked and while Jews and Muslims do not accept that Jesus was the Son of God, Muslims do accept him as a prophet. So Muslim Scouts ought to have no difficulty in sharing fully in a Scout's Own, where it is God who is worshipped. The Muslim boy has to learn the Koran by heart and will want to do his duty to Allah, which is his name for God. His religion has two pails, faith and action and both are essential to him. He has five pillars of faith. First, he believes in the unity of God and in Mohammed (Peace be unto Him) as His Last Messenger. Second, if he is of Scout age he will have to say prayers five times a day - and time must be allowed for this at camp and other events. And he will have to fulfill a special ritual washing before his prayers. Other boys should expect to see him at prayer and respect him for it. Then, third in the month of Ramadan, the Muslim boy will have to fast - have no food or drink - from sunrise to sunset. This is to help the rich experience the pain of the poor. But it will need understanding on the part of other boys and Leaders. At camp a Muslim will eat beef, chicken and lamb if it has been properly killed, but he will not eat pork. It is probably better to provide fish for meals along with cereals and vegetables and so on, because there will be no problem with them. The fourth pillar of the faith involves his giving to the needy, and fifth, if possible, is a pilgrimage to Mecca. The five pointed star in the symbol is a reminder of the five pillars, while the crescent is the sign that the Islamic month begins with the appearance of each new moon. A Muslim will be supported by his parents. Sikhism If you have a Sikh in you Group, there will be no mistaking him for he will be wearing a turban on his head to cover his uncut hair. Sometimes, for sport and games and in camp he will dispense with the turban and tie his hair in a knot or bun on the top of his head with a kind of folded handkerchief on it. This is known as a Pukta. That will give him more flexibility to join in the fun. But the turban to a Sikh is very important because it symbolizes generosity, truthfulness, maturity, piety and fearlessness. Maybe that's why most Sikhs have the name "Singh" which means "lion". The Sikh faith is really a break-away from the Hindu faith and dates back to the second half of the 15th Century when its founder - Guru Nanek - lived. Guru really means "teacher" and the most commonly used name for God in the Sikh Faith is Sat Guru - being the teacher. The name "Sikh" literally means disciple. The reason this religion was founded was to provide a faith that crossed the barriers between religions. The very first thing that Guru Nanek said was "There is no Hindu, there is no Muslim." The whole practice of the Sikh religion is the brotherhood of all people - something like the concept of Scouting. They believe in one God whose name is true, who is the Creator and who has been, is now and will be in every age. But the Sikh believes that it is impossible to gain a concept of God; it is his duty only to worship him and follow his way. The Sikh faith has no ministers or priests and anyone can lead worship. Sikh hymns are usually played on drums and sitars (that's a kind of Guitar). There are no restrictions on food, though many Sikhs are vegetarian. Sikh girls are treated as equals in orthodox families, so they may be interested in sharing in a Venture Scout Unit [Explorer Post] or as a leader in on of the other sections. Both boys and girls, young men and young women will be happy to share in a Scouts' Own because they are encouraged to pray to God as much as possible and to share their goods with the needy. Anyone is welcome at a Gurdwara, which is the name for a Sikh Temple. Sikh's celebrate the birthdays of Guru Nanek at the end of November and Guru Gobind Singh around Christmas time. Buddhism There aren't a great many Buddhists outside Asia and the far East, but many of Scouts from Japan, for example, who attend Jamborees and Jamborettes are Buddhist by Faith. [Note: Many US Scouts of South-east Asian decent are Buddhist.] Buddhism was founded by Siddhartha Gautama who was born about 563 BC. He realized that the ills that strike humanity come from inside the human being and that human life is suffering. His realization came around 528 BC so that is a point from which we can say Buddhism comes. It is a very old faith. It is quite a difficult religion to explain. Buddhists believe that it is possible to move from the suffering of humanity to a state of perfection or salvation called 'Nirvana'. But this state takes a very long time - many lifetimes - to achieve. When someone dies it does not mean that they cease to exist, but that they move into another state of existence. And in this world nothing is permanent even time is a flow of milliseconds having no permanence. Reference Material Internet Resources: Graces, by Sue Wichers -- http://home.earthlink.net/~jmak/Music/Graces/menu.htm. Contact Sue Wichers via email at firstname.lastname@example.org . Scouts Own Resources on the MacScouter Scouting Resources Online -- http://www.macscouter.com/ScoutsOwn Scout Worship Services and Prayers, "A Scout is Reverent" by Steve Tobin -http://www.isd.net/stobin/worship/worship.html Print Resources: Aids to Scoutmastership (reprint), Robert Baden-Powell, Ottawa, Canada: National Council Boy Scouts of Canada. Available through the 1-800-SCOUTER catalog. The Holy Bible Boy Scout Songbook, The Boy Scouts of America, Irving, Texas: Boy Scouts of America, 1970 Buddha. The Intelligent Heart, Alistair Shearer, New York: Thames & Hudson, 1992 Girl Guide Song Book , Guide Association, London, England: Guide Association, 1974 Give Thanks, compiled by Pam Shaw, Newmarket, England: Anglia Girl Guides ('SBN 09515862 The Koran. Interpreted, translation by Arthur J. Arberry, New York: MacMillan Publishing. Co., 1955 Let us Pray, collected by Anne Dunford, Suffolk England: The Guide Assoc., 1986 Our Chalet Song Book (songs from around the world), Guide Chalet Committee, Turbridge Wells, Kent, England: KS Printers Ltd., 1974 Our Chalet Song Book II (songs from around the world), Guide Chalet Committee, Adelboden, Switzerland, 1992 Pathways to Worship, Commission for Church and Youth Serving Agencies, USA, 1986 Prayers for Scouts, Walter Dudley Cavert, New York: Abingdon Press, 1964 Scouting for Boys (reprint), Robert Baden-Powell, Ottawa, Canada: National Council Boy Scouts of Canada. Available through the 1-800-SCOUTER catalog. A Scout is Reverent. A Manual For Scouts of Catholic Faith, National Catholic Committee On Scouting, Irving Texas, Boy Scouts of America, 1982 The Scout Law in Action, compiled by Walter MacPeek, New York: Abingdon Press, 1966 The Scout Oath in Action. compiled by Walter MacPeek, New York: Abingdon Press, 1967 The Scouters Minute, The Church of Jesus Christ of Latter-day Saints Searching. Compiled by Averil Taylor, London, England: Guides Assoc., 1985 The Scout is Reverent Resource Book Sharing, Compiled by Averil Taylor, London, England: Guides Assoc., 1980 Sign's Up. A Collection of Scouting Parables. Vick Vickery, Pensacola, Florida: Good Sign Publishing Company, 1993 When Scouts Worship, The National Protestant Committee on Scouting (BSA) With Jesus on the Scout Trail, Walter Dudley Cavert Young People Talking With God. A Book of Prayers. United Reformed Church and Guide and Scout Fellowship, Swindon, Wiltshire, England: Promise Publications, 1991 UNICEF Book Of Children's Prayers, Compiled And With Photos. by William I Kaufman. Prepared for English-reading children by Rosamond V.P. Kaufman and Joan Gilbert Van Poznak. Harrisburg, Pa. Stackpole Books 1970 95 p. illus. 24 cm. Prayer poems, compiled by O. V. and Helen Armstrong. Freeport, N.Y., Books for Libraries Press <1969, 1942 256 p. 21 cm. (Granger index reprint series) Prayers; Marshall, Peter, edited and with prefaces by Catherine Marshall. New York, McGraw-Hill <1954> 243 p. illus. 21 cm. This Is The Way; Prayers And Precepts From World Religions. by Jones, Jessie Mae (Orton). Illustrated by Elizabeth Orton Jones. New York, Viking Press, 1966, 1951 62 p. Let's Celebrate: A Grab Bag Of Spiritual Ideas For Scouting, an interdenominational Christian book; published by National Council of Boy Scouts of Canada, 1974. Eagles Soaring High: Trail Worship For Christians And Jews; published by Philmont, no date, BSA number(?) 5-877 Pathways to Worship, pub Commission for Church and Youth Service Agencies, 1986 Reference Books on Black Elk, Holy Man of the Oglala Sioux, Black Elk Speaks and Sacred Pipe	<urn:uuid:74315b48-11f2-404a-8f00-09b3c5ca1bb3>	CC-MAIN-2017-13	http://www.cubroundtable.com/assets/pdf-documents/Sermons-and-songs-Character-Development.pdf	2017-03-27T10:42:46Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00232-ip-10-233-31-227.ec2.internal.warc.gz	460,272,241	26,100	eng_Latn	eng_Latn	0.961508	eng_Latn	0.997395	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "jam_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3648, 6762, 10038, 13226, 14495, 18248, 21870, 24955, 28010, 29553, 31777, 34474, 36641, 40629, 43281, 45206, 46460, 47986, 49673, 52602, 56040, 58611, 60436, 62398, 64390, 66373, 68882, 69371, 73757, 77991, 79842, 81102, 83677, 87139, 89283, 90347, 94116, 94348, 98610, 103948, 107180, 109351, 110964 ]	[ 3.75, 2.015625 ]	4	9
Nut Production, Marketing Handout Why grow nuts in Iowa??? Nuts can produce the equivalent of a white-collar salary from a part-time job. They are up to 12 times more profitable per acre than corn was, even back when corn was $8/bushel. Nuts can accomplish the above with just a fraction of the investment in capital, land, and labor. Nuts can be grown in a biologically diverse perennial polyculture system with the following benefits: - Builds soil instead of losing it to erosion - Little or no chemical inputs needed - Sequesters CO2 and builds soil organic matter - Increases precipitation infiltration and storage, reduces runoff, building resilience against drought - Produces high-quality habitat for wildlife, pollinating insects, and beneficial soil microbes - Can build rural communities by providing a good living and a high quality of life for a whole farm family, on a relatively few acres If it's so great, why doesn't everybody do it? "Time Preference" economic principle: the tendency of people to prefer a smaller reward immediately over having to wait for a larger reward. Example: if an average person was to be given the choice between the following…. # 1. $10,000 cash right now, tax-free, no strings, or #2. Work part-time for 10 years with no pay, but after 10 years receive $100,000 per year, every year, for the rest of his/her life, and then for his/her heirs, in perpetuity… Most would choose #1, the immediate, smaller payoff. This is a near-perfect analogy for nut growing. Nut growing requires a substantial up-front investment with no return for the first five years, break-even not until eight to ten years, then up to $10,000 per acre or more at maturity, 12-15 years. This up-front investment with no immediate return will keep most people from ever considering this type of enterprise. So, what does it take to grow nuts in Iowa? It takes less capital, labor, equipment, and technical expertise to grow 10 acres of nuts than it does to grow 100 acres of corn, but it does require some specialized knowledge not often found in the general population. This knowledge is not difficult to acquire, and there are many people willing to share it. The following is a list of the basics: 1. Careful planning and preparation --Select a suitable site, considering climate, soil, slope, aspect, and other topographical features --Install and manage a groundcover compatible with tree survival and growth --Choose a proper layout and spacing --Select species and types with good commercial potential in your area 2. Acquire high-quality nursery stock --Superior genetics --Healthy, strong, well-grown in the nursery 3. Do a good job planting --Dig proper holes—an $8 tree needs an $80 hole --Plant trees at proper depth --Backfill and firm the soil correctly --Water in, then monitor soil moisture, irrigate as needed 4. Provide effective protection from deer, rabbits, mice, etc. (5' tall, ventilated tree shelters) 5. Provide effective protection against weed competition, especially from grasses --Landscape fabric plus mulch (about $300 per acre cost, not including labor), or --Herbicide (Oust, 30 cents/acre cost, not including labor) --Do not use glyphosate ("Roundup") for weed control 6. Keep vegetation mowed short year-round, until trees are well-established 7. Mow vegetation short before nuts start falling (this is the only on-going absolute requirement after trees become well-established) Marketing—how do you sell nuts in Iowa? Several options are available: --Farmers' market or farm stand—may be viable in/near university towns, big cities --Local groceries, restaurants—requires a lot of driving and footwork to deliver usually small quantities --Online, mail order—very common nowadays, can be profitable, but a lot of work --Sell to wholesaler—I have no experience doing this, but I would think this would be the least profitable way to market --Sell to co-operative—easy, convenient, and good prices from Prairie Grove Chestnut Growers at Columbus Junction, IA --PYO—can work if you have a large enough customer base, near enough, and willing to pick. PYO is easily the most profitable way to market, as it eliminates multiple costs: harvesting, handling, sanitation, packaging, refrigeration, shipping, and shrinkage. All those cost savings are pure profit. What kind of nuts can/should I be growing? Nuts that can be grown in Iowa include black walnuts, Persian (so-called "English") walnuts, heartnuts, pecans and other hickory nuts, hazels, almonds, chestnuts, and perhaps a few other minor species. Which ones should I grow, or should I grow them all? Black walnuts—low price and very limited market for in-shell nuts, equipment for harvesting, husking, cracking, and separating is quite sophisticated and expensive. Persian ("English") walnuts—Not well adapted to Midwest climate, trees don't grow or survive well, and are very susceptible to numerous pests/diseases. Pecans—very intensive in terms of labor, equipment, and pesticides in order to be successful. It would be very difficult to compete successfully against southern growers. Also, China may soon become a major low-cost supplier Other hickories—tasty, but tend to be difficult to crack and extract. Also shy and irregular bearers (as in, one good crop every five years). Almonds—Unreliable in bearing due to susceptibility to late frosts and numerous diseases Hazels—grow and bear well in Iowa, but one significant hurdle to profitability: you can buy large quantities of high quality hazel nuts on the world market for less than 20% of the cost of growing them here. Heartnuts—have good commercial potential, but unproven in Iowa (so far). Recommended for experimental planting Chestnuts—best commercial potential by a wide margin: --Can be grown on suitable sites throughout Iowa --Very high value crop—up to $10,000 per acre or more at maturity (12-15 years) --Very high demand statewide, nationwide, worldwide --Easy to grow on suitable sites, long-lived, no serious pest or disease problems in Iowa (so far) --Probably nowhere in Iowa is too far for a PYO market --Easily stackable with other enterprises to increase per-acre profitability—Example: chestnuts, pawpaws, berry bushes, perennial vegetables (asparagus, rhubarb), medicinal roots (ginseng, goldenseal) can be grown on the same acres at the same time.	<urn:uuid:c964296a-cc44-4de3-ae68-fcb378d40da3>	CC-MAIN-2017-13	http://practicalfarmers.org/app/uploads/2017/02/Tom-Wahl-Nut-Growing-and-Marketing-Handout.pdf	2017-03-27T10:39:41Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00232-ip-10-233-31-227.ec2.internal.warc.gz	278,992,258	1,428	eng_Latn	eng_Latn	0.996257	eng_Latn	0.996883	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2233, 4217, 6378 ]	[ 2.46875 ]	1	11
AVIAN ETHOGRAM AND RESEARCH PROJECT AT THE ZOO Mildred Sears Funk Department of Biology Roosevelt University Chicago, IL 60605 INTRODUCTION This ethogram and behavioral research project will be enjoyable for you, if you are interested in animal behavior, and will also help you learn how to more closely observe behavior. Observational skills will be helpful in many careers (e.g., clinical psychology, medicine, law, public relations, to name a few) that require closely watching behavior, accurately describing it, and understanding it in its context. You will practice these skills in the first part of the exercise, constructing an ethogram (a listing and description of species behavior). In this exercise, you will choose a particular species and, together with another student, you will describe the species' activities. The second part of the project, the behavioral research, helps you gain a better understanding of how scientists use the "scientific method." Scientists get their information by observing, experimenting and analyzing. You will choose a research question about some behavior of interest that can be answered through more specific observations of one or two individuals of the species. After collecting and analyzing data, you will interpret the results for the class in a poster session in which you display and discuss your work. You need to actively participate, carrying out observations and designing your project and planning your time well. LEARNING OBJECTIVES You will: * On the basis of the observation, construct a research question * Practice skills of close observation and detailed description * Design an experiment to answer this research question * Graph experimental data and the research process on a poster * Explain what you did and why to the class and what you'd do differently next time MATERIALS Field notebook and pen or pencil for observations and diagrams Timepiece (a second-hand is helpful but not necessary) Optional: tape recorder, camera or camcorder, binoculars 2 2 METHODS Getting started on your subjects Choose an active species. Try to be unobtrusive and quiet because your behavior may affect the birds' activities. Stay close enough to see all the activities but not so close that you disturb your subjects by your proximity or staring at them or by any noise you make. They may flee or become immobile, neither of which is helpful for your data collection. They may become habituated to your presence after some time and then behave in their normal fashion even though aware of your presence. Describe the birds. Field guides in the library will be helpful. Diagram the habitat. After your description of the birds, you need to familiarize yourself with the behavioral repertoire of your chosen species. Observing for an ethogram gives you the time and a framework in which to gain understanding of the animals by noting what they do and how they do it. To get started, watch the birds for an hour and take notes of their different activities. In your field notebook, note the date and time, conditions such as weather, crowd numbers, etc. and then keep track of the time and behavior you see. This is called AD LIB sampling, an informal note-taking procedure of as many behavior patterns as you see. You will be trying to describe at least a dozen. One student can describe the actions and the other can write them down and time them. The behavior may be motoric (e.g., flying and climbing, or concerned with body maintenance [feeding and elimination, bathing and preening] or exploratory, such as searching or scanning, or social: affiliative (friendly) or agonistic (threatening), or other behavior. Talk to the keepers. When are the birds most active? Consult two or three articles in scientific journals about the natural history of the species you have chosen. Then you are ready to begin your ethogram. What is an ethogram? An ethogram is a catalogue of the different action patterns of your species such as those listed above. When you think you are familiar with many of the species behavior patterns that are repeated in their daily routine, start listing these patterns as you watch the animals. Try not to be subjective or label the patterns at the beginning. Use descriptive names. Pretend that you are describing your chosen species and its behavior to a Martian who has never seen the species. Write down careful descriptions of the movements so that others could read your descriptions and recognize those exact same movements. Exactly how was the movement done? Was there any sound? (EXAMPLE: Open beak thrust. One bird is opening its beak and thrusting it in the direction of another bird.) Is there any movement of the rest of the body toward the other bird? Any change in the eyes or in the plumage? Any sound? Any other movement that goes along with the open beak? The above behavior could be a begging movement by young or by a mate for food or it may be a threat display. What was the context of the behavior? Your label for a behavior does not describe the behavior. If you call a behavior a "threat behavior" that label does not tell us what the actions were; it tries to tell us something about the situation, it passes judgment on the action. One must exercise care in labeling behavior patterns. Sometimes the movements may belong also to a different pattern of behavior and then they may be done for different reasons. So, try to keep a human bias out of your observations in the beginning. Simply note that one bird is opening its beak at another and describe what happens. Later, you can label the behavior when you are more familiar with it and the context in which it is performed. Using your list of behavior patterns, you need to find out the frequency of those patterns in an hour's time. For this type of record, you will use FOCAL ANIMAL SAMPLING. You cannot record all activities of a group of animals at the same time, but you can get good behavior notes on one animal for a short period of time. Be sure you can identify the one subject --how does it differ from the rest? Choosing a time when the animals will most likely be active, simply note how the activity is done and when it changes. Again, write down date, time and conditions and then list behavior patterns and times. Abbreviations save time (feeding-FD), but provide a key to your abbreviations. Each person takes a turn at observing or recording activities until you have 3-4 hours of data so that you can calculate the time your subjects spend on the activities you have listed in their behavioral repertoire. The teacher should check your ethograms before you begin the research question part of the project. (No need to re-write all the descriptions if they are legible.) You may need a category for "Other" behavior, such as some activity done when your subject is out of sight. Be sure that all the behavior patterns you see will fit in one of your categories. How will you display the data? Using your data, make an activity chart with percentages of time devoted to each activity. Add up the time spent on each behavior during the time you watched your subjects. Then divide the number of minutes spent in an activity by the total number of minutes spent in all the observations to get the percent of time spent on each activity. Make a Pie Chart of the percentages of time spent in various activities so that the observer can quickly understand the interrelationships of the behavior patterns and their relative frequency in the daily routine of the subject (Figure 2). The percentages on the Pie Chart should add up to 100%. PERCENT OF T IME IN ACTIVITY So far, you have 1) chosen a species, 2) observed group activities, 3) observed individuals for a time budget analysis, and 4) made activity charts and graphs. Now you are ready for the Research Project. Research project: What is your hypothesis? Figure out a question about behavior you have seen that you can eventually answer through tallying more observations. What question do you want to study about your subject? These observations will be taken on one or two animals and you will be looking for "ALL OCCURRENCES OF A SELECTED BEHAVIOR", another sampling method. Familiarized with your chosen species, you should design a simple research question, one that you will be able to answer with several more hours of data collection on the behavior in which you are interested. This question should be framed as a hypothesis, a statement that predicts a set of observations. You should be able to test your hypothesis with a limited set of data. Here are some possibilities: (2) Another question might be comparative in nature: compare time spent on preening behavior (or other types of maintenance behavior) in two species. Null hypothesis: There is no difference in time spent preening in the ___ species and the ____species. Alternative hypothesis: There is a significant difference ................ Describe preening. What parts of the body are preened? Why do birds preen? When? Is there a precise timetable to preening? Do birds in your species allopreen (preen others)? Why would they do this? Does one species preen more often but for shorter periods? (1) The question might concern time budgets: Is feeding intensity the same at noon as in late afternoon? You will then suggest a tentative or "null hypothesis" to be tested: There is no difference between feeding intensity at noon and in late afternoon. The alternative hypothesis: There is a significant difference between feeding intensities at noon and in late afternoon. In such a study, you may also want to consider comparing the zoo birds to what you observe of feeding behavior at your backyard feeder. Find out some of the factors that determine how long a bird in the wild remains in one spot to feed. (3) There is no difference in vocal and motor activity between male and female (species) (5) Juveniles are more exploratory (or playful or aggressive, etc.) than adults. (4) Do juveniles stay closer to each other than to their parents? (There is no difference in proximity of the juvenile to the mother than in proximity to the other young.) (6) _____- (Parrot) species is left-footed (or right-footed) when feeding. Your hypothesis will be supported by your data or disproved. If it is rejected (still a result!), then the statement needs to be changed. Would more data be helpful? What is your new hypothesis? DISCUSSION The poster: How will you present the data? After you collect your data, tabulate your results. You should calculate a statistical measure to determine if your findings can reject your null hypothesis. For help on statistics see Zar (1984) or Hailman and Strier (1997) for a short text on research writing and planning. Graph your data. Do sketches or take pictures of the area and the birds. For the research project, you have (1) chosen your research question, (2) observed individuals to gather data, (3) analyzed that data. Now you are ready to design your poster. Your finished poster (22" X 28" is appropriate) should have 7 parts: (1) Title. (2) Abstract: a paragraph that summarizes your research question and findings. (3) Methods: describe subjects, what you did for the project, where, how often, when. (4) Results: what you found. Include ethogram: one or two sentences to describe each behavior. Draw the time budget graph and chart and give any other data. (5) Discussion: Conclusions. What would you do differently next time? (6) Brief natural history of subjects and bibliography of articles you read about your species. (7) Picture of birds and a diagram of the habitat. When you explain your poster to the class, you can tell them any other information you learned about your species in your research. Special Terms AD LIB (AD LIBITUM) sampling is an informal type of observation and note-taking; describing all the activity that is seen. This method is good at getting information on what leads up to an event and what happens during and after the event. It is a first step in finding out all you can about the activities of various subjects. FOCAL ANIMAL SAMPLING concentrates on getting all possible information about one subject's activities and how those activities are performed. SAMPLING ALL OCCURRENCES OF A SELECTED BEHAVIOR gives the viewer data on just the one behavior of interest to the observer. PIE CHART has each segment of the circle proportional to the frequency of a particular behavior. ACKNOWLEDGEMENTS I thank Bob Shonk for the illustration of morphological terms for birds and Rebecca Popovich and Ben Messmer for use of the activity charts of a mammal. REFERENCES Altmann, J. 1974. Observational study of behavior: sampling methods. Behaviour 49:227-267. Hailman, J. P. and K. B. Strier. 1997. Planning, Proposing, and Presenting Science Effectively. Cambridge University Press, Cambridge. Washington Park Zoo and Minnesota Zoological Garden. 1947. Research methods for studying animal behavior in a zoo setting: Parts 1 and 2 {VHS}. University of Minnesota film and video catalogue. Zar, Jerrold. 1984. Biostatistical Analysis. Prentice-Hall, Englewood Cliffs, NJ. ADDITIONAL SOURCES Brooks, R. and K. Yasakawa. Laboratory exercises in animal behavior. K. Yasakawa: Department of Biology, Beloit College, Beloit, WI 53511. DeCoursey, P. 1994, July. A laboratory exercise: zoo ethograms. Paper presented at the Animal Behavior Society, Seattle, WA. SUGGESTIONS FOR INSTRUCTORS The main campus of Roosevelt University is located a short bus ride from Lincoln Park Zoo in Chicago. Lincoln Park Zoo offers free admission to the public so students can return to observe their chosen subjects whenever they want. If the zoo closest to your school does not have free admission, the instructor can very likely work out arrangements for a free pass for students for a limited time. This exercise could also be adapted for use in watching birds at bird-feeders or watching ducks on a pond or pigeons in a park. Expenditures for this project consist of transportation and posterboard, perhaps some photos of the animals and their enclosure. Students need to understand the time requirements of this exercise. Figuring on groups of 2, each pair should gather 3-4 hours of data to compile for the ethogram activities and then the same amount of time for the research question. They'll need to spend more time finding other information on their chosen species and putting the data and results together and deciding on statistics and the design of the poster. Students should understand that the time budget of a captive animal is not the same as that of a wild animal. This can be a part of a general discussion on zoos: benefits zoos offer (preservation of rare and endangered species, the chance to view these rare animals) and problems (captivity and boredom, excess animals, breaking up mated pairs in order to increase their reproductive potential, etc.). Methods of data gathering should be discussed. Would they prefer to keep a running count of all behavior of one animal or do a "behavior scan" every minute or 30 seconds and record what the animal is doing at that time? Interesting discussions could be based on which method is better for getting duration of a behavior or for getting unusual behaviors, or catching a stimulus for a behavior. This exercise can introduce the many ways of sampling behavior. See discussion in Altmann (1974). A helpful video on ethograms is from Washington Park Zoo (1947). Ethograms are often assigned in animal behavior courses and only that part of the exercise may be done if time is short. When only the ethogram is used in the short session, students may work individually. They try to get an exhaustive catalogue of behavior for their subject species and also locate resources on the natural history of that species. A semester offers sufficient time to combine the ethogram with the research question. This combined exercise is an easy and enjoyable way to acquaint the nonBiology major with scientific investigation. I find that the several parts of the project (the ethogram, research project, oral presentation, and the poster), also make it easier to grade. Students have enjoyed this research at the zoo and everyone seems very interested in the poster session at the end of the class.	<urn:uuid:1863c614-40c1-44d9-b3d2-d435b7c192f3>	CC-MAIN-2017-13	http://www.wilsonsociety.org/wilsonsoc/wosmanual/5.AvianEthogram.pdf	2017-03-27T10:39:07Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00231-ip-10-233-31-227.ec2.internal.warc.gz	738,120,405	3,512	eng_Latn	eng_Latn	0.988595	eng_Latn	0.998067	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 2034, 2040, 3909, 6740, 7919, 11194, 12183, 13583, 13612, 16490 ]	[ 4.875 ]	2	2
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	<urn:uuid:d782dacc-3c8d-415f-b1be-8b522118fa08>	CC-MAIN-2017-13	http://cassiopeiaproject.com/media_new/force_download3.php?type=3&track_number=2&Tape_Name=QM&big=tran	2017-03-27T10:46:33Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00233-ip-10-233-31-227.ec2.internal.warc.gz	60,548,548	1,000	eng_Latn	eng_Latn	0.999001	eng_Latn	0.998951	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1658, 4188, 4960 ]	[ 2.828125 ]	1	0
COMMUNITY SERVICE REPORT FORM Complete this form after each community service or service learning project. Send a copy to the UW Extension office. 4-H Club: _____________________________________________________________________________________ Project: ___________________________________________________________________________________ Participants: ____________ Youth ____________ Adults 1. Hours (total # of volunteers x # of hours): ________________________ 2. Number of people benefiting from service: ________________________ 3. Duration of the project (start and end date) ________________________ 4. Service Learning consists of several components. Check and describe which you have done… _____ Investigation: Volunteers and youth investigate the community problems that they might potentially address. Describe how you determined the need_____________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____ Planning and Preparation: Volunteers, youth and community members plan the learning and service activities, and address the issues needed for a successful project. Describe what you did to prepare before launching into the project. _______________________________________________________________________ _____________________________________________________________________________________________ Who was involved in planning and preparation? ______________________________________________________ _____________________________________________________________________________________________ Who were the community partners? _______________________________________________________________ _____________________________________________________________________________________________ _____ Action(Implementing the Service Activity): The "heart" of the project: engaging in the meaningful service experience that will help youth develop important knowledge, skills, and attitudes, and will benefit the community. What did youth do? Where did you do it? How did you go about it? Whom did you serve? What did you accomplish? What were your goals and learning objectives? ________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____ Reflection: Activities that help youth understand the service learning experience and to think about its meaning and connection to them, their society, and what they have learned. Reflection is one of the most important parts of service learning. It’s when the volunteers think about their service and what it meant to them. What did they learn? Why did it matter? What will they do with what they learned? Tell us how your group reflected on their project. Here are some ideas for ways to reflect: group discussions paintings poems newspaper articles video tapes photographs bulletin boards portfolios scrapbooks art projects murals role playing journals puppet show collages essays sculptures drawings slide shows jingles guide for new volunteers How did participants reflect on the service? __________________________________________________________ What did youth learn? Did your group learn skills related to a 4-H project area? Did you learn "life skills" such as communication, problem solving, or concern for others? What else did you learn? _______________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Discuss the project with the beneficiaries of the service. How do they rate the project? It is important to know how the people you served felt about the project. Did they think it was effective in reaching a goal? Did you help others as you had planned? _____________________________________________________ _____________________________________________________________________________________________ _____ Demonstration/Celebration: The final experience when youth, community participants and others publicly share what they have learned, celebrate the results of the service project, and look ahead to the future. How did you share the progress and results of your project? ____________________________________________ _____________________________________________________________________________________________ How did you celebrate your accomplishments? _______________________________________________________ _____________________________________________________________________________________________ How did you promote or market your project to let the community know about your efforts: (Attach copies of photos and news stories) _________________________________________________________________________ _____________________________________________________________________________________________ Report form adapted from University of Tennessee Extension 4-H http://www.utextension.utk.edu/4h/sos/resources/index.htm An EEO/AA employer, the University of Wisconsin-Extension provides equal opportunities in employment and programming, including Title IX and American with Disabilities (ADA) requirements.	<urn:uuid:3477721d-3c52-4cd3-a1a5-fee51cdcf7f6>	CC-MAIN-2017-13	http://fonddulac.uwex.edu/files/2013/04/Community-Service-Report-Form.pdf	2017-03-27T10:48:17Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00232-ip-10-233-31-227.ec2.internal.warc.gz	133,885,290	788	eng_Latn	eng_Latn	0.960606	eng_Latn	0.981957	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2606, 5551 ]	[ 3.3125 ]	3	3
August 2014 Dear Educator, It's time to make your reservations for Hunt Club Farm's Pumpkin Patch & Harvest Hayride field trip. This will be the 27 th year that our farm has provided pumpkins and hayrides to local school children and youth groups in Hampton Roads and surrounding areas. This year's Pumpkin Patch field trip will run Monday through Friday, September 22 nd -November 7 th . Hunt Club Farm's Pumpkin Patch program lasts approximately 90 minutes. The excitement begins with a "Tractor pulled Hayride" around the farm. The bumpy journey includes an educational stop near our corn field where we discuss fall harvest as well as the history and many uses of pumpkins, gourds and corn. During the ride, you will observe horses grazing, barns, gardens, fall flowers, fields and woods. You'll also pass our pond, which is the home to many migratory waterfowl as well as our resident turtles, geese and ducks. Next, your group will have the opportunity to explore our Petting Farm. Here the children will visit chickens, peacocks, goats, sheep, donkeys, llamas, alpacas, pigs and bunnies. Our staff will be on hand to provide fun facts about our farm animals and to accommodate questions. We also have a Giant Hay Stack and Playground in the Petting Farm for the kids to enjoy. After meeting the animals, the children head off to our "Pumpkin Patch" to pick-out their very own pumpkin to take home. We will provide a bag for each child's pumpkin. Additionally, our picnic area is available for you to enjoy lunch or snacks. Children love spending a day on the farm and this field trip provides a wholesome hands-on educational experience. The field trip cost is $7.00 per person. There is no charge for teachers. However, pumpkins are only included for the children. Please collect money at school for students and any parents that will chaperone the field trip. Hunt Club's Farm Market will be open for those who would like to purchase snacks, additional pumpkins or other fall novelties. Please call (757) 427-9520 today to make reservations in advance. Hunt Club Farm is located at 2388 London Bridge Road in Virginia Beach. For directions, photos and more information please visit www.huntclubfarm.com . We look forward to seeing you at "The Pumpkin Patch." Also, located on our website www.huntclubfarm.com are examples of Math, Science and English Virginia State SOLs for K-3 rd grade which relate directly to this field trip. ** Please note that we are now accepting reservations for our Winter Wonderland Field Trip for the month of December and for our Children's Gardening Program in the spring!!! Sincerely, JD and Randi Vogel, Owners Virginia's SOL requirements for Kindergarten, 1 st , 2 nd , and 3 rd grade Math: Kindergarten K.10… The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length, height, weight and temperature. (Compare the size of pumpkins in the Pumpkin Patch) First Grade 1.12… The student will identify and describe objects in his/her environment that depict plane geometric figures. (Observe shapes of objects on the farm such as flags, straw bales, fences, barns, etc.) Second Grade 2.16… The student will identify, describe and sort three-dimensional (solid) concrete figures. (Identify, describe and sort 3-D concrete objects such as pumpkins, gourds or seeds) Third Grade 3.14… The student will identify, describe, compare, and contrast characteristics of plane and solid geometric figures such as circle, square, rectangle, triangle, cube, rectangular prism, etc… by identifying relevant characteristics, including the number of angles, vertices, and edges, and the number and shape of faces, using concrete models. (Compare and contrast picnic table top vs boards that make up the table, bales of straw on hayride) Science: Kindergarten K.4… The student will investigate and understand that the position, motion, and physical properties of an object can be described. (Understanding the pulley system of our goat walk) First Grade 1.2…The student will investigate and understand that moving objects exhibit different kinds of motion; objects may vibrate and produce sound. (Observe the goat's reaction to sound of wheels on goat walk) Second Grade 2.1… The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which conditions that influence a change are identified and inferences are made. (Use pumpkins to discover if fruit lasts longer in the sun or shade, sitting on concrete or paper, kept hot or cold?) Third Grade 3.1... The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which objects with similar characteristics or properties are classified into at least two sets and two subsets. (Classify farm animals as mammals or birds & then, as type of animal such as goat or sheep, duck or goose.) English: Kindergarten K.3…The students will begin to follow implicit rules for conversation, including taking turns and staying on topic. (Hayride loading attendants, educational stop questions and answer conversation) First Grade 1.3…The students will adapt or change oral language to fit the situation. Initiate conversation with peers and adults, follow rules for conversation, use appropriate voice level in small-group settings, ask and respond to question in small-group settings. (Great transition practice, bus, hayride, pumpkin patch & playground conversations with teachers, guides, parents and peers) Second Grade 2.3… The students will use oral directions with three or four steps. (Hayride safety rules, guidelines for choosing pumpkins from the pumpkin patch) Third Grade 3.1… The student will use effective communication skills in group activities; listen attentively by making eye contact, facing the speaker, asking questions and summarizing what is said. (Listening to the educational guide during pumpkin presentation and participating in Q&A session) Please Call 427-9520, for Field Trip Reservations** If you reach our voicemail, please leave us a day and evening number and the best time to return your call. Hope to see you at "The Pumpkin Patch!"	<urn:uuid:de63f677-6a37-4fc3-b620-21aba0be6d47>	CC-MAIN-2017-13	http://www.huntclubfarm.com/wp-content/uploads/2014/08/2014PumpkinPatchLetter.pdf	2017-03-27T10:41:59Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00233-ip-10-233-31-227.ec2.internal.warc.gz	538,208,333	1,352	eng_Latn	eng_Latn	0.996839	eng_Latn	0.997342	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2676, 6365 ]	[ 2.90625 ]	1	4
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	<urn:uuid:13aed559-1a90-47c2-92a5-381f8a7621b9>	CC-MAIN-2017-13	http://parks.tas.gov.au/file.aspx?id=6356	2017-03-27T10:46:39Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00235-ip-10-233-31-227.ec2.internal.warc.gz	270,360,548	912	eng_Latn	eng_Latn	0.998767	eng_Latn	0.998747	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2376, 4055 ]	[ 3.578125 ]	2	8
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? ________________________________________________________	<urn:uuid:1aac6cdc-280f-4017-a55b-0ec375a471ba>	CC-MAIN-2017-13	http://mathbits.com/MathBits/PPT/Ages%20of%20Famous%20People%20wkst.pdf	2017-03-27T10:42:38Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00233-ip-10-233-31-227.ec2.internal.warc.gz	223,633,628	680	eng_Latn	eng_Latn	0.998092	eng_Latn	0.998264	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1307, 3005 ]	[ 4.0625 ]	2	7
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	<urn:uuid:ec22b7f8-20f5-4a6c-8358-930332c757a6>	CC-MAIN-2017-13	http://www.wisconsinrticenter.org/assets/files/resources/1453822449_ELL%20connections%20to%20MLSS.pdf	2017-03-27T10:33:51Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00233-ip-10-233-31-227.ec2.internal.warc.gz	741,883,983	541	eng_Latn	eng_Latn	0.982519	eng_Latn	0.982519	[ "eng_Latn" ]	false	docling	[ 3040 ]	[ 2.265625 ]	3	2
Remembering Colonel Marcus M. Spiegel, A Jewish Civil War Colonel Jean Powers Soman In commemoration of the sesquicentennial of the American Civil War, I wrote this essay, specifically, to honor the memory of my greatgreat grandfather, Colonel Marcus M. Spiegel, a German-Jewish im migrant who became one of the highest-ranking Jewish officers in the Union Army. Tragically, he was killed during this fratricidal conflict. Caroline Frances Alschuler Powers. Years later, I would spend more than a de cade transcribing these letters, do ing research, and writing on the life of my heroic ancestor. From the battlefields, Spiegel wrote more than one hundred detailed and eloquent letters to his family and friends. Fortunately his wife, Caro line, preserved these letters and mounted them in a leather album, which was passed down in my family from mother to daughter for five genera tions. As a child, I was intrigued by this old, leather album, perched high on a shelf in the closet of my mother, After completing a manu script, I spent a few more years working with Civil War historian Frank L. Byrne on a book containing biographi cal and background informa tion and, more important, Spiegel's letters. These letters are historic eyewitness ac counts that describe the trials and tribulations of war, Spiegel's love for America and his family, his views on politics and religion, and, perhaps most interesting, his evolution into an ardent h abolitionist. Jacob Rader Marcus, historian of American Jewish history and the founding director of the American Jewish Archives in Cincin nati, wrote the foreword for the book. 1 Spiegel was born in the Hessian city of Abenheim on 8 December 1829, the eldest son of Rabbi Moses and Regina Spiegel. Antisemitism York, the adventurous young man who spoke little English travelled to Chicago, where his sister Sarah, lived with her husband, Michael Greenebaum, who was also her first cousin. Like many other immi grants, Spiegel, with the help of his relatives, was outfitted as a peddler and sent to Ohio to sell his wares. While in Ohio, he fell in love with the beautiful Caroline Frances Hamlin, daughter of Stephen and Elizabeth Hamlin, respected members of the Stark County, Ohio, Quaker com munity. Spiegel, the son of a Reform rabbi, and Caroline were married by a justice of the peace in Ohio in 1853. Shortly after, the newlyweds moved to Chicago, where he worked as a clerk in a dry-goods empo rium and Caroline studied the Jewish religion. On 21 August 1853 she converted to Judaism—likely the first person in Chicago to do so. was increasing in the German lands during the 1840s, and life was very difficult for the Jews. In 1846, his parents and siblings journeyed across the ocean to new lives and greater freedom in America. Spiegel, a welleducated and idealistic young man, remained be hind and fought for lib eral reforms in the Revo lution of 1848. When the revolution failed, he sought refuge in Amer ica, where, in 1849, he was reunited with his family in New York City. After a short time in New Spiegel helped to organize the Hebrew Benevolent Society in Chicago and served as its president. In March 1862, at the Battle of Kernstown, Virginia, Spiegel and his regiment fought against the famous Confederate general, Stonewall Jackson. Some excerpts from Spiegel's original letters provide insight into his emotions and values. For a comprehensive understanding of Colonel Marcus M. Spiegel, all of the letters in the book should be read. The young couple returned to Ohio to start a family. When the Civil War erupted in 1861, Spiegel, his wife and their three children were living in the village of Millersburg, Ohio, where he had gone into busi ness as a merchant. He decided for patriotic reasons—as well as some economic concerns—to join the Union Army. Fervently believing that it was his duty to fight for the United States of America, he volunteered in late 1861 as a soldier in the 67th Ohio Volunteer Infantry. July 27—1862 My lovely and good Wife! …May God protect you and the children and grant us happy days after our unhappy and distracted country may safely be rescued from the vile hands of traitors and Rebels, a work for which I am willing to fight, so that my children may enjoy as we dit [sic], previous to the breaking out of this accursed Rebellion, "a happy and united Country" God grant that enough strong arms and willing hearts may be found in the loyal States to do this. Ever your true Marcus 2 h Headquarters 67th Reg't August 5, 1862 My Dear Wife and Children: I have received your several letters almost daily and I can assure you that nothing could give me more joy and true happiness than these letters do to me in the field.… If you ever had an idea of how a fair young lady of twenty con templates, the day previous to her wedding, the happiness of her approaching nuptials you have an idea of how I now feel in the contemplation of the pleasure it will afford me to lead the 67th regiment into battle; which in all probability I will do today. My dear Wife, I feel serious but proud. I feel adequate for the occasion. I sincerely hope that when you read this you may feel as composed as I do. I know and feel that a kind and all-wise Providence will direct all things for good. I feel as though we shall come out of the contest victorious, and if anything does happen to me, I am only offering a small sacrifice for my beloved country, which al ways so generous and kind, had opened her arms to receive the down-trodden of other nations. Give my love to our dear children and to all friends. I am called to headquarters. Good-by. May God protect you, is the fervent prayer of Your true and loving husband M.M. Spiegel 3 Suffolk Va Sept. 1/62 My dear good wife! …I met today a Lieutenant Biroker [?], a Yehuday from Alzei, who shed tears when he heard my name. He and his father were great friends of my dear father. He told me that the 25th of this month is Rosh Hashonah and the 4th [of] next month Yom Cipur [sic]. He says there is a Synagoge [sic] in Norfolk 12 miles from here. I shall go at all events. You and the children must keep both; keep the children out of School the 25 and 26 and 3rd and 4th for my sake and let us pray to the Lord God of Israel for the deliverance of this once happy Country and the Peaceful enjoyment of our family Circle at the End of this unhappy War. God Bless you all. 4 In November 1862, Spiegel changed regiments and joined the newly organized 120th Ohio Volunteer Infantry (OVI), which would be in volved in the vitally important Union effort to capture the rebel fortress of Vicksburg, Mississippi, strategically located on bluffs high above the Mississippi River. While in Cincinnati, he attended a service at the syna gogue and heard a sermon by Rabbi Isaac Mayer Wise, one of the main architects of Reform Judaism in America. Spiegel wrote the following description: On Board St.[Steamer] Ft. Wayne Nov 22/62 My dear good wife! …I spend this forenoon (Shabbath [sic]) by being in Dr. Wise's School [Synagogue] and hearing a very good Ser mon by the Doctor. I think I was a devout Israelite; a beauty full [sic] service, good singing and good service and fine Sermon. 5 On 17 December 1862, General Ulysses S. Grant issued the infa mous General Orders Number 11, expelling the Jews as a class from the territory under his command. Numerous historians have expressed the belief that Grant issued this order because he was upset with the illegal trade in cotton, which he felt was interfering with the war effort. Grant became irate after his father, Jesse, had been involved in a bad busi ness deal with some Jewish merchants from Cincinnati; he then issued this unjust order and "expelled the Jews as a class." Although cotton smugglers came from many different ethnic and religious backgrounds, the Jews became the scapegoat. Fortunately, President Abraham Lincoln revoked this antisemitic order on 4 January 1863. Nothing in any of Spiegel's letters indicates that he knew about the order. During most of the brief time that the order was in effect, Spiegel was with his regiment aboard the USS Key West (No. 2) on the Mississippi River. Well-respected by his men and superior officers, Spiegel was promot ed to colonel of the 120 th OVI on 18 February 1863. In America, he was able to rise in rank from captain to colonel in a little over a year. Jews in German lands during this time were not permitted to become officers in the military at all. Grant would attempt to make amends to the Jews during his presi dency. For example, he appointed Jews to high government positions and helped the plight of Jews in Romania. A number of years ago it was discovered that in 1870, Hamlin Spiegel, the eldest son of Marcus and Caroline, was recommended by President Grant to an appointment as a cadet at West Point. He never attended, probably because he was too young. Simon Wolf, a prominent Washington attorney and cousin of Marcus Spiegel and General Edward Saloman, had written letters to Grant requesting that Hamlin be appointed a cadet. 6 Soon after his promotion to colonel, Spiegel delivered this patriotic and emotional address to his regiment: February 22, 1863, Youngs Point, Louisiana. I have to day been informed that some soldiers of this Regi ment have, at different times, expressed sentiments disloyal and unbecoming a soldier of the Union Army … saying that if the Regiment should ever have to go into another engage ment, not half of the men would fire a gun for this d-----d ab olition war, & c. When I heard it I thought it almost impos sible, that any soldier of the gallant 120 th Regiment which so nobly stood up at the battles of Vicksburg and Post Arkansas, to defend the old flag, where every heart swelled with pride; when they saw the stars and stripes first planted by the 120th, wave so proudly,… could make use of language disgraceful to the Regiment, disloyal to the country, and productive of evil only to the good cause, for which we are enlisted…. What ever is wrong will in time, by the American people, be right ed. Ours is the proud position of maintaining the worldwide and noble reputation of the American Volunteer Soldier, who stands classed with the most intelligent and brave in the known world—our's [sic] is the patriotic position of re storing the grand and sublime American Union—tranquil ity, peace and happiness to our bleeding country—knowing and appreciating our position none but the most loyal and high-minded thoughts and expressions can emanate from our hearts and lips.— Men! For God's, your country's, your friends at home, your own and my sake, do not, either by thoughts, expressions or willful actions, disgrace yourselves. Stand by the Government right or wrong. You may now do an unsoldier-like act, which, by excited men at home may be approved, but rest assured it will ere long come sweeping like an avalanche [on] your own good name and leave you in shame and disgust over your own acts of violating your sol dier's oath. While you are in the service, be soldiers in every sense of the word, so that when in private life, you can ever be respected and honorable citizens. 7 These excerpts are from letters he wrote during the Vicksburg Campaign: Milliken's Bend, La., March 22, 1863 …The loss I sustained of my noble Company, the gallant boys that fell by my side are still as then warmly lamented and ever will be cherished green in my memory until life ceases. Since that time, my love, I have seen and learned much. I have seen men dying of disease and mangled by the weapons of death; I have seen them wounded and seen their wounds being dressed, limbs amputated and bullets extracted. I have seen and experienced hunger, hardships and privations; I have with delight and honor welcomed the deafening roar of the Cannons by Land and Water as a signal of the com mencement of hostilities. I have witnessed hostile Armies arraigned again [sic] each other, the charge of Infantry at the death-outpouring Artillery, the Bayonet charge and re pel, Cavelery [sic] hunting men down like beasts, forts fall and towns refuse, the ferociousness of Gunboats and the sturdy resistance of Forts. I have learned to see all of it cooly [sic] and with ready presence of mind and yet through all this the Grand Architeck [sic] of the Universe has preserved me, the good father and God of Israel has favored me with his gracious kindness of being a loving husband to a good wife and a kind father to my beloved children and a trusty Son and Brother to the best mother and kindest of Sisters and Brothers and an appreciative recipient of the many acts of kindness by my host of truest of friends. Have we, my dear, not all reasons to be ever thankful to that allwise [sic] and kind providence. While seeing all of this I have been steadily gaining in friends, influence and position. Thank God I can leave my children a legacy which will inspire them to hold up their heads and walk uprightly through the world and that is "a reputation as a Soldier and Patriot." I have always done my duty and if God spares my health I always will and I know my love you will feel satisfied with me. 8 Headquarters O.V.I. Camp McClernand Millikens Bend La. March 23, 1863 …I often wish this unfortunate war were over, and I per mitted to enjoy the comfort and happiness of a comfort able home and blessings of peace in the cozy circle of my little family, but nevertheless, as much as I wish it, I do not want to see it close until the enemies of my beloved country are conquered and brought to terms. Men who are so con temptibly mean and unprincipled as to wage war against the best government in the world and trample under foot the flag that was ever ready to protect you and me and ev eryone who sought its protection from oppression, must be taught that, although a noble country to live in peace ably, yet it is a powerful government to rebel against. I want to hear the first cry for peace commence at Richmond … accompanied with a proposal to lay down their arms and acknowledge the supremacy of the government. Then and not until then, will I say peace. I have been in the service eighteen months and will stay as long as necessary (health permitting) until that end is accomplished. 9 In the field near Big Black, Miss June 7/63 My dear dear wife! It is nearly one year since I was called upon to witness the fourth birth of our beloved and blooming offspring. Well do I remember your sufferings; as if it were but a moment ago, do I remember the heroic and womanly like demeanor and the loving and confiding looks I received from you, during all your labor and the joy we both felt when the lovely and pretty Hattie was presented by my dear mother, who at one pronounced her, "the prettiest child that she has ever seen." (words in quotes translated from German) Allow me to congratulate you on her first "birth day". May God our heavenly Father grant that we may live to see many many of them in peace, love and happiness, May it please God to give us many happy days with our Children, so that we may raise them an ornament to Him and an emulation to His teachings. I would love to be with you to night; I know and feel you are just now thinking of me, but we will have to wait awhile, trusting that Vicksburg will soon fall. With hearty prayers for your welfare and that of our be loved Children, I remain to the best and loveliest Wife in the world A true and loving husband Marcus You dont [sic] know how much I love you. 10 Finally, on 4 July 1863, Vicksburg surrendered to the Union Army. This monumental victory split the Confederacy; the Northern forces now controlled most of the Mississippi River. Spiegel wrote a letter praising the commanding general, Ulysses S. Grant, for this great mili tary success. A few days after the fall of Vicksburg, Spiegel was severely wounded by friendly fire. Like other soldiers in his regiment, Spiegel entered the Army primar ily to fight to preserve the Union; initially, he was not in favor of the is suance of the Emancipation Proclamation, but he became a very strong supporter. While stationed in Louisiana during the winter of 1864, he observed the horrendous conditions that slaves were forced to endure and also had the opportunity to meet many freed blacks. The following excerpts from his letters reveal his transformation into an abolitionist. After spending a short time in a hospital in Mississippi, he made the difficult journey home via boat and freight train. Colonel Spiegel spent a few months at home recuperating from his wounds and then travelled to Louisiana to lead his regiment and continue fighting to win the war. Plaquemine La. Jan. 3/64 …The most of the slaves here consider themselves and are in reality free and all the sugar raised right around here was raised by the Compensated labor System and many of the haughty and overbearing Slaveowners who one year ago declared they would sooner starve then [sic] employ a freed Negro now are mighty glad to get them. 11 Plaquemine, La Jan 22/64 …Since I am here I have learned and seen more of what the horrors of Slavery was than I ever knew before and I am glad indeed that the signs of the times show, to wards closing out the accursed institution… I am [in] favor of doing away with the institution of Slavery. 12 Plaquemine La Feby 12/64 …Slavery is gone up whether the War ends to day or in a year and there is no use crying over it; it has been an awful institu tion. I will send you the "black code" of Louisiana some of these days and I am satisfied it will make you shudder. Now understand me when I say I am a strong abolitionist, I mean that I am not so for party purposes but for humanity sake only, out of my own conviction, for the best Interest of the white man in the south and the black man anywheres [sic]. 13 Spiegel and his regiment were on the transport City Belle on the Red River in Louisiana when it was ambushed by rebel forces on 3 May Two months after her husband's death, Caroline gave birth to their fifth child. In February 1865, the young widow moved with her five small 1864, and he was shot in the abdomen. Twentyfour hours later, on the bloody banks of the Red River, he breathed his last and was buried along the shore of the river in an unmarked grave. Joseph, his younger brother and the regiment's sutler, was by his side when he died. Joseph was captured and remained in a Confeder ate prison camp in Texas until the war ended. He then returned to Chi cago, where he opened the small dry-goods store that he and Marcus had planned to operate to gether. Eventually, after many years of hard work and ingenuity this store evolved into the Spiegel Catalogue Company. children from Ohio to Chicago, to be near the Spiegel relatives. Raising her family on a modest widow's military pension, she never remarried, remained true to Judaism, and raised her children in the Chicago Jewish community. In Chicago years later, Spiegel's niece, Hannah Solomon, founded the Na tional Council of Jewish Women with the help of her first cousin, Lizzie Spiegel Barbe, the eldest daughter of Marcus and Caroline Spiegel. On the battlefield at Vicksburg today stands an impressive granite monu ment that was erected by the state of Ohio after the war to honor the soldiers of the 120th Ohio, who bravely fought to capture Vicksburg. Col. Marcus M. Spiegel's name is prominently etched on the front of the monument. This American patriot, a German-Jewish immigrant, sacrificed his life to preserve the United States and emancipate the slaves. His story of immigration, of fa milial devotion, of patriotism and heroism, is at once a personal story and a national story. It is part of the narrative that has shaped America and thanks to the rich legacy he etched in letters, it is a story that will never be forgotten. Jean Powers Soman is an author and co-editor, with Frank L. Byrne, of A Jewish Colonel in the Civil War: Marcus M. Spiegel of the Ohio Vol unteers. She has been a member of the AJA's Ezra Consortium for many years and has served as the Interim Chairperson of the Abraham Lincoln Bicentennial Commission Foundation. She currently serves on the Board of Directors of its successor organization, the Abraham Lincoln Bicenten nial Foundation. She is also a lifetime member of the National Council of Jewish Women. She is married to William Soman, an attorney, and has two daughters and four grandchildren. Notes 1 Most of the information and excerpts from Colonel Marcus M. Spiegel's letters in this es say are from A Jewish Colonel in the Civil War: Marcus M. Spiegel of the Ohio Volunteers, ed. Jean Powers Soman and Frank L. Byrne (Lincoln, NE, and London: University of Nebraska Press, 1995) (with a foreword by Jacob Rader Marcus), currently in print. It was originally published as Your True Marcus: The Civil War Letters of a Jewish Colonel, ed. Frank L. Byrne and Jean Powers Soman (Kent, OH: Kent State University Press, 1985) (with a foreword by Jacob Rader Marcus.) Soman and her mother, Caroline Alschuler Powers, donated most of Spiegel's original letters and documents to the American Jewish Archives. (The letters quoted in this essay are at the American Jewish Archives, except for the letters dated 7 June 1863 and 12 February 1864, which are part of Soman's private collection in Florida. Copies of these two letters are held at the AJA. The letters dated 5 August 1862, address to regiment dated 22 February 1863, and 23 March 1863 were originally published in newspapers. The American Jewish Archives has copies of these three letters.) 2 Soman and Byrne, eds., A Jewish Colonel in the Civil War, 141. 3 Ibid., 146–147. 4 Ibid., 163. 5 Ibid., 180–181. 6 After the publication of Your True Marcus, this information and accompanying copies of documents regarding Hamlin Spiegel was sent to me by historian John Y. Simon, who was the editor of Ulysses S. Grant's papers and executive director of the Ulysses S. Grant Associa tion. I have donated copies of these documents to the American Jewish Archives. 7 Soman and Byrne, eds., A Jewish Colonel in the Civil War, 243–244. 8 Ibid., 257–258. 9 Ibid., 260–261. 10 Ibid., 292. 11 Ibid., 312. 12 Ibid., 315–316. 13 Ibid., 321.	<urn:uuid:e03edcd2-6dda-4ec1-ae31-71858e13a7c9>	CC-MAIN-2017-13	http://americanjewisharchives.org/publications/journal/PDF/2013_65_01_00_soman.pdf	2017-03-27T10:41:42Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00235-ip-10-233-31-227.ec2.internal.warc.gz	15,205,650	5,167	eng_Latn	eng_Latn	0.996298	eng_Latn	0.998586	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1455, 3086, 4523, 6029, 8245, 11259, 12870, 14366, 15623, 17714, 18840, 21496, 22384 ]	[ 2.046875, 2.21875 ]	2	6
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.	<urn:uuid:50480b53-6075-4dba-a340-27cc9ec57bcc>	CC-MAIN-2017-13	http://steno.dk/~/media/Documents/sundhedsprofessionelle/vaerktojer/DAWN/balance-card-guide.pdf?la=da	2017-03-27T10:45:19Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00235-ip-10-233-31-227.ec2.internal.warc.gz	332,109,369	629	eng_Latn	eng_Latn	0.998486	eng_Latn	0.999415	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1143, 3149 ]	[ 2.171875 ]	1	1
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	<urn:uuid:f8c75117-160e-4a15-aaf6-a3b23e461c52>	CC-MAIN-2017-13	http://1gu04j2l2i9n1b0wor2zmgua.wpengine.netdna-cdn.com/wp-content/uploads/2017/01/Library_flyer_download.pdf	2017-03-27T10:38:57Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00234-ip-10-233-31-227.ec2.internal.warc.gz	1,894,721	647	eng_Latn	eng_Latn	0.992829	eng_Latn	0.994815	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1228, 3679 ]	[ 2 ]	3	6
Summer 2010 Do You Have Flood Insurance? Your property is in or near the flood hazard area as mapped by the Federal Emergency Management Agency. The purpose of this newsletter is to inform residents and property owners of the presence of flood hazards and suggest possible actions which may be taken to protect persons and property. Natural and Beneficial Functions Floodplains should be seen in their natural context. They are more than just hazardous locations for human development. Open and natural areas, such as the Wetland areas, absorb much more rain and floodwater than urbanized areas, reducing flood flows on downstream properties. Wetland plants filter stormwater runoff, making it cleaner for those downstream. These floodprone areas are used by a variety of wildlife and provide habitat for species that cannot live or breed anywhere else. It is important that we preserve such natural areas and wetlands. While some develop- ment is allowed, the Town, State and Federal agencies make sure that the natural benefits of any filled wetlands are compensated by creation of additional or improved wetland habitats nearby. Another concern is water quality. The storm drain system carries untreated stormwater runoff directly to our canals/ river. Pouring wastes into storm drains directly impacts our environment. Oil, antifreeze, paint, fertilizer and pesticides pollute the water, destroy plants and endanger wildlife. For example, one quart of oil can contaminate 250,000 gallons of water. The oil from one motor oil change can create an eight acre oil slick. Therefore, you should do your part to help keep our canals/ river and storm drains free of pollutants. Native prairie and wetland plants have deep root systems that absorbs and hold stormwater better than typical lawns. Preserving these plants reduces flooding and drainage problems. Flood Warning System and Floodproofing Your Property Flood warnings are forecasts of im- several ways to help protect your property from flooding: pending storms and broadcast to the public by the NOAA Weather Radio, commercial radio and TV stations and through local emergency agencies. These warnings are intended to provide individuals with property in threatened areas with the opportunities to prepare, protect and lessen their exposures to damage from flooding by establishing time frames and levels of flooding expected. The most serious threat of general flooding is during the hurricane - The elevation or grade can be changed - The walls may be waterproofed season (June through November). Flood watches (when conditions are right for flooding) and flood warnings (flooding is imminent) will be issued by TV and radio stations. RESIDENTS SHOULD TUNE TO COMCAST CHANNEL 27 AND WSCF 91.9 FM RADIO WEATHER BROADCASTS AND BE ALERT TO SPECIAL ADVISORIES. Although all homes built after 1991 are required to be built above flood level, there is still a chance of flooding. Here are - Watertight closures for doors and windows can be installed - Sump pumps may be installed for lower levels - All openings should have hurricane protection (shutters) - Roofs installed after 2001 meet today's hurricane and water intrusion standards. You can check with the Building Department to find out if your roof meets today's codes. Property Protection Measures There are various actions which can be taken to floodproof structures. Electric panel boxes, furnaces, water heaters and washer/dryers should be elevated or relocated to a location less likely to be flooded. Basement floor drains and interior and exterior backwater valves can be installed and interior floodwalls can be placed around utilities. If flooding is likely, and time permits, move essential items and furniture to the upper floors of your home. Keep materials like sandbags, plywood, plastic sheeting and lumber handy for emergency waterproofing. This action will help minimize the amount of damage caused by floodwaters. Floodproofing a house means altering it so floodwaters will not cause damage. Different floodproofing techniques are appropriate for different types of buildings. Use the following as a guideline: - If you have a basement, split level or other floor below ground level, there are lots of ways to protect your basement or lower floor from seepage and sewer backup. - If your house is on a slab foundation, investigate a low floodwall, berm or "dry floodproofing" (i.e., making the walls watertight mid closing all the openings when a flood comes). - If your house is on a crawlspace, a low floodwall, berm or "wet floodproofing" will work. "Wet floodproofing" means moving all items subject to damage out of harms way so water can flow into the crawlspace and not cause any problems. If floodwaters go over the first floor, it is relatively easy to elevate the building to get the first floor above the flood level. Flood Safety Follow evacuation orders: If you are given orders to evacuate, follow those orders. They are orders for a reason and are meant to keep you and your family SAFE. Do not walk through flowing water: Drowning is the number one cause of flood deaths, mostly during flash floods. Currents can be deceptive; six inches of moving water can knock you off your feet. If you walk in standing water, use a pole or stick to ensure that the ground is still there. Do not drive through a flooded area: More people drown in their cars than anywhere else. Don't drive around road barriers; the road or bridge may be washed out. Stay away from power lines & electrical wires: The number two flood killer after drowning is electrocution. Electrical current can travel through water. Report downed power lines to the power company or city emergency management office. Have your electricity turned off by the power company: Some appliances, such as TV's, keep electrical charges even after they have been unplugged. Don't use appliance or motors that have gotten wet unless they have been taken apart, cleaned and dried. Look out for animals, especially snakes: Small animals that have been flooded out of their homes may seek shelter in yours. Use a pole or stick to poke and turn things over and scare away small animals. Look before you step: After a flood, the ground and floors are covered with debris including broken bottles and nails. Substantial Improvement Requirements The Town Ordinance also requires that all substantial improvements to a building be treated as a new building. A substantial improvement is when the value of an addition, alteration repair or reconstruction project it is equal to or exceeds 50% of the value of the existing building. In the case of an addition, only the addition must be protected. In the case of an improvement to the original building, the entire building must be protected. These regulations are designed to protect you and your neighbors. By keeping the drainage system clear and getting the proper permits before you build, we can prevent flooding and other drainage problems. No matter what kind of building you have, some last minute emergency measures can always help. For example, you could move valuable items (photos, antiques and other "irreplaceable" etc.) or items that are most damaged by floodwaters (upholstered furniture, stuffed toys, mattresses, foam rubber, etc.) up to a higher level. You can place sandbags or plastic sheeting in front of doorways and other low entry points. Whatever emergency protection measures you use, it is always best to have a plan written in advanced to make sure you don't forget anything after you hear the flood warning. Floodplain Development Permit Requirements and Drainage System Maintenance Every lot was originally designed so water would flow away from the building and along property lines to the street, storm sewer or ditch. Fences, railroad ties, landscaping and regrading block this flow. So do construction projects in the ditches or the floodplain. Always check with the Building Department before you build on, fill, alter or re -grade your property. A permit is needed to insure that such projects do not cause problems on other properties. Every piece of trash can contribute to flooding. Even grass clippings and branches can accumulate and plug canals. If your property is next to a ditch Flood Insurance Your homeowner's insurance policy does not cover damage from flooding. Because the Town participates in the National Flood Insurance Program, you can purchase a separate flood insurance policy at a discounted rate. This type of insurance is backed by the Federal government and is available to everyone, even if properties that have previously experienced flooding. If you don't have flood insurance talk to you insurance or storage basin, please do your part and keep the bank clear of brush and debris. Do not dump or throw anything into the ditches or basins. Dumping in our ditches and storage basins is a violation of Town Code. You can do your part in helping the drainage system work. Sweep or pick up debris from your gutters to prevent blockages in the storm sewers. Pick up trash and fallen branches in the ditches. If you see dumping or debris in the ditches or basins, filling or construction near property lot lines, or filling or construction in the floodplain without a agent today. If you have a mortgage or a home improvement loan you may have purchased flood insurance already as a requirement from the lending institutions. Usually these policies cover only the structure and not it contents. Most of the time there is more damage to the furniture and contents than to the structure itself. If you are covered by a flood policy double check with your insurance agent to Funding Available to Repetitive Loss Areas Three types of FMA grants are available to States and communities: permit sign posted, contact the Building Department at 772-231-4453. The debris or project may cause flooding on your property. New buildings in the floodplain must be protected from flood damage. The Town Ordinance requires that new residential buildings must be elevated one foot above the base flood level. be sure the coverage is adequate, and make sure your contents are covered. Remember, even if you have never been affected by flooding, it still could occur. Flood insurance covers ALL surface floods. Don't wait for the next flood to buy insurance protection. There is a 30-day waiting period before National Flood Insurance Program coverage takes effect. Contact your insurance agent for more information on rates and coverage. - Planning Grants to prepare Flood Mitigation Plans. Only NFIP-participating communities with approved Flood Mitigation Plans can apply for FMA Project grants. - Project Grants to implement measures to reduce flood losses, such as elevation, acquisition, or relocation of NFIP-insured structures. States are encouraged to prioritize FMA funds for applications that include repetitive loss properties; these include structures with 2 or more losses each with a claim of at least $1,000 within any ten-year period since 1978. - Technical Assistance Grants for the State to help administer the FMA program and activities. Up to ten percent (10%) of Project grants may be awarded to States for Technical Assistance Grants. The Hazard Mitigation Grant Program (HMGP) provides grants to States and local governments to implement long-term hazard mitigation measures after a major disaster declaration. The purpose of the HMGP is to reduce the loss of life and property due to natural disasters and to enable mitigation measures to be implemented during the immediate recovery from a disaster. The HMGP is authorized under Section 404 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act. Your property is in or near the flood hazard 6001 North A1A Indian River Shores, FL 32963 Building Dept: 772-231-4453 Main: 772-231-1771 Town Manager/Clerk (Ext 1) Postal Center (Ext 4) Treasurer (Ext 3) Public Safety: 772-231-2451 Public Works (Ext 235) What affects the cost of my flood insurance? Understanding the Community Rating System (CRS) The National Flood Insurance Program provides federally backed flood insurance that encourages communities to enact and enforce floodplain regulations. Since its inception in 1968, the program has been very successful in helping flood victims get back on their feet. The Town of Indian River Shores has a 1,116 people/867 structures in the SFHA area. We now have 2,952 flood insurance policies in affect or almost 90% of our residents are insured. The rate charged to each customer is based on the FEMA flood zone assigned to your neighborhood. This Special Flood Hazard (SFHA) classification is determined by our flood performance for the past 100 years. Most of the town is in an AE flood zone while along the beach is in an X zone. Homes in the SFHA or A zone pay an average cost of $673.00 while homes in the X zone pay $406.00. You can lower these rates by participating in the Community Rating System (CRS). The town's current CRS rating is now at #7. The object is to lower that rating thereby lowering the cost of each policy. The Town Buildiing Department has lowered the rating from a #8 that we have carried for many years, saving the Town residents about $162,687.00 on the total amount of policies. For more information please call 772-231-4453. Town Flood Services The Town's Building Department, the Town's web-site (www.irshores.com) or the public library are all great sources to find information on floodplains. You may visit the Building Department to determine if your property is located in a mapped floodplain. We also have flood maps and flood protection literature available to help you understand flooding risk and to ensure you are prepared for such an event. We also keep all elevation certificates on file of buildings built in floodplain areas since 1989. Information on registered/licensed contractors, engineers and architects is also available at your request. The Town's Public Works' Department will come out to your property and do a review if you have or think you may have a potential flood problem and explain ways to prevent and/or stop flooding. Please call (772) 231-2451, extension 235 to schedule an appointment. This is a free service the Town provides to its residents. 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Scientific Facts on PCBs Polychlorinated biphenyls Context - Polychlorinated biphenyls (PCBs) are a group of man-made compounds that were widely used in the past, mainly in electrical equipment, but which were banned at the end of the 1970s in many countries because of environmental concerns. Because these compounds are generally very stable, they remain present in the environment today. What are the health risks associated with PCBs? This Digest is a faithful summary of the leading scientific consensus report produced in 2003 by the International Programme on Chemical Safety (IPCS) of the World Health Organization (WHO): "Polychlorinated biphenyls : Human health aspects. Concise international chemical assessment document 55" The full Digest is available at: http://www.greenfacts.org/en/pcbs/ This PDF Document is the Level 1 of a GreenFacts Digest. GreenFacts Digests are published in several languages as questions and answers, in a copyrighted user-friendly Three-Level Structure of increasing detail: * Each question is answered in Level 1 with a short summary. * These answers are developed in more detail in Level 2. * Level 3 consists of the Source document, the internationally recognised scientific consensus report which is faithfully summarised in Level 2 and further in Level 1. All GreenFacts Digests are available at: http://www.greenfacts.org/ Source document: IPCS - WHO (2003) Summary & Details: GreenFacts 1. What are PCBs? Polychlorinated biphenyls, in short PCBs, are a group of man-made chemicals. 1.1 PCBs have been used in many different products, including electrical equipment, surface coatings, inks, adhesives, flame-retardants, and paints. PCBs may be released into the environment, for instance when waste that contains PCBs is incinerated or stored in landfills. About 10% of the PCBs produced since 1929 still remain in the environment today. Because of possible impacts on human health and the Labelling transformers containing PCBs Source: US federal Government environment, the use and production of PCBs are now banned or severely restricted in many countries. 1.2 All PCBs are man-made and have a similar basic structure. They are made of carbon, hydrogen and chlorine atoms. Because these atoms can be combined in many different ways, a total of 209 different PCB molecules can be formed. Some PCBs are more harmful than others. Generally, PCBs are very stable which explains their persistence in the environment. At high temperatures, PCBs can burn and generate dangerous by-products such as dioxins. PCBs tend not to evaporate or to dissolve easily in water. However, they are very soluble in fat and similar substances, which explains why PCBs can build up in animal fat and along the food chain. 2. What happens to PCBs in the environment? 2.1 In rivers and lakes, PCBs attach to sediments where they can remain buried for a long time before being eventually released into water and air. PCBs in the air can reach the ground with falling rain and snow, or simply when suspended particles settle with gravity. 2.2 PCBs can build up in animals over time and along the food chain. PCBs are found in the fatty tissues of animals living in water or on land, particularly those at the top of the food chain. Thus humans can also accumulate PCBs from the food they eat. Some animal species, including insects and other invertebrates, birds, fish, and mammals, can break down or transform certain PCBs within their bodies. 2.3 In air, PCBs are broken down by the indirect effect of sunlight. Depending on the specific type of PCB, it takes from a few days to several months for half the amount initially PCBs can build up along org/water/wm/foxriver/whatarepcbs. the food chain. Source: Wisconsin Dept. of Natural Resources [see http://dnr.wi.gov/ html] present to be degraded. In water, breakdown of PCBs is slower, and can occur under the action of sunlight or microorganisms. These organisms play an important role in the breakdown of PCBs in soils and sediment. 2.4 Outdoors, PCB levels in air were found to be lower in rural and remote areas than in urban and industrial areas. In indoor air, concentrations of PCBs are typically at least ten times higher than in outdoor air. PCB levels in sea water tend to be highest in waters near industrial areas. Since the 1970s, when restrictions were imposed on the production of PCBs, concentrations in new deposits of river sediments and in fish have shown a gradual decrease. 3. To what extent are humans exposed to PCBs? Humans are exposed to PCBs via food, air and drinking water. 3.1 Overall, humans are mainly exposed through consumption of contaminated foods, particularly meat, fish, and poultry. The dietary intake of PCBs for adults rose to a high in the late 1970s, but then decreased to a lower level by the 1990s. 3.2 Infants can be exposed to PCBs contained in human breast milk. As in foods, average levels in breast milk have decreased since the 1970s. 3.3 The general population is exposed to low levels of PCBs present in the air they breathe particularly indoors, but also outdoors. However, in PCB disposal facilities, PCB concentrations in air can be significantly higher leading to a greater exposure in workers. 3.4 The general population can sometimes be exposed to low levels of PCBs in drinking water, though concentrations are often too low to be measured. Humans are exposed through contaminated meat, fish, and poultry 4. What happens to PCBs when they enter the body? Humans can absorb PCBs by eating or drinking contaminated food, and, to a lesser extent by breathing contaminated air or through the skin. Once absorbed, PCBs move into cell membranes and into the blood vessels and the lymphatic system. The highest concentrations of PCBs are usually found in the liver, fatty tissue, brain, and skin. They are also present in the blood. In mothers, PCBs have been found to pass into umbilical cord blood, the placenta and breast milk. In both humans and animals, PCBs can also be transformed into substances that accumulate in specific tissues and body fluids. They may also be transformed into other substances allowing them to be excreted through urine and feces. 5. What are the effects of PCBs on laboratory animals? 5.1 In animals, exposure to one large dose of PCBs can cause diarrhea, breathing difficulties, dehydration, decreased response to pain, and coma. PCBs were found to mainly damage the lungs, the stomach, and the pancreas. Lower doses of PCBs administered over a period of time can interfere with liver and thyroid function, and may, in the long term, lead to liver cancer. 5.2 Effects on fertility, reproductive organs, and female hormonal activity have also been seen in test animals exposed for a long time to high doses of PCBs through their food. The offspring of animals fed PCBs during pregnancy and during breast-feeding may also be affected and many have shown learning and behavioral difficulties. In the young, development of the immune system and certain organs such as the liver, thyroid and kidney have also been affected by exposure to PCBs. 5.3 Observed effects of PCBs on the immune system included a lesser production of antibodies, an increased susceptibility to disease, and decreased weight of the thymus gland. Adult animals appear to be less sensitive than the fetus to the effects of PCBs. 5.4 PCBs with different chemicals structures behave in different ways. Certain PCBs behave like dioxins and may cause an increased risk of cancer. Others can affect the development of the nervous system at high exposures. 6. How has PCB exposure affected human health? It is difficult to determine to what extent PCB exposure affects human health, because different people are exposed to different amounts and mixtures of PCBs, and because they may also be exposed to other toxic substance at the same time. 6.1 Many studies suggest that there is a link between exposure to PCBs and increased risk of cancers of the digestive system, the liver, and of the skin. Furthermore, high levels of PCBs in the blood may be linked to a cancer of the lymphatic system. 6.2 PCB exposure may affect human reproduction and may be linked to reduced fertility in women and a lower mobile-sperm count in men. PCB exposure may affect human reproduction © Micro Applications Exposure during pregnancy and breast feeding may be linked to slowed infant growth and development. 6.3 PCB exposure may also be linked to neurological health effects, (such as numbness and headaches), more frequent infections, and changes of the skin, particularly rashes and chloracne. 7. What are the risks posed by PCB exposure? Current understanding about the effects of PCB exposure on human health is mainly based on findings from animal studies using mixtures of PCBs. 7.1 Studies revealed at what daily dose of PCBs a sensitive species of monkeys started showing signs of negative health effects (on the immune and nervous system). 7.2 Based on these experimental findings a tolerable daily intake of PCBs has been established for humans. 7.3 In the USA for instance, it is estimated that people are exposed to 1 000 times less PCBs than the minimum intake causing adverse effects in animals, and four times less than the tolerable daily intake. 7.4 Establishing a Tolerable Daily Intake based on studies on animals entails uncertainties. On the one hand, monkeys may be more sensitive to PCBs than humans. In this case the predicted tolerable intake would be too prudent. On the other hand, specific PCBs to which Copyright © GreenFacts humans are exposed may be more or less toxic than the PCB mixtures used for the studies on monkeys. 8. Conclusions PCBs are a group of man-made chemicals that have been used in a variety of manufactured goods since 1929. PCBs can tend to persist in the environment and accumulate in the food chain. Many countries have banned or severely restricted the production of PCBs. Humans may be exposed to PCBs by consuming contaminated food, and also by drinking contaminated water and breathing contaminated air. Mothers exposed to PCBs may transmit Many countries have severely restricted or banned the production of PCBs Source: www.seton.com them to their child. The speed at which PCBs are transformed in the body and the extent to which they are either stored or excreted vary according to the type of PCB. Depending on the dose, the type of PCBs, and other factors, exposure to PCBs can affect fertility, child development, the immune system, and possibly increase the risk of certain cancers.	<urn:uuid:4fbacf55-7eb3-49ea-9148-63d5199c5117>	CC-MAIN-2017-13	http://www.greenfacts.org/en/pcbs/pcbs-greenfacts.pdf	2017-03-27T10:37:31Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00233-ip-10-233-31-227.ec2.internal.warc.gz	522,922,384	2,252	eng_Latn	eng_Latn	0.996964	eng_Latn	0.998139	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1446, 4251, 6831, 9585, 10610 ]	[ 2.921875 ]	6	0
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	<urn:uuid:0f1ca7f5-3141-4127-8940-2e3500272ee1>	CC-MAIN-2017-13	http://www.tryonfriends.org/wp-content/uploads/2012/07/Ethnobotany.pdf	2017-03-27T10:41:28Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00236-ip-10-233-31-227.ec2.internal.warc.gz	725,705,145	902	eng_Latn	eng_Latn	0.989032	eng_Latn	0.999227	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 198, 3892 ]	[ 3.71875 ]	2	1
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	<urn:uuid:1b5c89ed-e9a0-4af2-a814-4d1bfc3b0f8e>	CC-MAIN-2017-13	http://www.nps.org.au/__data/assets/pdf_file/0005/115574/Personal_Decision_Guide_For_Medicines.pdf	2017-03-27T10:42:24Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00235-ip-10-233-31-227.ec2.internal.warc.gz	624,508,489	841	eng_Latn	eng_Latn	0.996961	eng_Latn	0.996967	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1905, 3863 ]	[ 2.140625 ]	2	0
SCIENCE & ENVIRONMENT 6 April 2011 Last updated at 04:48 ET Climate 'technical fix' may yield warming, not cooling By Richard Black Environment correspondent, BBC News, Vienna Whitening clouds by spraying them with seawater, proposed as a "technical fix" for climate change, could do more harm than good, according to research. Whiter clouds reflect more solar energy back into space, cooling the Earth. But a study presented at the European Geosciences Union meeting found that using water droplets of the wrong size would lead to warming, not cooling. One of the theory's scientific fathers said it should be possible to make sure droplets were the correct size. Cloud whitening was originally proposed back in 1990 by John Latham, now of the University Corporation for Atmospheric Research in Boulder, US. It has since been developed by a number of other researchers including University of Edinburgh wave energy pioneer Stephen Salter, joining a number of other "geoengineering" techniques that would attempt either to reduce solar radiation reaching earth or absorb carbon dioxide from the air. One version envisages specially designed ships, powered by wind, operating in areas of the ocean where reflective stratocumulus clouds are scarce. The ships would continually spray fine jets of seawater droplets into the sky, where tiny salt crystals would act as nuclei around which water vapour would condense, producing clouds or thickening them where they already exist. It has not yet been trialled in practice, although proponents say it ought to be. Drop kick But Kari Alterskjaer from the University of Oslo in Norway came to the European Geosciences Union (EGU) meeting in Vienna with a cautionary tale. Her study, using observations of clouds and a computer model of the global climate, confirmed earlier findings that if cloud whitening were to be done, the best areas would be just to the west of North and South America, and to the west of Africa. But it concluded that about 70 times more salt would have to be carried aloft than proponents have calculated. And using droplets of the wrong size, she found, could reduce cloud cover rather than enhancing it - leading to a net warming, not the desired cooling. "If the particles are too small, they will not brighten the clouds - instead they will influence particles that are already there, and there will be competition between them," she told BBC News. "Obviously the particle size is of crucial importance, not only for whether you get a positive or negative effect, but also whether particles can actually reach the clouds - if they're too large, they just fall to the sea." The possibility of this technique having a warming impact has been foreseen by cloudwhitening's developers. In a 2002 scientific paper, Dr Latham wrote: "... the overall result could be a reduction in cloud droplet concentration, with concomitant reductions in albedo and cloud longevity, ie a warming effect". But, he argued, this possibility could be eliminated by careful design of the spray system. Contacted after the presentation in Vienna, Professor Salter took the same line. "I agree that the drop size has to be correct and that the correct value may vary according to local conditions," he said. "However, I am confident that we can control drop size by adjusting the frequency of an ultrasonic pressure wave which ejects drop from micro-nozzles etched in silicon. "We can test this at very small scale in the lab." Professor Salter is working with engineers in Edinburgh to produce extremely fine yet robust nozzles from semiconductor sheets. Small cuts In an era when many climate scientists are frustrated by slow progress in reducing greenhouse gas emissions, cloud whitening has sometimes been held up as an example of a technology that could make a real difference, at least to "buy time". It has been calculated that a fairly modest increase in the reflectivity of these marine clouds could balance the warming from a doubling of carbon dioxide in the atmosphere - although even proponents admit it would do nothing to combat the other major consequence of carbon emissions, ocean acidification. One scientist at Ms Alterskjaer's presentation, having heard her outline why it might not work, commented that it was the most depressing thing he had heard in a long time. And Piers Forster from the UK's University of Leeds, who is leading a major UK project on geoengineering techniques, suggested more research would be needed before cloud whitening could be considered for "prime time" use. "The trouble is that clouds are very complicated; as soon as you start manipulating them in one way, there are a lot of different interactions," he said. "We need real-world data and we need modelling that tries to simulate clouds on more appropriate scales, and that means less than 100m or so, because if you look at a deck of stratocumulus it's not one big thing, it has pockets and cells and other features. "Far more uncertain is the idea that you'd inject a particular drop size, because it won't stay that size for long - it will spread out, and that would be uncertain." Professor Salter, too, believes more research needs to be done, including building a prototype injector ship and studying how it works in practice. Interviewed by the BBC late last year, he said that such research was urgently needed because there was little sign of real cuts being made in the world's greenhouse gas emissions. More Science & Environment stories Europe's future lies under Africa [/news/science-environment-13015252] The birth of a new subduction process could see Europe starting to burrow its way under Africa, geologists suggest reversing the pattern seen over many millions of years. Laser gun fired from US navy ship [/news/technology-13033437] Zimbabwe's rhino rescuer honoured [/earth/hi/earth_news/newsid_9451000/9451460.stm] BBC © 2011 The BBC is not responsible for the content of external sites. Read more.	<urn:uuid:c6300b3f-94fb-4ebe-a7ab-f82ed3b3d3e3>	CC-MAIN-2017-13	http://www.agriculturedefensecoalition.org/sites/default/files/file/geo_scheme_16/16BW_2011_Cloud_Whitening_Geoengineering_Climate_Technical_Fix_May_Yield_Warming_Not_Cooling_New_Study_BBC_News_April_6_201.pdf	2017-03-27T10:56:21Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00236-ip-10-233-31-227.ec2.internal.warc.gz	401,468,743	1,230	eng_Latn	eng_Latn	0.998876	eng_Latn	0.999159	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 816, 2661, 4360, 6011 ]	[ 2.765625 ]	3	3
THE LOSS OF THE GEORGE WASHINGTON OFF SILVER CREEK IN 1838 Certain “coincidences” demand our attention: for example, the conflagrations of the George Washington and the Erie. Certain "coincidences" demand our attention: for example, the conflagrations of the George Washington and the Erie. Text 1 The Niagara Courier—Extra (Lockport) August 12, 1841 http://homepage.mac.com/joel_huberman/JohnMaynard/1841a.html DISASTER ON LAKE ERIE! [EXCERPT] It is a singular coincidence that the Erie was burned at almost identically the same spot where the Washington was burned in June 1838. Capt. Brown, who commanded the Washington at that time, happened to be on board the Clinton, and was very active in saving the survivors of the Erie. * * * * Text 2 The Weekly Herald (New York City) August 14, 1841 (Vol. V, No. 47) p. 387 [Correspondence of the Herald] AILROAD OFFICE, SYRACUSE, AUG. 11 R [Excerpted from an article on the conflagration of the Erie] Not since the burning of the Ben Sherrod, on the Mississippi, George Washington on Lake Erie, and the Lexington, on Long Island, have we heard of such a dreadful, shocking, and deeply to be deplored calamity as the destruction of the ill-fated Erie, and more than a hundred and fifty men, women, and children. * * * * Text 3 Vermont Gazette (Bennington, Vermont) June 26, 1838 (Vol. LVII, No. 2937) p. 3, c. 1 GREAT DISASTER ON LAKE ERIE—FIFTY LIVES LOST. From the Buffalo Com. Adv. of Saturday. The steamboat North America is just in, by the passengers on which we learn the particulars of a most heart-rending calamity – the destruction of the new and elegant steamboat Washington, by fire, off Silver Creek, about three o'clock this morning, with the estimated loss of fifty lives! The Washington passed the North America while the latter lay at Erie, in the early part of the night, and was not again seen by those on board the North America, until when within about three miles from the city, a bright glare of light was discovered by the helmsman, in the direction of silver Creek, and the North America was instantly put about for the scene of apprehended disaster. On nearing the spot, about 6 o'clock, the burning hull of the large and noble boat was found drifting over the waters, three or four miles from shore, with not a living human being on board. The lake was literally covered with hats, bonnets, trunks, baggage, and blackened fragments of the wreck. The intense anxiety of the witnesses of this fearful scene, for the fate of the passengers on the unfortunate Washington, was partially relieved by the discovery of several small boats near the shore, in which survivors had been rescued from destruction. The alarm had been given at Silver Creek, as soon as the flames were perceived from the shore, and all the boats which could be found were sent to the rescue of the sufferers. There were only three skiffs, besides the yawl of the Washington, which could be thus used. The North American took on board about 40 of those saved, many of whom, including all the ladies, remained on shore. There were six dead bodies picked up on the spot – those are four children and two women. One man died of his injuries soon after reaching the shore, and one child was dead in its mother's arms when she was taken out of the water. After picking up all the floating baggage, which could be seen, the hull – which was still able to float the engine – was towed into Silver Creek, where it sunk in six or eight feet water. The North America remained at silver Creek, employed in this melancholy business, 6 or 7 hours, and every thing was done by Captain Edmon[d?]s, and his crew, for the relief of the sufferers.— Their prompt and efficient services are entitled to all praise. The ill-fated Washington was built at Ashtabula, last winter, and had made but one trip previous to her destruction. The fire caught near her boilers, and had made such progress when discovered, as to defy all attempts to extinguish it. The helm was instantly put about, and the boat headed for shore, but in a few moments the wheel ropes were burnt off, and she was rendered an unmanageable wreck. Had iron rods been substituted, as melancholy experience has taught on the Mississippi, the appalling loss of life might have been averted! * * * * Text 4 Daily Commercial Bulletin (St. Louis, Missouri) June 29, 1838 (Vol. 2, No. 245) p. 2, c. 4 DREADFUL STEAMBOAT DISASTER ON LAKE ERIE— BURNING OF THE GEORGE WASHINGTON, AND LOSS OF THIRTY TO FIFTY LIVES. The particulars of another horrible calamity are brought us by the Cleveland Herald of the 19 th inst. All the explanations are found below. The new steamboat George Washington, Capt. Brown, took fire on her passage down just below Dunkirk, about 2 o'clock on Saturday morning, 16 th inst., and with frightful rapidity became a burning wreck. In spite of every exertion to save passengers and crew, from thirty to fifty persons were either consumed or drowned. The number lost is variously estimated, and cannot as yet be ascertained with certainty, as the papers and books of the boat were destroyed. the lowest number named is thirty, and some place it as high as sixty. We understand some of the officers of the boat judge the number of passengers lost to be about twenty, and ten of the crew.—Several ladies and children are among the missing. We have heard no names. The scene was heart-rending. The bulkhead between the boilers and gentlemen's cabin, was in flames when the dreadful condition of the boat was discovered; the engine was stopped for the purpose of lowering the yawl into which the frightful passengers quickly crowded, and refused to leave until the fastenings at one end gave way and the whole were precipitated into the Lake.— Much time was lost in rescuing the persons unfortunately plunged into the water, thus detaining the only boat that could take them off to shore. The yawl was dispatched to land with a load as soon as possible, but did not return in time to take off a second, though several were picked up by the boat, struggling to reach land or boards, boxes, &c., and by swimming. A number succeeded in reaching the shore by the aid of floating movables. The North America was some fifteen miles ahead of the Washington, and as soon as the flames were discovered, came back to her aid, though not in time to do more than pick up several persons struggling in the water, and to tow the burning wreck into Silver Creek. The hull was scuttled and sunk at the wharf, nothing but the blackened timbers of the wheel-houses being visible. No property was saved from the boat. We learn that after stopping her engine to lower the yawl, the Washington became unmanageable, and could not be got under weigh again.—The tiller ropes had parted, and the flames cut off all access to the engine. The above particulars were derived principally from the officers and passengers on the New York, and may not be entirely correct in detail. The New York stopped at Silver Creek, and brought up Captain Brown to Ashtabula. Few serious accidents have happened in the navigation of lake Erie by steam – none ever to compare with this in the destruction to human lives. It may be mentioned that a boat called the Washington, was built in 1833, one of the finest and largest boats ever upon the Lake. That was wrecked on her second trip, this one burned on her first. The lake was perfectly calm at the time of the accident. FURTHER PARTICULARS.—The intelligence today confirms substantially that published by us in an extra this morning. About fifty persons in all were saved, and the number lost is believed to be forty or fifty. The small boat, we learn, went twice to the shore, and returned to the wreck again. Many of the passengers were frantic at learning the condition of the boat, and thus more lives were lost than would have been had they preserved anything like presence of mind, which however could hardly be expected. The second engineer of the boat, who was saved, thinks that thirty or forty must have been burned in the boat. Eight bodies of persons drowned have been found. Many most distressing incidents are told on the authority of the survivors. An English gentleman, his wife, two children and servant, were passengers from Detroit. In the terror of the moment he threw his children overboard, and they were drowned. His wife leapt overboard, and clung to a floating billet, and was saved. A woman and her two children were picked up floating on a plank. One of the children was dead in her arms. A lady calmly consented o wait for the boat's return, after carrying the second load to the shore. She is believed to have been burned on the wreck. In the first attempt to lower the boat several persons who had leaped into it were thrown into the water and drowned. No names of the lost have been ascertained so far as we learn. It is believed the Washington had no passengers from this place. The boat was two or three miles from the shore at the time of the accident. The fire caught from the furnaces of the boilers. The Washington was wholly new, and had been completed but three or four days, this being her first trip. She was built at Ashtabula, and is estimated to have been worth $40,00 [0]; no insurance. Mr. Kingman of Buffalo, and Mr. Hubbard of Ashtabula, we understand, are among the principal owners. * * * * Text 5 The Baltimore Sun (Baltimore, Maryland) June 23, 1838 (Vol. III, No. 33) p. 4, c. 1 BURNING OF THE STEAMBOAT WASHINGTON, ON LAKE ERIE.—The following additional particulars of the melancholy disaster, have been communicated to the Buffalonian, by the Rev. Mr. Judd, of Garretsville, Ohio, who was a passenger. The Washington left Cleveland, on her passage to Detroit, on June 14 th , at 8 A.M. She proceeded on her way safely, until Saturday, 2 o'clock, A.M., when she had arrived in the vicinity of Silver Creek, about 33 miles from Buffalo. The boat was now discovered to be on fire, which proceeded from beneath the boilers. The passengers were alarmed, and aroused from their slumbers; such a scene of confusion and distress ensued, as those only of my readers can imagine who have been in similar circumstances. Despair did not, however, completely possess the mass, until it became evident that the progress of the flames could not be arrested. From that moment, the scene beggars all description. Suffice it to say, that numbers precipitated themselves from the burning mass into the water, some of them with a shriek of despair, and others silently sunk beneath the waves; others, momentarily more fortunate, swam a short distance and drowned; others still, on pieces of boards and wood, arrived on the beach – yet some even of these sank into a watery grave. The small boat had by this time been put off, loaded with about 25 souls, for the shore. These arrived safe, picking up one or two by the way. The writer of this article was one of the number. Other small boats came to our assistance, which, together with the Washington's boat, saved perhaps a majority of the persons on board. There is reason to believe that as many as forty perished. It is impossible to compute the precise number. Many remained on the boat until [it was?] wrapped in one sheet of flame. Of these there is reason to believe that numbers perished in the conflagration; while others, half burned, precipitated themselves into the watery element, thus suffering the double agony of death, by fire and water. Most of the crew were saved, the captain being among the number—who, during the awful calamity, acted with the utmost decision and intrepidity. Indeed, no blame, as far as the writer has been informed, has been attached to any officer or hand on board the boat. The utmost exertion was used to run her on shore, until it became necessary to stop the engine in order to let down the small boat, which having been done, the fire had progressed so far as to render impossible to again start the machinery. I will give a few particulars of the losses of the passengers. Mr. Shudds is the only survivor of his family, consisting of seven. A lady passenger lost three children, a sister and a mother. Mr. Michael Parker lost his wife and parents, sister and her child. But I will not farther enumerate the cases of individual bereavement. Truly it is not in man to know "what a day may bring forth." It is proper to say, that while the writer alone is responsible for the foregoing statements, all the survivors to whom this paper has been submitted, concur to the facts set forth. R. J. JUDD, of Garretsville, O. One hundred life-preservers (adds the Buffalonian) would have saved every soul on board, had they been in the middle of the lake, instead of being close to the shore. In the long run, these would be cheaper than to furnish extra boats, and infinitely better.—Let a life-preserver hang in every berth, and passengers could close their eyes in security. If they pleased, they might sleep with them buckled around them. Let something be done immediately. It is not the passenger's duty to provide them. Perhaps he makes a lake voyage but once in his life. When he pays his fare, he has a right to expect a safe conveyance. When a man gets his arm broken by being overturned in a stage coach, he comes upon the proprietors for damages. So it should be in steamboats. Captains and owners should be held responsible for every accident. No boat should be allowed to take passengers that is not secured, in every possible way, from fire and explosions, and the safety of passengers secured by providing means of escape. Commissioners of navigation should be appointed to inspect all boats carrying passengers, having the power of laying an immediate injunction upon any boat not deemed safe and seaworthy. It appears quite as necessary and important as having bank commissioners, to see that we are not cheated out of our money. Many were the heart-rending scenes that occurred in this terrible catastrophe. An English family, consisting of a man, his wife and two children, came on board at Toledo. While the fire was raging, the man worked by the side of our informant till they could stay on board no longer. Then he and his wife threw their children overboard, and jumped in after them. The father and two children were drowned – the mother saved. Several passengers went into convulsions with terror, on the deck, at the outset, and perished in the flames. A woman, with a child grasped under each arm, all dead, was picked up by the North American, on her return to Buffalo. A newly married couple, supposed to have embarked at Erie, jumped overboard in each other's arms, and sunk together. – Baltimore Sun (Baltimore, Maryland), June 23, 1838 (Vol. III, No. 33), p. 4, c. 1 * * * * Text 6 Salem Gazette (Salem, Massachusetts) June 26, 1838 p. 2, c. 3 OTHER STEAMBOAT DISASTERS. As the application of steam to navigation becomes more common, and acquaintance with the details of the machinery employed more universal, it would seem but reasonable to expect that accidents should become less frequent. Unfortunately, the last year's experience presents an array of horrible events, the very opposite to an expectation so reasonable. The loss of the Home, the Oranoko, the Moselle, the Washington, the Pulaski, and the Indian Transport, are, through the principal in consequence, and the chief in terror, but a few of the explosions and other disasters which have within one short year occurred to steam navigation. Previous to these there was the loss of the Ben-Sherrod. Dates we cannot affix – for though these occurrences are horrible enough to be remembered with distinctness, as to dates and particulars, their frequency has been such as to fatigue the mind which strives to recall them into forgetfulness of times and days. The recent past history of life sacrificed seems one gloomy, indistinct, yesterday of horribles. The truth appears to be, that the experience which should have created safety for the passenger, has added to his danger in the recklessness and want of caution which familiarity with the powerful agent, steam, has produced. Those concerned in the building and navigation of boats have learned to despise danger, and in their overweening confidence, neglect caution. Warning after warning has been received, and yet accidents multiply. The Washington – further particulars.—The Western papers think that the number of lives lost by the recent catastrophe on Lake Erie will be found not to exceed 30—20 passengers and 6 to 10 of the crew. Persons who were hanging to various parts of the boat on the outside, represent the screams of the unfortunate persons who were burned, especially the children, as heartrending in the extreme. No one attributes any blame to the master or other officers for the catastrophe. but that the fire should have progressed to so great an head before it was discovered, is certainly very remarkable, and indicates want of vigilance or observation in some person – or else the furnace or boiler must have been put up in such a careless manner, as to render scrutiny against fire almost impossible. It is due to the public that the matter should be thoroughly investigated. Among the saved, was Mr. Joseph Falk, of Albany. This gentleman was nearly three hours in the water before he was taken out. A German boy of 12 or 14 years was saved, by having the presence of mind to lash a rope round his body and swing from the bowsprit. One gentleman was fortunate enough to place himself upon one of the hatchways, which he had thrown overboard, where he remained until the North America came up; he saw several sink near him; he says there were fourteen young children on board, and all but one or two perished. The captain and crew, with the exception of two waiters, one deck hand and two firemen, are all saved. Affecting Incident.—In the accounts of the burning of the Washington, it is stated that a new married couple sprang overboard in each others' arms, and were never seen afterward. In marriage united, in death they were not divided. How often do sudden and unlooked for events cloud happy prospects, or abruptly terminate careers which hope has chalked out in all the pleasant colors of a happy imagination! Here were a young couple who had just pledged each other their faith and their love.—No cloud perhaps dimmed their horizon—no perceptible cause existed to forbid a long and happy pilgrimage together. The embarkation on board the steamer was emblematical of the prospects with which they were about to enter life together. He who disposes our fates ordered a melancholy termination of the voyage. Together they were called to that "bourne from whence no traveler returns." Perhaps it was better thus, than if one were left to weep the sudden bereavement of the other. Indeed we have no right to question the decrees of Providence—but are bound to believe trustingly and in the perfect confidence of faith that what he orders is for the best good of his creatures. Resolution. Among the particulars given of the loss of the Washington, it is stated in a Rochester paper, that one lady who lost her husband and two children, was picked up alive, although by holding on to the boat the fingers of both hands were burned off, and her face shockingly burned also. It was supposed she could not live. Another steamer burnt. The steamboat Varenues, the property of John Molson, Esq., of Montreal, was burnt on the Sorel river, near St.-Ours, on the 19 th inst. She was on her return trip from Chambly to Montreal. The passengers had not time to save their baggage, but all escaped without personal injury. The Steamboat Muscogee of Columbus, (Ga.), Capt. H. W. Van Vechten, was wrecked in a gale of wind, and went down about 40 miles to the northward of Cape Florida, on the 23 rd ult. she was on her passage from Indian river to Apalachicola, and had come to anchor to repair her boilers. There were twenty-two persons on board, three of whom were washed from the deck by the sea, which made a fair breach over her. The rest took to the boats just as the steamer went down, and after being out four days, were picked up by the new steam boat Giraffe, and landed at Key West. The steamboat Tomochisi arrived at New Orleans from Florida, June 13, bringing 250 Seminoles and 30 negroes. 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Achieving Information Literacy Standards for School Library Programs in Canada Edited by Marlene Asselin, PhD Jennifer L. Branch, PhD and Dianne Oberg, PhD Canadian Association for School Libraries Ottawa, Canada 2003 Reprinted 2006 ii School Libraries ... * Active learning environments * Student learning centres * Gateways to the world * Resource-based teaching and learning * Collaborative teaching and learning This standards handbook provides guidance for the development of school library programs that will support students as they take their place in a learning society. This handbook has been prepared by the Canadian Association for School Libraries. It is designed to be used by parents, teachers, teacher-librarians, and administrators. © 2003 by The Canadian School Library Association a division of the Canadian Library Association and the Association for TeacherLibrarianship in Canada 328 Frank Street Ottawa, ON K2P 0X8 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written prior permission of one of the Associations. National Library of Canada Cataloguing in Publication Data Achieving information literacy: standards for school library programs in Canada / edited by Marlene Asselin, Jennifer L. Branch and Dianne Oberg. Co-published by the Canadian School Library Association and the Association for Teacher-Librarianship in Canada. Includes bibliographic references. ISBN 0-88802-301-4 1. School libraries-Standards-Canada. I. Asselin, Marlene, 1949- II. Branch, Jennifer L. (Jennifer Lynne), 1965- III. Oberg, Dianne IV. Association for Teacher-Librarianship in Canada. V. Canadian School Library Association Z675.S3A23 2003 027.8'02'1871 C2003-901589-0 Print copies of this book can be ordered through the CLA Shop: Canadian Library Association/Association canadienne des bibliothèques 1150 Morrison Drive, Suite 400 Ottawa, ON K2H 8S9 Tel.: (613) 232-9625 Fax: (613) 563-9895 ACKNOWLEDGEMENTS This document was prepared by the National Standards Writing Committee – a joint committee of the Canadian School Library Association and the Association for TeacherLibrarianship in Canada, now the Canadian Association for School Libraries (CASL). Committee Members and Principal Writers Gene Burdenuk Ray Doiron Judith Sykes Contributing Writers (alphabetically) John Caldwell Lillian Carefoot Roch Carrier Dianne Clipsham Rose Dotten Ken Haycock Carolyn Ledwell Keith McPherson Victoria Pennell Contributing Editors Gloria Hersak Victoria Pennell Karin Paul Consulting Editor Barbara Galeski Foreword What can be more important than ensuring that all of our children have an opportunity to become active, confident and productive citizens in the knowledge society of the 21st century? The state of our nation's school libraries can only be described as desperate in almost every province in Canada. How can this be in a country which is seen internationally as one of the best countries in the world in which to live? In my regular visits to communities across the country, there is consistent heartbreak in hearing the stories of school libraries, everything from those libraries and resource centres that have been totally cut to those where there is a room with some books (that are out of date) with no one trained to guide or assist the children. It is rather telling that available statistics on Canadian school libraries are incomplete and inconsistent which makes it difficult for us to convince others of the importance of school libraries to our society, our economy, our culture, our identity. We are taking steps to ensure a more systematic gathering of these statistics to support our arguments. Meanwhile, we can point to studies in the United States which indicate a persuasive link between strong school libraries and high levels of student achievement. Most children in Canada have the opportunity to go to school, but not every child has a parent or a caregiver with the competencies or the time to help their children develop information literacy skills. A school is the most democratic place for a child to have access to books and electronic resources - not only textbooks but books to read for pleasure and resources for acquiring information and knowledge. The school library offers them a safe environment in which to learn and practice information literacy skills. It is a wonderful setting to let their imaginations soar by discovering the joy and wonder of simply reading. Let us not forget that our children must know how to read before they can learn to find resources on the Internet. They then need to learn the skills to help them analyze the sources of all this information, be it in print or electronic form. And the role of the teacher-librarian in this process is the magic that brings this learning together. These professionals work closely with the teachers in their schools to ensure the students develop efficient and effective learning strategies and organizational skills. They also work with their colleagues in order to select resource materials to meet the curricular, informational, and recreational needs of the students. If only two percent of elementary schools in Ontario, for example, are large enough to qualify for a full-time teacher-librarian, then we have a problem. That means that a high percentage of children will not benefit from the support they should be receiving, and this could seriously affect their capacity to become productive citizens. If we believe that our children are our future - and I believe that we all do – then we must do what we can to ensure that our children have access to the information resources and skilled personnel in school libraries so that our children can get off to a good start in understanding and participating in society. It is not enough that there is a room full of resources. Children need to learn how to find information, to choose and apply information. They must have teacher-librarians who are dedicated to guiding them in developing their skills, but also to developing in them the love of lifelong learning. Canada's children are Canada's future. If we do not take it upon ourselves to ensure that all Canadian children and youth have equal access to well-equipped libraries and trained professionals in their schools from the time they are in kindergarten, to show them the ropes, to help them develop their analytical and research skills, then we will reap what we sow. It is past the time to make the investment needed to ensure that our children grow up to be literate citizens and lifelong learners in the global knowledge society of the 21st Century. And these guidelines are an excellent beginning. I am pleased to endorse this national information literacy framework prepared by the Canadian School Library Association and the Association for Teacher-Librarianship in Canada. The framework is intended to provide a national set of standards to guide library educators and decision-makers at all levels as they implement their school library programs. Let us all take up the challenge to see that this framework is embraced and action is taken in our schools from sea to sea to sea. Our children deserve no less. Roch Carrier National Librarian of Canada May 31, 2001 "The School Library belongs to everyone as an integral part of our schools, and a fundamental right of all children in Canada...to this end we engage practicing teacherlibrarians in sharing their concerns, ideas, and needs with each other, teachers, students, parents, decision makers, and community." (Forging Forward: A National Symposium on Information Literacy and the School Library Ottawa, Nov. 1997). A Message from the National Standards Writing Committee How are educators, literacy leaders, librarians, and other participants in the domains of information and literacy fostering the development of the information literate student of which Mr. Carrier writes? Information literacy consists of skills, strategies, and ways of thinking that are essential to success in a knowledge-based economy. Information literacy is the ability to find and use information with critical discrimination in order to build knowledge. An information literate person is a lifelong learner, skilled at using complex cognitive processes and diverse technological tools in order to solve problems in personal, social, economic, and political contexts. Educational leaders across the country identify information literate students as an outcome of schooling, and curriculum documents in every part of the country include information literacy outcomes. Several challenges appear to have prevented us from understanding clearly the vital role school libraries play in developing information literate students. Curriculum documents often omit the role of the school library and the teacher-librarian in achieving these goals. Many educators lack understanding of information literacy and misunderstand the role school library programs play in supporting its development. The school library field has struggled with providing the national leadership needed to describe and explain that role through providing standards and guidelines for developing information literacy programs in schools. In the past, Canada was an international leader in school library programs. However, it has been nearly 25 years since school librarians in Canada last examined standards around information and literacy. This document builds upon the work begun in Forging Forward (1997) and Vision 2020 (1997), national symposiums held to create standards for information literacy and the school library. It represents a collaborative effort between Canada's two national school library associations and the provincial/territorial associations, as well as over fifty leaders in both the school library and broader educational community. This document was written to reinstate Canada's leadership in school libraries. The following goals underlie the production of this document: 1. To ensure all children have equal access to quality school library programs and services; 2. To provide schools with guidelines that facilitate long- range planning for school libraries and information literacy instruction; 3. To provide links for school library programs to all curricula in any setting, kindergarten through senior high school; and, 4. To provide evaluation tools to ensure that high standards of school library programs be available to all Canadian students. We believe this document meets these purposes and will help structure an enlightened future for the education of Canadian children. Gene Burdenuk, Chair Standards Writing Committee Ray Doiron, Canadian School Library Association Judith Sykes, Association of Teacher-Librarianship in Canada Table of Contents ix List of Tables STAFFING Introduction This is the fourth document developed by the Canadian school library community expressing its visions and expectations for the school library program. The previous documents were: Canadian School Library Association. (1967). Standards for Library Service for Canadian Schools. Toronto: McGraw-Hill Ryerson. Association for Media and Technology in Education in Canada and Canadian School Library Association. (1977). Resource Services for Canadian Schools. Toronto: McGrawHill Ryerson. Canadian School Library Association. (1988-1992). Guidelines for Effective School Library Programs. Ottawa, ON: Canadian School Library Association. This document, like its predecessors, was developed by a team of writers from across the country who came together to share their professional knowledge and experience and to express their hopes and expectations for powerful school library programs that support teaching and learning in Canadian schools. The document is designed to help and support educators as they work to improve student opportunities for achieving information literacy. Readers are encouraged to use this resource as a way to evaluate existing school library programs or to develop new school library programs. Developing and improving school library programs requires a commitment to ongoing and sustained efforts by many people. It is important that educators use the document in a thoughtful way, mindful of the different contexts and situations in schools across the country. In some schools, achieving the standards will involve major changes in staffing, collections, facilities, and information and communication technologies in some schools, while in others achieving the standards will involve minor shifts in priorities and approaches. However, the changing information environment requires that all schools regularly and systematically evaluate their programs and set new goals that lead to the improvement of student learning. The document is divided into three sections. The first presents a framework for the information literacy program. Next are standards for the management of school library programs with sections on staffing, collections of resources, facilities, and information and communication technology. The third section provides an overview of the roles and responsibilities of the members of the collaborative team necessary for achieving success in information literacy programming. In the appendices, there is information about research in school libraries, sample checklists for evaluating programs, a policy statement of competencies for teacher-librarians, and a list of provincial and territorial guidelines for school library programs. A Vision for School Libraries in Canada Our National Endowment Where do Canadian children and Canadian youth access the wealth of literature and information materials that make up our Canadian cultural heritage? Where do Canadian children and youth find the literature of the world and learn about the natural world and how other cultures live? How do we ensure that all our citizens grow up with knowledge of and experience with the rich history, culture, and literature that binds all of us together as Canadians? For many people, the answers would be through our national cultural institutions, as well as our provincial and territorial network of public libraries, museums, and galleries. Unfortunately, not all Canadian children and youth have equal access to such institutions, nor are we likely to build new ones to reach every corner of the country. "the vision of a school library: a resource centre, filled with our literature and a wealth of national and international information resources, which acts as a national endowment for all our children and youth" However, one institution that all children and youth do have in their local communities, no matter where they live in Canada, is a school. Schools have the responsibility to teach our children and youth about our country and to use our vast cultural resources as teaching tools. This gives each school the potential to build a centralized collection of learning resources and then to use those resources effectively to give all children and youth an equal chance to develop an awareness and appreciation of our cultural heritage. Such is the vision of a school library: a resource centre, filled with our literature and a wealth of national and international information resources, which acts as a national endowment for all our children and youth. If school libraries were to be fully developed, they could be the great cultural equalizer that would give children in every corner of the country access to resources that would enhance their learning, give great personal pleasure, and help them learn about themselves and each other. Creating a Learning Society Members of a learning society constantly gain new knowledge and develop new skills. In their role of preparing children for society, schools are responsible for teaching children how to adapt to change and how to make decisions and solve problems based on accurate and authentic information. Critical thinking skills are essential to evaluate information and to apply information creatively and responsibly to solve problems. "… schools are responsible for teaching children how to adapt to change and how to make decisions and solve problems based on accurate and authentic information. Critical thinking skills are essential to evaluate information and to apply information creatively and responsibly to solve problems" All successful learning communities provide their members with access to the resources they need to be fully functioning members. Community access points including public libraries, government and private sector agencies, and locally developed support services are crucial to a democratic community. Not only do these community access points provide resources, they also employ trained staff to help people use existing resources. The same is true of the school as a learning community. The school community also needs an equitable access point for resources as well as for instructional programs that support its members in developing the skills essential to success. In the case of schools, that community access point is the school library. Information Literate Citizens As children progress through the school system, the school library and its instructional program help them take their place in a learning society. The school library provides a responsive learning environment where students and teachers work together to find information, answer questions, and develop new knowledge. The instructional program in the school library focuses on skills to support learning the curriculum and developing independent learning habits. The major learning outcome for the school library program is to develop students who are information literate. The major learning outcome for the school library program is to develop students who are information literate. An information literate citizen: Works independently and collaboratively to solve problems Analyses information critically in all its formats and in all media contexts Applies information strategically to solve personal and social problems Makes decisions based on accurate and current information Uses information and communication technologies Respects information sources and diverse perspectives Honours intellectual property and privacy rights Appreciates the aesthetic qualities of various creative and scientific expressions Communicates effectively and expressively using a variety of information and media formats. Revisioning School Libraries If each school library were to have a teacher-librarian who taught children and youth the skills necessary to be effective users of information in all its forms, a powerful mechanism would be in place for enabling Canadian children and youth to be literate citizens, lifelong learners, and contributing adults in a learning society. However, not all schools in this country have a school library. Nor do all schools have a teacher-librarian who builds and maintains the school library collection of resources and ensures that students are taught the information literacy skills they will need as Canada's future adult citizens. The five following sections describe the components of a school library that underlie the revisioning of school libraries in Canada. A. Learning Centres for Lifelong Learning School libraries are places where students learn information literacy and develop lifelong learning skills and habits. In school libraries, students are taught how to: * Access information effectively and efficiently * Solve problems strategically * Apply critical thinking skills * Make responsible decisions * Apply information accurately * Create new information products * Use effective and creative communication skills * Use information appropriately and respectfully * Develop independent reading and learning habits. B. Active Learning Environments School libraries are active learning environments. Under the leadership of a teacherlibrarian, working in collaboration with classroom teachers, students develop and practice the information literacy skills and habits of lifelong learners. Informally, school libraries are described in many ways. For some, they are learning laboratories and production studios; for others, they are reading rooms and treasure troves of artefacts, literature, and technology. For the teachers and children in schools, they are often gathering places, like the town squares where citizens gathered to socialize and learn. They become central places for artistic presentations with galleries for display and corners for comfortable sharing of books. Students present their completed projects, launch their web sites, and display their artistic and creative products. The school library acts as the "great room" in a school, where the "family" gathers in a large multi-functional space for a multitude of tasks. Sometimes a whole class visits or a small group works on a project. At other times, individual children access information sources and sign out the latest books and magazines. School libraries often host author visits, science fairs, book fairs, staff meetings, and a host of community events. C. Gateways to the World School libraries provide students and teachers with easy and equitable access to materials. Computerized library catalogues, electronic databases, and search engines help students and teachers find the information they need quickly and efficiently. School libraries are access points for rich and diverse resources available in various media formats, on the Internet, and through e-mail. School libraries are gateways to global information sources, acting as portals through which students and teachers find diverse ideas and perspectives from around the world. D. Resource-based Teaching and Learning To implement the resource-based teaching and learning model, school libraries must provide access to a rich range of print, non-print, media-based, electronic, and digital resources—tools that teachers and students can use for formal and informal learning. Resources must be available in sufficient quantity to meet the learning and teaching needs of students and teachers and must be professionally selected by the teacherlibrarian and a team of teachers to meet the needs of the school's curriculum and the reading interests and habits of children. School libraries also connect learners to a wide range of human and community resources as well as provide them with many creative and educational experiences. E. Collaborative Teaching and Learning Research clearly indicates that the development of student competence in information literacy skills is most effective when integrated with classroom instruction through collaborative program planning and teaching by the teacher-librarian and the classroom teacher. The school library program is developed through the collaborative efforts of the school's educational team - the teachers, the teacher-librarian, and the principal. Teacherlibrarians are qualified teachers with additional training and expertise in school librarianship and information literacy. As members of the school instructional team, teacher-librarians provide a leadership role in information literacy and work collaboratively with classroom teachers to ensure that literacy skills are integrated effectively into the instructional program. The leadership role of the teacher-librarian involves such activities as meeting regularly with school administration, providing inservice activities and professional development for teachers, and serving on curriculum and other school committees. 8 In sum, this vision of school libraries in Canada highlights the role of school libraries in providing resources to support student development of their Canadian identity, and teaching lifelong learning to ensure students develop as information literate citizens. The tools for realizing this vision are learning activities designed around information literacy outcomes, active learning environments, access to information sources, and the use of resource-based teaching and learning, and collaborative teaching and learning. A Framework for the Information Literacy Program Consistent and comprehensive implementation of information literacy programs is critical for 21st century learners. New content area curricula emphasize process-oriented information literacy strategies including critical thinking, problem solving and creative expression. The information literacy framework presented here is based on learning outcomes drawn from multiple subject areas and current Canadian and international information literacy documents. The framework consists of eight information literacy outcomes which have been developed around the ways information is used. Outcome 1: Uses Information with Aesthetic Appreciation Students will demonstrate an appreciation of the creative arts, literature, various media formats and other aesthetic representation, and of the value lifelong learning. Indicator 1: Appreciates various forms of creative and scientific expression including multimedia, the visual and performing arts, the beauty in the world around them, and all imaginative forms of expression. Indicator 2: Reads a wide range of material, writes for various purposes, views visual materials and performances, and participates in other literacy activities. Indicator 3: Demonstrates well-developed personal interests and a willingness to participate as an avid learner. Indicator 4: Demonstrates an understanding of the Canada's cultural resources such as galleries, museums and libraries, as well as an understanding of the contribution of the arts to Canadian society. Outcome 2: Uses Information Responsibly Students will use information responsibly and ethically for individual and collaborative learning activities. Indicator 1: Understands and honours intellectual property rights and copyright laws. Indicator 2: Understands and honours privacy rights when accessing and using information and media resources. Indicator 3: Records all information sources accurately and uses the information found responsibly. Indicator 4: Demonstrates good work habits and follows safety rules while using information tools. Outcome 3: Uses Information Respectfully Students will use information from diverse perspectives and values with respect. Indicator 1: Respects the ideas, values, and cultural backgrounds of all information sources. Indicator 2: Recognizes the contribution of diverse points of view for learning and personal inquiries. Indicator 3: Creates information products that are balanced, and diverse in perspective. Outcome 4: Uses Information Critically Students will use information critically to evaluate the relevance, authenticity, and validity of information and its source. Indicator 1: Determines the relevancy of information to the learning or personal inquiry. Indicator 2: Identifies the authority behind the information source. Indicator 3: Validates the information as authentic. Indicator 4: Assesses the moral and ethical implications involved in personal inquiry. Outcome 5: Uses Information Strategically Students will use information strategically to process, organize, and select information to meet an individual or collaborative learning need. Indicator 1: Demonstrates strategies in reading, listening, viewing, interpreting, and processing information to answer questions, solve problems, and discover new information. Indicator 2: Uses effective strategies to organize and structure information into useful forms for communication. Indicator 3: Selects information based on the criteria needed to complete a learning task. Indicator 4: Applies information literacy strategies independently or collaboratively to complete a learning task. Outcome 6: Uses Information for Decision-Making Students will consciously use information for making personal and group learning decisions. Indicator 1: Recognizes the need for information in problem-solving situations. Indicator 2: Knows how information is organized in all information and media resources. Indicator 3: Applies information to solve a wide variety of learning and personal inquiries. Indicator 4: Works collaboratively with others to make informed decisions and to solve group problems. Outcome 7: Uses Information Expressively Students will use information expressively to modify, revise, and transform information and to communicate their newly created information with an intended audience. Indicator 1: Modifies, revises, and transforms information to create information and media products. Indicator 2: Applies principles of design to create information and media products. Indicator 3: Recognizes the requirements to create different forms of information and media products. Indicator 4: Tailors an information presentation or product to an intended audience. Indicator 5: Uses effective communication skills to share information with an audience. Outcome 8: Uses Information and Media Tools with Technical Competence Students will demonstrate competence and proficiency in the technical uses of traditional and digital information and media tools. Indicator 1: Uses traditional and digital tools effectively and efficiently to access all information and media formats. Indicator 2: Knows the purpose and capability of all information and media tools. Indicator 3: Demonstrates the basic operational skills for all information and media tools. Indicator 4: Uses traditional and digital tools to create and present a variety of information and media products. Standards for the Management of School Library Programs The primary purpose of the school library program is student learning and, in order for this to occur, the school library must have in place efficient and effective management procedures that facilitate the implementation of the information literacy program. This means there must be a clear understanding at the school administrative level, and at the district and ministry levels, that management and instruction work together to support quality school library programs. The following key elements have been identified as being critical to the success of the school library program: * A staffing model that includes qualified teacher-librarian(s) supported by clerical/technical staff * A funding model that is consistent, on-going and involves long range planning * A wide range of appropriate learning resources, carefully selected to meet the needs of all learners * Information and communication technologies that are current, readily accessible and supportive of curriculum expectation * Facilities that are safe, flexible, spacious and well designed to accommodate a variety of learning activities The school library management standards that follow address these key elements and provide a basis for continuing review and assessment. Schools and districts can use them to strive for improvement and to highlight accomplishments. The standards can also serve as a guide for collecting important comparative data provincially/territorially and nationally. Evaluation should be a collaborative process designed to help the school or district to improve practice and move forward. The standards can be used to evaluate a program broadly or selectively by focusing on specific sections that are of concern. Sample checklists can be found in Appendix B. Standards for Staffing School Libraries Research indicates that the level and type of staffing for the school library has a measurable impact on student learning and achievement. Students in schools with wellequipped school libraries and qualified teacher-librarians perform better on achievement tests for reading comprehension and basic research skills. It has also been found that a lack of clerical/technical staff has a negative impact on student learning. A wide range of staffing functions is necessary to ensure that an effective information literacy program is available for students. Some of these functions involve teaching, some are clerical in nature, some technical, and others involve leadership, consulting and management. The best approach for an effective program is to develop a staffing model that integrates the necessary range of skills. The school library program depends on the leadership of a qualified teacher-librarian and the support of trained clerical/technical staff. These two staffing components play complementary roles that facilitate an open, accessible, well-managed school library that provides students and teachers with effective, resource-based learning activities and access to a wide variety of information sources. Adequate levels of teacher-librarian staffing are required to: * Address curricular and literacy needs of the students * Collaborate with classroom teachers to integrate information literacy skills across the curriculum. * Provide leadership in resource-based learning and teaching * Select quality curriculum-based learning resources * Develop policies to achieve equitable access * Integrate information and communication technologies in to all parts of the curriculum * Support and supervise clerical/technical staff and volunteers. In order to allow the teacher-librarian to focus on professional instructional tasks, adequate levels of trained technical/clerical staffing are required to: * Circulate school library resources effectively. * Process library resources so they are available for circulation * Assist students with simple research queries and computer technology problems * Maintain the computerized or online library catalogue * Maintain statistics and inventories. * Prepare reports, correspondence, and bibliographies * Prepare displays of library resources and student work Below standard The school library has limited teacher-librarian and/or clerical/technical staffing. Student access to the school library is constrained in terms of the hours of operation and/or support from qualified staff. Learning resources and technology in the school library are not openly accessible to students and teachers. The quantity and quality of the collection does not reflect professional selection. The school library program is isolated from the school's instructional program. Students receive limited instruction in information literacy. Little or no collaborative planning takes place with classroom teachers. Leadership in the school library program's role in resource-based learning and teaching is limited or non-existent. Policies and procedures related to school library use are either restrictive or not evident. Acceptable Both teacher-librarian and clerical/technical staff are available and their roles have been defined based on their qualifications. Access to the school library is available for the entire school day, with extended hours before and after school. The collection reflects professional selection and meets curriculum objectives. The school library program supports and is consistent with the school's instructional program. The teacher-librarian takes a leadership role in the area of resource-based learning and teaching. The teacherlibrarian collaborates with classroom teachers on cooperative units, and students receive instruction in the development of information literacy. Policies and procedures are developed that support an open, active library program. Exemplary An appropriate number of teacher-librarian(s) and clerical/technical staff are available and their roles have been integrated to reflect their expertise and training. Access to the school library is available for the entire school day, before and after school hours, and students have electronic access to online resources at other times. The collection is broad, reflects professional selection, and meets and extends curriculum objectives. The school library program supports and extends the school's instructional program and the teacherlibrarian takes a leadership role in the area of resource-based learning and teaching in all areas of the curriculum. The teacher-librarian collaborates with classroom teachers on cooperative units in all areas of the curriculum. Students receive instruction in the development of information literacy as part of cooperatively planned units and as part of the library program itself. Policies and procedures are developed to support an open, active library program that addresses specific student, staff, and community needs. % % % % % It is important to determine staffing levels based on equity of access for all students. Equity can be achieved more easily, even with part-time staffing, in elementary schools because of their flexible timetables. Because of the less flexible schedules of secondary schools, full-time staff is generally required to provide this equity. Tables 1 and 2 identify staffing ratio standards for teacher-librarians and clerical/technical staff in the school library. STAFFING Table 1 Staffing School Libraries with Teacher-librarians: Elementary Schools \| Student Population \| Below Standard \| Acceptable \| \|---\|---\|---\| \| 0 - 299 \| under 0.6 \| 0.6+ \| \| 300-499 \| under 1.0 \| 1.0+ \| \| 500-699 \| under 1.0 \| 1.0+ \| \| 700-999 \| under 1.5 \| 1.5+ \| Table 2 Staffing School Libraries with Teacher-librarians: Secondary Schools \| Student Population \| Below Standard \| Acceptable \| \|---\|---\|---\| \| 0 - 299 \| under 1.0 \| 1.0 \| \| 300-499 \| under 1.0 \| 1.0+ \| \| 500-699 \| under 1.0 \| 1.0+ \| \| 700-999 \| under 1.5 \| 1.5+ \| \| 1000-1499 \| under 2.0 \| 2.0+ \| \| 1500+ \| under 3.0 \| 3.0 \| STAFFING Table 3 Staffing School Libraries with Clerical/Technical Staff: Elementary Schools Table 4 Staffing School Libraries with Clerical/Technical Staff: \| Student Population \| Below Standard \| Acceptable \| \|---\|---\|---\| \| 0 - 299 \| under 0.5 \| 0.5+ \| \| 300-499 \| under 1.0 \| 1.0+ \| \| 500-699 \| under 1.0 \| 1.0+ \| \| 700-999 \| under 1.5 \| 1.5+ \| \| 1000-1499 \| under 2.0 \| 2.0+ \| Secondary Schools \| Student Population \| Below Standard \| Acceptable \| \|---\|---\|---\| \| 0 - 299 \| under 1.0 \| 1.0+ \| \| 300-499 \| under 1.0 \| 1.0+ \| \| 500-699 \| under 1.5 \| 1.5+ \| \| 700-999 \| under 2.0 \| 2.0+ \| \| 1000-1499 \| under 2.5 \| 2.5+ \| \| 1500+ \| under 3.0 \| 3.0 \| Standards for School Library Collections The school library provides access to information in all formats, at all levels, and to all members of the learning community. As the quantity of information escalates, the number and variety of information formats expand, and the concepts and processes of information and technological literacy increase, the school library plays an important role as a gateway to all information resources. An effective school library offers provides intellectual and physical access to a wide array of materials and services to meet learning needs, both within and beyond the school. Resources available in and/or accessible through the school library support: * Resource-based teaching and learning * Individual and group research * Individual and group reading/viewing/listening * Development of lifelong learning skills * Development of information literacy skills * Development of technological skills * Development of media literacy skills * Development of the love of reading and appreciation of literature * Implementation and enrichment of the curriculum * Diverse needs and interests of students. Collaborative collection development and evaluation ensures that resources, in a variety of formats, are available to meet curricular objectives. Resources are to be evaluated, selected, purchased, catalogued, organized, inventoried, circulated, and maintained, in accordance with school library standards and with district approved policies and practices. The collection is to reflect an appropriate balance of print, non-print and electronic and digital resources. The library catalogue, which includes records for all resources in the school, is to be accessible through remote databases or websites. The collection is to reflect the unique needs of the specific school population. Provision must be made for access to information resources beyond the school library through interlibrary loan and through current information and communication technologies. The collection should contain materials on learning theories and teaching practices, curriculum documents, and current scholarship in all curricular areas. Outdated and worn library materials must be regularly weeded. Access to information and ideas is essential for students to become critical thinkers, competent problem solvers, and lifelong learners who contribute productively and ethically to society. The collection is to be designed to encourage free inquiry and to provide multiple points of view. Policy and procedures must be developed to deal with issues such as censorship, challenges to resources, intellectual property rights (copyright), and ethical use of information technologies. "Appropriate funding for learning resources is necessary for school libraries to meet curriculum expectations and the individual learning and social needs of their students and teachers." Appropriate funding for learning resources is necessary for school libraries to meet curriculum expectations and the individual learning and social needs of their students and teachers. Funding may come from a variety of sources; however, consistence funding must be allocated for the purchase of resources. Funds from fluctuating sources such as parents, book fairs, and/or donations may be used to supplement the school/district budget or may be used for special projects. School/district allocations should not be reduced when funds are received from these supplementary sources. When preparing budgets for school libraries, teacher-librarians, in consultation with administrators and classroom teachers, should ensure fiscal and program accountability by: * Coordinating with other school departments to purchase resources * Setting priorities for the purchase of learning resources and technology that support the implementation of the curriculum * Planning for the purchase of a wide variety of learning resource formats including print, non-print, and electronic resources * Making projections of future learning resource needs and developing long and short-term budgets to support the acquisition of those resources * Providing for replacement of outdated and lost library resources. * Using cost-effective ways to acquire learning resources, such as using wholesalers, a tendering process, bulk purchasing, site licenses, and centralized purchasing. Below standard Resources available in the school library provide limited opportunities for reading and learning. Materials support few areas of the curriculum, rarely meet student needs and provide little material for student interests. Little balance is reflected among print, nonprint, and electronic resources. Materials are catalogued, inventoried, organized, and circulated through the school library, but are not available to all users. Resources are generally not current and may be in need of repair or replacement. Materials are weeded infrequently. Little, if any, provision is made for access to information resources beyond the school. There is not sufficient budget available to allow planned purchasing of learning resources that support the curriculum and address the special needs/interests of students. There are insufficient funds available to replace dated, worn, and missing materials or to provide access to digital resources. Acceptable Resources available in and/or accessible through the school library provide students and teachers with opportunities for resource-based learning, for the development of information literacy skills, for reading, listening, and viewing, for research, for curriculum implementation, and for meeting most students' needs/interests. In addition, the collection provides some materials that reflect the unique needs of the specific school population. There is an appropriate balance among print, non-print, and electronic resources. Materials are catalogued, inventoried, organized, and circulated through the school library and are available to all users. Resources are mostly current and in good repair, selected according to district approved selection policies. Outdated, worn and missing materials are weeded and replaced on a regular basis. Provision is made for access to information resources beyond the school through the use of electronic information networks. The budget process is consultative and the short-term program requirements are met. There is sufficient funding to acquire a wide range of print and digital resources to support the curriculum and to address the special needs/interests of students. Innovative learning resources are available and in-school access to digital resources is possible. Exemplary Resources available in and/or accessible through the school library provide students and teachers with opportunities for resource-based learning, for the development of information literacy skills, for reading, listening, and viewing, for research, for curriculum implementation, and for meeting the diverse needs/interests of students. In addition, an exemplary collection reflects the unique needs of the specific school. All resources are catalogued, inventoried, organized and circulated through the school library, and they are available to all users. Materials are current, in good repair, selected according to district approved selection policies, and reflect a balance among print, nonprint, and electronic resources. Dated, worn, and missing materials are replaced immediately. The budget process is consultative, and both the short and long-term program requirements are met. There is sufficient funding to support resource-based teaching and learning and a wide range of teaching and learning styles. Innovative learning resources are available and access to digital resources is possible from home and school. Table 5 details the standards for the total collection of resources excluding textbooks or multiple copies used as texts. The size of the basic collection is dependent upon the total student enrolment, the number of grades taught, the number and type of instructional programs, the balance of relevant print, non-print and electronic materials, the length of time the LRC is open, circulation policies and practices, the amount of sharing of resources in and outside the district, the level of technology available at the school, financial resources dedicated to the building and maintenance of the collection. COLLECTIONS Table 5 School Library Collections: Size of Book Collection \| Student Population \| Below Standard \| Acceptable \| \|---\|---\|---\| \| Less than 300 students \| Less than 4500 items \| Minimum of 4500 items or 30 items/student whichever is greater \| \| 300-499 students \| Less than 10,000 items \| Minimum of 10,000 items or 25 items/student whichever is greater \| \| 500-999 students \| Less than 15,000 items \| Minimum of 15,000 items or 22 items/student whichever is greater \| \| More than 1000 students \| Less than 30,000 \| Minimum of 30,000 items or 20 items/student whichever is greater \| Note: For both primary and high school grades, the ratio of fiction to nonfiction including reference should range from 15-30% fiction and 70-85% nonfiction/reference. Note: With regard to reference materials, general encyclopedias should be no older than 5 years, and every effort should be made to ensure the currency of atlases, almanacs, and specialized encyclopedias. COLLECTIONS Table 6 School Library Collections: Types of Resources \| Periodicals Curriculum related, student interest, diverse viewpoints Number of print titles may be reduced if electronic access is provided Back issues of print periodicals kept for five years \| Elementary: Less than 20-30 periodicals Middle: Less than 30-40 periodicals Secondary: Less than 60-75 periodicals \| Elementary: 30-45 periodicals Middle: 40-60 periodicals Secondary: 75-100 periodicals Access to at least one full- text periodical database \| Elementary: 45+ periodicals Middle: 60+ periodicals Secondary: 100+ periodicals Access to full-text periodical databases as program demands require \| \|---\|---\|---\|---\| \| Periodical Indexes Preference is for electronic indexes \| No access to periodical indexes. \| Access to at least one electronic periodical index Access to print indexes \| Access to print and electronic indexes \| \| Newspapers Print and electronic \| No or limited access newspapers: local, provincial, and/or provincial \| Access to 1 local, 1 provincial and 1 national newspaper in print or electronic format Access to full-text news database \| Access to print newspapers and full-text news databases to meet program demands \| COLLECTIONS Table 6 (Continued) School Library Collections: Types of Resources \| Resource \| Below standard \| Acceptable \| \|---\|---\|---\| \| Electronic & Digital Resources In a variety of formats such as: CD-ROM & on-line subscriptions \| 25 titles \| 25+ titles \| \| Computer Software Programs: Curriculum related, instructional, reference, library management, production, administration, utility, etc. Subscribed and free online databases Internet access \| Elementary: 1 reference database 5 curricular programs Word processing software Middle School: Less than 5 reference databases 5 curricular programs Word processing software Spreadsheet software Web page development software \| Elementary: 1 reference database 5 curricular programs Electronic encyclopedia Internet access Presentation, database utility & word processing software Middle School: 5 reference databases 5 curricular programs Electronic encyclopedias Internet access Presentation, database utility, spreadsheet, & word processing software and web page development programs \| COLLECTIONS Table 6 (Continued) School Library Collections: Types of Resources \| Resource \| Below standard \| Acceptable \| \|---\|---\|---\| \| Computer Software Programs (continued) \| Secondary: Less than 10 reference databases 5-10 curricular programs Electronic encyclopedias Presentation, word processing, spreadsheet and Web page development programs \| Secondary: 10-15 reference databases 5-10 curricular programs Circulation Software Database utility Electronic encyclopedias Internet access Online library catalogue Presentation, & word processing, spreadsheet and Web page development software \| COLLECTIONS Table 7 details the standards for physical accessibility, intellectual accessibility, relevancy and currency of school library resources. Issues of intellectual accessibility include age, grade, special needs, time available to access resources, skills needed to access all information formats, students right to information, censorship, barriers to information access due to social, economic, cultural or personal factors. Table 7 School Library Collections: Accessibility and Currency \| Resource \| Below standard \| Acceptable \| Exemplary \| \|---\|---\|---\|---\| \| Physical Accessibility \| Physically accessible to most users Non-existant or limited inventory lists for learning resources located in other parts of the school. No access to these learning resources through library catalogue \| Physically accessible to all users most of the time Learning resources in other parts of the school are accessible through the school library. \| Physically accessible to all users. Special formats e.g. large print, Braille, etc. All learning resources in the school are included in the online library catalogue. \| \| Intellectual Accessibility \| Intellectual accessibility is not addressed Materials provide limited support for students cognitive, affective and psychomotor skills \| Intellectual accessibility is addressed in the school library Material available to students is within the range of their cognitive, affective and psychomotor skills, and reflects student interests and the cultural interests valued by the children’s families. \| Intellectual accessibility is addressed in the school library, and the school. The wide range of material available to students is within the range of their cognitive, affective and psychomotor skills, and reflects student interest and the cultural background of the student population. \| COLLECTIONS Table 7 (continued) School Library Collections: Accessibility and Currency \| Resource \| Below standard \| Acceptable \| \|---\|---\|---\| \| Curricular Support (Relevancy) \| Materials support some of the curriculum \| Materials support much of the curriculum \| \| Currency \| Copyright dates within the last 10 years: less than 50% of the collection \| Copyright dates within the last 10 years: 50 - 70% of the collection \| \| Collection Maintenance \| Significant number of resources are worn, damaged, missing components or need of repair \| Most materials are complete and in good repair. Some items are missing components \| \| Library Catalogue \| Catalogue is not automated \| Catalogue is automated and available through a WAN or as part of a central union catalogue \| Collections Table 8 lists budget standards, on a per-student basis, for the purchase of print, non-print, and electronic resources and digital resources as delineated in Table 6. Note. This budget does not include funds for the purchase of library supplies, textbooks, multiple copies of titles used as texts, capital items such as furniture or audiovisual hardware, computer hardware or large peripherals, or special projects such as automation or the installation of a security system. These items should be purchased from other sources of financing such as the school or district budgets. Table 8 Standards for School Library Collections: Funding \| School size \| Below Standard \| Acceptable \| Exemplary \| \|---\|---\|---\|---\| \| Elementary \| Less than $25 \| $26 - $35 \| $36 + \| \| Middle/Junior Secondary \| Less than $30 \| $31 - $42 \| $43 + \| \| Secondary \| Less than $35 \| $36 - $45 \| $46 + \| Note. The budget standards, like all standards in this document, need to be used in a thoughtful way, mindful of the different contexts and situations in schools across the country. However, to maintain the current quality of any collection of resources, an annual investment of funds is required. The standards presented here are based on an annual 5-10% depreciation of materials (due to loss, wear and tear, and currency/accuracy of content) and the average costs of materials in the year 2002. A quick way to calculate the funds required each year for maintaining a quality collection is to multiply the average cost of a hardcover book by the number of students using the collection of resources. Note. The amounts indicated above are from school, district, or provincial funds and not from external sources such as parent funds, book fairs or donations. Collections Standards for School Library Facilities Excellent school libraries require facilities that provide support for a variety of learning and teaching styles and equitable access to new and developing technologies. The school library facility needs to be open and inviting. The design must allow for flexibility in the use of space and furnishings and incorporate spaces that will accommodate concurrent, multiple learning activities such as whole class instruction, individual research, group work, recreational reading, and quiet study. A carefully planned physical layout contributes to smooth traffic patterns, simultaneous use, and a safe and welcoming atmosphere. Given the variety of school situations, it is difficult to devise one design upon which all school libraries can be modelled. Many factors such as grade levels, the nature of the student population, enrolment patterns, school location, and provincial/territorial planning guidelines affect design. Because each instructional program is different, diversity in school library design is expected and desirable. A plan for the renovation or construction of a school library requires the collaborative efforts of school administrators, architects, district school library coordinators, teachers, teacher-librarians, other staff members, community members, and students. A well-designed school library will show evidence of the following tenets: * Form follows function * Aesthetic principles and sound ergonomics are essential * Safety, security, location and traffic flow are fundamental to good design * Access to information, space, and resources must be equitable for all users * Space allocations must allow for all essential functions. An excellent school library has the following characteristics: * Barrier-free, flexible, functional facility of sufficient size, reflective of student population and instructional program * Centrally-located, easily accessible to all users, encouraging frequent use * Aesthetically pleasing, safe interior design * Smooth traffic flow through all the areas, minimizing interruptions and distractions * Well-organized and readily accessible collection of print, nonprint, and electronic information sources * Production area for the preparation of student and teacher media and multimedia projects * Space for the evaluation, selection, acquisition, organization, preparation, circulation, storage, and maintenance of resources * Space for media equipment and its distribution and maintenance * Learning areas that can accommodate individuals, small groups, and large groups in diverse teaching and learning experiences * A flexible floor plan that can respond to changes in population, program, collection, staff, and technology * Clear sightlines for student supervision * Capacity for flexible utilization of equipment with ample electrical outlets, conduits, lighting control, and access to various data sources for information retrieval * Standardized, ergonomic, modular wall, storage, shelving, and seating units to maximize flexibility * Adequate security controls * Adequate acoustic provisions to facilitate multiple activities * Optimum natural and artificial lighting, temperature, and climate control conducive to multiple usage and materials preservation * Adequate and appropriate seating and furnishings in all work and study areas Access to hallways and classrooms for ease of equipment delivery * Dedicated space for the technical services functions of the school library program * Dedicated space for the educational functions of the school library program, especially resource-based teaching and learning * Access to adjacent computer labs * Display space for student projects, new resources, and curriculum-related materials. Below Standard The school library facility is usable but uninviting and may be inconveniently located with little or no dedicated space for individuals, small groups, or large groups. Areas where students and teachers can browse, read, research, listen or view may be limited. The facility provides little or no support for the wide range of activities that comprise resource-based teaching and learning. There is no production area. Acceptable The school library facility is a barrier-free learning environment that ensures access to a centrally organized collection of learning resources. The school library is an inviting, safe, and stimulating place for individuals and small and large groups to use for research, browsing, listening, viewing, and reading. The design of the facility supports the wide range of activities that comprise resource-based learning and teaching. There may be a limited production area. Exemplary The school library facility is an open, barrier-free learning environment that ensures immediate access at the point of need to a centrally organized collection of learning resources. The school library facility is an inviting, safe, accessible, and stimulating place with work space for individuals, small groups, and large groups to use for research, browsing, listening, viewing, and reading. The design of the facility fully supports the wide range of activities that comprise resource-based learning and teaching. There is ample production space for creating a variety of multimedia and digital materials to meet curricular objectives and students' needs and interests. FACILITIES Table 9 Standards for School Library Facilities \| \| Below standard \| Acceptable \| Exemplary \| \|---\|---\|---\|---\| \| Accessibility \| Partial barrier-free design Limited access to some physical locations, information sources and functions Not centrally located \| Barrier-free design Access to all physical locations, information sources and functions Centrally located for access by students, teachers, administrators \| Barrier-free design Full access to all physical locations, information sources and functions Centrally located for access by students, teachers, administrators and the public. \| \| Administration \| No teacher-librarian office is provided No workroom is provided \| Teacher-librarian office is separate from workroom Open view of facility Contains desk, chair, networked computer, shelving, telephone, fax, and Internet \| Teacher-librarian office is separate from workroom Open view of facility Contains desk, chair, networked computer, shelving, telephone, fax, and Internet Meeting space for cooperative program planning. \| Table 9 (continued) Standards for School Library Facilities \| \| Below standard \| Acceptable \| \|---\|---\|---\| \| Circulation \| No designated area \| Designated area with computer workstation adjacent to entrance/exit \| \| Large Group Instruction \| No classroom space in or adjacent to the facility \| Instructional space in the main area of the facility for at least one class of students Flexible arrangement of furniture, adequate electrical outlets, wall screen, whiteboard, easy access to resources. \| \| Conference Rooms \| No conference room for small group activities \| Minimum of one conference room for small group activities Acoustically treated, separate light control, electric outlets, whiteboard and wall screen \| Table 9 (continued) Standards for School Library Facilities \| \| Below standard \| Acceptable \| \|---\|---\|---\| \| Entrance/Exit \| Entrance and exit are separate and doorways are narrow. \| One double doorway for main entrance and exit Convenient flow of traffic Emergency exit as required by law. \| \| Individual Study \| No individual study space \| Study space for 1% of student population or 50% of a class whichever is greater \| \| Seating for Entire Library Facility Sufficient space for concurrent, multiple learning activities. No one area should seat more than 40 seats. \| Accommodates less than one class of Elementary or Secondary or students with insufficient area for concurrent, multiple learning activities \| Elementary: Seating for more than one class or 10% of the student population, whichever is greater Secondary: Seating for two classes or 10% of the student population, whichever is greater \| Table 9 (continued) Standards for School Library Facilities \| \| Below standard \| Acceptable \| \|---\|---\|---\| \| Reading \| No informal reading area \| Informal reading area in a relaxed setting with comfortable chairs, and inviting space near fiction section and/or periodical section \| \| Reference \| Limited access to standard print, non-print and electronic reference sources \| Adequate access to standard print, non- print, electronic and digital reference sources Space and shelving sufficient to accommodate both print & electronic sources of information Located near circulation area \| \| Reference (furniture and equipment) \| No specialized furniture \| A few pieces of specialized furniture \| Table 9 (continued) Standards for School Library Facilities \| Shelving \| Inadequate or inappropriate shelving for the storage, maintenance and display library resources. \| Adequate shelving for the storage, maintenance and display of all library resources. \| \|---\|---\|---\| \| Storage (AV equipment) \| No separate storage space \| Separate room adjacent to library workroom with secured access, space for storage of large AV carts and deep shelving for smaller equipment, and access to hallway. \| \| Teacher Professional Workspace \| No defined area for professional materials or group meetings. \| Defined area for professional materials with tables, chairs, electric outlets and equipment for previewing resources \| Table 9 (continued) Standards for School Library Facilities \| \| Below standard \| Acceptable \| \|---\|---\|---\| \| Library Staff Workroom \| No separate library staff workroom \| Separate room with work table, chair, desk, sink, counter, computer workstation, shelves, cabinets, book trucks, secure entrance, and lockable shortage; allows open view of facility and access to telephone and automated library catalogue. Open view of facility Secure entrance with lockable storage Access to computerized library catalogue \| \| Media Production (for middle and secondary schools) \| No media production area \| Media production area and equipment are determined by the quantity and type of media produced, and may include audio and video recording, live television production, sound and video editing, graphic production, duplicating, darkroom, desktop publishing, CD production, and/or animation \| Table 9 (continued) Standards for School Library Facilities \| \| Below standard \| Acceptable \| \|---\|---\|---\| \| Security System (Secondary) \| No security system \| Adjacent to entrance/exit and circulation desk Installed with gateless access \| \| Storytelling Area (Elementary) \| No defined storytelling area. \| An area with comfortable seating for one primary class located adjacent to picture book area and possibly defined by low shelving. \| Standards for Information and Communication Technologies New and developing technologies have stimulated opportunities for different and exciting approaches to teaching and learning. As well, the proliferation of information in our society and the huge impact of information and communication technologies (ICT) mean students must develop new information seeking skills. From the perspective of information access, information and communication technologies in the school library offer: * Ready access during and beyond the school day * Equitable opportunities for students who do not have computers at home * Supervised settings for the use of the Internet and electronic, digital, and online resources. * Increased productivity and learning through learner-focused activities * Enhancement and extension of the curricula through integration of technologies. * Support for a variety of teaching and learning styles. When the school library has adequate teacher-librarian and clerical/technical staffing, is well supplied with information and communication technologies, and is connected to the school and district networks and to the Internet, then the school library program increases students' opportunities to become information literate. Information and communication technologies are integrated into cooperatively planned units that are curriculum-based in order to support and extend the school curriculum. The teacher-librarian and classroom teachers involve students in discussions and learning activities with regard to ethical use of information accessed through technology. A school library equipped with an automated catalogue maximizes the availability of learning resources for staff and students and minimizes the time spent on management tasks. The database of resources may be limited to school library materials; however, inclusion of other resources in the school and the community broadens student access to resources. Automated library management systems can support resource-based learning and teaching and student information literacy by: * Providing access to all learning resources in the system. * Allowing students and staff to use a variety of search strategies to find appropriate resources * Promoting effective circulation of resources and resource sharing. * Encouraging staff and students to access a broad range of age/grade appropriate print, non-print, electronic and digital resources from a variety of sources * Providing an effective option for identifying and booking or reserving learning resources from other parts of the school or from home. In order to allow students to access and utilize information efficiently, the school library must be well-equipped and supported with the following: * Adequate clerical/technical staff * Training for clerical/technical staff on basic troubleshooting * Standardized network cabling * High speed access to the Internet * Adequate servers and software * Regularly maintained, updated equipment, software, computerized library management system * Various configurations of computers. Below Standard Access to I.C.T. in the school library is limited for staff and students. Information technology is viewed as an adjunct to the book collection due to lack of hardware and software and/or policies that restrict access. Student research is constrained, and students are unable (or disinclined) to access electronic information in and outside of the school library. Information literacy, as it relates to I.C.T., is not supported in an organized, purposeful way, and the school library program and the teacher-librarian are not seen as playing key roles in providing students with information literacy skills that apply to all areas of the curriculum. Acceptable The school library provides open and effective access to a wide range of ICT resources for students and staff. The technology is current and the bandwidth of the network allows the students to extend their research beyond the school library collection via the Intranet (in school) and the Internet (outside world). Space and equipment are provided to support student involvement in the production of multi-media. The teacher-librarian uses I.C.T. to support the development of information literacy skills across grade levels and the curriculum. These skills are taught in the school library and the classroom through cooperatively developed units and are part of a planned, curriculum-related continuum. Exemplary I.C.T. is fully integrated into the school library program, and student and teacher access is open, free-flowing and curriculum related. The school library provides two-way communication, and students and teachers can access all of the school library's electronic databases and digital resources (e.g. video) from their classrooms and from their homes as well as being able to communicate via the network (email, teleconferencing etc.). The teacher-librarian provides leadership in the development of policies related to information literacy skills and the role of I.C.T. in the school. The school library is seen as part of a worldwide information network and students and staff are able to determine the value of information based on the source and its validity, not on the medium from which it has been obtained. The school library is seen as part of a worldwide information network and students and staff are able to determine the value of information based on the source and its validity, not on the medium from which it has been obtained. INFORMATION TECHNOLOGY Table 10 Information and Communications Technologies \| \| Below standard \| Acceptable \| \|---\|---\|---\| \| Communications through ICT \| Students and teachers have limited electronic access to each other and to contacts outside the school e.g. no email School library has limited methods of communicating. \| Students and teachers are provided with opportunities for curriculum/ school- related email access School library ICT allows students and staff to communicate easily via telephone, fax, and email The school library website provides information, access to online databases and links. \| \| Computer Lab \| No computer lab \| Close access to a half or full computer lab \| \| Computer Workstations \| No or few student workstations Older technologies Not networked \| Workstations arranged in various configurations including stand- alones and pods to accommodate 15-30 students. \| INFORMATION TECHNOLOGY Table 10 (continued) Information and Communications Technologies \| I.C.T. for Loan to Students and Teachers \| No laptops available \| Laptops available for loan for use in school library Equipment to support multi-media and digital productions for in- school use only. e.g. digital cameras \| \|---\|---\|---\| \| Internet Access \| Limited or slow access from one or more workstations in the library \| Reasonably fast access from most workstations in the library \| \| Library Catalogue and Circulation System \| Card catalogue and manual circulation system. \| Fully automated MARC compliant library system with circulation and cataloguing modules and access to online public access catalogue (OPAC) via the school network or online union catalogue. 2 or more computers for circulation and administrative functions on computerized library system \| INFORMATION TECHNOLOGY Table 10 Information and Communications Technologies \| \| Below standard \| Acceptable \| Exemplary \| \|---\|---\|---\|---\| \| Listening/Viewing Centres \| No listening/viewing centre available No data projector \| Listening/viewing centre with audio/video stations for 8-15 students with headphones and speaker devices Large screen television monitor with cable connection and data projector for large group presentations \| Listening/viewing centers for 15+ students Equipment and space for large group (1-2 classes) to view video/computer presentations Data projector for large group presentations with access to school network and the Internet. \| \| Network Access \| School library network only or limited access to school and district network. \| All computers in school library networked with access to school and district network. \| School-wide, high speed access to all internal and external networks. \| \| Printers, Scanners and Peripherals \| Printer(s) not networked No access to scanners and other peripherals \| Printers networked on system Access to scanners and other peripherals \| Networked printers of various types. Ready access to high speed, high quality scanners and other peripherals. \| \| Production Area \| No production area \| Multi-media workstation(s) in a production area \| Production area that includes: digital editing suite, multi- media stations, publishing stations, peripherals etc. \| A Collaborative Team for Achieving Information Literacy Introduction Within school learning communities, people play interconnected and interdependent roles in making that community successful. A collaborative team of educators is required to achieve information literacy and successful school library programs and services. This team must include a qualified teacher-librarian, classroom teachers, the school administrators, curriculum consultants, a coordinator for the district library, and the superintendent of the school district. In addition, each of these participants needs support staff to assist in the implementation of programs, policies, and procedures. At the school level, development of the school library program is the result of collaborative program planning and teaching (CPPT). Teacher-librarians receive special training in this process. When classroom teachers and teacher-librarians teach and evaluate information literacy learning activities together, a school-wide plan for information literacy emerges. The CPPT process is well developed in successful school library programs and is endorsed by current research linking successful school library programs with student achievement. "Key to the success of teacher and teacher-librarian collaboration and the school-wide development of information literacy is the Principal." Key to the success of teacher and teacher-librarian collaboration and the school-wide development of information literacy is the Principal. The principal facilitates collaboration by providing opportunities for it to happen, setting up professional development for all staff on its benefits, and by celebrating and sharing the positive impact it has on student learning. At the district level, leadership for school library programs starts with the superintendent's knowledge about the effect of school library programs on student achievement and commitment to a district-wide support of strong school library programs. At the district level, curriculum consultants are also needed to lead the professional development necessary for achieving information literacy outcomes. In addition, technical services are needed to provide support for the computer automation systems in school libraries, as well as the network of information and communication technologies essential for modern school library programs. Provincial and territorial ministries of Education also play a major role in ensuring that all children in a province or territory receive the same opportunities to achieve information literacy. The following sections outline the roles for some of the key players on the collaborative team. This collaborative team is required for students to become information literate. District Superintendent Excellence in school library programming at the school and district levels is achieved when there is strong leadership, active encouragement, and positive reinforcement from the district administration. Central to this support is the role of the district superintendent. The interest and commitment that the superintendent gives to school library programs in the district will determine the level of success. It is through the superintendent's leadership that information literacy becomes a priority in the district. One of the key indicators of this commitment is the establishment of a district resource centre (DRC). This DRC is organized and managed by a district library coordinator who provides resources and professional development to the schools within the district; this DRC also connects individual schools into a library services network to meet the demands of information literacy programs. District superintendents see the big picture. Effective superintendents recognize that support in some areas will reap benefits across the system and in key components of the educational system. Such is the case with support for school library programs and the instructional role of the teacher-librarian in implementing an information literacy continuum for all children from kindergarten to grade twelve. With support for resource sharing through the union catalogue, the superintendent ensures that all children have access to all the resources the district is able to provide. Support for school library programs connects schools to their local and world communities, uses limited resources wisely, and ensures equity for all learners. Support for school library programs is fiscally responsible, research-based, and educationally sound. In order to build strong school library programs, the district superintendent has a major leadership role which includes responsibilities for: * Holding a strong educational vision, and actively advocating, both within and outside the district, the importance of school libraries, teacher-librarians, and information literacy. * Staying informed and being supportive of the activities taking place in the district relating to information literacy * Striving to improve the facilities, staff, collection, and financial support of every school library in the district * Understanding the critical role of the school library and the teacher-librarian in implementing an effective information literacy program. * Ensuring that qualified staff are employed in carrying out the information literacy program at the district and school levels * Encouraging and ensuring the participation of teacher-librarians on district-level curriculum, resource development, professional development, and instructional technologies committees. Nominating teacher-librarians to sit on provincial curriculum committees. * Promoting the school library program to the board of trustees, the senior administration, and the community at large * Knowing research relating to information literacy and its impact on student learning * Knowing current guidelines and standards for school library programming * Keeping current and informed about new information technologies and their impact on student learning * Understanding the importance of the development and continuous revision, monitoring, and evaluation of local and district-wide policies and procedures relating to school library programs and information literacy District Library Coordinator Successful school library information literacy programs require the leadership and coordination of a school library professional who is responsible for planning, implementing, monitoring, and evaluating the program at the district level. As well as acting as an advocate for information literacy and instructional technologies, the district level administrator helps coordinate the integration of information literacy outcomes. District coordinators may also be involved in developing and maintaining a district resource collection that supports teaching and learning in the district. Responsibilities of the District School Library Coordinator include: * Developing and administering the district's school library budget * Keeping abreast of current standards (re: cataloguing standards, program standards) and ensuring application within the district. * Assisting in the selection, supervision and evaluation of all school library staff in conjunction with school and district administrators * Assisting school administrators and teacher-librarians in developing successful and effective school library information programs * Supervising the centralized acquisition, cataloguing, and processing of library materials and equipment * Serving on district curriculum and technology committees * Reporting to the board and senior administration on matters relating to school library developments in the district * Assisting with the planning implementation and evaluation of professional development activities relating to information literacy and information and communication technologies * Participating in professional organizations, activities, workshops, continuing education, and community activities * Serving as the school library liaison with the district and wider community * Interpreting and communicating the information literacy program to the superintendent, teachers, parents, students, and the community * Assisting in the planning of new construction and renovations for school library facilities in the district. Principal Key to the success of teacher and teacher-librarian collaboration and school-wide development of information literacy is the principal. There is substantial research documenting the important leadership role of the school principal in developing the school library. As the instructional and administrative leader of the school, the principal is responsible for creating a learning community that fosters an effective school library program that integrates information literacy skills across the curriculum. The principal ensures that all students in the school have equitable access to the resources and instructional program of the school library. The principal helps to establish a climate conducive to collaborative program planning and teaching, lifelong learning, and information literacy. The principal also provides leadership by encouraging the development of district policies on the role and function of the school library, the selection of resources, staffing, facilities, budget, community access, and the sharing and use of other library and information services. "The principal also provides leadership by encouraging the development of district policies on the role and function of the school library, the selection of resources, staffing, facilities, budget, community access, and the sharing and use of other library and information services." Principals demonstrate leadership in information literacy by: * Understanding the critical role of the school library and the teacher-librarian in implementing an effective information literacy program * Advocating within and outside the school for the importance of school libraries, teacher-librarians, and information literacy. * Staying informed and being supportive of the activities taking place in the school relating to information literacy * Striving to improve the facilities, staff, collection, and budget of the school library * Including teacher-librarians on school committees related to curriculum, planning, professional development, program evaluation, and information and communication technologies * Demonstrating knowledge about research relating to information literacy and reading and their impact on student learning * Providing school-wide staff development on information literacy and the collaborative process of CPPT. * Knowing current standards for management of school library programs * Keeping current and informed about new information technologies and their impact on student learning * Encouraging the wide use of information resources * Interpreting the information literacy program to the superintendent, teachers, parents, students, and the community * Providing adequate funding for the school library program * Ensuring flexible scheduling of time and resources to allow students and teachers full access to the school library and school library programs. * Evaluating on a regular basis: staffing, collection of resources, facilities, and information and communication technologies in the school library Teacher-Librarian Excellence in school library programs requires teacher-librarians to be leaders in the school community. They see the big picture in curriculum implementation, particularly in developing students' information literacy and lifelong reading and learning habits. They keep abreast of new developments in curriculum, instruction and technology, and they assist other teachers with implementing these developments in their classroom programs. They are active in professional organizations and on advisory and decision-making bodies at the school, district, provincial and national level. They share recent research findings and facilitate research programs within the school and provide professional development at a variety of levels. In many schools, teacher-librarians are technology leaders in the school and are particularly skilled in the use of digital technologies. They have knowledge of the technological resources that are appropriate for use with students in various areas of curriculum. They work with students and teachers to enable them to use these resources effectively. Teacher-librarians keep up to date on new developments in technology and work extensively with teachers in helping them incorporate new technologies into their classroom teaching. Teacher-librarians work collaboratively with other teachers and school administrators to develop information literate students. Teachers and teacher-librarians work together to develop an instructional program that ensures that information literacy outcomes are integrated into student learning experiences in a developmental and sequential manner. These experiences allow students to learn and practice the necessary information skills across the curriculum. Teacher-librarians develop school information literacy plans that pinpoint the levels at which specific skills will be introduced and identify subject areas where they are most appropriately incorporated. Teacher-librarians are trained as teachers. Their educational background emphasizes curriculum development and implementation, learning theory, and a wide range of instructional strategies. Teacher-librarians have training in school librarianship through graduate or post-baccalaureate programs in library organization and administration, collection development, information literacy, technology, advocacy, and leadership. Teacher-librarians should have personal skills such as a commitment to lifelong learning, communication skills, leadership skills, flexibility, a positive attitude, and the abilities to accept a challenge and be a team player. Teacher-librarians enhance teaching and learning in their schools with the following specialized abilities: * Expertise in a variety of instructional strategies * Knowledge of the curriculum and the learning outcomes developed for all students * Knowledge of a variety of learning resources * Skill in the accessing and ethical use of traditional and electronic/digital resources * Strong connections to a full range of human and community resources for use in school library programs * Expertise in the collaborative planning process * Ability to team-teach to ensure that students develop the necessary skills to access, interpret, evaluate, and communicate information while they learn subject area curriculum. Teacher-librarians work with students and teachers to provide leadership for independent reading and research. Their knowledge of the various resources available is a valuable asset in the development of literacy and reading programs, voluntary reading, and individual and group research. They assist students in preparing effective presentations and in the production of research projects, puppet shows, and other multimedia presentations. Teacher-librarians provide access to well-designed, well-equipped school libraries that will meet the changing needs of the students and staff. These facilities operate on a flexibly-scheduled basis so that access is provided to individuals, and small and large groups at the time of need. In making school libraries accessible, teacher-librarians develop a rapport with staff and students to ensure that they are provided with equitable access to the centre, its facilities, and its resources. Teacher-librarians use their expertise in selection and collection development to work with other teachers to ensure that appropriate resources are chosen to support the learning outcomes of the curriculum and the learning styles and interests of the students. The school library's collection provides access to resources which are housed in the centre as well as to various electronic resources and to collections housed in other institutions, e.g. public libraries, museums, etc. Teacher-librarians are also responsible for the identification, evaluation, and access of various electronic resources, including CD-ROM and online databases and materials on the Internet. Teacher-librarians maintain an up-to-date automated catalogue of the resources. They also maintain a library web site with links in various subject areas to appropriate web sites. Teacher-librarians manage a budget to provide resources and equipment that reflect the necessary quality at the most economical price. Teacher-librarians have many responsibilities within the context of the administration of the learning resource centre and the implementation of the learning resource program of the school. These responsibilities are outlined more extensively in the Student's Information Literacy Needs in the 21st Century: Competencies for Teacher-librarians (ATLC and CSLA, 1997) in Appendix C. Technical/Clerical Staff Technical/clerical staff in the school library play an essential role in providing day-to-day services in school libraries for students and staff. Their services free the teacher-librarian to plan and teach with classroom teachers and to help students with learning activities. The support staff is part of a team that maintains a positive learning environment focused on information literacy. They provide service to students, teachers, and parents in the use and operation of resources in all formats. Technical/clerical staff work with their teacherlibrarian supervisor and school administrators to maintain high standards in technical and clerical functions of a school library. Technical/clerical staff have major responsibilities in the areas of resource circulation and maintenance. Increasingly, their work involves proficiency in the use and maintenance of technological resources, particularly the automated library catalogue and online public access catalogues (OPACs). A two-year post-secondary diploma in library science is necessary background education to be able to manoeuvre in the complex, dynamic environment of a 21st century school library. In order to build strong school library programs, the technical/clerical staff have the following responsibilities: * Assisting users with electronic searches, and the location of school library resources * Circulating and caring for school library resources including preparation of new materials for shelf-readiness * Maintaining and repairing equipment including computer hardware and software * Supporting parent and student volunteers * Performing duties to meet school library objectives and goals. Bibliography American Association of School Librarians and Association for Educational Communications and Technology. (1988) Information power: Guidelines for school library media programs. Chicago: ALA. Blodgett, T., & Repman, J. (1995, January-February). The electronic school library resource center: Facilities planning for the new information technologies". Emergency Librarian, 23(3), 26-30. Canadian School Library Association. (1988-1992). Guidelines for effective school library programs. Ottawa, ON: Canadian School Library Association. Canadian School Library Association. (1999) Temples of the mind: School library facilities [theme issue]. School Libraries in Canada, 19(1). Cowichan Valley School District (#79). (2001-2002) District Information Technology Plan. Retrieved March 16, 2003, from http://www.sd79.bc.ca/eduserv/resources /techsupport/techsupport.html Franklin, P. (1995, September-October). Opening a new media center in the electronic age. The Book Report, 14(2), 20. Johnson, D. (2001). Some design considerations when building or remodeling a media center. Retrieved March 16, 2003, from http://www.doug-johnson.com/dougwri /buildingquestions.html Kentucky Department of Education. (2001) Beyond proficiency: Achieving a distinguished library media program. Retrieved March 16, 2003, from http://itech.fcps.net /trt11/LibTechServ/standard&policies.htm Klasing, J. P. (1991). Designing and renovating school library media centers. Chicago: American Library Association. Maine Association of School Libraries. (1999) Maine school library facilities handbook. Retrieved March 16, 2003, http://www.maslibraries.org/about/facilities /handbook.html Manitoba Education and Training. (1997) Planning School Libraries: Guidelines for Kindergarten to Senior 4 School Library Facilities. Winnipeg, MB: Manitoba Education and Training. Maryland State Board of Education. (2000) Standards for school library media programs in Maryland. Retrieved March 16, 2003, from http://www.mdk12.org/mspp/standards/library_stds.html Massachusetts Department of Education. (1997) Standards for school library media centers in the Commonwealth of Massachusetts. Retrieved March 16, 2003, from http://www.doe.mass.edu/mailings/1997/lmst_toc.html Minnesota Educational Media Organization. (2000) Minnesota standards for effective school library media programs. Retrieved March 16, 2003, from http://cfl.state.mn.us/library/mnschoolstandards.pdf Missouri Association of School Librarians and the Missouri Department of Elementary and Secondary Education (1994-95). Facilities standards for Missouri school library media centers. Retrieved March 16, 2003, from www.dese.state.mo.us/divimprove/ curriculum/standards/intro.htm National Library of Canada. (2001) Elementary and secondary schools: The role challenges and financial conditions of school and school library resources in Canada. Retrieved March 16, 2003, http://www.nlc-bnc.ca/9/14/index-e.html New Mexico Library Association. (2001) Standards for New Mexico school libraries. Retrieved March 16, 2003, from http://www.nmla.org/standards.html Nova Scotia School Library Association (1992). Library design committee. Final report. Nova Scotia: Nova Scotia School Library Association. Ontario School Library Association (2002). Standards for school library information centres in Ontario (Draft), Toronto ON: Ontario School Library Association. Pennsylvania Department of Education, Commonwealth Libraries. (1999) Pennsylvania Guidelines for school library information programs. Retrieved March 16, 2003, from http://www.statelibrary.state.pa.us/libraries /lib/libraries/guidelines.pdf School District #68 (Nanaimo-Ladysmith) (1993) School Library Resource Centre Facilities Guide. Nanaimo, BC: School District. Texas State Libraries and Archives Commission. (1997) School library programs: Standards and guidelines for Texas. Retrieved March 16, 2003, from http://www.tsl.state.tx.us/ld/schoollibs/standards.html Appendix A Research in School Library Programs Linking Teacher-librarians, School Libraries and Student Achievement by Ken Haycock Effective school library programs have a positive impact on student achievement, in the processing and use of information, in knowledge content areas, on reading motivation and achievement, and on the quality of experiences that teachers and students have in school. Much of the evidence for the statements and propositions made here is based on analyses of research conducted in elementary and secondary schools in Canada and the United States. Specific citations are listed at the end of this article. The mere presence of a facility with staff and resources is not sufficient in and of itself to bring substantial gains in achievement, however, although there is evidence for improvements in student learning even by the mere provision of these resources. Substantial gains are made through specific behaviours of that staff and the nature of their interaction with teachers and administrators. Foundations for school library programs Quality programs require specific actions and behaviours: * A stated aim for the program; * A clear definition of the role of each of the "partners" in program development and student achievement - the provincial government, the school district, school administrators, teachers; * A priority on collaborative program planning and team teaching between the teacher-librarian and classroom colleagues; * A systematic approach to teaching an "information process" based on a schoolbased continuum of information skills and strategies; * Flexible scheduling of classes and groups after planning; and * Appropriate and effective program and personnel evaluation by administrators. A program such as this requires administrative leadership and support and effective staff development. Curriculum collaboration Studies indicate that student competence in handling information is mirrored in achievement, and is most effectively developed when integrated with classroom instruction through collaborative program planning and team teaching by two equal teaching partners - the classroom teacher and teacher-librarian - in a flexibly scheduled school library. The teacher-librarian plays important roles as information and resource specialist, teacher and collaborative planner. The most significant change in roles occurs when the school moves to flexible scheduling and curriculum-integrated instruction. Greater curriculum involvement by the teacherlibrarian occurs when flexible scheduling is combined with team planning. Increased interest in books and more enjoyment in reading are also more apparent with reading integration throughout the curriculum, and flexible scheduling of classes and groups. Even student attitudes toward the resource centre and reading are more positive in flexibly scheduled programs, compared to fixed time-tabling of "library" periods. Although collaboration between teacher and teacher-librarian can be difficult to achieve, the result is improved student learning. In order to survive, partnerships must receive support, maintenance and reward from administrators. These partnerships are facilitated by open communication and maintained by consideration, cooperation, compromise and commitment. Also, formal planning, even if brief, is more productive than informal planning. Although teacher/teacher-librarian partners maintain team building relationships and form strong networks, school contextual constraints such as the environment for working together and attitudes of the principal can support or impede collaboration. Implementation of collaborative partnerships is most positively affected by visionary leadership, a curriculum planning process led by the teacher-librarian, staff development, minimum expectations by administrators for initial teacher involvement and clerical assistance. Students taught through collaborative program planning and teaching have a better understanding of effective use of the library resource centre and achieve significantly better academic scores for both content knowledge and skills/strategies. Impact on student achievement "Although I cannot verify that the improvement was due to the district's move to resource-based learning, that was the only substantive program change we made..." Jim Thompson, former Superintendent, Blue Valley School District, Kansas, commenting on improvements in district achievement after implementation of an integrated, collaborative and flexible library-based program. "We never thought of libraries in connection with SchoolMatch..." Bill Bainbridge, Chief Executive Officer, SchoolMatch, an executive placement firm, commenting on their finding that the strongest correlation with student achievement of 23 variables for public schools and 33 for private schools was school system expenditure on school library programs and services." Although there are more than forty years of research to support the notion that teacherlibrarians affect student achievement, this information is almost unknown outside the school library community, and even then it is known only by those who have professional qualifications, belong to professional associations and read the professional literature. Teacher-librarians, through collaboration with teachers, have an impact on academic achievement in research and study skills, or information literacy, and in content areas as measured by teacher assessment, standardized tests and provincial scholarship examinations. In what is commonly referred to as the "Colorado Study", the Colorado Department of Education determined that among school and community predictors of academic achievement, the size of the resource centre staff and collection is second only to the absence of at-risk conditions, particularly poverty and low educational attainment among adults. Students who score higher on norm-referenced tests tend to come from schools that have more library resource staff and more books, periodicals and videos, and where the instructional role of the teacher-librarian and involvement in collaborative program planning and teaching is more prominent. In order to improve student performance the researchers concluded, the school resource centre should be staffed by a qualified teacher-librarian who is involved not only in identifying materials suitable for school curricula, but also in collaborating with teachers and others developing curricula. These activities require that the teacher-librarian have adequate support staff. Collaboration of this type depends on the availability of both the teacher-librarian and teacher to plan and work together. It thus cannot be the role of the teacher-librarian to provide the teacher's preparation time or the critical element affecting student achievement is lost. This involvement in the instructional process helps to shape a larger, and more appropriate, local collection of print, video and electronic resources. School expenditures affect resource centre staff and collection size and, in turn, academic achievement. Studies in Colorado have since been replicated in Alaska, Oregon, Pennsylvania and Texas, with similar results. Teacher-librarians who are most effective, that is, have a positive impact on student achievement, collaborate with colleagues in flexibly scheduled programs and provide leadership in the effective use of resources, including information technologies. Specific tests for academic achievement varied by state, but these studies found that reading scores are so highly correlated with other types of test scores that such other scores are statistically redundant in identifying significant variables. Student success Students learn more, and produce better research products, following planned, integrated information skills instruction by the teacher and teacher-librarian together. During the research process students move through different stages, with predictable thoughts, feelings and actions; these thoughts progress from general to more specific, and more focussed, and confidence increases from initiation of the search through to closure. Knowledge of student response to each phase of assignments enables teachers and teacher-librarians to plan appropriate intervention strategies. For example, students typically lack clear research focus at the beginning of the process and need better search strategies; the appropriate skills and strategies can be planned, integrated with classroom content, and taught together to ensure student learning and success. Students are positive about resource-based research assignments, but are often not given sufficient instruction or time to produce quality work. Students are more successful when whole class, full period instruction occurs in the classroom with brief reminders at the beginning of the process in the library resource centre than when information skills are taught for a full period solely in the library by the teacher-librarian. Frequent interventions by the teacher-librarian, especially one-on-one conferencing, help to bridge the gap between the student's actual and potential developmental level. At the secondary level, one often hears that teachers need to "cover the curriculum" and process issues, as embodied in resource-based learning, cannot be incorporated with classroom instruction. However, research suggests that students learn best when units of study emphasize both subject matter and information seeking and information use and that units are best planned and implemented by teacher and teacher-librarian together. Several domains or learning strands influence the decisions a student makes about information seeking and use; these domains include, for example, the subject-matter domain (e.g., science) the life skills domain (including problem solving, planning, interpersonal communication) and the production domain (e.g., the required product or output). Students make most of their decisions based on prior learning. As they work in a domain, their ideas become more connected. The domains then act as learning strands and together support student activity during a unit of study; in other words, prior learning in each domain - for example, subject matter and information skills and strategies support or interfere with overall student learning. Problems occur regularly for students without these connections, to illustrate: * If the student does not understand the subject matter, the student cannot recognize or state information needs to guide searches; however, if the student has useful prior learning in information seeking, projects can be started by finding a general overview to expand subject matter understanding; * If the student has limited prior learning of information sources, decisions about the usefulness of the school resource centre are made after one limited search; * If the student does not have a strong understanding of organizing information, the information will be left essentially as originally recorded without paraphrasing or synthesis. Student learning in the subject area is impaired by lack of knowledge of appropriate and effective information-seeking and use behaviours and skills. The teacher-librarian's intervention and support of student learning is impaired as student knowledge of subject matter is often overestimated and the student's inability to clarify the information need is not recognized. The teacher's intervention and support of student learning is impaired as teacher knowledge of information seeking, especially through libraries, is limited. Students cannot overcome these adult barriers alone. Units of study that emphasize one strand only, that is, subject matter or information seeking and use, limit learning on all strands. Clearly, specialists in the domains, teachers and teacher-librarians, need to collaborate in planning and implementing the unit of study for the benefit of student learning and academic achievement. Impact on reading Stephen Krashen, in his review of research on reading and schooling, found that providing time for free voluntary reading in schools had a positive impact on reading comprehension, vocabulary development, spelling, written style, oral language and control of grammar. Free voluntary reading means that time, typically fifteen minutes a day, is set aside for young people to read what they want to read, even if it is comics or teen romance. Sustained silent reading and self-selected reading are powerful tools for reading development; the longer free voluntary reading is practised in a school, the more consistent the results. Several studies show that free voluntary reading is the way we become readers, develop a good writing style, an adequate vocabulary, advanced grammar, and become accurate spellers. More reading is done where there is a school library and a teacher-librarian. Children also read more when they live close to a public library. A print-rich environment, including larger library collections, and a good reading environment, including comfort and quiet, affect reading, literacy and test scores. Children and young people read more when they are read to, when they see adults reading and when they have access to a wide range of reading material, including magazines [due to reader-specific interest] comic books [typically more complex than adults realize] and teen romances [often 40-50,000 words per novel]. Light reading can and should be a conduit to more serious reading. Krashen, a linguistics professor, contends that to improve reading scores and motivation to read, schools and school districts need to improve school library staffing and collections. If reading is a priority, then every school must improve its school library through more accessible reading material and qualified staff. In addition, to encourage free voluntary reading, schools need to provide time for students to read self-selected material. Long-term development of reading interest and grade level achievement are more assured through print-rich environments, quality literature programs, reduced pressure to achieve on tests and opportunities to read for pleasure and interest. These learning effects and results are even more pronounced for second language learners. Accuracy in writing comes from reading; reading ability comes from reading - skills need to be taught specifically to make texts more comprehensible and to edit writing. For some educational decision-makers, Krashen goes too far in suggesting that literacy-related technology should be de-emphasized until school libraries have adequate print collections and that language testing should be reduced, with the savings in time invested in worthwhile literacy activities and the savings in dollars invested in school library books; nevertheless, the evidence appears to support his case. Canadian studies further suggest that only with qualified teacher-librarians are materials and resources reflective of the Canadian experience acquired or accessed for teacher and student use. In other words, the use of Canadian learning resources, critical to notions of Canadian culture, is more apparent in schools with well-stocked libraries and qualified teacher-librarians. Impact on the teaching and learning environment Recent studies place the school library and teacher-librarian firmly in the context of the school's culture. Where the school fosters and supports collaborative work environments, the collaborative role of the teacher-librarian is more easily achieved. Where this collaboration leads to greater cohesion around instruction, there are greater gains in academic achievement. At the same time, while the teacher-librarian can markedly improve the school's teaching environment, the degree of material and intellectual support the principal is prepared to offer is critical to the success of the teacher-librarian's role. A higher level of awareness about the role of the teacher-librarian among teaching colleagues and students is encouraged by close working relationships between the teacher-librarian and individual teachers or groups of teachers. Again, collaborative program planning and teaching is central to the role of the teacher-librarian, but this is the most difficult part of the job, as collaboration requires a high level of marketing, meticulous planning, effective interpersonal skills and a high degree of bravado on the part of the teacher-librarian. These are not always the characteristics sought by administrators for the school's teacherlibrarian. Both qualitative and quantitative use of resources by teachers and students increases with a qualified teacher-librarian. Prerequisites for achievement Australian researcher Ross Todd has also synthesized the related research as evidence for informed decision-making around school programs. His conclusions are remarkably similar: * A shared educational philosophy centring on inquiry-based learning provides an appropriate and common climate for engaging teacher-librarians and school staff in collaborative, integrated learning opportunities. A "shared philosophy of learning" underpins a shared vision for the learning outcomes, and a commitment to a shared collaborative process. * A process approach focussing on the systematic and explicit development of students' abilities to connect with, and utilize information to construct personal understanding, results in improved performance in terms of personal mastery of content. * The systematic and explicit development of students' abilities to connect with, interact with, and utilize information to construct personal understanding results in more positive attitudes to learning, increased active engagement in the learning environment, and more positive perceptions of themselves as active, constructive learners. Researchers have studied attitudes and feelings of certainty and confidence in the search process, and demonstrate how feelings of uncertainty and poor self-concept can change positively through engagement in active inquiry-centred learning. * The development of student competence is most effective when it is integrated into flexibly delivered instruction at the point of need. * Active reading programs foster higher levels of reading, comprehension, vocabulary development and language skills. * There are benefits to students when school and public libraries communicate and co-operate more effectively. Evidence suggests that students who are active school library users are more likely to have more positive attitudes to public libraries and to use those libraries. * Successful school library programs are ones that set clear expectations and manageable objectives, establish realistic time lines, and gather meaningful and systematic feedback from students and teachers on the impacts of these programs. * School leaders tend to be more supportive when they can see the library actively engaged in the teaching and learning process, and when they can articulate specific impacts of this engagement. Such evidence to them demonstrates people-centred, learning-centred empowerment. Central to the role of the teacher-librarian is the major task of developing school evidence that supports these findings -building the local case in the context of these more global findings, as well as identifying specific local learning dilemmas, and exploring how the school library program might contribute to their solution. Revisiting the school library In the past decade financial constraints have resulted in reductions in support for school library staffing, collections, and technological capabilities. Other jurisdictions which faced these challenges earlier are now re-examining decisions taken during budget reductions. The Chicago Public Schools, for example, a model for school-based decision-making and site management, is rebuilding its central support system for school libraries, integrating libraries, media and technology. That system cannot locate sufficient qualified personnel such that it has developed a university-district partnership to provide access to master's programs in teacher-librarianship for classroom teachers, who are provided with release time. The Los Angeles Public Schools recently embarked on a program to revitalize elementary school libraries due to declining reading scores. The stated goal of the district is to provide qualified teacher-librarians and clerical staff in each elementary school as currently exist in their secondary schools. The California state legislature recently mandated US $28 per student per year for school library resources. The state of Arkansas, like many other states, requires a full-time teacher-librarian in every school to improve student achievement. Most states require qualifications and certification as a teacher-librarian. The DeWitt Wallace Foundation provided US $43 million over five years to local public education foundations to develop partnerships with urban school districts to revitalize school library programs based on the elements of effective programs outlined above, as a catalyst for improved achievement, particularly ibn inner city schools. This was the largest non-governmental school reform effort in the history of the United States. Further afield, the Soros Foundation has provided millions of dollars in grants to revitalize school libraries in countries of the former Soviet Union as instruments of national culture. The World Bank and the East Asia Pacific Bank are funding thousands of school libraries, with trained personnel, to improve student achievement and to spur economic development in Greece, Spain, Sri Lanka and other countries. School libraries, with qualified teacher-librarians, which operate in partnership with the province, the district, administrators and teachers, and according to the principles outlined above, make a difference to student achievement - and that is the bottom line. 72 References Colorado Department of Education. (2002). Library Research Service. Retrieved September 30, 2002, from http://www.lrs.org Didier, E. K. (1984). "Research on the impact of school library media programs on student achievement: Implications for school media professionals." In S. Aaron and P. R. Scales (Eds.), School Library Media Annual 1984 (pp. 343-361). Note: Also published in 1985 in School Library Media Quarterly, 14(1), 33-36. Haycock, K. (1992). What works: Research about teaching and learning through the school's library resource center. Vancouver: Rockland Press. Ireland, L. H. (1991). The impact of school library services on student achievement. Livermore, CA: Petervin Press. Krashen, S. (1992). The power of reading: Insights from the research. Englewood, CO: Libraries Unlimited. Lance, K. C., Welborn, L., & Hamilton-Pennell, C. (September, 1992). The impact of library media centers on academic achievement. Denver, CO: Colorado Department of Education. Lance, K. C., Rodney, M. J., & Hamilton-Pennell, C. (April, 2000). How school librarians help kids achieve standards: The second Colorado study. San Jose, CA: Hi Willow Research. Marchant, M. P., Broadway, M. D., Robinson, E., & Shields, D. M. (1984). Research into learning resulting from quality school library media service. School Library Journal, 30(8), 20-22. Appendix B Sample Evaluation Checklists \| 1. Program focuses on teaching information literacy and promoting reading \| Yes \| Somewhat \| \|---\|---\|---\| \| a. Research connected to a continuum of information literacy skills \| \| \| \| b. Integration of information literacy program across the curriculum \| \| \| \| c. Collaboration between teachers, teacher-librarians, administrators, parents and community members \| \| \| \| d. Teacher-librarian involved in assessment and reporting of student achievement \| \| \| \| e. Equitable access for all students to library programs \| \| \| \| f. Reading and literacy program development, support and implementation \| \| \| \| 2. Staffing model includes qualified, competent and highly motivated teacher-librarian(s), supported by technical and clerical staff \| Yes \| Somewhat \| \|---\|---\|---\| \| a. Collaborative planning and teaching where subject goals and information literacy goals are met through resource-based, research projects. \| \| \| \| b. Teacher-librarian teaching technology and information literacy skills to staff and to students in research projects and on as-need basis \| \| \| \| c. Collection development of a variety of resources based on provincial curriculum requirements and local interests \| \| \| \| d. Efficient management of human resources (clerical, technical staff, student pages, volunteers) \| \| \| \| e. Efficient management of equipment (loans, acquisition and maintenance) \| \| \| \| f. Efficient management of the facility (bookings, layout, furniture, maintenance) \| \| \| \| g. Clerical processes (circulation, acquisitions, budgets, ordering, tracking, cataloguing, shelving, reporting, data entry) \| \| \| \| h. Leadership (incorporation of new learning theories in resource based joint projects, teaching new technologies) \| \| \| \| i. Professional development (e.g. web based activities and opportunities) \| \| \| \| a. Program budget prepared yearly by teacher-librarian, based on curricular needs and interests of all staff and programs \| \|---\| \| b. Budget with a base plus yearly amount per student for long range planning \| \| c. Budget to include on-going and new school initiatives \| \| d. Budget to include resources, supplies, repairs, equipment, service contracts, professional development and capital expenditures \| \| e. Budget that identifies and prioritizes needs of the school \| \| f. Budget that reflects input of stakeholders \| \| g. Funding for special programs - author visits, reading initiatives, etc. \| \| 4. Library has a wide range of appropriate learning resources, which are carefully and expertly selected to meet the formal and informal needs of all learners. \| Yes \| Somewhat \| \|---\|---\|---\| \| a. There is a selection policy that reflects the learning needs of the school \| \| \| \| b. There is balance in the variety of formats (e.g. print, serials, video, audio, electronic, online databases, internet, others) \| \| \| \| c. There is balance in the accessibility levels of materials \| \| \| \| d. Sufficient computer work stations and printers \| \| \| \| e. Sufficient viewing and listening equipment \| \| \| \| f. Sufficient number of items per student (quantitative) \| \| \| \| g. High correlation between resources and learning needs of community i.e. curriculum and interests (qualitative) \| \| \| \| h. The collection is current (weeded and replenished) and in good repair \| \| \| \| i. Access to a central union database \| \| \| \| j. Access to virtual library resources \| \| \| \| k. Access to website information \| \| \| 5. Library has technologies that are current, readily accessible and supportive of cu rr iculum expectations a. Library program teaches effective and responsible use of technologies b. Contains sufficient workstations and software to assist students to seek, analyze, synthesize and communicate information in new and m eani n gf ul ways c. Access for all students and teachers throughout the school to current information resources a nd s ome databases 24/7 d. Organization and management of basic library routines through automated system s. \| 6. Library facilities are safe, flexible, spacious and well- designed to accommodate a variety of learning activities \| Yes \| Somewhat \| \|---\|---\|---\| \| a. Has workspace for individuals, small group learning and class instruction \| \| \| \| b. Is designed to adapt to new emerging technologies and applications \| \| \| \| c. Allows for flexibility in restructuring and reconfiguring library for new and traditional functions, efficiency, quality and growth \| \| \| \| d. Is comfortable - sound, lighting, temperature, wiring, furniture \| \| \| \| e. Is accessible before, during and after the instructional day \| \| \| \| f. Is visually attractive \| \| \| Yes Somewhat No 7. Meaningful involvement with community partners enhances student learning w ith in and beyond the school a. Regular communication with parents and community through a variety of means to reacha diver se audience b. Access to networks of information and sharing within the local, national and global comm un ities d. Participation in distancelearning c. Private sector participation is non-commercial and is not driving the curriculum \| 8. Curricular leadership and technical support at the district level \| Yes \| Somewhat \| \|---\|---\|---\| \| a. Equitable and consistent support for program development and the implementation of new technologies \| \| \| \| b. Centralized support for library technical systems (acquisitions, union databases, cataloguing, automation issues, training) \| \| \| \| c. Centralized support for processing of acquisitions to secure cost efficiencies either through centralized employment of staff to handle bulk processes, or through centralized purchasing. \| \| \| \| d. Centralized resource centre that augments individual school collections for maximum financial accountability \| \| \| \| e. Centralized participation in cost-sharing initiatives (consortia for electronic resources and video co-acquisition purchases) \| \| \| \| f. Centralized support for computer technical services (virtual collections, trouble shooting, training, web page design) \| \| \| Yes Somewhat No Appendix C Students' Information Literacy Needs In The 21st Century: Competencies For Teacher-Librarians Prepared by the Association for Teacher Librarianship in Canada and the Canadian School Library Association, November 1997. Introduction Students in Canada today need to be able to think rationally and logically. With more and more sources of information, both print and electronic, and the increasing difficulty of ensuring that students can derive meaning from this information, the role of the teacherlibrarian becomes central. Teacher-librarians are skilled in accessing and evaluating information regardless of delivery system, book or computer, and providing leadership in the appropriate use of newer information technologies. There is a significant body of research that demonstrates that a qualified teacher-librarian has a positive impact on school culture and student achievement. Indeed, several studies have established that teachers collaborate more in schools with a teacher-librarian and students read more, enjoy reading more, write better, access and use information more effectively and excel in academic content areas. This does not happen by chance, however. In these schools information literacy is incorporated into school and classroom programs because: * The program is recognized as a partnership of the principal, teacher and teacher-librarian, supported by the school district and community; * The district insists on flexible scheduling [the teacher-librarian is not the preparation time or "relief" for classroom colleagues]; * The principal encourages collaboration and team teaching through this flexible schedule; * Teachers acknowledge that the processing and use of information is a school-wide concern, for integration with classroom content instruction; * The teacher-librarian takes the initiative, places a priority on cooperative program planning with colleagues and encourages team planning. The teacher-librarian is a highly skilled teacher, with competencies provided by a combination of teacher education, classroom experience and courses in teacherlibrarianship and information studies. The teacher-librarian should be in the forefront of curriculum and staff development, familiar with the full range of instructional strategies and learning styles, able to organize time and resources, and active in professional concerns within the school and the district. In approving this document, school boards, agencies and professional associations affirm the research evidence that indicates that integrated library programs impact positively on collaboration, leadership and student achievement when the teacher-librarian has experience as a classroom teacher, qualifications in teacher-librarianship, information studies and learning resources management, preferably at the graduate level, and works collaboratively with teachers in flexibly scheduled programs to integrate information problem-solving skills and strategies in the ongoing instructional program. The competent teacher-librarian is committed to: * The principles outlined in the Students' Bill of Information Rights; * Implementing curriculum with colleagues; * Initiating collaboratively planned and taught programs to integrate information literacy in the context of the curriculum; and * The effective use of information technologies. Professional Competencies relate to the teacher-librarians' knowledge and skill in the areas of collaboration and leadership, curriculum and instruction, cooperative program planning and teaching, information resources, information access, technology, management and research, and the ability to apply these abilities as a basis for providing library and information services. Personal Competencies represent a set of skills, attitudes and values that enable teacherlibrarians to work efficiently and effectively, be good communicators, focus on continuing learning throughout their careers, demonstrate the value-added nature of their contributions and thrive in the new world of education. The following sections highlight the major professional and personal competencies of teacher-librarians and provide practical examples of the multitude of roles and tasks that teacher-librarians can perform. The examples are illustrative and are tempered by critical factors such as the nature of school leadership and culture, the climate for collaboration and innovation in the work environment, flexible scheduling, the time allocation of professional and support staff and the specific education and training of the teacherlibrarian to do the job. PROFESSIONAL COMPETENCIES The Teacher-librarian: * Places a priority on staff relationships and leadership in the implementation of change. EXAMPLES: Establishes rapport with school staff, students and the community. Develops a collaborative approach with the principal, teachers and other staff. Provides an environment conducive to learning. Keeps abreast of and communicates developments in curriculum, instructional strategies, and newer information technologies. Participates in the school's governance by serving on advisory and decision-making bodies. * Provides leadership in collaborative program planning and teaching to ensure both physical and intellectual access to information and commitment to voluntary reading. EXAMPLES: Advocates the integration of information skills and strategies in classroom programs through collaborative program planning and team teaching with colleagues. Develops with teachers a coordinated approach to information literacy, including decision-making, problem-solving and research strategies, integrated with classroom instruction. Understands and distinguishes between physical and intellectual access to information. Provides leadership for reading and research programs, incorporating both informational and imaginative literature and technologies. Plans and teaches with teachers from establishing objectives through to student assessment and unit evaluation. * Knows curriculum programs mandated by the province, district and school. EXAMPLES: Is aware of new curricula and implications for implementation. Provides support for teachers through training and implementation. Understands the appropriate integration of resources and technologies with specific curriculum areas. Promotes congruence of stated learning outcomes, delivered curriculum, assessment and supporting resources and technologies. * Understands students and their social, emotional, and intellectual needs. EXAMPLES: Understands child and adolescent growth and development for the age levels of the school. Can respond to student needs and interests. Works with teachers and others to match resources to a variety of learning styles and requirements and to adapt the curriculum and program for students with special needs. * Has expert knowledge in evaluating learning resources in different formats and media, both on-site and remote, to support the instructional program. EXAMPLES: Works within written school and district policies on the selection of learning resources and their appropriate use. Works within a written school policy on the purchase and management of all school resources and their access. Evaluates print, CDROM and on-line versions of databases. Selects the best books, journals, nonprint and electronic resources for specific curriculum areas and specific learning outcomes using authoritative evaluation sources and selection "tools". Organizes teacher involvement in evaluation. Compiles guides to resources both on and off site. Develops and manages a collection of quality materials that reflect resource-based units of study. * Develops and promotes the effective use of informational and imaginative resources in all formats through cooperative professional activities. EXAMPLES: Promotes voluntary reading throughout the school. Develops themes and celebrations that reflect the school's curriculum and unique community. Designs and produces materials for specific instructional purposes, where commercial materials are not available. Assists students and teachers in the effective use of resources and technologies. * Provides appropriate information, resources or instruction to satisfy the needs of individuals and groups. EXAMPLES: Recommends learning resources for specific learning outcomes. Works with individuals and groups to identify' problems, frame questions, check authority, evaluate information and develop critical thinking. Provides guidance on accessing information appropriate to the specific need. Understands the design and structure of bibliographic and other databases. Conducts searches from complex or difficult sources. Answers questions using on-site and remote resources. Assists students and teachers with using authoring tools in print, electronic and multimedia formats. Supports colleagues who are accessing information services from the classroom. * Uses appropriate information technology to acquire, organize and disseminate information. EXAMPLES: Establishes, maintains and teaches the use of an on-line catalogue of the library collection. Works on information management teams to select appropriate software, hardware and security for desktop access. Contributes to a home page for the World Wide Web for the school. Links the library page to other relevant curriculum sites. Informs school community of copyright issues. Keeps up-to-date with new products and modes of information delivery. Plans and participates in the development and provision of information networks. * Manages library programs, services and staff to support the stated educational goals of the school. EXAMPLES: Develops an integrated library program linked to the curricular goals of the school. Develops procedures for the cost-effective selection, acquisition, organization, management and use of resources. Manages professional and support staff Recruits, selects, trains and motivates volunteers. Manages space and equipment. Maintains an inventory of materials and equipment. Plans and manages a budget which reflects the instructional program. Develops a marketing plan for specific audiences. Plans strategies for securing support for learning resource services in the school and community. * Evaluates program and services. EXAMPLES: Actively seeks opportunities for improvement and strives for excellent programs and services. Involves school staff in program evaluation. Conducts regular needs assessments using research tools such as questionnaires, focus groups and interviews. Prepares oral and written reports on program development. Reports regularly and confers with the principal and staff on program implementation. Conducts research related to the solution of information management problems. Demonstrates how library and information services add value to the school. Refocuses programs and services on new needs. PERSONAL COMPETENCIES The Teacher-librarian: * Is committed to program excellence. EXAMPLES: Seeks feedback and uses it for continuous improvement. Celebrates own success and that of others. Takes pride in a job well done. Shares new knowledge with others at conferences and in the professional literature. Uses the research base of education and teacher-librarianship as a resource for improving services. * Seeks out challenges and sees new opportunities both inside and outside the library. EXAMPLES: Takes on new roles in the school community that require an information leader. Uses library-based knowledge and skills to solve a variety of information problems. Expands the library collection beyond traditional media such as books and journals. Creates the "library without walls". * Sees the big picture. EXAMPLES: Recognizes that information seeking and use are part of the creative process for individuals. Sees the library and its information services as part of the bigger process of making informed decisions. Anticipates trends and proactively realigns library and information services to take advantage of them. * Looks for partnerships and alliances. EXAMPLES: Provides leadership in information management. Forms partnerships with other libraries for resource sharing. Seeks alliances with vendors to improve products and services. Seeks alliances with researchers in education and library and information studies to conduct relevant studies. * Creates an environment of mutual respect and trust. EXAMPLES: Knows own strengths and the complementary strengths of others. Is dependable. Values and acknowledges the contributions of others in a problem solving environment. * Has effective communications skills. EXAMPLES: Runs meetings effectively. Presents ideas clearly and enthusiastically both orally and in writing. Requests feedback on communication skills and uses it for self improvement. * Works well with others in a team. EXAMPLES: Seeks out opportunities for team participation. Asks for mentoring from others when needed. Looks for ways to enhance personal performance. * Provides leadership. EXAMPLES: Exercises leadership as a member of teams within the school and community. Seeks opportunities for leadership. * Plans, prioritizes and focuses on what is critical. EXAMPLES: Recognizes that ongoing planning and time management are required. Reviews goals with administrators and colleagues on a regular basis. * Is committed to lifelong learning. EXAMPLES: Advocates for a learning environment to encourage the contributions of staff members. Participates in professional associations. * Is flexible and positive in a time of continuing change. EXAMPLES: Willing to take on different responsibilities and respond to changing needs. Maintains a positive attitude and helps others to do the same. Looks for solutions. Uses technology as an enabler. GLOSSARY OF TERMS Teacher-librarian: A professional teacher with a minimum of two years of successful classroom experience and additional qualifications in the selection, management and utilization of learning resources, who manages the school library and works with other teachers to design and implement resource-based instructional programs. School library: The instructional centre in the school that coordinates and provides on site and offsite access to information, resources, services and programs that integrate information literacy, the intellectual access to information, with teachers, to develop independent learners who are effective users of information and ideas and committed to informed decision-making. School library program: The collaboratively planned and taught units of study developed through the shared expertise and equal partnership of classroom teachers and teacher-librarians based on the principles of resource based learning and designed to achieve the educational goals of the school. Support staff: Under the direction of a teacher-librarian, may include graduates of a post-secondary library technician program who organize and maintain the resources and equipment and provide reference and technical support services to teachers and students; clerical staff who provide support services in areas such as acquisition, circulation, and processing of resources, shelving and filing of materials, and typing or word processing; adult and student volunteers. Information literacy: The ability to: recognize the need for information to solve problems and develop ideas; pose important questions; use a variety of information gathering strategies; locate relevant and appropriate information; assess information for quality, authority, accuracy and authenticity Includes the abilities to use the practical and conceptual tools of information technology to understand form, format, location and access methods, how information is situated and produced, research processes, and to format and publish in textual and multimedia formats and to adapt to emerging technologies. This document is based on prior work by the Association for Teacher-librarianship in Canada and the Canadian School Library Association. The format has been adapted from one developed by the Special Libraries Association (Washington, DC). Prepared by a joint committee of the Association for Teacher-librarianship in Canada and the Canadian School Library Association - Joan Harper (CSLA); Ken Haycock (ATLC/CSLA Chair), Judith Kootte (CSLA); Pat Parungao (ATLC); Liz Austrom (ATLC) - in consultation with provincial and national education groups and associations and a national response panel. Research evidence for these competencies has been reported in scholarly and professional journals and monographs and in Australia, Canada, the United Kingdom and the United States. Appendix D Provincial and Territorial Guidelines for School Library Programs NEWFOUNDLAND AND LABRADOR Learning to learn: Policies and guidelines for the implementation of resource-based learning in Newfoundland Labrador schools. Newfoundland and Labrador Department of Education, 1991. PRINCE EDWARD ISLAND School library policy for the province of Prince Edward Island. Prince Edward Island Department of Education, 1989. NOVA SCOTIA Nova Scotia school libraries: Standards and practices. Nova Scotia Teachers Union, 1987. NEW BRUNSWICK Standards and practices for New Brunswick school libraries. New Brunswick Teachers Association Library Council, 1989. QUEBEC Direction générale d'évaluation et des ressources didactiques. Also: Library resources in the schools: Pedagogical and organizational aspects [English translation]. Québec Ministère de l'Education, 1987. ONTARIO Partners in action: The library resource centre in the school curriculum. Ontario Ministry of Education, 1982. Information literacy and equitable access: A framework for change. Ontario Ministry of Education, 1995. MANITOBA Resource-based learning: An educational model. Manitoba Education and Training, 1994. SASKATCHEWAN Resource-based learning: Policies, guidelines and responsibilities for Saskatchewan learning resource centers. Saskatchewan Education, 1988. ALBERTA Focus on learning: An integrated program model for Alberta school libraries. Alberta Education, 1985. Focus on research: A guide to developing student research skills. Alberta Education, 1990. BRITISH COLUMBIA Developing independent learners: The role of the school library resource centre. British Columbia, Ministry of Education, 1991. NORTHWEST TERRITORIES Guidelines for the development of school information centres. Northwest Territories Education, 1990. Appendix E UNESCO School Library Manifesto The School Library in Teaching and Learning for All The school library provides information and ideas that are fundamental to functioning successfully in today's information and knowledge-based society. The school library equips students with life-long learning skills and develops the imagination, enabling them to live as responsible citizens. The Mission of the School Library The school library offers learning services, books and resources that enable all members of the school community to become critical thinkers and effective users of information in all formats and media. School Libraries link to the wider library and information network in accord with the principles in the UNESCO Public Library Manifesto. The library staff support the use of books and other information sources, ranging from the fictional to the documentary, from print to electronic, both on-site and remote. The materials complement and enrich textbooks, teaching materials and methodologies. It has been demonstrated that, when librarians and teachers work together, students achieve higher levels of literacy, reading, learning, problem-solving and information and communication technology skills. School library services must be provided equally to all members of the school community, regardless of age, race, gender, religion, nationality, language, professional or social status. Specific services and materials must be provided for those who are unable to use mainstream library services and materials. Access to services and collections should be based on the United Nations Universal Declaration of Human Rights and Freedoms, and should not be subject to any form of ideological, political or religious censorship, or to commercial pressures. Funding legislation and networks The school library is essential to every long-term strategy for literacy, education, information provision and economic, social and cultural development. As the responsibility of local, regional and national authorities, it must be supported by specific legislation and policies. School Libraries must have adequate and sustained funding for trained staff, materials, technologies and facilities. They must be free of charge. The school library is an essential partner in the local, regional and national library and information network. Where the school library shares facilities and/or resources with another type of library, such as a public library, the unique aims of the school library must be acknowledged and maintained. Goals of the school library The school library is integral to the educational process. The following are essential to the development of literacy, information literacy, teaching, learning and culture and are core school library services: * supporting and enhancing educational goals as outlined in the school's mission and curriculum; * developing and sustaining in children the habit and enjoyment of reading and learning, and the use of libraries throughout their lives; * offering opportunities for experiences in creating and using information for knowledge, understanding, imagination and enjoyment; * supporting all students in learning and practising skills for evaluating and using information, regardless of form, format or medium, including sensitivity to the modes of communication within the community; * providing access to local, regional, national and global resources and opportunities that expose learners to diverse ideas, experiences and opinions; * organizing activities that encourage cultural and social awareness and sensitivity; * working with students, teachers, administrators and parents to achieve the mission of the school; * proclaiming the concept that intellectual freedom and access to information are essential to effective and responsible citizenship and participation in a democracy; * promoting reading and the resources and services of the school library to the whole school community and beyond. The school library fulfils these functions by developing policies and services, selecting and acquiring resources, providing physical and intellectual access to appropriate sources of information, providing instructional facilities, and employing trained staff. Staff The school librarian is the professionally qualified staff member responsible for planning and managing the school library, supported by as adequate staffing as possible, working together with all members of the school community, and liaising with the public library and others. The role of school librarians will vary according to the budget and the curriculum and teaching methodology of the schools, within the national legal and financial framework. Within specific contexts, there are general areas of knowledge that are vital if school librarians are to develop and operate effective school library services: resource, library, and information management and teaching. In an increasingly networked environment, school librarians must be competent in planning and teaching different information-handling skills to both teachers and students. Therefore they must continue their professional training and development. Operation and Management To ensure effective and accountable operations: * the policy on school library services must be formulated to define goals, priorities and services in relation to the school's curriculum; * the school library must be organized and maintained according to professional standards; * services must be accessible to all members of the school community and operate within the context of the local community; * co-operation with teachers, senior school management, administrators, parents, other librarians and information professionals, and community groups must be encouraged. Implementing the Manifesto Governments, through their ministries responsible for education, are urged to develop strategies, policies and plans which implement the principles of this Manifesto. Plans should include the dissemination of the Manifesto to initial and continuing training programmes for librarians and teachers. The Intergovernmental Council of the UNESCO General Information Programme approved the text of the School Library Manifesto at its meeting in December 1998 and it was ratified by the UNESCO General Conference in November 1999.	<urn:uuid:ecf6f899-ff99-4596-9d77-ebee739f91a1>	CC-MAIN-2017-13	http://www.accessola2.com/SLIC-Site/slic/ail110217.pdf	2017-03-27T10:42:49Z	crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00236-ip-10-233-31-227.ec2.internal.warc.gz	397,694,693	27,765	eng_Latn	eng_Latn	0.905495	eng_Latn	0.996651	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 237, 241, 759, 2099, 2732, 6016, 7439, 7848, 10181, 10955, 10978, 11004, 12970, 13703, 15812, 18027, 19453, 21343, 23788, 24318, 24952, 25873, 26428, 26845, 27319, 28011, 28525, 29204, 29825, 31644, 33445, 35622, 37174, 37787, 38446, 40529, 42797, 46208, 46820, 47792, 49012, 50056, 50658, 52498, 53271, 53866, 55042, 56750, 58798, 60408, 61462, 62185, 63093, 63791, 64505, 65393, 65837, 67785, 70299, 71357, 72260, 73124, 74552, 76530, 79069, 81381, 83917, 85848, 88449, 90956, 93171, 95211, 96576, 97148, 99004, 101300, 103722, 105746, 108832, 111469, 113878, 116652, 119150, 119154, 120507, 122392, 124022, 125252, 126669, 129088, 131277, 133134, 135622, 137592, 139291, 141219, 143377, 144736, 145212, 147461, 149467, 151554 ]	[ 2.1875, 2.8125 ]	2	7
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 \| \|	<urn:uuid:dd923b08-6025-40eb-a72d-8b79b1aac5c1>	CC-MAIN-2018-47	http://beaups.vic.edu.au/uploaded_files/media/1541380626year_1_soi_week_5_and_6_term_4.pdf	2018-11-14T01:09:23Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00281.warc.gz	33,513,602	538	eng_Latn	eng_Latn	0.994419	eng_Latn	0.994419	[ "eng_Latn" ]	false	docling	[ 2574 ]	[ 3.265625 ]	1	0
Sun, Weather, And Climate by John R Herman; Richard A Goldberg The Suns Energy/Weather & Climate - City of Altamonte Springs Solar Caused Climate and Weather System Change . Solar climate project. Participated in the ESA solar climate project ISAC. Meetings. Workshop in Lund How Does the Sun Affect Our climate? Union of Concerned Scientists Sun and climate have been going in opposite directions. Title: Spatial variability and interpolation of stochastic weather simulation model parameters 2A: Solar Energy and the Water Cycle - SERC 16 Jan 2013 . Even small changes in solar activity can impact Earths climate in models for local weather. and the solar activity triggers earthquakes. both Solar Variability and Terrestrial Climate - NASA Science Sun affect our weather and long-term variations of the Suns energy output affect our climate. Solar terrestrial exploration can help estab- lish the physical cause Sun, Climate - LEIF.org Climate What is climate? - Weather Wiz Kids weather information for . 28 Jan 2008 . This energy to the atmosphere is one of the primary drivers our weather. Our climate is also strongly affected by the amount of solar radiation Changes in the Earths Climate Caused by Changes in Solar Activity. It contains life-supporting oxygen and limits the effects of radiation from the Sun. Climate and weather are a result of the physics and chemistry of the atmosphere [PDF] Geology: The Science Of A Changing Earth [PDF] The Embodied Eye: Religious Visual Culture And The Social Life Of Feeling [PDF] Process And Pattern In Culture: Essays In Honor Of Julian H. Steward [PDF] Dictionary Of Professional Management: Authoritative, Comprehensive [PDF] Managing Knowledge In The New Economy [PDF] International Curry Dishes 28 Aug 2009 . Subtle connections between the 11-year solar cycle, the stratosphere, and the tropical Pacific Ocean work in sync to generate periodic weather The Sun-Weather Connection 25 May 2012 . What effect does Earths orbit have on climate change? Is the Earth in a One of those natural cycles involves Earths orbit and its complicated dance with the sun. The first thing you need to know . Climate & Weather. NAPA The Role of Sunspots and Solar Winds in Climate Change . Suns Effect on Earth - Windows to the Universe The Role of Sunspots and Solar Winds in Climate Change. Do these natural phenomena have a greater impact on climate change than humans and Is the SUN driving climate change? Solar activity - and not just . Climate and Weather of the Sun - Earth System - eolss Climate is not the same as weather, but rather, it is the average pattern of weather for a . Seasonal changes are due to the Earth revolving around the sun. Rain SWS - Space Weather - Climate Change and Space Weather Learn how the sun affects our climate in this primer from the Union of . the base of the food chain, and in the atmosphere it warms air which drives our weather. Everything you need to know about Earths orbit and climate change . The Sun is the source of the energy that causes the motion of the atmosphere and thereby controls weather and climate. Any change in the energy from the Sun ?11:00 AM *The sun has gone quiet again during . - Vencore Weather UNESCO – EOLSS. SAMPLE CHAPTERS. ASTRONOMY AND ASTROPHYSICS - Climate and Weather of the Sun - Earth System - Ilya Usoskin, Natalie Krivova. Doubts over climate change link to Suns activity - The Weather . The Earths main energy source is the sun. The sun causes convection within the atmosphere, which in turn affects weather and climate. Find resources here to Tiny Sun Activity Changes Affect Earths Climate Solar Sunspot Cycle The rest is reflected or absorbed by the atmosphere. The energy output of the sun is not constant, it varies over time and it has an impact on our climate. What causes the Earths climate to change? - British Geological Survey Over the last 30 years of global warming, the sun has shown a slight cooling trend. Sun and climate are going in opposite directions. This has led a number of Weather and Climate Basics - National Ocean Service - NOAA Are there other, more subtle ways in which the Sun affects weather and climate? Will the future climate - even our survival - depend on sunspots, flares, coronal . Changing Sun, Changing Climate - American Institute of Physics Finally, the Sun may influence the Earths climate also in other, more . elements of space weather: a storm from the Sun, aurora as seen from space, and aurora Solar Variability, Weather, and Climate - Google Books Result 19 Aug 2014 . Researchers from Lund University in Sweden say the sun influences the climate regardless of weather it is extremely cold or more moderate. LEARNING GOAL/OBJECTIVE. PREREQUISITES. VOCABULARY. The Suns Energy/Weather & Climate. Middle School Earth Science Spring Module 1 Lake Climate Change Facts: The Sun Is Not to Blame Weather . 17 Feb 2015 . Overview The main driver of all weather and climate, the entity which occupies 99.86% of all of the mass in our solar system, the great ball of Sun & climate: moving in opposite directions - Skeptical Science 8 Jan 2013 . These six extreme UV images of the sun, taken by NASAs Solar Dynamics Understanding the sun-climate connection requires a breadth of expertise in . The Effects of Space Weather on Aviation · The First Interplanetary Suns Influence on Climate and Weather Systems Tuesday, August 11, 2015, 09:57 GMT - The Suns activity may not be linked to the rise in global temperatures, according to new research. Previously, it was Sun-Earth - MPS Sun, Weather, and Climate: John R. Herman, Richard A. Goldberg 3 Aug 2015 . Part A: Solar Energy and the Water Cycle Set up the equipment as show The water cycle is important to weather and climate and, ultimately, Since it is the Suns energy that drives the weather system, scientists naturally wondered whether they might connect climate changes with solar variations. EXPLORIT Science Center - Weather and Climate Weather[edit]. Solar activity may also impact regional climates, such as for the rivers Paraná and Po. Measurements from NASAs Solar Solar activity and climate - Wikipedia, the free encyclopedia Some work has revealed the existence of two areas in which space weather might influence global climate change. The first, of solar origin, relates the small Small Fluctuations In Solar Activity, Large Influence On Climate . ?This book introduces the general field of Sun-weather/climate relationships, that is, apparent weather and climate responses to solar activity, and provides .	<urn:uuid:28dbd7b6-dbc6-4afd-aafd-94d336d7c5f7>	CC-MAIN-2018-47	http://abccraftbeers.com/suns-effect-on-earth-windows-to-the-universe.pdf	2018-11-14T00:37:37Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00282.warc.gz	8,066,987	1,395	eng_Latn	eng_Latn	0.988571	eng_Latn	0.985951	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 6445, 6563 ]	[ 2.90625 ]	1	1
Comparing the Food Safety Record of Pasteurized and Raw Milk Products 1 "Milk and milk products—particularly those that are unpasteurized—are potentially hazardous; even pasteurized products have been implicated in outbreaks. Contamination may occur after pasteurization, and no process works perfectly 100% of the time." John M. Leedom PART 1: HISTORY AND DEFINITIONS Historical Perspective Early last century milk products caused approximately 1 out of every 4 outbreaks due to food or water in the United States (Weisbecker 2007). As we begin the 21st century in this country, dairy products cause the fewest outbreaks of all the major food categories (e.g., beef, eggs, poultry, produce, seafood) (CSPI 2008). This drastic improvement in the safety of milk over the last 100 years is believed to be due primarily to pasteurization, and improved sanitation and temperature control during the processing, handling, shipping and storage of fresh milk products. In 1948, Michigan was the first state in the US to require pasteurization. In 1987, the FDA mandated pasteurization of all milk and milk products for human consumption effectively banning the shipment of raw milk in interstate commerce with the exception of cheese made from raw milk, provided the cheese has been aged a minimum of 60 days and is clearly labeled as unpasteurized. A recent survey conducted by state agriculture departments found that 29 states currently allow some form of on- or off-farm raw milk sales, but only 13 permit retail sales (Oliver et al, 2009). Definitions: Milk is Milk? A typical dairy case at a major grocery store today contains numerous choices for the customer. There is milk labeled with different levels of fat content, and where retail raw milk sales are allowed, the consumer may choose between conventional, organic, and raw milk products, as well as homogenized or non-homogenized. In addition to fluid milk, other dairy products include butter, cheese, cream, ice cream, colostrum, yogurt, kefir, and other fermented dairy products. Below are some basic definitions of raw and pasteurized milk. Raw (unpasteurized): "raw" or "unpasteurized" refers to a dairy product that has received no heat treatment to destroy pathogens or spoilage organisms. WAPF promotes a more refined definition for raw milk, termed "real milk," that also includes organic, non-homogenized, "grass fed," and produced from certain breeds of cattle as criteria. Pasteurized: Pasteurization was named after Louis Pasteur, who discovered the process for the preservation of wine. When talking about milk, pasteurization 1 Originally published in Food Poisoning Journal, December 11, 2009. refers to the heating of milk or milk products to a certain temperature for a specific period of time. The purpose of pasteurization is to destroy disease causing and spoilage organisms. The Grade A Pasteurized Milk Ordinance allows for different combinations of time and temperature: * High Temperature Short Time (HTST): uses metal plates and hot water to raise milk temperatures to at least 161° F for not less than 15 seconds following by rapid cooling * High Heat Short Time (HHST): similar to HTST, but uses slightly different equipment and higher temperatures for a shorter time * Ultra Pasteurized (UP): milk is heated to not less than 280° F for two seconds * Ultra High Temperature (UHT): milk is heated until sterile Among these methods, only UHT milk is sterile (shelf stable), and does not require refrigeration. The other methods of pasteurization do not destroy all organisms, thus milk whether raw or pasteurized eventually spoils, and must be refrigerated to prevent the growth of pathogens. Homogenized: Homogenization is a process that breaks the fat globules in milk into smaller particles, which prevents the cream layer from separating and floating to the top of the milk. Most conventional pasteurized milk is homogenized whereas organic pasteurized milk and raw milk are often non-homogenized. Raw Bovine Colostrum Colostrum is the "first milk" produced by the mammary gland of an animal after giving birth. Consumption of raw bovine colostrum appears to be increasing in popularity among raw milk drinkers, and has been associated with two recent foodborne disease outbreaks in California (CDC 2008; CDPH 2008). Unlike raw milk, raw bovine colostrum is regulated as a nutritional supplement. The Debate The controversy over banning raw milk sales has raged since pasteurization was first introduced over 100 years ago. Throughout decades of debate, the public health and medical communities have remained steadfast in their support of pasteurization as a key measure to protect the public health. In the 1980's, a fierce legal battle was fought in California, which culminated in the closure of the largest raw milk dairy in the nation at the time and a Citizen's Petition that successfully banned interstate shipment of raw milk. Today, the Campaign for Real Milk created by WAPF is currently among the most vocal of the groups that promote consumption of raw dairy products and eschew pasteurization. PART 2: BACTERIA AND OTHER MICROORGANISMS IN MILK: THE GOOD, THE BAD, AND THE UGLY Occurrence of Foodborne Pathogens in Milk and the Dairy Environment Healthy dairy animals such as cattle and goats may carry foodborne pathogens (e.g., Campylobacter, E. coli O157:H7, Listeria monocytogenes, Salmonella; see "cons" for a more extensive list). Occasionally, some of these bacteria cause mastitis (infection and inflammation of the udder), and may be shed directly into the milk. Certain strains of Salmonella and Listeria monocytogenes can cause serious systemic illness in ruminants. For example, Salmonella Dublin is a strain that is host adapted to cattle, and can lead to severe diarrhea and death in both cattle (especially calves) and humans. Several authors have conducted extensive surveys of foodborne pathogens in bulk tank raw milk (BTM) and the dairy environment (Hancock et al 1998; Jayarao et al, 2006; LeJeune et al, 2009; Oliver et al, 2005; Oliver et al, 2005; Shere et al, 1998). BTM is milk from multiple cows mixed and stored in a container. Modern conventional dairies usually ship their milk in tanker trucks off-site for pasteurization. Milk from multiple farms may be mixed together. The majority of milk produced for pasteurization comes from confined animal feeding operations (CAFOs). In contrast, most commercial raw milk produced for human consumption in the US comes from pasture-based management systems as promoted by the Weston A. Price Foundation (WAPF). Milk from multiple cows may be mixed together and stored in a container, but raw milk from multiple farms is not usually combined. An exception would be "outsourcing" where the dairyman purchases additional milk from surrounding dairies to meet supply needs. This practice is probably uncommon, but considered dangerous because outsourced milk is not produced as required for the Grade A raw milk designation. The most recent review of the literature on foodborne pathogens in BTM was published by Oliver et al (2009). The range in prevalence for BTM was summarized as follows: Campylobacter: 2 – 9.2% E. coliO157:H7: 0 - 0.75% Listeria monocytogenes: 2.8 - 7.0% Salmonellaspp: 0 – 11% Shiga-toxin E. coli: 2.4 - 3.96% Yersinia enterocolitica: 1.2 – 6.1% WAPF has raised a valid concern about using these surveys when assessing the occurrence of foodborne pathogens in commercial raw milk (e.g., raw milk sold legally on- or off-farm in the US). Because the BTM tested in these surveys was likely destined for pasteurization, the data does not specifically address the microbial quality or pathogen prevalence in Grade A raw milk sold for human consumption. Additional research is needed that compares BTM samples from licensed raw milk dairies to BTM intended for pasteurization. Furthermore, to fully understand the risk of pathogen contamination in raw milk being purchased and consumed in the US, surveys are needed that examine the prevalence of foodborne pathogens in raw milk produced by licensed, inspected raw dairies; unlicensed, "black market" raw dairies; and raw dairies selling their products as "pet food." Raw Bovine Colostrum A recent survey of dairies in Pennsylvania by Houser et al (2008) found Salmonella in 15% of the colostrum samples; the mean standard plate counts (SPC) and coliforms were very high: 977,539 CFU/ml and 323,372 CFU/ml, respectively (see Oliver et al, 2009, for a broader discussion of sanitation standards). It was not specified in the paper if these dairies surveyed in Pennsylvania sold raw bovine colostrum for human consumption. Additional surveys are needed to study foodborne pathogens and sanitary standards in raw bovine colostrum from dairies that market the product as a nutritional supplement for humans. How is Milk Contaminated with Pathogens? Milk from healthy cows is usually sterile when it exits the mammary gland. The initial mechanisms for raw milk contamination with pathogens are the same whether the milk is destined to be consumed raw, or pasteurized: * Mastitis and shedding of the pathogen directly from the cow's udder into the milk * Entry of bacteria into the milk from the cow's skin, or via manure and dirt in the dairy environment * Transfer of pathogens by vectors if they come in contact with the raw milk (for example, flies may carry pathogens on their legs and mouthparts) * Human carriers transferring pathogens from their hands to the milk The major difference between raw and pasteurized milk is the fact that the heat treatment during pasteurization destroys pathogens that may have entered the raw milk as described above. Both raw and pasteurized milk can be contaminated during bottling, shipment, and storage. Pasteurization only destroys the pathogens in the milk at the time of processing; if unsanitary conditions allow pathogens to re-enter the milk later, it will be contaminated again. There are two general causes of intentional contamination of pasteurized milk: 1. Equipment failure: The pasteurization equipment fails and there is raw milk in the product sold as pasteurized. This can happen if the temperature is not high enough, or if the milk is not heated long enough. For example, in 1984, an outbreak of Salmonella Typhimurium occurred in a convent in western Kentucky (CDC, 1984). There were 16 illnesses and one patient developed a Guillain-Barretype illness. The convent had a steam pasteurizer and investigators believe that the temperature may not have been high enough and/or the holding time was too short. The convent had no time-temperature gauge to record and monitor the process. 2. Post-pasteurization contamination: the milk is contaminated after pasteurization, usually through unsanitary handling of the milk. An example of post-pasteurization contamination involving a multi-drug resistant strain of Salmonella Typhimurium occurred in Pennsylvania and New Jersey in 2000 (Olsen et al, 2004). There were 93 illnesses and at least 6 hospitalizations. No Salmonella was isolated from the milk, but investigators concluded that the milk was most likely contaminated after pasteurization due to unsanitary conditions at the processing plant. For example, high humidity and excessive condensation in the plant could have produced droplets carrying Salmonella that fell into open containers of the pasteurized milk. Intentional Contamination: In the Age of Bioterrorism Intentional contamination of the food supply through a bioterror attack has become an increasing concern. Wein and Liu published a provocative paper in 2005, where they modeled the vulnerability of pasteurized milk though the farm-to-consumer supply chain using botulinum toxin. They considered milk a possible target because of its symbolic value in society. The authors concluded that due to the rapid distribution and consumption of milk, an attack could result in several hundred thousand individuals poisoned with botulinum toxin. Conventional pasteurized milk supply is far more vulnerable to a massive poisoning compared with today's raw milk supply. Several enormous, natural foodborne disease outbreaks involving pasteurized dairy products illustrate this point (Ryan et al, 1987; Hennessy et al, 1996). However, recent petitions to FDA to expand the raw milk supply chain by lifting the interstate ban on shipment could potentially increase the vulnerability of raw milk to larger outbreaks because a single contaminated lot would be consumed by many more individuals across a wider geographic area. "Good" vs. "Bad" Bacteria: Probiotics and Dairy Products One of the major concerns expressed by WAPF and other raw milk advocacy groups is that heat treatment by pasteurization destroys "good bacteria," as well as pathogens. An example of "good" bacteria would be probiotics. A simple definition of a probiotic is a live microorganism (such as Bifidobacteria and Lactobacilli) that is beneficial to health when consumed. An example of a benefit from probiotics would be improved digestion. Although raw milk may contain "good bacteria," it is debatable whether raw dairy products fit the scientific definition of a probiotic food (see my previous review on Raw Milk Pros). Animals do not excrete "good bacteria" in their milk (usually milk is sterile when it exits the mammary gland). Both "good" and "bad" bacteria enter milk by the same mechanisms as described above. Sanitation during milking and processing at a raw milk dairy to prevent pathogens from entering the milk will very likely also lower the levels of probiotic bacteria. The ultimate question for the consumer is whether the trade off is worth the risk. It is worth noting that there is very little research on this topic. For example, studies are needed to measure the species and concentration of "good" bacteria in commercial raw dairy products to determine if they are sufficient to confer a probiotic effect. In recent years, pasteurized dairy products containing probiotic bacteria have become increasingly popular. Products such as Activia® and DanActive® contain specific species and numbers of live probiotic microorganisms that are added to the dairy product after pasteurization to kill harmful bacteria. Addressing the WAPF Claim: Raw Milk Kills Pathogens An unsubstantiated claim by WAPF relates to the idea that raw milk is safe because the "good" bacteria and specific components in the unheated milk will destroy pathogens. A comprehensive review of this topic is beyond the scope of this paper. Briefly, the evidence that WAPF uses to promote this claim comes primarily from a paper by Doyle and Roman (1982) where Campylobacter jejuni was found to die-off at a more rapid rate in raw milk compared with sterile milk. However, the number of C. jejuni organisms in raw milk did not drop to a level below the infectious dose until about 7 days after inoculation. Furthermore, most C. jejuni stains also died-off in sterile milk, but not until a couple days later. WAPF does not make this distinction when promoting the safety of raw milk. Another consideration not addressed adequately by WAPF in their claims about raw milk safety is the importance of temperature abuse. Both raw and pasteurized milk are rich in nutrients, and if stored above refrigeration temperatures, can serve as an excellent medium for growth of pathogens (Wang et al, 1997). A more extensive discussion on competitive exclusion and consumer perceptions was recently published by Rose (2009) as a White Paper. In response to the Rose paper, Beals (2009) published a review of four papers in the WAPF newsletter (Doyle and Roman, 1982; Massa et al, 1999; Pitt et al, 2000; Wang et al, 1997). Beals is selective in the data he portrays in his article, essentially "cherry-picking" the results to in order to promote the unproven idea that raw milk "kills pathogens," despite the fact that the authors present data that also shows survival and/or growth of pathogens including Campylobacter, E. coli O157:H7, and Listeria. Notably, the World Health Organization has published an extensive review of the risks and benefits of using the lactoperoxidase system for biological control in raw milk (FAO/WHO 2005). Their report concludes: "It is obvious that the science behind competitive exclusion remains incomplete, and certainly does not warrant a broad conclusion that raw milk is consistently safer than pasteurized milk based on "good bacteria" out-competing pathogens." Specifically, this natural system is considered by WHO for use in developing countries that lack cooling systems and pasteurization. Clearly, in the US, we should not rely on an unpredictable method to prevent foodborne illnesses from raw milk products. PART 3. FOODBORNE ILLNESSES AND DISEASE OUTBREAKS FROM RAW AND PASTEURIZED DAIRY PRODUCTS Several sources were used to analyze the available data including Centers for Disease Control and Prevention (CDC) foodborne disease outbreak surveillance tables, an online outbreak database published by the Center for Science in the Public Interest (CSPI), public health reports such as the Morbidity and Mortality Weekly (MMWR), peerreviewed manuscripts, and CDC Line List of dairy outbreaks from 1973-2005 produced in response to a Freedom of Information Act (FOIA) request to CDC by the Farm to Consumer Legal Defense Fund (FTCLDF). These data sources are useful in comparing trends and potential risk factors, but several limitations must be noted. First, not all foodborne illnesses are reported to CDC as described by Mead et al (1999). For example, two notable outbreaks in California are missing from both the CDC and CSPI databases: a large outbreak of campylobacteriosis in 2006, involving over 1,644 illnesses among inmates that was linked to pasteurized milk produced by an on-site prison dairy (Jay et al, 2007) and another campylobacteriosis outbreak in 2007, that caused 8 illnesses following consumption of commercial raw milk and/or raw colostrum (CDPH 2008). There are additional examples of discrepancies between the CDC surveillance line listings, public health reports, and the peer-reviewed literature; however, these differences exist for both raw and pasteurized milk, as well as other food products. Second, state and local health departments vary in the level of resources available for foodborne disease outbreak investigations; therefore, some outbreaks are investigated more intensively than others. Given all of these considerations, there is no indication of a "systematic bias" against raw milk, as suggested by the Weston A. Price Foundation (WAPF). Foodborne Disease Surveillance and Outbreak Investigation: The Smoking Gun A major misconception by WAPF is that outbreak investigations involving raw milk are conducted in a substantially different (and biased) way compared with the techniques used for pasteurized milk, or other foods (e.g., spinach, deli meats, ground beef, etc.). In reality, outbreaks from raw and pasteurized milk are investigated using the same approaches, and both are subject to the same limitations as described above. Below are some examples of misleading statements from WAPF in their response to outbreak papers cited in the Raw Milk Cons review: "When they tested the milk for C. jejuni, however, none could be found...Over and over again, investigators blame C. jejuni outbreaks on raw milk despite negative milk samples." Isolation of the "outbreak strain" from a food product provides strong support ("The Smoking Gun") for epidemiological studies implicating the same food; however, a positive food sample is not a requirement to take action to prevent new illnesses (e.g., recall and/or stopping distribution of an epidemiologically implicated food). Often, there is no leftover food product to test, especially if it is perishable such as milk or produce. Or, the test may be negative because the pathogen already died-off in the leftover milk due to the lag between the time the patient drank the milk and the time the outbreak investigation started. Despite these limitations, the "outbreak strain" has been isolated from raw milk during investigations (Table 1, Figure 1a). Likewise, many examples of pasteurized milk-related outbreaks exist where milk samples tested negative (Table 2, Figure 1b), but investigators still concluded that the pasteurized milk was the most likely source. Note that when resources permit, DNA fingerprinting is used during both pasteurized and raw milk outbreak investigations to compare isolates from patients, milk products, and the farm environment. "VERDICT: no evidence of illness" WAPF repeatedly uses this phrase when dismissing a raw milk-related outbreak, usually citing negative milk sample tests. Yet, they do not provide any caveats or dismissals of pasteurized milk–related outbreak investigations where milk testing results were negative. This double standard used by WAPF is inherently biased, and could mislead consumers. Their press release concerning a recent campylobacteriosis outbreak in Wisconsin illustrates this point. "Finally, most studies associating raw milk with illness never pinpoint where along the line of production the contamination occurred." In most dairy outbreaks, regardless of pasteurization status, the exact mechanism of contamination is never found. However, a commonality in virtually all milkborne outbreaks is sanitation. Dairies are not clean environments, regardless of whether it is a small "grass fed" farm, or a large CAFO. Cows produce copious amounts of manure, and can readily contaminate the milking parlor and equipment (Figures 1a and 1b). Sanitation can also be a major problem during the production of Mexican-style soft cheeses such as queso fresco (Figure 1c). The Outbreaks A combination of data sources were used to create Table 1 (raw milk outbreaks) and Table 2 (pasteurized milk outbreaks). Oliver et al (2009) also recently published tables showing reports of raw and pasteurized milk outbreaks from 2000-2007. Additional references on raw milk-related illnesses and outbreaks were documented last year in the raw milk cons paper, and Kansas State University and Cornell University have compiled online listings of raw milk-related outbreaks. Taken together, the data shows that both pasteurized and raw milk products can be important sources of foodborne illness. However, as discussed in Part 1 of this series, dairy products as a whole currently cause the fewest outbreaks of all the major food categories (e.g, beef, eggs, poultry, produce, seafood) (CSPI 2008). Results from FTCLDF FOIA Request Analysis A more in-depth analysis of the outbreaks was conducted using the Line List from CDC obtained through a FTCLDF FOIA request. This dataset was chosen because WAPF and other raw milk advocacy groups often refer to it. The data sent by CDC included "Year," "Estimated Total (illnesses)," "Food," and "Pathogen." This information was entered into an Excel file, and a new variable was added called "Category." For several outbreaks, the line listing did not specify if the "Food" was "raw/unpasteurized" or "pasteurized." For example, the food is listed as just "milk" or "chocolate milk." For the purpose of this analysis, an assumption was made that the unspecified foods were most likely pasteurized products. A total of 134 outbreaks were listed from 1973-2005, mostly from bacterial causes. Figure 2 shows the number of outbreaks and percentages by "Food" type as originally described in the line listing. Figure 3 shows the number of outbreaks and percentages using the food assigned to three general "Categories:" pasteurized, raw, or queso fresco Mexican-style cheese. Queso fresco was described as a separate category because it is often not known how the product was produced (outbreaks are commonly linked to illegal "bathtub cheese" operations, or illegal imported cheeses from Mexico). Disproportionate Number of Outbreaks due to Raw Milk Consumption: Only ~1% of people drink raw milk in the United States, yet raw dairy products cause over 50% of the milkborne outbreaks WAPF and public health officials generally estimate that only 1% of the population drinks raw milk (Headrick et al, 1997). If the risk from raw and pasteurized dairy products was equal, or if raw dairy products were actually safer as WAPF states in their documents, we would expect that raw dairy-related outbreaks would be 1% or less of the total number of outbreaks. Instead, raw dairy products (excluding queso fresco) caused 75 (56%) outbreaks compared with 47 (35%) outbreaks associated with pasteurized milk products (Figure 4). In other words, there should have been only 1-2 raw dairy-related outbreaks among the 134 reported during that time period given the small estimated number of raw milk drinkers. Most Pasteurized and Raw Dairy Outbreaks involve less than 50 illnesses As discussed previously in Part 2, pasteurized milk can be more susceptible to massive outbreaks involving large numbers of illnesses because more consumers drink pasteurized milk, and there is wider distribution of the product. However, outbreaks with more than 1,000 illnesses are relatively rare, and appear to occur about once per decade (Table 2). An analysis of the illnesses from dairy products using the CDC line listing from FTCLDF is shown in Table 3. The majority of outbreaks for both pasteurized and raw dairy products, as well as queso fresco Mexcian style cheese, usually involved fewer than 50 illnesses. In this database, 4 raw milk outbreaks were associated with over 100 illnesses. Notably, a multi-state outbreak of Salmonella Enteritidis involving over 200,000 illnesses from ice cream (Hennessy et al, 1996) was not listed in this database, possibly due to the fact that cross-contamination of the ice cream by raw eggs during transportation most likely caused the outbreak (thus the outbreak may have been classified as "egg" rather than "dairy" related). Campylobacter and Salmonella cause the largest number of dairy-related outbreaks Table 4 shows a breakdown of the reported outbreaks in the FTCLDF CDC line listing by agent (bacterial, viral, or chemical). The majority of outbreaks were due to bacterial pathogens. Notably, Campylobacter was the most common cause of raw milk-related outbreaks with almost 80% attributed to raw milk/cheeses despite claims by WAPF that raw milk "kills" pathogens, especially Campylobacter. Salmonella was the second most commonly reported pathogen overall, and the most frequent agent linked to pasteurized milk outbreaks. PART 4. WEIGHING THE RISKS AND BENEFITS: MAKING A DECISION AT THE DAIRY CASE, FARMERS' MARKET, OR ON THE FARM As described previously, there is considerable variation from state-to-state in the way raw dairy products are regulated in the US. Only a few states allow retail stores or farmers' markets to sell raw milk, while others restrict sales to on-farm purchases, or ban raw milk altogether (Oliver et al, 2009). The FDA allows cheeses made with raw milk to be sold interstate so long as they have been aged for 60 days. For consumers who live in states where both pasteurized and raw milk are sold legally for human consumption, there are three broad considerations to weigh when making a choice between the products: I. Food Quality: including taste, nutrients and other health benefits II. Food Safety: potential for contamination with dangerous pathogens or toxins III. Value: including cost to purchase, as well as values such as environmental stewardship, support for community farms I. Quality and Health a. Nutrients The websites that promote raw (unpasteurized) milk products often claim that there are substantial losses in nutrients due to the heat treatment used during pasteurization. In contrast, public health agencies such as the FDA and CDC cite nutritional analyses showing that the losses in nutritional content after pasteurization are negligible for the key nutrients that milk provides in the human diet. A comparison of the nutrition labels on raw and pasteurized milk purchased at a retail store shows very little difference between commercial raw, organic milk and organic or conventional pasteurized milk products. A. Raw whole milk, organic, unhomogenized. B. Pasteurized whole milk, organic, unhomogenized. C. Pasteurized whole milk, conventional, homogenized, fortified with vitamin D b. Health Benefits Overall, the medical benefits of dairy products (raw or pasteurized) beyond basic nutrition are unclear. The "raw milk pros" review published previously showed results from epidemiological studies in Europe that suggested consumption of raw milk products in childhood may help prevent some allergic conditions (e.g., asthma, hay fever, eczema). Both raw and pasteurized dairy producers have also made claims about beneficial or "probiotic" bacteria, and their effects on digestive health and immunity. The science behind probiotics in dairy products such as yogurts and kefirs is an active area of research (Sanders 2009). Although dairy products may provide health benefits beyond nutrition, consumers should be wary of product claims that appear to be implausible, or "too good to be true." For example, WAPF promotes raw milk consumption for its curative effects on conditions ranging from autism to allergies to tooth decay to lactose intolerance and heart disease. It seems implausible that one food product could provide so many different and unrelated health benefits, which suggests that the claims may be primarily a marketing strategy not founded in sound medical research. c. Taste The sensory qualities of milk, cheeses and other dairy products include taste, texture, and aroma. These qualities are mostly subjective, and depend on personal preference. For example, traditional Mexican-style soft cheeses such as queso fresco made with raw milk have a distinctive flavor; however, these raw cheeses have also been associated with a number of outbreaks and illnesses. An interesting intervention to address an ongoing problem with Salmonella in queso fresco cheeses occurred in Yakima County, Washington. Several agencies worked together with the Hispanic community to develop a pasteurized milk queso fresco recipe with a taste and texture as desirable as the raw cheese product (Bell et al, 1999). The educational effort, termed "The Abuela Project" ("abuela" is "grandma" in Spanish) successfully reduced the incidence of Salmonella in that community. II. Food Safety In Part 3, CDC data on milk-related outbreaks from 1973-2005 was analyzed. To examine more recent food safety trends, data from surveillance records and the literature from 2000-2007, was analyzed and summarized in the attached tables. This period also coincides with the time that WAPF has been most active in promoting raw milk sales. As before, the type of milk was divided into three categories: * Pasteurized milk/cheese * Raw milk/cheese * Mexican-style fresh queso fresco cheese (see photo and description in Figure 1c, Part 3) The analysis summarized in Table 6 focused on the four pathogens most often implicated in dairy-related foodborne disease outbreaks: Campylobacter, E. coli O157:H7, Listeria monocytogenes, and Salmonella. The limitations and caveats relating to this type of analysis using surveillance data were described previously in Part 3. Most importantly, we know that many outbreaks and illnesses are not reported to health departments (Mead et al, 1999), thus these numbers are an underestimation of the true burden of illness. But, despite these limitations, the statistics provide a useful snapshot of differences between these three categories of milk products. Table 6 shows the number of outbreaks and illnesses for four major pathogens involved in dairy-related outbreaks from 2000-2007 in the United States. In summary: Outbreaks: * Raw dairy products caused 42 (75%) of 56 dairy-related outbreaks during this 8year period due to the four major pathogens, which is almost 5 times more outbreaks compared with pasteurized dairy products and about 8 times more outbreaks compared with queso fresco cheeses. * Outbreaks cause a burden on the public health system because each one must be investigated to determine the cause and prevent future illnesses. Furthermore, outbreaks often involve recalls, which hurt the industry through loss of product, and loss of consumer confidence in milk. * Both pasteurized and raw milk outbreaks have resulted in farm closures including Whittier Farms in Massachusetts in 2007 (pasteurized milk, listeriosis) and, more recently, Simsbury Town Farm Dairy in Connecticut (raw milk, E. coli O157:H7). Illnesses * Pasteurized dairy products caused 2,181 (65%) of 3,371 milkborne outbreakrelated illnesses for these four major pathogens, which was approximately 2 times as many illnesses compared with raw dairy products and queso fresco cheeses during this recent 8 year period. * 84% of these pasteurized milk-related illnesses were due to campylobacteriosis from milk produced and distributed at prison facilities (not sold to the general public). * These illnesses cause suffering and costs to individuals and their families, as well as increased stress on the health care system. The Pathogens Campylobacter: Raw dairy products caused 34 (94%) of the Campylobacter outbreaks compared with only 2 from pasteurized milk and none due to queso fresco from 20002007 (Table). The two large campylobacteriosis outbreaks due to pasteurized milk involving 1,844 illnesses were both associated with prison dairies, which suggests that prisoners may be at increased risk of Campylobacter infections if there is postpasteurization contamination during processing at on-site dairies. The disproportionate number of Campylobacter outbreaks from raw milk is not a new trend. Indeed, since first identified as a human pathogen in the late 70's, Campylobacter has repeatedly been linked to raw milk outbreaks. In a review of Campylobacter outbreaks in 10 different countries from 1978 to 2002, Miller and Mandrell (2005) identified only 5 outbreaks traced to pasteurized or heat-treat milk compared with 68 outbreaks from consumption of raw dairy products. Unfortunately, WAPF often uses conspiratorial arguments to discount the problem with Campylobacter in raw milk, rather than helping raw dairy producers address the ongoing contamination events with this foodborne pathogen in their products, or downplay the importance of the illnesses. Campylobacter infections usually result in full recovery, but about 1 in 1,000 patients may develop Gillain Barre syndrome (GBS) and become permanently paralyzed. As an example, there was a tragic case of GBS in a previously healthy woman who drank raw milk purchased through an unlicensed herdshare program in 2008; leftover raw milk still in her refrigerator tested positive for Campylobacter. E. coli O157:H7: From 2000-2007, there were 5 raw milk-associated outbreaks with 232 illnesses including several HUS cases among children compared with 1 outbreak linked to queso fresco cheese and no outbreaks linked to pasteurized milk (Table). In general, milk-related outbreaks due to E. coli O157:H7 are uncommon, but almost always associated with raw milk products when they occur (Rangel et al, 2005; Hussein et al, 2005). The severity of some of the recent E. coli O157:H7 illnesses associated with raw milk and/or raw colostrum consumption by children should be a cause for concern, yet WAPF and other raw milk advocates frequently dismiss these illnesses despite strong epidemiological and laboratory evidence implicating raw milk. For example, two raw milk dairies that specifically followed WAPF principles were associated with 6 cases of HUS among children in Washington and California in 2005-2006 (CDC 2007; CDC 2008). During the Washington investigation, unsanitary conditions were found at the dairy, and the outbreak strain was isolated from the raw milk (see Figure 1a, Part 3 ). The California investigation revealed very high coliform counts in the raw milk and raw chocolate colostrum, which suggested fecal contamination. Although the outbreak strain was not isolated from raw milk during that investigation, other E. coli O157:H7 strains were found in feces from heifers on the dairy. Notably, the California dairy owner later admitted to buying and bottling raw colostrum from surrounding dairies not licensed to sell Grade A raw milk in order to meet his supply demands (a dangerous practice called "outsourcing"); thus, it is theoretically possible that the outbreak strain was introduced into the implicated raw milk dairy from colostrum that was destined to be consumed by calves and/or pasteurized. In 2008, two more E. coli O157:H7 outbreaks were linked to raw goat's milk sold illegally in Missouri and raw cow's milk from a Connecticut dairy, respectively. Three children were hospitalized due to HUS, and the Connecticut dairy ultimately closed down. An injunction was sought in the Missouri case. Listeria monocytogenes: From 2000-2007, there were 3 queso fresco- and 2 pasteurized milk-related outbreaks involving several deaths, still births, premature deliveries (Table). During that same time period, there were no reported outbreaks linked to raw dairy products except those involving queso fresco or Mexican style cheese. In general, dairy products are considered moderate to high risk for listeriosis infections, second only to deli meats and other ready-to-eat processed meats (Swaminathan and Gerner-Smidt, 2007). Pregnant women and persons with weakened immune systems are at much great risk of serious illness from listeriosis than the general population. Historically, soft Mexican-style cheeses such as queso fresco have been associated with severe listeriosis outbreaks, especially cheeses prepared illegally under unsanitary conditions. Sanitation problems were identified as the key factors in both of the recent listeriosis outbreaks that were published. The North Carolina outbreak in 2000-2001, involved consumption of Mexican-style cheese made from raw milk. The cheese was manufactured illegally, and the "outbreak strain" was found in 4 cheese samples and raw milk taken from the farm that supplied the milk (CDC 2001). The Massachusetts outbreak in 2007, involved pasteurized milk from a local dairy and bottling facility that was likely contaminated with Listeria over an extended period of time; three patients died as a result of their infections, and the dairy ultimately shut down. The Massachusetts outbreak underscores the vulnerability of dairy products to becoming contaminated after pasteurization if stringent hygiene is not maintained throughout processing, bottling, and handling of the milk. Salmonella: From 2000-2007, there were 4 (329 illnesses) pasteurized-, 3 (163 illnesses) raw-, and 1 (135 illnesses) queso fresco-related outbreaks of salmonellosis (Table). Notably, over one-third (233 of 588 illnesses) of the salmonellosis cases during this period were from multidrug resistant strains (MDR) of Salmonella Newport. These outbreaks from MDR Salmonella Newport were linked to raw cheese served at a picnic in 2001 (multistate), pasteurized milk in California in 2004, and Mexican-style cheese served in homes in Illinois in 2006 (Oliver et al, 2009; CDC 2008b), which suggests that the problem may be important in all three categories of dairy products (e.g., pasteurized milk, raw milk, and queso fresco cheese). Additionally, Olsen et al (2004) described an outbreak of MDR Salmonella Typhimurium linked to milk contaminated postpasteurization involving 96 illnesses in 2000. The issue of antibiotic resistant Salmonella strains in dairy products (whether raw or pasteurized) is a cause for concern. Although no recent review paper was available, the epidemiology of Salmonella in dairy products appears to be changing. It is also worth noting that a major shift in raw milkassociated salmonellosis occurred over the last three decades. Specifically, in the 70's and 80's, there were significant problems with Salmonella Dublin infections and deaths linked to a single, large certified raw milk dairy in California (Werner et al, 1979; Richwald et al, 1988). Since that dairy shut down, the salmonellosis problem with raw dairy products has been greatly reduced in the US. Likewise, in the 80's and 90's, two of the largest ever documented salmonellosis outbreaks were linked to pasteurized dairy products including milk (contaminated after pasteurization) and ice cream (crosscontaminated with raw eggs) (Ryan et al, 1987; Hennessey et al, 1996). No similar enormous salmonellosis outbreaks have been documented from pasteurized dairy products in 15 years. Brucellosis and Bovine Tuberculosis: Although not shown in the table, these diseases continue to occur in the US, but are mostly a problem among travelers that consume raw dairy products in countries where the infections are endemic in cattle or goat populations. Illnesses have also been documented following consumption of raw dairy products imported illegally into the US. For example, from 2001-2004, 35 cases of human bovine tuberculosis were linked to fresh cheese (queso fresco) brought to New York City from Mexico (CDC 2005). Similarly, the two most recent reports of brucellosis outbreaks in California were traced to consumption of imported raw cheeses (CDPH 2009). III. Values In addition to food quality and food safety, consumers may also factor cost and other more subjective values into their decision about which type of dairy product they choose to buy. First, there is the actual cost to purchase the product. In general, commercial, Grade A raw milk sold in the US is more expensive than its organic or conventional pasteurized counterparts. For example, the organic, whole raw milk (photo A) cost ~$15/gallon compared with ~$10/gallon (photo B) for the organic, pasteurized whole milk, and ~$6/gallon (photo C) for the conventional, pasteurized milk (each were bought at the same food co-op). These prices are likely to vary depending on regional differences, but overall raw milk is more expensive than pasteurized milk, and organic milk is more expensive than conventional milk. Second, beyond the purchase price, many consumers consider other values such as how the milk was produced. Consumers may be willing to pay more for organic dairy products (raw or pasteurized) because of the perceived environmental benefits. Similarly, there is a growing desire to support local, smaller farmers in the community, which potentially creates new niches for dairy products. IV. Conclusions In summary, consumers must weigh many different factors when choosing the most appropriate dairy product for themselves and their families. The data on outbreaks and illnesses show that there is currently more risk of exposure to foodborne pathogens such as Campylobacter and E. coli O157:H7 from raw milk products compared with pasteurized milk products. Children, pregnant women, and immune-compromised individuals are at higher risk of illness from contaminated raw dairy products and soft cheeses (raw or pasteurized). Both pasteurized and raw dairy products can be dangerous if produced under unsanitary conditions. Consumers should avoid any dairy products sold illegally, especially "black market" raw milk/cheeses, and soft Mexican-style cheeses such as queso fresco sold by unlicensed vendors, or imported illegally into the US. Table 1. Examples of bacterial foodborne disease outbreaks linked to contaminated raw (unpasteurized) dairy products in the United States, 2000-2007. \| Year \| Pathogen \| No. Ill \| State \| Suspect vehicle \| Location \| \|---\|---\|---\|---\|---\|---\| \| 2000 \| Campylobacter sp. \| 2 \| TX \| Raw milk \| Convention \| \| 2000 \| Campylobacter sp. \| 8 \| MN \| Raw milk \| Dairy farm \| \| 2000 \| Campylobacter jejuni \| 4 \| ID \| Raw milk \| Private home \| \| 2000 \| Campylobacter jejuni \| 19 \| WI \| Raw milk \| Farm visit \| \| 2000 \| Campylobacter jejuni \| 42 \| ID \| Raw milk \| Camp \| \| 2000 \| Campylobacter jejuni \| 11 \| OK \| Raw milk \| Camp \| \| 2000 \| Campylobacter jejuni \| 39 \| NY \| Raw milk \| Fair \| \| 2000 \| Campylobacter jejuni \| 21 \| OK \| Raw milk \| Private home \| \| 2000- 2001 \| Listeria monocytogenes \| 12 \| NC \| Mexican-style raw cheese \| Private home \| \| 2001 \| Brucella \| 4 \| CA \| Raw cheese \| Private home \| \| 2001- 2004 \| Mycobacterium bovis \| 35 \| NY \| Queso fresco \| Private home \| \| 2001 \| Campylobacter jejuni \| 4 \| MN \| Raw milk \| Private home \| \| 2001 \| Campylobacter jejuni \| 75 \| WI \| Raw milk \| Private home \| \| 2001 \| E. coli O157:H7 \| 202 \| NC \| Raw milk \| School \| \| 2001 \| Salmonella Newport – MDR** \| 27 \| Multistate \| Raw cheese \| Picnic \| \| 2002 \| Campylobacter jejuni \| 13 \| UT \| Raw milk \| Sporting event \| \| 2002 \| Salmonella Typhimurium \| 107 \| Multi-state \| Raw milk; raw milk shakes \| Private home \| \| 2003 \| Campylobacter jejuni \| 9 \| WA \| Raw cheese \| Private home \| \| 2003 \| Campylobacter jejuni \| 6 \| MI \| Raw milk \| Church \| \| 2003 \| E. coli O157:H7 and C. jejuni \| 3 \| WA \| Raw milk \| Private home \| \|---\|---\|---\|---\|---\|---\| \| 2003 \| Listeria monocytogenes \| 12 \| TX \| Queso fresco \| Private home \| \| 2004 \| Campylobacter jejuni \| 32 \| IA \| Raw milk \| Lodge dinner \| \| 2004 \| Camplobacter sp. \| 6 \| WY \| Raw milk \| Private home \| \| 2004 \| E. coli O157:H7 \| 3 \| WA \| Queso fresco \| Restaurant \| \| 2005 \| Brucella \| 2 \| TX \| Queso fresco \| Imported raw cheese \| \| 2005 \| Campylobacter jejuni \| 13 \| AZ \| Raw milk \| Private home \| \| 2005 \| Campylobacter jejuni \| 5 \| CO \| Raw milk \| Private home \| \| 2005 \| Campylobacter jejuni \| 22 \| CO \| Raw milk \| Private home \| \| 2005 \| Campylobacter jejuni \| 33 \| IA \| Raw milk \| Church \| \| 2005 \| Campylobacter jejuni \| 4 \| KS \| Raw milk \| Private home \| \| 2005 \| Campylobacter jejuni \| 11 \| OK \| Raw goat milk \| Dairy farm \| \| 2005 \| Campylobacter jejuni \| 3 \| WY \| Raw milk \| Private home \| \| 2005 \| Campylobacter jejuni \| 11 \| WY \| Raw milk \| Private home \| \| 2005 \| E. coli O157:H7 \| 18 \| Multistate \| Raw milk \| Private home \| \| 2005 \| Listeria monocytogenes \| 12 \| TX \| Queso fresco \| Imported raw cheese \| \| 2006 \| Brucella \| 5 \| KS \| Raw goat cheese \| Private home \| \| 2006 \| Campylobacter jejuni \| 18 \| IL \| Raw milk \| Private home \| \| 2006 \| Campylobacter jejuni \| 58 \| WI \| Homemade raw cheese \| Private home/workplace \| \| 2006 \| Campylobacter jejuni \| 5 \| CO \| Raw milk \| Unspecified \| \| 2006 \| Campylobacter sp. \| 2 \| NY \| Raw milk \| Private home \| \| Year \| Pathogen \| No. Ill \| State \| Suspect vehicle \| Location \| Reference* \| \|---\|---\|---\|---\|---\|---\|---\| \| 2006 \| Campylobacter sp. \| 3 \| OH \| Raw milk \| Private home \| \| \| 2006 \| Campylobacter jejuni \| 9 \| VA \| Raw milk \| Unspecified \| \| \| 2006 \| E. coli O157:H7 \| 4 \| ID \| Raw milk \| Private home \| \| \| 2006 \| E. coli O157:H7 \| 2 \| WA \| Raw milk \| Private home \| \| \| 2006 \| E. coli O157:H7 \| 6 \| CA \| Raw milk/raw colostrum \| Private home \| CDC 2008 \| \| 2006 \| Salmonella Newport – MDR** \| 96 \| IL \| Mexican-style raw cheese \| Private home \| CDC 2008 \| \| 2007 \| Brucella \| 3 \| CA \| Queso fresco \| Private home \| \| \| 2007 \| Campylobacter jejuni \| 68 \| KS \| Homemade raw cheese \| Fair \| CDC 2009 \| \| 2007 \| Campylobacter jejuni \| 18 \| WA \| Raw milk \| Private home \| \| \| 2007 \| Campylobacter jejuni \| 8 \| CA \| Raw milk; raw colostrum \| Private home \| CDPH 2008 \| \| 2007 \| Campylobacter jejuni \| 62 \| UT \| Raw goat cheese, raw milk, raw butter \| Unspecified \| \| \| 2007 \| Campylobacter jejuni \| 16 \| KS \| Raw milk, raw cheese \| Private home \| \| \| 2007 \| Salmonella Typhimurium \| 29 \| PA \| Raw milk; raw milk cheese \| Private home \| CDC 2007 \| Unpublished data was acquired after 2000 from the CDC annual surveillance reports at http://www.cdc.gov/foodborneoutbreaks/outbreak_data.htm or the CSPI Outbreak Alter! database at http://www.cspinet.org/foodsafety/outbreak/pathogen.php MDR = multidrug resistant Information on raw milk-related outbreaks prior to 2000 can be found at: Raw Milk Cons: A Review of the Peer Reviewed Literature: http://www.marlerblog.com/2008/06/articles/lawyer-oped/raw-milk-cons-review-of-thepeerreviewed-literature/ Kansas State University: http://www.foodsafety.ksu.edu/articles/384/RawMilkOutbreakTable.pdf Cornell University: http://www.milkfacts.info/Milk%20Microbiology/Disease%20Outbreaks.htm Table 2. Examples of bacterial foodborne disease outbreaks linked to contaminated pasteurized dairy products in the United States, 1966-2007. \| Year \| Pathogen \| No. Ill \| State \| Suspect vehicle \| Location \| \|---\|---\|---\|---\|---\|---\| \| 1966 \| Shigella flexneri \| 97 \| Florida \| Milk, post- pasteurization \| Community \| \| 1975 \| Salmonella Newport \| 49 \| Louisiana \| Milk, unknown \| Military base/community \| \| 1976 \| Yersinia enterocolitica \| 38 \| New York \| Milk, post- pasteurization \| School \| \| 1978 \| Salmonella Typhyimurium \| 23 \| Arizona \| Milk, post- pasteurization \| Community \| \| 1982 \| Yersinia enterocolitica \| 172 \| Multiple \| Milk, unknown \| Community \| \| 1983 \| Listeria monocytogenes \| 49 \| Massachusetts \| Milk, unknown \| Community \| \| 1984 \| Salmonella Typhimurium \| 16 \| Kentucky \| Milk, inadequate pasteurization \| Convent \| \| 1985 \| Salmonella Typhimurium- MDR* \| >150,000 \| Illinois \| Milk, post- pasteurization \| Community \| \| 1986 \| Campylobacter jejuni \| 33 \| Vermont \| Milk, inadequate pasteurization \| School \| \| 1994 \| Listeria monocytogenes \| 45 \| Illinois \| Milk, post- pasteurization \| Picnic \| \| 1994 \| Salmonella Enteritidis \| 224,000 \| Multiple \| Ice cream, cross- contamination (raw eggs) \| Community \| \| 1995 \| Yersinia enterocolitica \| 10 \| Multiple \| Milk, post- pasteurization \| Community \| \| 2000 \| Salmonella Typhimurium- MDR \| 93 \| Multiple \| Milk, post- pasteurization \| Community \| \| 2002 \| Salmonella Typhimurium \| 116 \| Wyoming \| Milk, unspecified \| School \| \| 2004 \| Salmonella Newport- MDR \| 100 \| California \| Milk, unspecified \| Unspecified \| \| 2005 \| Campylobacter jejuni \| 200 \| Colorado \| Milk, post- pasteurization \| Correctional facility \| \| Year \| Pathogen \| No. Ill \| State \| Suspect vehicle \| Location \| \|---\|---\|---\|---\|---\|---\| \| 2006 \| Staphylococcus aureus enterotoxin \| 36 \| Michigan \| Correctional facility \| Powdered milk, unspecified \| \| 2006 \| Campylobacter jejuni \| 1,644 \| California \| Correctional facilities (multiple) \| Milk, post- pasteurization \| \| 2006 \| Listeria monocytogenes \| 3 \| Oregon \| Private home \| Cheese, unspecified \| \| 2007 \| Listeria monocytogenes \| 5 (3 deaths) \| Massachusetts \| Private home \| Milk, post- pasteurization \| \| 2007 \| Salmonella Montevideo \| 20 \| Multiple \| Private home \| Shredded cheese, unspecified \| Unpublished data was acquired after 2000 from the CDC annual surveillance reports at http://www.cdc.gov/foodborneoutbreaks/outbreak_data.htm or the CSPI Outbreak Alter! database at http://www.cspinet.org/foodsafety/outbreak/pathogen.php MDR = multidrug resistant Table 3. Number of illnesses associated with outbreaks due to milk products, 19732005 (source: FTCLDF via CDC). \| Number of illnesses \| \| \| \| \|---\|---\|---\|---\| \| \| Pasteurized milk/cheese \| Raw milk/cheese \| Queso fresco cheese \| \| 10 or less \| 12 \| 32 \| 5 \| \| 11-50 \| 18 \| 37 \| 7 \| \| 51-100 \| 8 \| 2 \| 0 \| \| 100-1,000 \| 8 \| 4 \| 0 \| \| Over 10,000 \| 1 \| 0 \| 0 \| \| Total No. outbreaks (No. illnesses) \| 47 (19,950) \| 75 (1,689) \| 12 (132) \| 16,659 confirmed cases, over 150,000 estimated cases (Ryan et al, 1987) Table 4. Foodborne outbreaks associated with milk products, 1973-2005 (source: FTCLD via CDC) \| Agent \| Number of outbreaks \| \| \| \| \|---\|---\|---\|---\|---\| \| \| Pasteurized milk/cheese \| Raw milk/cheese \| Queso fresco cheese \| Total \| \| Brucella \| 0 \| 1 (50%) \| 1 (50%) \| 2 \| \| Campylobacter \| 13 (18.8%) \| 55 (79.7%) \| 1 (1.4%) \| 69 \| \| Chemical \| 4 (100%) \| 0 \| 0 \| 4 \| \| E. coli O157/EHEC \| 1 (11%) \| 6 (66.7%) \| 2 (22.2%) \| 9 \| \| Hepatitis A \| 1 (100%) \| 0 \| 0 \| 1 \| \| Listeria \| 2 (40%) \| 3 (60%) \| 0 \| 5 \| \| Multiple* \| 0 \| 0 \| 1 (100%) \| 1 \| \| Norovirus \| 1 (100%) \| 0 \| 0 \| 1 \| \| Salmonella \| 18 (54.5%) \| 11 (33.3%) \| 4 (12.1%) \| 33 \| \| Shigella \| 0 \| 0 \| 1 (100%) \| 1 \| \| Staphylococcus aureus \| 5 (83.3%) \| 1 (16.7%) \| 0 \| 6 \| \| Yerisnia \| 2 (100%) \| 0 \| 0 \| 2 \| \| Total \| 47 \| 75 \| 12 \| 134 \| Unspecified chemical Usually transmitted by a foodhandler *E. coli O157:H7 and Salmonella Table 5. Comparison of nutrition labels from three commercial raw and pasteurized milk products. \| Nutrition Label \| \| Organic, raw whole milk, unhomogenized (A) \| \| Organic, pasteurized whole milk, unhomogenized (B) \| \| Conventional, pasteurized whole milk, homogenized (C) \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Calories (1 cup) \| \| 150 \| \| 150 \| \| 150 \| \| \| Fat \| \| 12% \| \| 12% \| \| 12% \| \| \| Saturated fat \| \| 25% \| \| 25% \| \| 25% \| \| \| Trans fat \| \| 0 \| \| 0 \| \| 0 \| \| \| \| Cholesterol \| \| 10% \| \| 11% \| \| 12% \| \| \| Sodium \| \| 4% \| \| 5% \| \| 5% \| \| Total carbohydrates \| \| 4% \| \| 4% \| \| 4% \| \| \| Fiber \| \| 0 \| \| 0 \| \| 0 \| \| \| \| Sugar \| \| 12 grams \| \| 11 grams \| \| 11 grams \| \| Protein \| \| 8 grams \| \| 8 grams \| \| 8 grams \| \| \| Vitamin A \| \| 6% \| \| 6% \| \| 6% \| \| \| \| Vitamin C \| \| 0 \| \| 4% \| \| 2% \| \| Calcium \| \| 30% \| \| 30% \| \| 30% \| \| \| \| Iron \| \| 6% \| \| 0 \| \| 0 \| \| \| Vitamin D \| \| Not listed \| \| Not listed \| \| 25%** \| percent daily values based on 2,000 calorie diet. vitamin D added (fortified) Table 6. Summary of findings for four major pathogens involved in dairy-related outbreaks in the US, 2000-2007. \| \| No. Outbreaks \| No. Illnesses \| No. Outbreaks \| No. Illnesses \| No. Outbreaks \| \|---\|---\|---\|---\|---\|---\| \| Campylobacter \| 2 \| 1,844 \| 34 \| 660 \| 0 \| \| E. coli O157:H7 \| 0 \| 0 \| 5 \| 232 \| 1 \| \| Listeria \| 2 \| 8 \| 0 \| 0 \| 3 \| \| Salmonella \| 4 \| 329 \| 3 \| 163 \| 1 \| \| TOTAL \| 9 \| 2,181 \| 42 \| 1,055 \| 5 \| Source: CDC outbreak surveillance tables; CSPI outbreak database, public health reports, and peer-reviewed manuscripts(see Table 1 and Table 2). .*Two outbreaks associated with 200 and 1,644 illnesses in Colorado (2005) and California (2006), respectively, linked to pasteurized milk produced and distributed at correctional facilities. References 1. Ackers, M. L., S. Schoenfeld, J. Markman, M. G. Smith, M. A. Nicholson, W. DeWitt, D. N. Cameron, P. M. Griffin, and L. Slutsker. 2000. An outbreak of Yersinia enterocolitica O:8 infections associated with pasteurized milk. J Infect Dis 181:1834. 2. Beals, T. 2009. Does raw milk kill pathogens? Wise Traditions Newsletter, Fall 2009, Weston A. Price Foundation. Available from: http://realmilk.com/documents/PathogensinRawMilk.pdf 3. Bell, R. A., V. N. Hillers, and T. A. Thomas. 1999. The Abuela Project: safe cheese workshops to reduce the incidence of Salmonella Typhimurium from consumption of raw milk fresh cheese. Am J Public Health 89:1421-4. 4. Birkhead, G., R. L. Vogt, E. Heun, C. M. Evelti, and C. M. Patton. 1988. A multiple-strain outbreak of Campylobacter enteritis due to consumption of inadequately pasteurized milk. J Infect Dis 157:1095-7. 5. Black, R. E., R. J. Jackson, T. Tsai, M. Medvesky, M. Shayegani, J. C. Feeley, K. I. MacLeod, and A. M. Wakelee. 1978. Epidemic Yersinia enterocolitica infection due to contaminated chocolate milk. N Engl J Med 298:76-9. 6. CDC. 1966. Shigellosis outbreak - Florida. MMWR Morb Mortal Wkly Rep 15:442. 7. CDC. 1975. A common-source outbreak of Salmonella Newport - Louisiana. MMWR Morb Mortal Wkly Rep 24:413-4. 8. CDC. 1979. Salmonella gastroenteritis associated with milk - Arizona. MMWR Morb Mortal Wkly Rep 28:117-20. 9. CDC. 1984. Salmonellosis from inadequately pasteurized milk--Kentucky. MMWR Morb Mortal Wkly Rep 33:505-6. 10. CDC. 2001. NC2001. From the Centers for Disease Control and Prevention. Outbreak of Listeriosis associated with homemade Mexican-style cheese--North Carolina, October 2000-January 2001. Jama 286:664-5. 11. CDC. 2002. Outbreak of Campylobacter jejuni infections associated with drinking unpasteurized milk procured through a cow-leasing program--Wisconsin, 2001. MMWR Morb Mortal Wkly Rep 51:548-9. 12. CDC. 2003. Multi-state outbreak of Salmonella Serotype Typhimurium infections associated with drinking unpasteruized milk – Illinois, Indiana, Ohio, and Tennessee. 2002-2003. MMWR Morb Mortal Wkly Rep 52:613-5. 13. CDC. 2007a. Escherichia coli O157:H7 infection associated with drinking raw milk – Washington and Oregon. November – December 2005. MMWR Morb Mortal Wkly Rep 56:165-7. 14. CDC. 2007b. Salmonella Typhimurium infection associated with raw milk and cheese consumption – Pennsylvania, 2007. MMWR Morb Mortal Wkly Rep 56:1161-4. 15. CDC. 2005. Human tuberculosis caused by Mycobacterium bovis – New York City, 2001-2004. MMWR Morb Mortal Wkly Rep 54:605-8. 16. CDC. 2008a. Escherichia coli 0157:H7 infections in children associated with raw milk and raw colostrum from cows--California, 2006. MMWR Morb Mortal Wkly Rep 57:625-8. 17. CDC. 2008b. Outbreak of multidrug-resistant Salmonella enterica serotype Newport infections associated with consumption of unpasteurized Mexican-style aged cheese – Illinois, March 2006 – April 2007. MMWR Morb Mortal Wkly Rep 57:432-5. 18. CDC. 2008c. Outbreak of Listeria monocytogenes infections associated with pasteurized milk from a local dairy--Massachusetts, 2007. MMWR Morb Mortal Wkly Rep 57:1097-100. 19. CDC. 2009. Campylobacter jejuni Infection Associated with Unpasteurized Milk and Cheese --- Kansas, 2007. MMWR Morb Mortal Wkly Rep 57:1377-9. 20. CDPH. 2008. Cluster of Campylobacter infections possibly associated with raw dairy products. Available at: http://www.marlerblog.com/Cluster%20of%20Campylobacter%20infections.pdf 21. CDPH. 2009. Epidemiologic summary of human brucellosis in California. Available from: http://www.cdph.ca.gov/data/statistics/Documents/brucellosisepisummary.pdf 22. CSPI. 2008. Outbreak Alert! 2008: Closing the gaps in our Federal food safety net. Available at: http://www.cspinet.org/new/pdf/outbreak_alert_2008_report_final.pdf 23. Dalton, C. B., C. C. Austin, J. Sobel, P. S. Hayes, W. F. Bibb, L. M. Graves, B. Swaminathan, M. E. Proctor, and P. M. Griffin. 1997. An outbreak of gastroenteritis and fever due to Listeria monocytogenes in milk. N Engl J Med 336:100-5. 24. Doyle, M. P. and D. J. Roman. 1982. Prevalence and survival of Campylobacter jejuni in unpasteurized milk. Appl Environ Microbiol 44:1154-8. 25. FAO/WHO. 2005. Benefits and potential risks of the lactoperoxidase system of raw milk preservation. Available from: ftp://ftp.fao.org/docrep/fao/009/a0729e/a0729e00.pdf 26. Fleming, D. W., S. L. Cochi, K. L. MacDonald, J. Brondum, P. S. Hayes, B. D. Plikaytis, M. B. Holmes, A. Audurier, C. V. Broome, and A. L. Reingold. 1985. Pasteurized milk as a vehicle of infection in an outbreak of listeriosis. N Engl J Med 312:404-7. 27. Hancock D. D., T. E. Besser, D. H. Rice, E. D. Ebel, D. E. Herriott, and L. V. Carpenter. 1998. Multiple sources of Escherichia coli O157 in feedlots and dairy farms in the northwestern USA. Prev Vet Med 35:11-9. 28. Headrick, M. L., S. Korangy, N. H. Bean, F. J. Angulo, S. F. Altekruse, M. E. Potter, and K. C. Klontz. 1998. The epidemiology of raw milk-associated foodborne disease outbreaks reported in the United States, 1973 through 1992. Am J Public Health 88:1219-21. 29. Hennessy, T. W., C. W. Hedberg, L. Slutsker, K. E. White, J. M. Besser-Wiek, M. E. Moen, J. Feldman, W. W. Coleman, L. M. Edmonson, K. L. MacDonald, and M. T. Osterholm. 1996. A national outbreak of Salmonella enteritidis infections from ice cream. The Investigation Team. N Engl J Med 334:1281-6. 30. Houser, B. A., S. C. Donaldson, S. I. Kehoe, A. J. Heinriches, and B. M. Jayarao. 2008. A survey of bacteriological quality and the occurrence of Salmonella in raw bovine colostrum. Foodborne Pathog Dis 5:853-8. 31. Hussein, H. S. and T. Sakuma. 2005. Prevalence of shiga toxin-producing Escherichia coli in dairy cattle and their products. J Dairy Sci 88:450-465. 32. Jay M. T., J. Yuan, R. E. Mandrell, A. Bates, R. Manalac, J. O'Connell, J. MohleBoetani, W. G. Miller. 2007. Use of MOMP typing as an epidemiological tool during a large campylobacteriosis outbreak investigation. 107th General Meeting of the American Society for Microbiology, Toronto, Canada. 33. Jayarao, B. M., S. C. Donaldson, B. A. Straley, A. A. Sawant, N. V. Hegde, and J. L. Brown. 2006. A survey of foodborne pathogens in bulk tank milk and raw milk consumption among farm families in Pennsylvania. J Dairy Sci 89:2451-8. 34. Leedom, J. M. 2006. Milk of nonhuman origin and infectious diseases in humans. Clin Infect Dis 43:610-5. 35. Lejeune, J. T., and P. J. Rajala-Schultz. 2009. Food safety: unpasteurized milk: a continued public health threat. Clin Infect Dis 48:93-100. 36. MacDonald, P. D., R. E. Whitwam, J. D. Boggs, J. N. MacCormack, K. L. Anderson, J. W. Reardon, J. R. Saah, L. M. Graves, S. B. Hunter, and J. Sobel. 2005. Outbreak of listeriosis among Mexican immigrants as a result of consumption of illicitly produced Mexican-style cheese. Clin Infect Dis 40:67782. 37. Massa, S., E. Goffredo, C. Altieri, and K. Natola. 1999. Fate of Escherichia coli O157:H7 in unpasteurized milk stored at 8 degrees C. Lett Appl Microbiol 28:8992. 38. Mazurek, J., E. Salehi, D. Propes, J. Holt, T. Bannerman, L. M. Nicholson, M. Bundesen, R. Duffy, and R. L. Moolenaar. 2004. A multistate outbreak of Salmonella enterica serotype typhimurium infection linked to raw milk consumption--Ohio, 2003. J Food Prot 67:2165-70. 39. Mead, P. S., L. Slutsker, V. Dietz, L. McCaig, J. S. Bresee, C. Shapiro, P. M. Griffin, and R. V. Tauxe. 1999. Food-Related Illness and Death in the United States. Emerg Infect Dis 5:607-25. 40. Miller, W. G. and R. E. Mandrell. 2005. Prevalence of Campyobacter in the food and water supply: incidence, outbreaks, isolation and detection. In: Campylobacter: Molecular and Cell Biology. Ketley, J. M. and M. E. Konkel, eds. Norfolk, UK: Horizon Biosciences, pp. 101-63. 41. Oliver, S. P., B. M. Jayarao, and R. A. Almeida. 2005. Foodborne pathogens in milk and the dairy farm environment: food safety and public health implications. Foodborne Pathog Dis 2:115-29. 42. Oliver, S. P., K. J. Boor, S. C. Murphy, and S. E. Murinda. 2009. Food safety hazards associated with consumption of raw milk. Foodborne Pathog Dis 6:793806. 43. Olsen, S. J., M. Ying, M. F. Davis, M. Deasy, B. Holland, L. Iampietro, C. M. Baysinger, F. Sassano, L. D. Polk, B. Gormley, M. J. Hung, K. Pilot, M. Orsini, S. Van Duyne, S. Rankin, C. Genese, E. A. Bresnitz, J. Smucker, M. Moll, and J. Sobel. 2004. Multidrug-resistant Salmonella Typhimurium infection from milk contaminated after pasteurization. Emerg Infect Dis 10:932-5. 44. Peterson, M. C. 2003. Campylobacter jejuni enteritis associated with consumption of raw milk. J Environ Health 65:20-1. 45. Pitt, W. M., T. J., Harden, and R. R. Hull. 2000. Behavior of Listeria monocytogenes in pasteurized milk during fermentation with lactic acid bacteria. J Food Prot 63:912-20. 46. Rangel, J. M., P. H. Sparling, C. Crowe, P. M. Griffin, and D. L. Swerdlow. 2005. Epidemiology of Escherichia coli O157:H7 outbreaks, United States, 1982-2002. Emerg Infect Dis 11:603-9. 47. Richwald, G. A., S. Greenland, B. J. Johnson, J. M. Friedland, E. J. C. Goldstein, and D. T. Plichta. 1988. Assessment of the excess risk of Salmonella Dublin infection associated with the use of certified raw milk. Public Health Rep 103:489-93. 48. Rose, A. 2009. Does raw milk kill pathogens? A visual summary of the research on competitive exclusion. Available at: http://rawmilkwhitepapers.com/ 49. Ryan, C. A., M. K. Nickels, N. T. Hargrett-Bean, M. E. Potter, T. Endo, L. Mayer, C. W. Langkop, C. Gibson, R. C. McDonald, R. T. Kenney, and et al. 1987. Massive outbreak of antimicrobial-resistant salmonellosis traced to pasteurized milk. JAMA 258:3269-74. 50. Sanders, M. E. 2009. The Pros of Probiotics. California Dairy Dispatch. Published by the California Dairy Research Foundation. Available from: http://www.cdrf.org/content.asp?contentID=539. 51. Shere, J. A., K. J. Bartlett, and C. W. Kasper. 1998. Longitudinal study of Escherichia coli O157:H7 dissemination on four dairy farms in Wisconsin. Appl Environ Microbiol 64:1390-9. 52. Swaminathan, B., and P. Gerner-Smidt. 2007. The epidemiology of human listeriosis. Microbes Infect 9:1236-43. 53. Tacket, C. O., J. P. Narain, R. Sattin, J. P. Lofgren, C. Konigsberg, Jr., R. C. Rendtorff, A. Rausa, B. R. Davis, and M. L. Cohen. 1984. A multistate outbreak of infections caused by Yersinia enterocolitica transmitted by pasteurized milk. JAMA 251:483-6. 54. Wang, G. T. Zhao, and M. P. Doyle. 1997. Survival and growth of Escherichia coli O157:H7 in unpasteurized and pasteurized milk. J Food Protect 60:610-3. 55. Wein, L. M., and Y. Liu. 2005. Analyzing a bioterror attack on the food supply: the case of botulinum toxin in milk. Proc Natl Acad Sci U S A 102:9984-9. 56. Weisbecker, A. 2007. A legal history of raw milk in the United States. J Environ Health 69. 57. Werner, S. B., G. L. Humphrey, and K. I. Kamei. 1979. Association between raw milk and human Salmonella Dublin infection. 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POMEGRANATE INTRODUCTION The Pomegranate (Punica granatum) is a fruit-bearing deciduous shrub or small tree that grows to a height of 5-8 m. The pomegranate is native to Iran and the Himalayas in northern India. It has been cultivated since ancient times throughout the Mediterranean and Africa. CLIMATE Pomegranates are drought tolerant and can be grown in dry areas with either a Mediterranean winter rainfall climate or in summer rainfall climates. In wetter areas, they are prone to root decay from fungal diseases. They are tolerant of moderate frost and temperatures of up to about -10°C. SOIL Pomegranates produce best on deep, heavy loams, but adapt to many soil types, from pure sand to heavy clay. They do well in alkaline soils (with up to 15% active lime). Yields are usually low on sands, while fruit color is poor on clays. PH range is 5.5-7.0. PLANTING AND SPACING In heavy soil, where soil suitability is not known or there are drainage problems, it is best to plant on raised beds. Row orientation should be north-west, south-east (in the northern hemisphere) for optimal light exposure. Organic manure or compost can be applied to improve the soil: 100-150 m 3 /ha. If the compost is spread along the planting line only, 50-70 cube/ha is applied, and then buried. Planting distance: 5-6 m between rows 4-5 m between trees These are defined according to variety and local conditions. IRRIGATION Mature pomegranate trees can tolerate considerable drought, but for good fruit production, they must be irrigated. The plants are tolerant of moderately saline water and soil conditions. New Plantation—Establishment Stage Immediately after planting, the tree is given a large irrigation dosage so that the wetted area is wider than the planting hole. The dripper should be attached to the tree trunk. During the first month after planting, irrigation is once a day, or once every two days, with small volumes of 2-4 liters per plant a day. If all the drippers along the row are open (there is an option to temporarily seal some of the drippers between the two trees and to leave only 1-2 open), this volume is multiplied by the number of drippers per tree (For example : 8 drippers at 50 cm spacing x 2 liters = 16 liters a day). About one month after planting, when the young tree is established and there is new growth, it is recommended to increase irrigation volume and intervals. Young Orchard First irrigation should occur when the moisture drops to an unsatisfactory level at a depth of 20-30 cm (root zone). Water dosage for the first irrigation is 50 m 3 /ha. IRRIGATION MANAGEMENT AND TENSIOMETERS Use of tensiometers is recommended from the third year onwards. Tensiometer depth should be 30, 60 cm in each station. Irrigation Scheduling Guidelines with Tensiometer Guideline for Soil Water Tension (centibars) to Start Irrigation \| \| Light Soil \| Heavy Soil \| \|---\|---\|---\| \| First Irrigation After winter rains \| 20 \| 50-60 at 60 cm depth \| \| Regular Irrigation Starts one week after the first irrigation \| \| 20 at 30 cm 30-40 at 60 cm \| \| Irrigation Intervals \| 2-3 times a week \| 1-2 times a week \| * If, after one day, the water tension does not drop to 10-15 centibars at the 60 cm tensiometer, apply again with a 100 m 3 /ha dosage. IRRIGATION MANAGEMENT SCHEDULE Evaporation is measured using the pan evaporation method, or calculated according to Penman's equation. Transition to daily irrigation is made when the soil (very shallow or very light) does not retain the daily dosage, and a significant amount of the water percolates below the root zone. For example, in light soil the tension in the tensiometers drops during irrigation, but it is again too high before irrigation (this rise in tension does NOT result from insufficient daily dosage). Plastic mulch improves soil moisture and prevents weeds IRRIGATION CROP COEFFICIENT* \| \| Apr. \| May \| June \| July \| Aug. \| Sept. \| Oct. \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Crop Factor \| 0.35 \| 0.4 \| 0.5 \| 0.55-0.6 \| 0.6 \| 0.5-0.6 \| 0.35 certain varieties - 0.6 \| *To calculating the water quantity to be applied, multiple the daily ET by the crop factor. Total water requirement (for the Mediterranean climate) is 550-750 mm, according to variety, yield and soil. FERTILIZATION AND FERTIGATION \| \| N \| P P0 2 5 \| K KO 2 \| \|---\|---\|---\|---\| \| Kg/ha \| 150-200 \| 60-100 \| 350-400 \| \| Application Time \| Throughout the irrigation season First dose of about 3 units in the spring At bud break time: For early varieties, apply 3 units after harvest. Stop N application about \| Throughout the irrigation season Alternatively: As phosphoric acid At the beginning and end of the season \| Throughout the irrigation season \| \| \| 3 weeks before harvest. \| \| \| ISRAELI VARIETIES—YIELD AND FRUIT SIZE CONTROL Number of fruit left on each tree, according to variety \| Variety \| Average Yield ( ton/ha) \| Fruit Weight (gr) \| No. of Fruit (ha) \| \|---\|---\|---\|---\| \| Shami \| 20 \| 350 \| 60000 \| \| Mule’s Head \| 30 \| 350 \| 85000 \| \| Wonderful \| 30 \| 500 \| 60000 \| IRRIGATION SOLUTIONS DRIP SYSTEM The drip system is the most common and efficient solution for pomegranate irrigation. Design guidelines: One drip lateral per row 1.6-2.2 l/h dripper every 50 cm The dripper is placed close to the young tree in the first year. NAANDANJAIN RANGE OF SOLUTIONS Amnon PC Thick-walled, pressure-compensating for maximum accuracy at variable topography, pressure fluctuation and long laterals. High clog resistance due to Cascade labyrinth and strong selfcleaning mechanism. Anti-syphon (AS) feature available. Diameter: 16, 20 mm Flow rate: 1.6, 2.2 l/hr TopDrip HD Cost-effective PC dripper Accurate performances at variable topography and pressure fluctuations. High clog resistance due to Cascade labyrinth. Available with anti-syphon (AS). Diameter: 16, 17, 20 mm Flow rate: 1.6 l/hr AmnonDrip PC MICRO SPRINKLERS Micro-sprinklers/sprayers offer controlled limited wetted area. The selection of micro-system vs. drip depends on local experience and practices. One micro-sprinkler or sprayer is required per tree. Generally placed between two trees. Aqua Smart 2002 Flow-regulated unit Insect-proof Flow rate: 30- 70 l/hr Diameter: 3.5- 7.0 m Dan Jet PC Flow-regulated micro-jet Easy supervision and maintenance Strip or circle wetted area configuration Flow rate: 19-76 l/hr Diameter: 2.4- 5.0 m NaanDanJain is committed to finding the ideal solution for your pomegranate crop, tailored to your local climatic conditions, soil, water properties and budget. Contact our office or your local dealer for further information. © 2014 NaanDanJain Ltd. All rights reserved. All specifications are subject to change without notice. All information should be used only as a guideline. For specific recommendations contact your local agronomist. 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HUMAN VALUES FOUNDATION Autumn Newsletter No. 38 - Autumn 2015 WELCOME TO DR KEVIN AUTON AS A PATRON It is with great pleasure we announce that Kevin Auton, son of our late president, June Auton, has kindly agreed to become a patron of the Human Values Foundation. Kevin brings with him a great wealth of knowledge in connection with the setting up of the Foundation and of the Education in Human Values (EHV) and Social and Emotional Education (SEE) programmes that June so expertly developed. We are delighted with this wonderful continuity for our organisation. VALUES IN THE SCHOOL CURRICULUM As part of a broad and balanced curriculum, teachers have legal obligations to promote the spiritual, moral, cultural, mental and physical development of pupils in their school and in the wider society. In November 2014 the Department for Education published revised "SMSC" (spiritual, moral, social and cultural) guidance to achieve this. Additionally, it set out what is expected of schools in England in promoting fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. From September 2015, when Ofsted inspectors form a judgement of a school, they must consider the provision being made for the pupils' spiritual, moral, social and cultural development and with the new duty to actively promote fundamental British values, schools must: - have a clear strategy for embedding these values, and - show how their work with pupils has been effective in doing so. It seems that many teachers are already struggling with their workloads, including the requirement to promote these particular designated values in a meaningful way, along with the duty to prevent children from being radicalised. There are few high quality, comprehensive values education resources in the market, let alone those applicable to the so-called fundamental British values and therefore this is where our valuesthemed materials could make even more of an impact. CEO, Rosemary Dewan, has put together a supplementary booklet for schools with our Education in Human Values programme (EHV - for ages 4 to 12) to illustrate which of the 44 lesson plans provide a good foundation and have suitable material for developing young children's appreciation, understanding and application of the fundamental British values. She has already received some excellent and appreciative feedback and a number of headteachers have stated that the booklet will provide a great service to schools. 1 Encouraged by the responses, a similar booklet has been prepared indicating how well the 34 powerful and stimulating Social and Emotional Education modules (SEE - for ages 12 to 14+) deepen the relevance of values for this age group and provide clear evidence of how the school is effectively embedding the fundamental British values. SOME SAYINGS ABOUT VALUES A Chinese Proverb "If you want a harvest in a year, grow a crop … If you want a harvest in ten years, grow a tree … If you want a harvest that will last for a life time, grow people." Patrik Somers is a consultant who has worked extensively on values with teachers in schools and directors of businesses. This is how he has explained the importance of understanding the significance of values: A child without values is as a bird without wings. An adult without values is like a zebra without stripes. A school without values is like an orchard without fruits. To live and to work without values is like eating soup with a fork. WAKE UP TO VALUES We have strongly supported the UK Values Alliance since it was established around three years ago as an umbrella organisation for those who, like us, believe in the crucial importance of values in society. We hope that the Alliance can become an important "pressure group" for values and that by linking up with like-minded individuals and organisations, we can amplify our own voice and gain attention and support for our own special interest - the promotion of values among children and young people. In particular we have given our support to a very interesting initiative by the Alliance called "Wake Up To Values". This is currently still in its early stages but it is intended that this will become a national campaign to raise awareness of values across the whole country and to help to embed them in our daily lives. As was revealed by a national survey conducted in 2012 by our friends at the Barrett Values Centre, most people in this country do have good, positive values, but they do not believe that these values are reflected in society as a whole. The fault must surely lie with all of us who make up the population – it must be that we are failing to practise the values that we claim to hold dear. The Wake Up To Values campaign is designed to get us to address that failure. To test the concept and methodology, a number of pilot projects have been held across the country with a variety of different types of organisations – including a training company in Leicester, a domiciliary care company in a deprived area of inner London, and a number of housing associations from different parts of the country. The pilot that is currently underway is of particular interest to the Human Values Foundation. It is being being held at a large primary school in Edgware, North London, which converted to academy status in 2013 and serves an ethnically diverse community. The school already uses a Unicef Rights and Responsibilities programme and feels that our EHV programme is therefore not needed for the children, but it nevertheless wants values to have a much more central role in the life of the school, knitting the whole school together from top to bottom. It has therefore enrolled around 80 of its teaching and non-teaching staff in this Wake Up To Values pilot, making it the largest and therefore the most challenging pilot to date. After two sessions of two hours each spaced several weeks apart, the pilot is now half complete. There has been great enthusiasm among the staff as they explore their values and work out how they can put those values into practice in their daily life at the school (and outside it). Rosemary Dewan, Charles Fowler and Kashmira Deboo have all been involved in helping at the sessions and have gained some very useful insights into how staff can be helped to "buy in" to the crucial importance of values in a school. There may well be ideas here that can be applied at schools that take on our own EHV and SEE programmes, and we shall continue to follow the progress of the Wake Up To Values campaign with considerable interest. PROGRESS SINCE OUR SPRING NEWSLETTER Since our newsletter in the spring, a further 38 schools have taken a copy of our values education programme. With on average over 200 children in each primary school, this means that around another 7,600 children now have the opportunity to explore and put into practice, values that can help them develop beneficial habits and a positive attitude along with essential emotional and social life skills so that they not only make good progress academically but also feel good and happy about themselves. Increasingly teachers are recognising that "one of the big agenda matters of our times is values". During the summer a survey of just over 1,000 headteachers of secondary schools found that their three biggest concerns for their pupils were firstly, their mental health and then domestic violence followed by cyberbullying. Values are principles that help to establish anchors and standards. They act as guides for our thinking, decision-making, including our lifestyle choices, and our behaviour. Research has shown that when young children and adolescents are taught about values, in school, in a planned and systematic way that enables them to explore them and put them into practice in a safe and supportive environment, they tend to become more emotionally stable, show a greater commitment to learning and derive more pleasure from it, benefit from enriched interactions with their teachers, peers, parents/carers and others, develop a better understanding of their own and other societies and their horizons are broadened as they become more outward-looking, wanting to care, share, assist others and play their part in the stewardship of the environment. We encourage teachers of ALL subjects to consider with their pupils, the ramifications of values over time on their particular subject. To help children understand the power of values, we suggest teachers ask their pupils to investigate: - how people's views of the topical value have shaped things in the PAST - how its impact shows up in their particular subject in TODAY'S WORLD, and - how it might influence the way people think, make choices and behave in the FUTURE. Comment from a headteacher This is a recent and typical comment from a headteacher who appreciates the relevance of and added value of values education as an integral part of the curriculum mix: "Our values-based education work underpins our whole school ethos and informs all our policies. As a school we have a clear raising-standards agenda. However, we can't do that if the pupils haven't got the right conduct, attitude and aspirations and that's what our Values Education programme is giving them." 3 21 ST -CENTURY EDUCATION RESOURCES Integrating technology into the classroom is a great way of meeting diverse education needs and preferred learning styles and therefore in recent years we have been planning and working on a project we call "Life Skills for the Future". It involves upgrading our existing paper-based materials into innovative, highly interactive, digital, contemporary products for use by young people in their schools, homes and other appropriate environments. Leading the development of the interactive learning platform and content at the University of Winchester is our long-time supporter and very experienced educationalist and former primary headteacher, Gwen Clifford. A team of technical-savvy students has begun preliminary work to produce the website and develop the interactive media content. As a fully independent, non-denominational body, with a long history of involvement in the education sector, we are well placed to involve young people, teachers, carers and parents in this exciting project through Pupil Referral Units, the Youth Justice system, youth organisations, and schools, including the 1,800+ schools that have taken our programmes, giving us access to young people in their learning environments. OUR EDUCATION ADVISOR, SIR ANTHONY SELDON Sir Anthony Seldon's time at Wellington College drew to a close in August and on 1 September he took up the position of Vice-Chancellor of the University of Buckingham. During his 6-year tenure as Master of Wellington College, Sir Anthony introduced happiness classes into the curriculum and took the College to new levels of performance, with Wellington now being synonymous with the concept of mindfulness and wellbeing in schools. With his prodigious energy, we wish Sir Anthony much happiness and success as he takes over at Buckingham University, which his father, Arthur Seldon CBE, helped to found 40 years ago. Sir Anthony's ambition is to make the university a truly pioneering academic institution. OUR PATRON, PROFESSOR KAMRAN MOFID As ever, our patron, Kamran Mofid, has been invited to give speeches at international conferences. For example, in June he gave a presentation at the Global Ethics Forum in Switzerland, where the theme this time was Responsible Leadership in Action: The Value of Values. He spoke of improving values-driven leadership in politics, religion and education and in particular highlighting education. Our CEO was pleased to supply supporting material for his talk, which was very well received. UNITED NATIONS – SUSTAINABLE DEVELOPMENT GOALS From 25-27 September heads of state and other high-ranking representatives from 193 countries attended a summit in the UN Headquarters in New York to bring countries and citizens of the world together to decide and embark on new paths to improve the lives of people everywhere. The world leaders committed to 17 Sustainable Development Goals with 169 associated targets which are integrated and indivisible. Never before have world leaders pledged common action and endeavour across such a broad and universal policy agenda. They initiated united pathways towards sustainable development and collectively pursuing global development and of "win-win" co-operation, which can bring huge gains to all countries and all parts of the world. Commitments were made to 17 Global Goals to achieve three extraordinary things in the next 15 years: - To end extreme poverty - To fight inequality and injustice - To fix climate change. The Global Goals for sustainable development could get these things done - in all countries - for all people (see www.un.org/sustainabledevelopment). However, the goals are not just for the UN and governments to deliver. It is the job of every company, NGO, community, leader, employee, man, woman, and child to play their part in bringing about the largest transformation in the history of humanity. For the first time ever, all people on earth have the chance to come together under a common vision and set of values that will create life conditions that work for everyone. VALUES-THEMED ARTICLES Since August 2011 we have had over 30 values-themed articles published on a website called InnovateMySchool. The piece for the Summer Term this year was about "Using values education to nurture the whole child" and the title of the Autumn Term 2015 piece is "How to EMPOWER learners to live smarter". The latter encourages systematic questioning, looking at both positive and negative aspects of topics, issues and concerns so as to learn from the findings, and teachers promoting a values-based approach to life so that children and young people benefit from a focus on Exploration, Motivation, Practice, Opportunities, Wellbeing, Exercise and Recreation. (A link to the set of articles is given at the end of the newsletter.) REMINDING THE DEPARTMENT FOR EDUCATION ABOUT OUR WORK Our CEO has had a meeting with her new MP, Jeremy Quin. He has been the governor of a school and so was very interested to learn about the work of the Human Values Foundation, to the extent that he said he would bring it and our programmes to the attention of the Department for Education. MAKING THE WEBSITE MOBILE COMPATIBLE We are living through an internet revolution with people visiting sites wherever they are and with a variety of digital devices, including mobile phones. In time we will need to completely rebuild our website when we launch our new e-products but for now, we have had it upgraded so that it is mobile compatible and we are therefore not missing out on visitors and, as and when we have the resources, we can take more advantage of online video, email marketing, social media facilities, etc. We are enormously grateful to Bristol Marketing Services for their generosity when charging us for the site rebuild and to Sheila Evered for her donation that enabled us to move forward with this transformational upgrade. DONATIONS There is a DONATE NOW button on the website There is no doubt that the HVF owes it continued existence to donations from those who recognise the enormous need for young children and teenagers to be able to learn about and consciously use life-enhancing values to make the most of themselves both during their school careers and subsequently. Please encourage your friends, family members, colleagues and others to visit our website and make a donation so that the HVF can make further uplifting contributions to the quality of teaching and mentoring for young people. Such support makes real differences to the rounded development of children, enabling them to be happy and healthy and mature into fulfilled adults. We much appreciate each and every one of our kind supporters 5 As ever, we are extremely grateful to our magnificent and committed supporters, without whom we could not be making deep, meaningful and timely changes to the lives of thousands of young children and teenagers to the delight of their teachers, parents and carers. A number of donors wish to remain anonymous but we would like to express our sincere appreciation to each of you for your wonderfully generous financial support. We much appreciate the annual subscriptions from our loyal Members and Friends and the encouraging donations we have received from Chris Caine, Joy Carter, Jacqueline Clark, Sheila Evered, Bob and Mary Greenhead, Iain Lee, Tim Lipscomb, Audrey Nightingale-Young, Anthony and Nicole O'Flaherty, Mike Roberts, Penelope Sapiro, Nigel Shamash, Tonia Silk, Geoffrey and Ann Steinberg and Valerie Stone. We are also greatly indebted to the trustees of Barleycorn Trust, Harapan Trust, The Joicey Trust, The Russell Haldane Trust, Skipton Building Society Charitable Foundation and The Walter and Elizabeth Sharman Charitable Trust for so generously enabling us to provide primary schools, often in specific and deprived areas of England, with a copy of Education in Human Values. The emails received from the teachers certainly express their thanks and appreciation for the resource and recognise the tremendous contribution it will make to their school and the children in it. We would also like to pay tribute to Audrey Nightingale-Young, who generously enables us to provide our accompanying CD of 30 of the songs in the EHV programme and our CD of Music For Reflection. The latter is proving very popular and beneficial owing to its calming effects on the children. AND FINALLY ... THANK YOU all once again for your exceptional contributions, encouragement, voluntary work and practical support that enables us to provide a service that positively impacts an ever growing number of schoolchildren. Through the dedicated endeavours of their teachers and others using our programmes, hundreds of lives are being transformed and enriched. Your kindness is helping to meet the needs of young people so that they feel happier about themselves, empowered with an understanding of values that really does make a difference to their lives, aspirations and wellbeing and the lives of those around them. If you have any comments, suggestions or ideas about gaining sponsorship for our various projects or would like a supply of some of our short brochures about the EHV and SEE programmes (paper or pdf) for your friends, family members and others, please contact: Rosemary Dewan Human Values foundation The Coach House, Salisbury Road, Horsham, West Sussex RH13 0AJ Alternatively do ring 01403 259711 or e-mail: email@example.com. The website is: www.humanvaluesfoundation.com. Click here for a collection of values-themed articles from the Human Values Foundation. We wish you all a happy and peaceful winter, with Seasons Greetings from the Human Values Foundation team. 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The hydraulic fracturing process, also known as "well stimulation," is vital to extracting natural gas from the Marcellus Shale and other geological formations in Pennsylvania. Over the course of nearly 70 years,hydraulic fracturing has been safely used in more than 2 million wells.and used across the United States as a safe and effective method to allow natural gas to flow freely into a wellbore and up to the earth's surface. The Well Stimulation Process Well developers begin the stimulation process once a well has been drilled to a desired vertical and horizontal depth, with a series of steel pipes, called casing strings, cemented in place along the length of the wellbore. The steel and cement isolates the well from the surrounding geology and groundwater zones found above. Groundwater sources are typically located a mile or more above the Marcellus Shale formation. A device known as a perforating gun is first lowered into the well to a designated location in the shale, Hydraulic fracturing has been used to produce oil and natural gas since 1949. The process involves pumping a mixture made up of 99.5% water and sand, and a minimal amount of additives, into the ground under high pressure. The solution opens tiny fractures in the rock to allow a pathway for the oil and gas to enter the wellbore. It typically takes about a week to complete a hydraulic fracturing operation. The Facts on Hydraulic Fracturing and a charge is fired down the well from a wire at ground surface to perforate the steel casing, cement and the shale formation. This perforation stage creates small cracks, or fractures, in the rock. FAST FACTS A mixture of water, sand and chemicals is then injected into the wellbore under high pressure. The sand holds open the cracks in the rock to allow the well to produce natural gas. Water and sand make up 99.5% of the fluid injected into the well, and the chemicals used in the process both small in number and dilute in concentration - can be found in many household items (see page 2). Once the first zone of the well has been perforated and stimulated, a rubber plug is placed to isolate that area from the rest of the horizontal wellbore. The perforation and stimulation process then continues multiple times along the length of the formation to make the well as productive as possible. A bit is lowered into the well after the process is completed to drill out the rubber plugs and allow gas to flow to the surface. Completing the Process At the completion of the stimulation process, approximately 20-30% of the water flows back up the wellbore, where it is collected and typically stored in tanks. Water can be treated and conveyed to another well site through a temporary water line and pumping system, or put into trucks and transported to another well location awaiting well stimulation. Water can also be stored on a drilling pad and used for multiple wells at that location. Over the productive life of the well, additional "produced" water slowly comes to the surface, where it is collected in on-site storage tanks and transported to permitted treatment facilities. Protecting Groundwater Agencies in Pennsylvania enforce stringent regulations to protect groundwater during both the drilling and well stimulation process. Marcellus Shale wells require multiple, redundant layers of A 2009 study by the Groundwater Protection Council, a non-profit organization of state groundwater regulators, found the chance for contamination of drinking water sources from the well stimulation process to be one in 200 million. The industry developed FracFocus.org to provide detailed information on hydraulic fracturing operations at wells across the country, including the capability to search for county-specific wells completed by individual natural gas operators. www.KeystoneEnergyForum.com steel casing and cement as well as strict quality control procedures to protect groundwater sources. State oil and gas regulatory agencies, including the Pennsylvania Department of Environmental Protection, have not documented a case of drinking water contamination related to the stimulation of an oil or natural gas well. In April 2009, the Ground Water Protection Council stated that the chances of groundwater contamination due to this process are as low as 1 in 200,000,000. Regulation of Water Withdrawals Water used in the well stimulation process is regulated in Pennsylvania either by the state DEP, or the federal Susquehanna or Delaware River Basin Commissions, with approval required for every withdrawal from streams or rivers. These withdrawals are limited to fraction of a waterway's normal flow to protect aquatic life, and stream withdrawals can be halted in the event of low flow conditions. Water is either trucked or piped to drilling locations, where it is stored in secure, lined impoundments or tanks for use in the fracture process. According to an analysis by the Susquehanna River Basin Commission, Marcellus Shale development at its anticipated peak levels of production in the Susquehanna River watershed would require the use of 60 million gallons of water a day. This amount is less than half of what is needed for recreational purposes, such as irrigating golf courses or making snow at ski resorts. Recycling and New Technologies The companies developing the Marcellus Shale are also advancing the treatment and recycling of water for use in multiple well stimulation procedures, along with research into using water impaired by acid mine ... more Facts on Hydraulic Fracturing drainage and other "lesser quality" water sources. Recycling efforts allow for a reduction in fresh water use required for each well, while the use of water from historic mining areas removes that water from stream flows, improving the quality of water in those streams in the process. An equal amount of work is taking place to research the use of additives that are biodegradable and do not bioaccumulate in the environment, including ingredients found in many foods. Guar gum, a thickener used in dairy products, baked goods and ketchup, is used as a friction reducer in the well stimulation process, while citric acid, used in the production of soft drinks and wine, is effective in controlling iron in a wellbore. Pennsylvania's winters have also led to the discovery of environmentally friendly additives required to prevent water from Common Well Stimulation Additives Between five and ten additives are commonly used to stimulate an oil or gas well, making up between .05 and .5% of the total injection into the well. The list below identifies many of them; the right column lists their common uses Common Household Product Swimming pool cleaner Disinfectant, Sterilizer for medical and dental equipment Table Salt Used in pharmaceuticals, acrylic fibers and plastic Used in laundry detergents, hand soaps and cosmetics Water treatment, Soil conditioner Makeup remover, laxatives and candy Thickener used in cosmetics, ice cream and toothpaste Food additive, lemon juice Low-sodium table salt substitute Cosmetics, food and beverage processing, water treatment Washing soda, detergents, soap, water softener, glass and ceramics Drinking water filtration, play sand www.KeystoneEnergyForum.com May, 2017 freezing during cold weather well stimulation, with the increased use of glycerin and potassium formate over material such as methanol, which is found in windshield cleaning solutions. 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Divine Design in the Library Saskatchewan School Library Association THE MEDIUM – FALL 2014 Tracy Woodward Divine Design in the Library Saskatchewan School Library Association I remember clearly walking in to this library for the first time. It looked pretty much like every other school library I had seen. Book shelves packed to their ends with books around the perimeter? Check. Tables and chairs crowded into the centre of the room? Check. Tables of computers? Check. Orange shag carpet? Check. At about the same time, I was reading a great deal about 21 st Century Libraries and the Learning Commons. Schools were in the news for throwing out books and adding coffee shops to their libraries. I was completing course work in Teacher-Librarianship, and I was learning more about not only the nature of my role as a Teacher-Librarian but also the library space. Libraries and Teacher-Librarians were rapidly evolving. The 21 st century library is a space that works for multiple groups of people and multiple purposes. It is a gathering space, a teaching space, an inquiry space, a comfortable reading space, and more! There was a clash between the reality of the library in which I found myself and the practice about which I was learning. I began to look critically at my space and how it functioned. The Physical Space The space was an excellent meeting room. There were enough tables and chairs for our large teaching staff and other groups who needed to meet. The library was working well as a computer lab. Housing 25 computers, classes booked in to use the computers and practice their typing or to type their reports. It was also working well as a book repository. In fact, there were books housed here since the 40s and 50s! Weeding had not been a popular practice in previous years. Finally, it was working great as a place to sign out books! Each day, classes dutifully filed in and out in their 15 minute time slots to sign out books for the week. What the library was not doing was working for the students it claimed to serve. It was not a space where students could work collaboratively, be inspired, easily access multiple modes of information, create and share their work or even read comfortably. I worked in the library for a year without making any changes. I needed to see how the space worked, how it was used, and what was used regularly. I also needed to learn more about the culture of the school, and take time to build relationships before making a massive overhaul. At the time, my school served a K-5 population. In two years the school would operate as a K-3 school, the only primary school in the province. During my second year in the library, I began to critically and purposefully evaluate the space and how it was used. I read and researched more about school libraries that were making a difference in student learning and what was happening in those spaces, and I gradually developed a vision for what I wanted my school library to be. I accessed Learning Support Facilitators in our school division, Samantha Mirwald and Patricia Peech. I had a vision in my head, but I wasn't exactly sure how to go about achieving it. These ladies helped me to think through the vision and develop a plan. Two videos really helped me to see what I knew I wanted. The first video was about the Anythink Library in Brighton. I liked that this library focused on creating a space that worked for the patrons. This library is not a book repository. I liked the comfortable seating, the open space, the flexibility of the space, the variety of activities that could occur, the inclusion of technology and (gasp!) the shift in how books were organized! The second video that had a big impact on me was from Amesbury School in New Zealand. Their school library was the hub and heart of the school, students had easy access throughout the day and the space was used for reading, research, creation and sharing. I wanted our library to be busy, to be comfortable, to be accessible, and to have technology for learning (not typing). With a plan in place, I made a presentation to my administration team that included not only what I wanted to change, but more importantly why I wanted to make the changes and how they would impact student learning. Thankfully my principal is very supportive of the library. Aside from allotting me a budget of $5000 to make the changes, he also advocated for and was successful in getting our 30 year old orange shag carpet replaced! I had to first consider my students. I was going to be serving K-3 students. Some of the challenges we had: * The furniture was not suited for small children (too high) * There was a lack of accessibility (students visited only once per week) as well as practical fact that shelving was too high * The library used as a computer lab * It did not work for multiple groups at once * There were a lack of tools and space to create artifacts that demonstrated their learning (space was not flexible) * The space was not inspiring * How to create independence for students who may not be able to read, read well and who did not understand Dewey I thought about how furniture could be arranged so that it could be flexible and to create zones. I used furniture and fabric to accomplish this. In one corner I have a story pit. I hung some sheer fabric around it to define it, but that would allow light to come through. This space works for students who want to read quietly or for group story times or meetings. Next to the pit, I placed a large curved table that I found second-hand and put it on wheels so it could be moved around. I purchased some small stools to go around it. There is space to add more if needed or the table and seating can be moved so it can be a large empty space for a group to work on a larger project. Most of the time, small groups work here and frequently students like to sit together here to look at books. Finally, the last corner across the back. I draped fabric over the ceiling and down the front to create the feeling of a cozy tent. I filled this space with bean bags and large pillows and have added a couple of comfy chairs. This is another space that works easily for students wanting to read, small groups, or can easily be a space for a whole class to sit and learn. I had all of the computers except for a pod of five removed from the library. I gained 20 iPads as well. I wanted the technology to be used for learning, but not for a typing class. The centre of the library holds three book shelves for picture books. In the middle I placed some lovely second-hand furniture. It looks like a sitting room and it can be easily pushed out of the way to make room for the book fair, or to host an author or artist for a larger group of students. The physical change to the space was perhaps the easiest part of the change in the library. This was the first step to creating an inspiring, comfortable, collaborative space that suited the learning needs of students. The real hard work was yet to come. Next I tackled the collection. This is where I began to challenge traditional library organization and organize the collection to allow K-3 students to be more independent in the library and at the same time increase our circulation. You can read more in the next issue of The Medium. Resources: Brooks Kirkland, A. (2011, October). Designing virtual library learning spaces [Web log message]. Retrieved from http://bythebrooks.pbworks.com/w/file/fet ch/ 4 6 3 4 4 82 1 / H W C DSB_ L LC . p df Hamilton, B. (2007, September 18). Six trends in school library centers for the 21st century [Web log message]. Retrieved from http://theunquietlibrarian.wordpress.com/2007/09/18/six-trends-in-schoollibrary-media-centers-for-the-21st-century/ Loertscher, D. (2008). Flip This Library: School libraries need a revolution. School Library Journal (online). Retrieved October 16, 2014, from http://www.slj.com/2008/11/sljarchives/flip-this-library-school-librariesneed-a-revolution/ School Libraries Project. (n.d.). Retrieved October 16, 2014, from http://www.schoollibrariesproject.org/ Sullivan, M. (2011). Divine Design: How to create the 21st century library of your dreams. School Library Journal (online). 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Old World Archaeologist - Summer 1980 by George Rohrer The old man's head had been crushed and severed from his body in the rockfall. By standards of 50,000 B.C., this Neanderthaler, aged forty, was very old. The accident had occurred in a large cave in Iraq near the mountain town of Shanidar. Shanidar I was one of nine skeletons unearthed at this site between 1957 and 1960. Neanderthal man has been traced back 100,000 years to the third interglacial period. He is known to have survived for 80,000 years into the fourth or Wurm glaciation. His remains have been found in approximately seventy sites from Western Europe through Central Asia. Not until Shanidar I was found by excavators led by Ralph Solecki of Columbia University, had it been possible to determine the age of any individual by Carbon 14 testing. Even before Darwin's "On the Origin of Species" appeared, the early 19th century had seen some discussion of evolution. Several pre-human skulls had been found, but no widespread interest was created until the summer of 1856. Workmen blasting in a limestone quarry in the Neander Valley near Dusseldorf in Germany came upon ancient bones. The bones were shoveled away carelessly, but fragments of a skeleton and a skullcap were rescued. These were identified as the remains of a person who had lived 50,000 to 100,000 years before, and the designation "Neanderthal" entered the story of man. A similar skull had been unearthed in Gibraltar in 1948, but had been generally ignored. The Gibraltar post office acknowledged the March 22, 1973 (Scott no. 296-8). The 4 pence shows a skull without the jaw. The 6 pence depicts a restored head, and the 10 pence portrays a family of three. Between 1866, and 1910 half a dozen sites containing Neanderthal bones and tools were uncovered in France and Belgium. In 1908 an important find was made at the cave site of le Moustier in southwest France. A Neanderthal boy, fifteen or sixteen years old, had been buried on his right side in a flexed position. His head rested on his forearm, under which a pile of flint served as a kind of pillow. The grave contained a finely wrought stone axe and charred bones of cattle. This last may have remained from a roast offered to provide sustenance for whatever lay ahead. The skeleton was the most complete of any yet found. From the name of this cave the designation "Mousterian" was adopted to identify the tool industry which characterized the work of the late Neanderthal or Middle Paleolithic period. This quality work extended into the early Cro-Magnon or Upper Paleolithic period. 1 The discovery of a skeleton the same year near the village of La Chapelle-aux-Saints in southern France proved to be a landmark in the exploration of prehistory. The specimen was sent to Paris and was examined by the paleontologist Marcellin Boule. The publications of this highly respected but mistaken scholar misguided the public for more than half a century. Neanderthal man was pictured as shuffling along with "knee bent gait…". He traveled in a semi-erect posture. The head was not balanced on the spinal column, but hung forward. It was suggested that the feet might have been grasping organs like those of the apes. The specimen resembled a chimpanzee more closely than it did man. This concept led to the caricaturing of the Neanderthal and fomented the appearance of absurd cartoons which enjoy credence in unenlightened quarters to this day. Regrettably, the representations of Neanderthal on the various stamps does little to dispel this clumsy notion. In 1957 studies of this skeleton were made at Johns Hopkins University in Baltimore and at Saint Bartholomew's Hospital Medical College in London. The specimen was deemed not at all typical. The man was very old - forty or fifty years being really aged for the time. He had lost his molars years before his death. His skull had been damaged in the grave by shifting rock and soil. He was suffering from arthritis of the jaws, spine, and possibly lower limbs. It was concluded that there was no reason to assume that "the posture of Neanderthal man… differed significantly from that of present day man". It is true that there are anatomical differences. The cranium and brain cavity were larger than ours. The brow was deeply ridged and the forehead receding. The front teeth were larger and the whole dental pattern was place in a forward position. This was because of the dimension of the jaw, which was longer than that of earlier or of later man. A profile view reveals a space between the third molar (wisdom tooth) and the ascending branch of the jawbone. This gap is rarely found except in Neanderthal anatomy. One dentist expressed the opinion that having a jaw of such proportions would obviate many of today's problems with wisdom teeth. There is lacking a pointed chin though the chin area is less receding than that of his predecessors. The skull pictured at the lower right on the 5 centavos 1967 Cuban stamp (Stanley Gibbons 1466) is unquestionably that of the old gentleman of La Chapelle-aux-Saints. In the sketched enlargement some teeth have been added to illustrate the space in front of the ascending branch of the mandible. There are skeletal differences. Neanderthal was less tall than we but more robust. Heavy muscles were attached to massive limbs. The woman appears to have been similarly hefty. No one knows the skin color nor the extent of the hair covering. The tools of Neanderthal were an improvement over those of his predecessors. Earliest man obtained a sharp-edged tool by splitting a stone. The Pithecanthropine successors struck rough tools from stone and seemed to specialize in axes. During Neanderthal's 80,000 years on earth he adapted tools to his needs, skillfully flaking them from cores. At least sixty different types have been uncovered. One authority places the tools in three classes: Scrapers: used in preparing skins or clothes and shelters Points: of different sizes useful in the manufacture of spears and axes Knives: adapted to many functions The community was thereby equipped to hunt, butcher, fish, process food, and generally prepare objects made of wood and other plant products. Hunting procedures apparently did not change much during the several hundred centuries of the ensuing Upper Paleolithic period, but improvements were made in the tool industry. The flaking process was continued, but flakes struck from the cores were longer and more readily shaped and varied. Cro-Magnon also produced small points and used bone and ivory for harpoons and needles, among other things. We return to the Shanidar cave in Iraq. In the months that followed the excavating of Shanidar I two more skeletons - Shanidar II and Shanidar III - came to light. They, too, had been bashed about by rockfalls. Shanidar V's remains had been scattered and were incomplete. Subsequent digging brought the searchers to more skeletal remains seven meters below the level of the cave floor. Shanidar IV (a man), VI and VII (women), and VIII (a child) seemed to lie in a scooped out niche. A border of stone blocks along two sides of the depression suggested a kind of crypt. Shanidar IV had received the last and most impressive burial. Soil samples were taken from the area and sent to Paris for analysis by Madame Arlette Leroi-Gourhan, a paleontologist. From these samples Madame Leroi-Gourhan isolated pollen of flowers which had been laid upon Shanidar IV's grave. The great concentration of pollen grains at the spot fifteen meters from the cave mouth eliminated the possibility of their having been borne by wind or animals. One interesting circumstance was the botanist's finding the scale of a butterfly wing. A butterfly had settled upon the flowers while they were fresh. The five genera of plants prevalent on the grave may be represented by a yarrow, cornflower, ragwort, grape hyacinth, and hollyhock. While burial of the dead, as we have seen, was common practice among the Neanderthalers, the evidence of the offering of flowers is unique. Many circumstances point to the conclusion that Neanderthal possessed a concept of the spirit world. After so many thousands of years it is difficult to distinguish between injuries acquired during life and the damage done to fossils by shifts in rock and soil. Definite assessment can be made, however, of bone injuries which have healed. Traumas suffered by individuals included smashed eye socked, arthritic degeneration, broken rib, head injury, withered arm, severed hand, and broken hip. An apparent stab wound to the chest of Shanidar I marks a rare case of violence among people. The incidence of so much physical damage tells of a dangerous and strenuous life. How could the Neanderthal folk have survived the rigors of danger and cold without their incredible strength? Another observation has raised some speculation. The plants represented by the pollen have been used in later times as medicines. They have served as emetics, nerve stimulants, purgatives, and have been used for the relief of asthma, dropsy, and toothache. The choice of plants now known to have medicinal value may have been a coincidence, but Dr. Solecki considers it worthy of thought. Did Neanderthal enjoy the first cuisine? Dr. Loring Brace of the University of Michigan considers the evidence. The remains of many hearth fires have been recognized. Some of the hearths from the Mousterian era reveal a depth and form which indicate a pit lined with stones. They strongly suggest roasting ovens. Neanderthalers with their hafted weapons hunted large game such as deer, cattle, goats, and even rhinoceros and mammoth. After the feast which followed the kill the preservation of the remaining flesh presented no problem in the Ice Age. However, no one could have enjoyed chewing on frozen leftovers. Thawing rendered the flesh easier to chew, and cooking made it more palatable. The practice of eating cooked foods may explain the reduction in size of teeth by the time Neanderthal man had vanished. This disappearance coincided with the appearance of Cro-Magnon man about 35,000 years before the present. What happened to Neanderthal people? One view is that the new Cro-Magnon invasion engulfed and exterminated the older race. The origin of the newcomers remains in the realm of the mysterious. A modified explanation claims that the Neanderthal population was assimilated in the mass of the arrivals. This still leaves unexplained whence the new people came. Liberman, a linguist at Brown, and Crelin, an anatomist at Yale, offer a theory relating to Neanderthal's extinction. They constructed a model of vocal equipment based on a Neanderthal skull. Their study convinced them that the sounds had to proceed from the vocal folds directly to the oral center without passing through the throat. Certain sounds were thus rendered impossible. The experimenters submit that the people were restricted in their vocal expression because of anatomical limitations. This handicap made them unable to compete with a race possessing a superior culture and facile communication. Needless to say, this premise does not go unchallenged. While many anthropologists and prehistorians deny that Neanderthal man is our direct ancestor, some authorities are convinced that the Neanderthaler did evolve into Homo sapiens sapiens. It is pointed out that the skeletons found at Skhul on Mount Carmel in Israel, although Neanderthal, had definite Upper Paleolithic aspects. The teeth and facial features are smaller than those of the typical Neanderthaler and the skeletons are less sturdy. It is proposed that these individuals be called "Neanderthaloid". Significantly, they are dated at 35,000 years B.P., the same age as some Upper Paleolithic specimens which also display transitional features. Skulls found at Predmost and at Brno (Brunn) in Czechoslovakia had retained definition, heavy brow, facial features, and the area of neck muscle attachment which reflect the Neanderthaler. Natural selection had to be involved in effecting the Neanderthaler. Natural selection had to be involved in effecting the similarity in appearance, which is seen as evidence of evolution. In France, as elsewhere, the early Cro-Magnons occupied caves and shelters which had been in use through Mousterian times without perceptible interruption. The population eventually increased and the socio-cultural pattern became more complex. The new culture witnessed the beginning of cave art and small sculptures on bone, stone, and ivory. One authority has stated that the only points of agreement among anthropologists on the subject of Neanderthal are that he existed in the Wurm or fourth glacial period, that similar men existed in Europe and in the Near East, and the cranial morphology of Homo sapiens neanderthalensis differed from that of Homo sapiens sapiens. Much more fossil evidence must be assembled before authorities come close to concurrence on many points. Whatever befell the Neanderthal people, one is profoundly impressed by the stamina and ingenuity of human beings who survived for 80,000 years in a cruel environment. Meanwhile, the field of study is most lively and intensely interesting. Reprinted through the kind permission of the Old World Archaeological Study Unit.	<urn:uuid:c1d47cbd-2465-4165-831a-b2dc5540163f>	CC-MAIN-2018-47	http://boneandstone.com/articles/rohrer_06.pdf	2018-11-14T00:24:24Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00284.warc.gz	58,970,501	2,807	eng_Latn	eng_Latn	0.999033	eng_Latn	0.999186	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2598, 5714, 8354, 11052, 13332 ]	[ 2.21875 ]	2	1
BEAUMARIS PRIMARY SCHOOL BULLYING POLICY (Student, Staff and Parent) Definition: A person is bullied when someone, or a group of people, deliberately upsets or hurts another person or damage their property, reputation or social acceptance on more than one occasion. There is an imbalance of power in incidents of bullying with the bully or bullies having more power at the time due to age, size, status or other reasons. Rationale: The school will provide a positive culture where bullying is not accepted, to ensure that all will have the right of respect from others, the right to learn or to teach, and a right to feel safe and secure in their school environment at all times. Aims: - To alert everyone within the school community about the signs and evidence of bullying and to ensure bullying is reported whether a person is a bystander or a victim. - To reinforce within the school community what bullying is, and the fact that it is unacceptable. - To ensure that all reported incidents of bullying are followed up appropriately. - To seek parental and peer-group support and co-operation at all times. Implementation: - Bullying may consist of physical harm, harassment, verbal insults or hurtful remarks, or actions designed to hurt somebody's reputation, social standing or to cause humiliation. Bullying may be carried out directly or indirectly and may include the use of digital technologies such as social network sites, websites or on-line chat rooms. - Our school has adopted a zero tolerance position on bullying. - We have adopted a four-phase approach to bullying. - Our school will combat bullying by providing a safe, secure and stimulating learning environment. 1. Primary Prevention: - Each classroom teacher to clarify with students the types of bullying, as well as the consequences and impact of bullying. - Professional development for staff relating to bullying, harassment and proven counter measures. - Community awareness and input relating to bullying, its characteristics and the school's programs and responses, complemented by clear processes for reporting suspected bullying. - Teachers will be trained in cybersafety. Cybersafety awareness programs will be provided for parents (biannually) and cybersafety will form part of each student's ICT curriculum. - The provision of programs that promote inclusiveness, resilience, life and social skills, assertiveness, conflict resolution and problem solving will form an integral part of our curriculum. In particular, assertiveness training and bystander training that builds skills in students to challenge and/or report unacceptable behaviour will be central to our curriculum. 2. Less Serious Incidents: - Parents are encouraged to contact the school if they suspect a bullying or behaviour problem. - All instances of suspected bullying or inappropriate behaviour must be responded to by staff. - The school will reinforce with students the importance of appropriately reporting incidents of inappropriate behaviour involving themselves or others, and it is imperative that staff respond appropriately and proportionally to each allegation consistent with the school's Student Code of Conduct, including the proper reporting and recording of the incident on our on-line behaviour tracker. - Parents are to be contacted if their child is alleged to have been bullied or experienced inappropriate behaviour, or if their child appears to have behaved inappropriately or bullied someone else. - Appropriate and proportional consequences may include a verbal apology, writing a letter of regret, completing a Think Paper, loss of privileges etc. 3. Serious Incidents: - Serious incidents and/or repetitive incidents of bullying or unacceptable behaviour must be reported, responded to by staff and documented. - All such incidents or allegations will be properly investigated and documented. Depending upon the nature of each incident, they may also be reported to police, reported to the Student Critical Incident Advisory Unit, and/or reported to the Department's Emergency and Security Management Unit. - Serious incidents are those that include physical assault, sexual assault, criminal activity involving theft or serious damage of property, serious threats, racial, religious or homophobic bullying etc. - The school may contact support professionals such as Welfare officers, Welfare coordinators or Councillors and/or Student Support Officers for assistance and support. - Both bullies and victims will be offered counselling and support. - Students and staff and parents identified by others as bullies will be informed of allegations. - All repetitive or serious incidents must be brought to the attention of the principal class members of the school. - Regional Office will provide support as appropriate, and the Principal will monitor the investigation and review the situation until matters are appropriately resolved. - The most appropriate staff member will contact parents of the targeted student. Principal class members will contact alleged bullies unless advised by police or other relevant authority not to do so. - Consequences of repetitive or serious incidents may include criminal charges, suspension, expulsion, loss of privileges, counselling, conciliation or any other consequences consistent with the school's Student Code of Conduct. - A management strategy for all parties will be developed in consultation with the students and parents involved. - Parents or community members who bully or harass or abuse staff will be provided with official warnings, and if necessary referred to the police, and/or have trespass restrictions placed upon them by the Principal consistent with the Summary Offences Act. 4. Post Incident: - conciliation meetings between all parties It is important that appropriate strategies are put in place after the incident has been resolved for all students involved. Appropriate strategies may include:- - ongoing monitoring of students involved. - follow-up meetings regarding each student's management strategy. - identification of an agreed key contact staff member for each student involved. - ongoing communication with parents. - reinforcement of positive behaviours and appropriate behaviour strategies. - counselling from appropriate agencies of support officers etc for both parties. - support and counselling will be offered in the event of malicious or fictitious claims. Evaluation: This policy will be reviewed as part of the school's review cycle. Support materials: http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/students.aspx Ratified by School Council: 2016 To be reviewed: 2019	<urn:uuid:f198dc81-8fc3-4219-9441-ab438e79a282>	CC-MAIN-2018-47	http://beaups.vic.edu.au/uploaded_files/media/2016_bullying.pdf	2018-11-14T01:12:08Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00284.warc.gz	44,603,911	1,216	eng_Latn	eng_Latn	0.998369	eng_Latn	0.998395	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3107, 6683 ]	[ 4.09375 ]	2	4
air cadet publication ACP 33 flight volume 1 - history of flight \| Amendment List \| \| Amended by \| Date Incorporated \| \|---\|---\|---\|---\| \| No \| Date \| \| \| \| 1 \| \| \| \| \| 2 \| \| \| \| \| 3 \| \| \| \| \| 4 \| \| \| \| \| 5 \| \| \| \| \| 6 \| \| \| \| \| 7 \| \| \| \| \| 8 \| \| \| \| \| 9 \| \| \| \| \| 10 \| \| \| \| \| 11 \| \| \| \| \| 12 \| \| \| \| \| 13 \| \| \| \| \| 14 \| \| \| \| \| 15 \| \| \| \| \| 16 \| \| \| \| CONTENTS ACP 33 FLIGHT Volume 1................. History of Flight Volume 2 ................. Principles of Flight Volume 3 ................. Propulsion Volume 4 ................. Airframes Volume 1 History of Flight Chapter 1 ................ Lighter-than-Air Craft. Chapter 2 ................ Heavier-than-Air Craft. Instructors' Guide Uncontrolled copy not subject to amendment The first Hot-Air Balloon LIGHTER-THAN-AIR CRAFT Man takes to the air 1. For many years man had dreamed of flying through the air like the birds. It was not too surprising then that early attempts to fly tried to copy bird flight by using flapping wings. Leonardo da Vinci (1452-1519) the Italian artist and inventor produced many designs for aircraft which relied on flapping wings. Fortunately he never built or tested any of his designs for they would never have worked - man's muscles are far too small to operate the massive wings that would be required to get him airborne. 2. It was not until the Montgolfier brothers built a hot air balloon in 1783 that man could realise his dream of getting airborne. The first balloon flight occurred at Annonay in France on 25 April 1783 where a 12m (39 ft) diameter un-manned balloon filled with hot air climbed to a height of 305m (1000ft) before the hot air in the envelope cooled and it began to descend. The Montgolfier brothers are said to The first Hydrogenfilled Balloon Why does a balloon fly? have been unaware that hot air alone was responsible for the balloon rising, believing that a special light gas was generated by burning a mixture of wool and straw below the open neck of the envelope. 3. In September 1783 a further demonstration saw the balloon lift a sheep, a duck and a cockerel - the first living creatures to become artificially airborne. Later in the same year Francois Pilatre de Rozier accompanied by the Maquis d'Arlandes made the first free flight in the balloon, remaining airborne for 25 minutes and travelling a distance of 9km. Free flight in a lighter-than-air craft had at last been realised. 4. Although this was the beginning of manned flight, it was also the end of the Montgolfier balloon; almost immediately superseded by a much superior and practical hydrogen-filled balloon developed by J Charles. In this balloon both Charles and his assistant made a free flight from the gardens of the Tuileries in Paris on 1 December 1783, covering a distance of 43km (27 miles) and witnessed by over 400,000 people. The Charles balloon was so well designed that the gas-filled balloons used to this day are essentially similar to it - the main difference being that modern balloons use helium gas which does not burn, instead of hydrogen. Why balloons fly 5. An inflated balloon displaces its own volume of air and so experiences a lifting force or upthrust. This upthrust is equal to the weight of air displaced. A helium balloon inflated to the size of a house would contain about 1 / 2 tonne of gas and would displace about 4 tonnes of air. Controlling the balloon in flight The difference between these two weights would be the lifting force on the heliumfilled balloon. If this lifting force is greater than the total weight of the balloon, including the gas, envelope and gondola or basket, then the balloon will float. 6. As the balloon ascends, the atmospheric pressure falls and the balloon expands. To prevent the balloon from bursting, its gas must either be released gradually or allowed to expand into spare envelope space. Hot-air Ballooning 7. Hot-air ballooning is now a very popular sport and many companies fly specially designed balloons to advertise their names. Heating up air causes it to expand and become less dense. When this lighter air fills the balloon envelope it provides lift by displacing the heavier air outside, in much the same way as hydrogen and helium gas but at a fraction of the cost. The air is heated using large propane gas burners attached below the open neck of the balloon and, while in flight, ignited in short bursts to replace the cooling air. In this way the balloon is able to maintain altitude. Making a balloon navigable 8. It was not long after the de Rozier's first flight in the Montgolfier balloon that the potential of such a vehicle used for military reconnaissance was seen. But there had to some way of steering it - a basic balloon is simply carried along by the wind. Early ideas of sails, oars and propellers proved useless. It had to be understood that if a lighter-than-air machine was to be steered, then there had to be a controllable force capable of propelling it independantly of the wind. From this realisation and Some advantages of airships Modern airships use helium gas over 100 years after Montgolfier's first flight, the first airship designs were produced. Engines were attached to provide independent forward motion and control was provided by using rudders to act on the airflow caused by this forward motion. Airships 9. Airships are not very common nowadays but in the early 1900s they were considered by many people to be the way forward for air travel. They were quiet and provided passengers with a high degree of comfort. Their ability to remain stationary relative to the ground while using very little fuel made them ideal for scientific and military work. Their size and lifting capacity enabled them to carry large cargoes relatively cheaply. Unfortunately, they were filled with hydrogen gas which made them extremely dangerous - hydrogen gas can be ignited with a tiny spark and will explode with tremendous force. 10. Because of this, there were many airship accidents and finally, when the passenger airship Hindenberg burst into flames at its moorings in 1937, many people lost confidence in them and the airship era was effectively over. Although helium gas was just becoming available as a completely safe alternative to hydrogen, it had unfortunately arrived too late. How are Airships controlled? 11. Modern airships are benefitting from a revival. They are made with strong lightweight materials and have powerful engines which make them highly manoeuvrable. Airship rising Airship descending 12. Inside the main balloon are two ballonets - inflatable air bags that keep the pressure of the helium gas slightly higher than atmospheric pressure. This prevents the balloon from over inflating as the airship rises, or sagging as it descends. Also, pumping air from one ballonet to the other trims the airship balance. 13. Airship rising. To get the airship to rise, valves release air from the ballonets into the atmosphere, reducing the weight of the airship and allowing the helium gas to expand - giving more lift. Fig 1-7 Pumps force air into the ballonets and the airship descends. 14. Airship descending. To make the airship descend, pumps force air into the ballonets, increasing the airship's weight and compressing the helium gas so that lift is reduced. Do not mark the paper in any way - write your answers on a separate piece of paper. Sample Questions 1. In which year did the Montgolfier brothers first fly their hot air balloon? a. 1673 b. 1783 c. 1883 d. 1973 2. Who first flew a man-carrying hydrogen-filled balloon? a. Leonardo da Vinci b. Montgolfier c. Charles d. de Rozier 3. What gas are modern airships filled with? a. Helium b. Hydrogen c. Butane d. Propane 4. An airship rises when: a. The ballonets empty and the helium gas expands. b. The ballonets empty and the helium gas is compressed. c. The ballonets are filled with air and the helium gas is compressed. d. The ballonets are filled with air and the helium gas expands. Features that make a kite fly Sir George Cayley's model glider HEAVIER-THAN-AIR CRAFT 1. It is believed that the first man-made flying object climbed skyward at least 3000 years ago on the end of a piece of string. The early Chinese people flew kites most probably as signalling devices or military banners heralding the approach of their armies. The technology of kite flying quickly spread throughout the world, with some kites almost certainly built large enough to lift a man used as a military observer. How does a kite fly? 2. The most important features of this typical kite are its shape, its tail and the way in which the string is attached. Together, they make sure that the kite flies at the correct angle to the wind. The weight of the kite is balanced by the force of the wind underneath it, and also by a less obvious force called lift, caused by the kite's shape. Lift is produced by the wind passing over the top of the kite creating an area of low pressure, and by the air underneath the kite, at a slightly higher pressure, lifting the kite upwards. Free flight 3. The next most obvious step forward in achieving flight in an heavier-than-air machine was to develop a kite which could fly without a line to the ground. In 1804 the English Baronet Sir George Cayley built what is generally considered to be the first model glider. It was little more than a broomstick, to which was mounted a kite shaped wing at one end and vertical and horizontal tail surfaces at the other; nevertheless it was capable of stable flight over many metres. Forerunner of the HangGlider 4. With this device Cayley was able to confirm that the principles of heavierthan-air flight were definitely possible. From this first model he evolved a glider that was capable of carrying a small boy, although there was no way of controlling this craft in flight. Lack of power 5. Also, around this time there were many men beginning to improve the construction of fixed-wing aircraft that could fly. Their main problem, however, was to find a reliable and light enough engine to provide the power they required. In June 1848, John Stringfellow from Chard in Somerset successfully flew his 10-foot wingspan model, powered by a tiny steam engine, across a long room in a disused lace mill. Attempts to make larger versions of steam powered craft were unfortunately unsuccessful. The problems of suitable engines dogged aviation pioneers for many years. 6. The more practical aviators however, accepted this lack of sufficient engine power and concentrated on improving airframe design. They experimented with lightweight construction and tried to discover practical methods of controlling the aircraft in flight. Nobody was more successful in this than the German Otto Lilienthal (1848-1896) who built extremely lightweight gliders enabling him to make many thousands of flights. His gliders were the forerunners of the modern hang-glider, designed so that the mass of the body could be moved to allow some degree of control. Despite many successful flights Lilienthal was killed in a flying accident on 9th August 1896, when he was 48 years old. The first controlled flight 7. In 1885 a German by the name of Gottlieb Daimler developed the world's first single cylinder internal combustion engine which produced a power-to-weight ratio far superior to any other form of engine available for aircraft propulsion - the long awaited power plant for aircraft had finally arrived. The beginning of controlled flight 8. On a cold Thursday morning on the 17th December 1903 Orville and Wilbur Wright rolled out their 'Flyer' for the first test flight. With Orville at the controls the Flyer flew a full 120 feet in controlled flight. Three other test flights followed, the last and the best of that day covering 260m (852 ft) and ending with the elevator being damaged as the Flyer landed. Later Orville wrote: "The course of the flight up and down was exceedingly erratic. The control of the front rudder (elevator) was difficult. As a result the machine would rise suddenly to about ten feet, and then as suddenly dart for the ground. A sudden dart, when a little over 120 feet from the point at which it rose into the air, ended the flight." 9. The important feature of these flights was that man had been airborne and in control of a powered heavier-than-air machine for the very first time. Bleriot crosses the Channel 10. With improvements to the design of the Flyer, by the end of 1908 and flying from Auvours in France, Wilbur Wright had made more than 100 flights, totalling in excess of 25 flying hours. His last flight of the year, on 31st December lasted 2 hours 20 minutes during which time he covered a distance of 77 miles (124 km) to set a new world record and win the Michelin prize. While Wilbur was busy in Europe, Orville was demonstrating the Flyer at Fort Myer in Virginia. These demonstrations attracted and thrilled many thousands of people who came from miles around to see an areoplane in flight. Tragically they ended after only a few weeks when the aircraft crashed, seriously injuring Orville and killing his passenger - Lt Thomas E Selfridge - the first man in the world to be killed in a powered aircraft accident. Louis Bleriot 11. Things were also happening much closer to home. On the 25 July 1909 a frail looking monoplane landed close to Dover Castle in Kent. The pilot was a Frenchman called Louis Bleriot and he had just completed the first crossing of the English Channel by a heavier-than-air machine. Bleriot's Type XI monoplane had taken 37 minutes to make the crossing, but had very nearly ended in failure when his 3 cylinder Anzani engine started to lose power as it overheated. Fortunately a shower of rain cooled the engine sufficiently to complete the crossing. Bleriot's monoplanes went on to achieve many important world firsts, including first over the Alps (1910), first London to Paris non-stop flight (1911), the first official carriage of airmail in Britain (1911) and almost inevitably, the first use of an aeroplane in war (1911). Man had finally realised his dream of mastering the skies. 1914 to 1939 A Maturing Industry 12. By the time war was declared in August 1914, the leading nations' armed forces had already established air arms. The stimulus of war accelerated the development of aeroplanes and engines and the industry expanded rapidly. Skirmishes between observation aircraft early in the war led to the development of more sophisticated gun technology such as the Fokker synchronised-gear machine gun, which ensures that bullets were fired between propeller blades. The SE5a was one of the most popular British fighters, which continued its career after the war. Bombing was adopted to a limited extent, with little military effect, but stimulated the design of much larger twin-engined aircraft. Some of these designs provided the basis for the first post-war airliners. 13. After World War One, new uses for aircraft were pioneered. The machine which made the biggest impact in 1919 was the Vickers Vimy bomber. A converted Vimy flown by Alcock and Brown made the first non-stop crossing of the Atlantic. This was the first of many feats which showed the growing potential of aviation. Between the two world wars a number of women broke records and made pioneering long-distance flights. Amy Johnson flew a Gipsy Moth when in 1930 she made the first solo flight from England to Australia by a woman. There was a growth in popular flying and flying clubs multiplied. The Moth was typical of the practicable, sturdy aircraft used for the purpose, and evolved into a whole family of de Havilland light aircraft including the famous Tiger Moth, which became the Royal Air Force's trainer in World War Two. The Schneider Trophy 14. Aeroplanes were pushed to ever greater speeds and altitudes. The Schneider Trophy was devised in 1912 to stimulate the development of sound, practicable transport aircraft – instead it produced a series of beautiful but freakish high-speed racers. The Birth of the Modern Airliner 15. Airliner development made great strides in the USA in the 1930s. Fast, allmetal monoplanes were developed by Northrop, Lockheed, Douglas and Boeing. Significant advances included the development of wing flaps (to improve low-speed 1939 to 1945 1945 to Present Day lift and reduce landing speed), variable pitch propellers and retractable undercarriages. From Pistons to Jet 16. In 1939, war again accelerated technological development in the aircraft industry. The Battle of Britain (1940) was a contest as much between engines as between aircraft. The Rolls-Royce Merlin engine, which powered both the Spitfire and Hurricane, represented the pinnacle of engineering design and production skill. 17. The most important development towards the end of the war was the jet. British and German teams raced to develop jet designs. In June 1944 Germany launched pilotless, explosive-carrying jet planes against Britain: the V-1, nicknamed the 'Doodle Bug' and 'Flying Bomb'. The first British fighter, the Gloster Meteor, entered service one month later in an effort to destroy the V-1s. In the late stages of the war Germany used the rocket-powered Messerschmitt Komet fighters to intercept enemy bombers. THE JET AGE The Birth of the Jet 18. The technology developed during World War Two transformed aviation in the subsequent years. The jet engine – with it speed capability and high power-toweight ratio – inspired new experimental ideas and shapes. The results included jet passenger services, supersonic flight and vertical take-off and landing. The First Jet Airliner 19. The world's first jet airliner was the de Havilland Comet 1, which flew in July 1949 and entered service in 1952. On long flights the Comet could have the journey time of piston-engined airliners. Smooth and quiet, its pressurised cabin enabled it to fly in all weather conditions. The most successful aircraft of this first generation of jet airliners was the swept-wing Boeing 707, which entered service in 1958. Bigger or Faster? 20. In the 1960s commercial aviation began to follow two different paths – one leading to greater passenger-carrying capacity, the other to greater speed. The Gossamer Condor wins the Kremer Prize British and French governments funded a supersonic transport project which eventually produced Concord – an aeroplane that can fly at twice the speed of sound, but has served with only two airlines, British Airways and Air France, because of its high operating costs. In the USA Boeing started planning for an entirely different approach: a huge airliner with 400 seats. The resulting 747 produced a second revolution in jet transport and made international travel an almost commonplace experience. 21. The design and development of aircraft have come a long way from those early days of Lilenthal and the Wright bothers. There is no doubt that powered flight has, in less than a century, transformed the world. Journeys have shrunk from weeks to hours and travel across the world has become a possibility for everyone. There will however, always be new challenges to meet and goals to aim for. In 1977 for example, Dr. Paul McCready's Gossamer Condor aircraft, powered and controlled by racing cyclist Bryan Allen, was flown in a figure-of-eight circuit around two pylons 0.8km (0.5 mile) apart. This was the first significant man-powered flight, and won the £50,000 Kremer Prize which had been so long in finding a home. Dr. McCready's Gossamer Albatross aircraft went on in 1979, to set the world distance record for man-powered flight. 22. Aviation pioneers will always be with us testing new designs and pushing the frontiers of technology to their limits. The progress made in aircraft design in the past 100 years has been breathtaking - who knows what the future holds! Do not mark the paper in any way - write your answers on a separate piece of paper. Sample Questions 1. Who is thought to have produced the first model glider in 1804? a. Wright brothers b. Sir George Cayley c. Louis Bleriot d. John Stringfellow 2. Otto Lilienthal is well known for: a. building controllable gliders considered to be the forerunner of the modern hang-glider. b. Developing the world's first single cylinder internal combustion engine. c. Flying non-stop from London to Paris for the first time. d. Building the first heavier-than-air powered aircraft large enough to carry a man. 3. Who was the first person to fly a powered aircraft across the English channel? a. Orville Wright b. Bryan Allen c. Wilbur Wright d. Louis Bleriot 4. The aircraft to win the Kremer prize was called: a. Gossamer Condor b. Wright's Flyer c. Gossamer Albatross d. McCready's Flyer Page 33.1.1-1 Para 1 INSTRUCTORS GUIDE Archimedes Principle Archimedes, a Greek mathematician, discovered why things float. It is believed that he formulated his principle, while lowering himself in to his bath. The story goes, that in his excitement he leapt out of the bath and ran to his workshop shouting Eureka (I have found it!) - completely forgetting to dress. His principle states: Any object immersed in a fluid (liquid or gas) experiences an upthrust (it appears to weigh less). The size of this upthrust is equal to the weight of the fluid displaced by the object. This means that an object will float in a fluid when it displaces it's own weight of fluid. For example: A 1000 tonne ship floats when it has displaced 1000 tonnes of water. A one tonne balloon will float when it displaces one tonne of air. From the earliest times man had aspirations to fly. By the beginning of the Sixteenth Century Leonardo da Vinci considered the problem of aviation in a more scientific spirit. By observation he learned much about the mechanics of the gliding and soaring flight of birds. He concluded that the long, narrow, slightly curved outstretched wings supported them because of the upward pressure of the air. In the centuries which followed many adventurous men killed or injured themselves by leaping off towers with flapping wings attached to their arms and legs. In the end it came to be realised that man's unaided muscles could never sustain him in controlled flight. CHAPTER 2 Page 33.1.2-1 Para 3 INSTRUCTORS GUIDE The Father of Aerial Navigation The English Baronet Sir George Cayley (1773-1857) did much to deserve the title "Father of Aerial Navigation". In 1804 he built what is generally regarded as the first successful model glider which he used to confirm the principles of heavier-than-air flight. He suggested the use of an internal combustion engine for powered flight and demonstrated that a curved aerofoil shape provides lift. He went on to demonstrate that biplane or triplane wings would provide maximum lift from a lightweight, robust structure. In the same year that Cayley died a French naval officer, Felix du Temple, flew the first model aeroplane powered by a clockwork motor. Seventeen years later he was flight testing a full-size man-carrying aeroplane powered by a steam-engine. Piloted by an unknown sailor, at Brest, this aircraft was the first in the world to achieve a short hop into the air, following it's launch down an inclined ramp. Page 33.1.2-2 Para 6 Making a paper glider Experiment with the effects of control surfaces on this model. Starting with an A4 sheet of paper Staple the folds together 33.1.2b NOTES Self Assessment Questions - Answer Sheet Chapter 1 Page 33.1.1-7 1. b 2. c 3. a 4. a Chapter 2 Page 33.1.2-7 1. b 2. a 3. d 4. a PIONEERS – AIRCRAFT HISTORY A Alcock, John Made the first transatlantic flight, 1919. Antoinette, Marie Witnessed early flight of the Montgolfier balloon, 1783. Arlandes, Marquis d' Made the first human flight, in a balloon, 1783. B Bedford, Bill Test pilot of first vertical take-off and landing (VTOL) jet aeroplane, 1961. Bleriot, Louis Made the first crossing of English Channel, 1909. Brown, Arthur Whitten Made the first transatlantic flight, 1919. C Cody, Leila Marie First woman to fly, 1902. Cody, Samuel Franklin Made the first powered flight in Britain, 1908. D da Vinci, Leonardo Made one of the first scientific studies of flight, c1500 Daedalus Greek mythological character who created wings for himself and his son Icarus. F Fokker, Anthony Developed the synchronised-gear machine gun for aircraft, 1915. Frost, Edward Purkis Experimented with ornithopters, c1900. H Harding, H J Early twentieth-century aeroplane enthusiast. Hill, Captain C T R Designed the Hill Pterodactyl, early 1920s. I Icarus Greek mythological character who flew too near the Sun. J Johnson, Amy First woman to fly solo to Australia, 1930. K King Louis XIV 1783. Witnessed early flight of the Montgolfier balloon, L Levavasseur, Leon French artist-designer who created the Antoinette, c1909. Lilienthal, Otto Foremost experimenter in flight in the nineteenth century. M Mitchell, Reginald Aircraft designer who created the Supermarine Spitfire and S6B, 1930s and 1940s. Montgolfier, Joseph Developed the first hot-air balloon, c1783. N Northcliffe, Lord Owner of the Daily Mail and aviation propagandist, c1906. P Pitts, Curtis Designed the Pitts Special Aerobatic Biplane 1944 R Roe, Alliott Verdon One of Britain's great pioneers of aviation, c1909. S Savage, Major Jack Pioneered the art of skywriting, c1922. Sayer, Gerry Test pilot of the first British jet aircraft, 1941. Short, Eustaceand Oswald Pioneers of balloon flight, c1900. W Watson-Watt, Robert Pioneered the use of radar in World War Two. Whittle, Sir Frank Developed Britain's first jet engine, 1930s. 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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.	<urn:uuid:dc3d03ae-99e4-4c97-9196-3c5631ea6e65>	CC-MAIN-2018-47	https://physicsinterrogative.weebly.com/uploads/2/6/4/8/26489053/ap_physics_angular_motion_test_question_replacement_2016.pdf	2018-11-14T00:29:36Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00283.warc.gz	703,143,215	707	eng_Latn	eng_Latn	0.997864	eng_Latn	0.997674	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 794, 1318, 3038 ]	[ 2.96875 ]	1	0
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	<urn:uuid:857b9da1-6f8d-497f-a305-14fd564ce569>	CC-MAIN-2018-47	https://nzaht.org/uploads/files/nansen-background-in59e82c91966e11.83796466.pdf	2018-11-14T01:42:15Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00284.warc.gz	707,673,952	925	eng_Latn	eng_Latn	0.998771	eng_Latn	0.998641	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3246, 4292 ]	[ 3.078125 ]	1	3
This is "Writing to Think and Writing to Learn", chapter 1 from the book Writers' Handbook (index.html) (v. 1.0). This book is licensed under a Creative Commons by-nc-sa 3.0 (http://creativecommons.org/licenses/by-nc-sa/ 3.0/) license. See the license for more details, but that basically means you can share this book as long as you credit the author (but see below), don't make money from it, and do make it available to everyone else under the same terms. This content was accessible as of December 29, 2012, and it was downloaded then by Andy Schmitz (http://lardbucket.org) in an effort to preserve the availability of this book. Normally, the author and publisher would be credited here. However, the publisher has asked for the customary Creative Commons attribution to the original publisher, authors, title, and book URI to be removed. Additionally, per the publisher's request, their name has been removed in some passages. More information is available on this project's attribution page (http://2012books.lardbucket.org/attribution.html?utm_source=header). For more information on the source of this book, or why it is available for free, please see the project's home page (http://2012books.lardbucket.org/). You can browse or download additional books there. i Chapter 1 Writing to Think and Writing to Learn Which Comes First? A Chicken-or-the-Egg Question You've probably had moments as a writing student when you've said to yourself, "I know what I think about this topic; I just can't get it down on paper." This frustration comes from the notion that writing comes after thinking, that it merely represents or translates thoughts that are already fully formed in your head. But what if the act of writing helps sharpen your thinking? What if the act of putting thoughts into words changes those thoughts for the better? Are there ways to make that transformation happen consistently enough so that writing becomes not an end but a beginning, not a chore but a revelation? That's what this first chapter is about. 1.1 Examining the Status Quo LEARNING OBJECTIVES 1. Understand your roles and responsibilities as a person engaged in higher education. 2. Explore the relationship between higher education and the status quo. 3. Learn ways to examine the status quo in your surroundings consistently and productively. Why are you here? The question sounds simple enough, and you may well have developed some stock answers by now. I'm here because… * I want to be a ______________ when I grow up. * college graduates make more money. * my parents wanted me to go here. * my boyfriend or girlfriend got accepted here. * I couldn't get in anywhere else. * I just got laid off. Maybe the truth is, deep down, that you don't really know yet why you're here, and that's OK. By the end of your college experience, you'll have developed several good answers for why you were here, and they won't necessarily look anything like your first stock response. But what does this personal question about your motivations for being in college have to do with examining the status quo? Well, the first way to learn how to examine the status quo (literally, "the state in which") is to examine your place in it. By enrolling in higher education, you're making a choice to develop your skills and intellect beyond a baseline level of proficiency. Choosing to become a collegeeducated person obligates you to leave your mark on the world. 1. A habit of sharpening your consciousness of your surroundings, attained by posing productive questions, slowing down your thinking, and withholding judgment. 2. A kind of inquiry meant to figure out why something is the way it is. 3. A kind of inquiry about the circumstances that led something to be the way it currently is. You're investing time and money into your college education, presumably for the real benefits it will provide you, but it's important to remember that others are investing in you as well. Perhaps family members are providing financial support, or the federal government is providing a Pell Grant or a low-interest loan, or an organization or alumni group is awarding you a scholarship. If you're attending a state school, the state government is investing in you because your tuition (believe it or not) covers only a small portion of the total cost to educate you. So what is the return a free, independent, evolving society expects on its investment in you, and what should you be asking of yourself? Surely something more than mere maintenance of the status quo should be in order. Rather, society expects you to be a member of a college-educated citizenry and workforce capable of improving the lives and lot of future generations. Getting into the habit of "examining" (or even "challenging") the status quo doesn't necessarily mean putting yourself into a constant state of revolution or rebellion. Rather, the process suggests a kind of mindfulness 1 , a certain disposition to ask a set of questions about your surroundings: * What is the status quo of _________? (descriptive) * Why is _______ the way it is? ( diagnostic 2 ) * What (or who) made ________ this way? ( forensic 3 ) * Was _______ ever different in the past? (historical) * Who benefits from keeping ______ the way it is? (investigative) Only after these relatively objective questions have been asked, researched, and answered might you hazard a couple of additional, potentially more contentious questions: * How could or should ______ be different in the future? (speculative) * What steps would be required to make _______ different? (policy based) These last two types of questions are more overtly controversial, especially if they are applied to status-quo practices that have been in place for many years or even generations. But asking even the seemingly benign questions in the first category will directly threaten those forces and interests that benefit most from the preservation of the status quo. You will encounter resistance not only from this already powerful group but also from reformers with competing interests who have different opinions about where the status quo came from or how it should be changed. These concerns about "going public" with your ideas about the status quo are covered in more detail in Chapter 4 "Joining the Conversation". For now, before you risk losing heart or nerve for fear of making too many enemies by roiling the waters, think about the benefits the habit of privately examining the status quo might have for your thinking, writing, and learning. Since we began this section with a discussion about education and your place in it, let's close by having you exercise this habit on that same subject. For starters, let's just apply the questioning habit to some of what you may have been taught about academic writing over the years. Here is one description of the status quo thinking on the subject that might be worth some examination. What Is the Status Quo of Academic Writing? * Writing can and should be taught and learned in a certain, systematic way. * Writing has been taught and learned in much the same way over time. * Becoming a good writer is a matter of learning the forms (genres, modes, etc.) of academic writing. * Students are blank slates who know next to nothing about how to write. * Writing done outside of academic settings (e-mail, texting, graffiti, comics, video game design, music lyrics, etc.) is not really writing. * Knowing what you think is a must before you turn to writing. * Writing is largely a solitary pursuit. * Good writing can happen in the absence of good reading. * Using agreed-on norms and rubrics for evaluation is how experts can measure writing quality based on students' responses to standardized prompts. Your list might look a little different, depending on your experience as a student writer. But once you have amassed your description of the status quo, you're ready to run each element of it through the rest of the mindfulness questions that appear earlier in the section. Or more broadly, you can fill in the blanks of those mindfulness questions with "academic writing" (as you have just described it): * Why is academic writing the way it is? * What (or who) made academic writing this way? * Was academic writing ever different in the past? * Who benefits from keeping academic writing the way it is? * How could or should academic writing be different in the future? * What steps would be required to make academic writing different? Asking these kinds of questions about a practice like academic writing, or about any of the other subjects you will encounter in college, might seem like a recipe for disaster, especially if you were educated in a K–12 environment that did not value critical questioning of authority. After all, most elementary, middle, and high schools are not in the business of encouraging dissent from their students daily. Yes, there are exceptions, but they are rare, and all the more rare in recent years thanks to the stranglehold of standardized testing and concerns about school discipline. In college, on the other hand, even at the introductory level, the curriculum rewards questioning and perspective about the development and future of the given discipline under examination. Certainly, to be successful at the graduate, postgraduate, and professional level, you must be able to assess, refine, and reform the practices and assumptions of the discipline or profession of which you will be a fully vested member. KEY TAKEAWAYS * You don't have to know exactly why you're here in college, but you do have to get into the habit of asking, reasking, and answering that question daily. * Society's expected return on its investment in you as a college student (and your expectation of yourself) is that you will be in a position to examine the status quo and when necessary, help change it for the better. * Learning to ask certain kinds of questions about the status quo will establish a habit of mindfulness and will lead to more productive thinking and writing about your surroundings. EXERCISES 1. So why are you here? (Be honest, keep it private if you want, but repeat the exercise for the next twenty-eight days and see if your answer changes.) 2. Near the end of this section, you were invited to apply the mindfulness questions to traditional practices in the teaching and learning of academic writing. Now it's time to try those questions on a topic of your choice or on one of the following topics. Fill in the blank in each case with the chosen topic and answer the resulting question. Keep in mind that this exercise, in some cases, could require a fair amount of research but might also net a pretty substantial essay. The Mindfulness Questions * What is the status quo of ________? (descriptive) * Why is _______ the way it is? (diagnostic) * What (or who) made ________ this way? (forensic) * Was _______ ever different in the past? (historical) * Who benefits from keeping ______ the way it is? (investigative) * How could or should ______ be different in the future? (speculative) * What steps would be required to make _______ different? (policy based) Some Possible Topics * Fashion (or, if you like, a certain fashion trend or fad) * Sports (or, if you like, a certain sport) * Filmmaking * Video games * Music (or a particular genre of music) * Electoral politics * Internet or computer technology * US foreign policy * Health care * Energy consumption * Parenting * Advertising * A specific academic discipline you are currently studying in another course 3. Do some research on an aspect of K–12 or college-level education that you suspect has maintained the status quo for too long. Apply the mindfulness questions to the topic, performing some research and making policy recommendations as necessary. 1.2 Posing Productive Questions LEARNING OBJECTIVES 1. Broaden your understanding of what constitutes a "text" worthy of analysis or interpretation. 2. Learn how self, text, and context interact in the process of critical inquiry. 3. Explore whether and when seemingly unproductive questions can still produce meaning or significance. In Section 1.1 "Examining the Status Quo", we examined the status quo by asking a set of mindfulness questions about a variety of topics. In this section, we'll explore other ways to open up thinking and writing through the systematic process of critical inquiry 4 . Essentially three elements are involved in any act of questioning: 1. The self 5 doing the questioning 3. The context 7 of the text being questioned 2. The text 6 about which the questions are being asked For our purposes, text should be defined here very broadly as anything that can be subjected to analysis or interpretation, including but certainly not limited to written texts. Texts can be found everywhere, including but not limited to these areas: * Music * Film * Television * Video games * Art and sculpture * The Internet * Modern technology * Advertisement * Public spaces and architecture * Politics and government The following Venn diagram is meant to suggest that relatively simple questions arise when any two out of three of these elements are implicated with each other, 4. A systematic way of asking probing questions about texts. 5. The person doing the questioning. 6. The object of examination and analysis (defined very broadly to include nonverbal, nonwritten artifacts). 7. The surroundings that produce both the text and the self that is examining and analyzing it. while the most complicated, productive questions arise when all three elements are taken into consideration. Asking the following questions about practically any kind of text will lead to a wealth of ideas, insights, and possible essay topics. As a short assignment in a journal or blog, or perhaps as a group or whole-class exercise, try out these questions by filling in the blanks with a specific text under your examination, perhaps something as common and widely known as "Wikipedia" or "Facebook" or "Google" (for ideas about where to find other texts, see the first exercise at the end of this section). Twenty Questions about Self, Text, and Context Self-Text Questions * What do I think about ____________? * What do I feel about ___________? * What do I understand or what puzzles me in or about ____________? * What turns me off or amuses me in or about ____________? * What is predictable or surprises me in or about ____________? Text-Context Questions * How is ___________ a product of its culture and historical moment? * What might be important to know about the creator of ___________? * How is ___________ affected by the genre and medium to which it belongs? * What other texts in its genre and medium does ___________ resemble? * How does ___________ distinguish itself from other texts in its genre and medium? Self-Context Questions * How have I developed my aesthetic sensibility (my tastes, my likes, and my dislikes)? * How do I typically respond to absolutes or ambiguities in life or in art? Do I respond favorably to gray areas or do I like things more clear-cut? * With what groups (ethnic, racial, religious, social, gendered, economic, nationalist, regional, etc.) do I identify? * How have my social, political, and ethical opinions been formed? * How do my attitudes toward the “great questions” (choice vs. necessity, nature vs. nurture, tradition vs. change, etc.) affect the way I look at the world? 8. A kind of persuasive strategy in which the poser of the question already knows the answer or expects a listener or reader to answer in a certain way. 9. A kind of inquiry about something that hasn't yet happened or may never happen; it is meant either to establish a hypothesis or to bait a rhetorical opponent. 10. A theory of a case or situation that lends itself to experimental testing. Self-Text-Context Questions * How does my personal, cultural, and social background affect my understanding of ________? * What else might I need to learn about the culture, the historical moment, or the creator that produced ___________ in order to more fully understand it? * What else about the genre or medium of ___________ might I need to learn in order to understand it better? * How might ___________ look or sound different if it were produced in a different time or place? * How might ___________ look or sound different if I were viewing it from a different perspective or identification? We've been told there's no such thing as a stupid question, but to call certain questions "productive" is to suggest that there's such a thing as an unproductive question. When you ask rhetorical questions 8 to which you already know the answer or that you expect your audience to answer in a certain way, are you questioning productively? Perhaps not, in the sense of knowledge creation, but you may still be accomplishing a rhetorical purpose. And sometimes even rhetorical questions can produce knowledge. Let's say you ask your sister, "How can someone as intelligent as you are do such self-destructive things?" Maybe you're merely trying to direct your sister's attention to her self-destructive behavior, but upon reflection, the question could actually trigger some productive self-examination on her part. Hypothetical questions 9 , at first glance, might also seem unproductive since they are usually founded on something that hasn't happened yet and may never happen. Politicians and debaters try to steer clear of answering them but often ask them of their opponents for rhetorical effect. If we think of hypothetical questions merely as speculative ploys, we may discount their productive possibilities. But hypothetical questions asked in good faith are crucial building blocks of knowledge creation. Asking "What if we tried something else?" leads to the formation of a hypothesis 10 , which is a theory or proposition that can be subjected to testing and experimentation. This section has focused more on the types of genuinely interrogative questions that can lead to productive ideas for further exploration, research, and knowledge creation once you decide how you want to go public with your thinking. For more on using rhetorical and hypothetical questions as devices in your public writing, see Chapter 4 "Joining the Conversation". KEY TAKEAWAYS * At least two out of the following three elements are involved in critical inquiry: self, text, and context. When all three are involved, the richest questions arise. * Expanding your notion of what constitutes a "text" will greatly enrich your possibilities for analysis and interpretation. * Rhetorical or hypothetical questions, while often used in the public realm, can also perform a useful function in private, low-stakes writing, especially when they are genuinely interrogative and lead to further productive thinking. EXERCISES 1. Use the Twenty Questions about Self, Text, and Context to develop a researched essay topic on one of the following types of texts. Note that you are developing a topic at this point. Sketch out a plan for how you would go about finding answers to some of the questions requiring research. a. An editorial in the newspaper b. A website c. A blog d. A television show e. A music CD or video f. A film g. A video game h. A political candidate i. A building j. A painting or sculpture k. A feature of your college campus l. A short story or poem 2. Perform a scavenger hunt in the world of advertising, politics, and/or education for the next week or so to compile a list of questions. (You could draw from the Note 2.5 "Gallery of Web-Based Texts" in Chapter 2 "Becoming a Critical Reader" to find examples.) Label each question you find as rhetorical, hypothetical, or interrogative. If the questions are rhetorical or hypothetical, indicate whether they are still being asked in a genuinely interrogative way. Bring your examples to class for discussion or post them to your group's or class's discussion board. 3. Apply the Twenty Questions about Self, Text, and Context to a key concept in an introductory course in which you are currently enrolled. 1.3 Slowing Down Your Thinking LEARNING OBJECTIVES 1. Learn the benefits of thinking more slowly. 2. Learn the benefits of thinking of the world in smaller chunks. 3. Apply slower, more "small-bore" thinking to a piece of student writing. Given the fast pace of today's multitasking world, you might wonder why anyone would want to slow down their thinking. Who has that kind of time? The truth is that college will probably present you with more of an opportunity to slow down your thinking than any other time of your adult life. Slowing down your thinking doesn't mean taking it easy or doing less thinking in the same amount of time. On the contrary, learning to think more slowly is a precondition to making a successful, meaningful contribution to any discipline. The key is to adjust your perspective toward the world around you by seeing it in much smaller chunks. When you get a writing assignment in a broad topic area asking for a certain number of words or pages (let's say 1,000 to 1,250 words, or 4 to 5 double-spaced pages, with 12-point font and 1-inch margins), what's your first reaction? If you're like most students, you might panic at first, wondering how you're going to produce that much writing. The irony is that if you try to approach the topic from a perspective that is too general, what you write will likely be as painful to read as it is to write, especially if it's part of a stack of similarly bland essays. It will inevitably be shallow because a thousand words on ten ideas works out to about a hundred words per idea. But if you slow down your thinking to find a single aspect of the larger topic and devote your thousand words to that single aspect, you'll be able to approach it from ten different angles, and your essay will distinguish itself from the pack. Let's try this with an excerpt of student writing on high school dropouts that was conducted at warp speed. Either the writer was eager to complete the assignment or she hurried to a conclusion without examining the elements of her topic that she was taking for granted. Every sentence or phrase that could benefit from slower thinking in smaller chunks is set in bold blue font. This example is not given to find fault with the student's approach, however rushed it might have been. Each of the bold blue passages is not technically a mistake, but rather a missed opportunity to take a deeper, more methodical approach to a complicated problem. From this one paragraph, one could imagine as many as eight completely researched, full-length essays emerging on the following topics. \| Missed Opportunity \| Possible Essay Topic \| \|---\|---\| \| “Today’s world” \| A historical comparison with other job markets for high school dropouts \| \| “Many things that may serve as an obstacle” or “students are forced for other reasons to have to drop out” \| A study of the leading causes of the high school dropout rate \| \| “The parents must make the decision whether the student is going to be allowed to drop out or not” \| A study of the dynamics of parent- teen relationships in households where the teen is at risk academically \| \| “Guidance counselors should do all they can” \| An analysis of current practices of allocating guidance counseling to a wide range of high school students \| \| “Some students may be looked upon as a challenge” \| A profile of the most prominent characteristics of high school students who are at risk academically \| \| Missed Opportunity \| Possible Essay Topic \| \|---\|---\| \| “Get a job” \| A survey of employment opportunities for high school dropouts \| \| “Some kind of alternative education” \| An evaluation of the current GED (General Educational Development) system \| \| “Schools should do everything they can” \| A survey of best practices at high schools across the country that have substantially reduced the dropout rate \| The questions you've encountered so far in this chapter have been designed to encourage mindfulness, the habit of taking nothing for granted about the text under examination. Even (or especially) when "the text under examination" happens to be your own, you can apply that same habit. The question "What is it I am taking for granted about ____________?" has several variants: * What am I not asking about _____________ that I should be asking? * What is it in _____________ that is not being said? * Is there something in ____________ that “goes without saying” that nonetheless should be said? * Do I feel like asking a question when I look at ___________ even though it’s telling me not to? Slowing down your thinking isn't an invitation to sit on the sidelines. If anything, you should be in a better position to make a real contribution once you've learned to focus your communication skills on a precise area of most importance to you. KEY TAKEAWAYS * Even in a world of high-speed multitasking, thinking deliberately about small, specific things can pay great academic and professional dividends. * Disciplines and professions rely on many participants thinking and writing about many small-bore topics over an extended period of time. * Practically any text, especially an early piece of your writing or that of a classmate, can benefit from at least one variation on the question, "What is it I am taking for granted?" EXERCISES 1. Take a piece of your writing from a previous class or another class you are currently taking, or even from this class, and subject it to a thorough scouring for phrases and sentences that exhibit rushed thinking. Set up a chart similar to the one that appears in this section, listing every missed opportunity and every possible essay topic that emerges from the text once your thinking is slowed down. 2. Now try this same exercise on a classmate's piece of writing, and offer up one of your own for them to work on. 3. Sometimes texts demonstrate thinking that is sped up or oversimplified on purpose, as a method of misleading readers. Find an example of a text that's inviting readers or listeners to take something for granted or to think too quickly. (You might look in the Note 2.5 "Gallery of Web-Based Texts" in Chapter 2 "Becoming a Critical Reader" to find examples.) Subject the example you find to the questions in this section. Bring the example and your analysis of it to class for discussion or include both the example and your analysis in your group's or class's discussion board. Choose from among one of the following categories or come up with a category of your own: a. An editorial column b. A bumper sticker c. A billboard d. A banner on a website e. A political slogan or speech f. A financial, educational, or occupational document g. A song lyric h. A movie or television show plotline i. A commercial advertisement j. A message from a friend or family member 1.4 Withholding Judgment LEARNING OBJECTIVES 1. Appreciate the value, power, and authority derived from paying attention to detail before moving on to evaluative judgment. 2. Consider the danger of a judgment reached prematurely. 3. Investigate the cultural and educational forces that may have encouraged you to rush to judgment. We live in a culture that values taking a stance, having an opinion, making a judgment, and backing it up with evidence. Being undecided or even open-minded about an issue can be seen as a sign of weakness or sloppiness or even as a moral or ethical failing. Our culture also privileges action over the kind of reflection and contemplation this chapter is advocating. If you've encountered mostly traditional writing instruction, you've probably been encouraged to make judgments fairly early in the writing process. Well before you have fully examined an issue, you've been told to "take a position and defend it." You might make an effort to understand an issue from multiple sides (a process discussed in more detail in Chapter 3 "Thinking through the Disciplines", Section 3.2 "Seeing and Making Connections across Disciplines" and Chapter 3 "Thinking through the Disciplines", Section 3.3 "Articulating Multiple Sides of an Issue") only after you have staked your claim in a half-hearted effort to be "fair to both sides." If you've been subjected to standardized tests of writing ability (often key factors in decisions about college acceptance and placement and earlier, in assessments of competence at various levels of K–12 education), you've probably noticed they rely on essay prompts that put heavy emphasis on argumentation. Some evaluative rubrics 11 for such essays require the presence of a thesis statement by the end of the introductory paragraph in order to earn a high score for organization. Here's an introductory paragraph of a student writer who has been trained by the "point–counterpoint" culture of sound bites and perhaps encouraged by writing teachers over the years to believe that he has very little time to get to his thesis statement. 11. A chart with specific domains (or criteria) and scoring norms used to evaluate the quality of something (e.g., a piece of writing). The rush to judgment has caused this student to fall into the same quick-thinking trap of the student in Section 1.3 "Slowing Down Your Thinking". The remedy (isolating the phrases worthy of further examination, indicated here, as in Section 1.3 "Slowing Down Your Thinking", with bold blue font) is similar. This student may yet make something useful out of his concerns about political correctness, but he will do so only by making a meaningful effort to withhold his judgment on what is actually a much more complicated issue. 12. A person with an inflexible, often extreme position or ideology through which the entire world is viewed. Much of the pressure to reach judgments prematurely comes from elements of society that do not necessarily have our best interests in mind. The last exercise of Section 1.3 "Slowing Down Your Thinking" hinted at the strategic reasons why corporations, politicians, ideologues 12 , popular entertainers, authority figures, or even friends and family might try to speed up your thinking at precisely the moment when you should be slowing it down. While inaction and dithering can be cited as the cause of some of history's worst moments, the "rush to judgment" that comes from rash thinking can be cited as the cause of many more. A good rule of thumb when you are asked to make an irrevocable judgment or decision is to ask yourself or your questioner, "What's your hurry?" KEY TAKEAWAYS * Our sound-bite, point–counterpoint culture and even our reductive definitions of effective writing place a heavy emphasis on taking a position early and sticking to it. * One must eventually take action after a period of contemplation, but history is full of examples of judgments made in haste. * Withholding judgment, like slowing down your thinking, can be an effective strategy for revision and peer review. EXERCISES 1. Take a piece of your writing from a previous class or another class you are currently taking, or even from this class, and look for phrases and sentences that suggest a "rush to judgment." Set up a chart similar to the one that appears in this section, listing every possible essay topic that emerges from the complicating questions you write in response to each premature judgment. 2. Now try this same exercise on a classmate's piece of writing and offer up one of your own for him or her to work on. 3. Compare the pace with which a writer makes a judgment in the each of the following rhetorical settings. Discuss whether you think there are certain conventions about making, presenting, and defending judgments in each of these genres. Draw from the Note 2.5 "Gallery of Web-Based Texts" in Chapter 2 "Becoming a Critical Reader" to find examples. a. A television commercial for a political candidate, a pharmaceutical company, or an investment firm b. A Supreme Court majority opinion c. A presidential address on a topic of national security d. 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SOME LEADERSHIP LESSONS FROM SIR WINSTON CHURCHILL Sir Winston Churchill is widely regarded as the greatest leader of the twentieth century. In his ninety years, he spent fifty-five years as a Member of Parliament, thirty-one as a Minister, and nearly nine years as Prime Minister. He had been present at or fought in fifteen battles, and had been awarded fourteen campaign medals, some with multiple clasps. He had been a prominent figure in the First World War, and a dominant one in the Second. He had published almost ten-million words, more than most professional writers in their lifetime, and painted over five-hundred canvasses, more than most artists. He had reconstructed a stately home and created a beautiful garden with three lakes and built a cottage and a garden wall. He was a fellow of the Royal Society, an Elder Brother of Trinity House, a Lord Warden of the Cinque Ports, a Royal Academician, a University Chancellor, a Nobel Prizeman, a Knight of the Garter, a Companion of Honour and a member of the Order of Merit. Many towns made him an honorary citizen, dozens of Universities awarded him honorary degrees, and thirteen countries gave him medals. He hunted big game and won many races. Estimates are that he consumed close to twenty-thousand bottles of champagne and the number of cigars is not recorded but would be voluminous. He had a family and many friends. Churchill was a giant in world history and actually stated, "History will be kind to me for I intend to write it." Some Leadership Lessons from Sir Winston Churchill: 1. "Broadly speaking, the short words are the best, and the old words are the best of all." Leadership in any endeavour requires communication. Leaders are speakers. Leadership requires convictional, bold and clear communication. As Edward Murrow summarises, Churchill did not just lead a nation by sending troops to war, he also "mobilised the English language and sent it into battle." Churchill later noted "British people themselves had the heart of a lion – I had the luck to be called upon to give the roar." 2. "I never worry about action, but only about inaction." Leaders need to keep moving, not get caught in a rut. Action requires energy and momentum. If you want to achieve, keep moving forward. "Success is not final, failure is not fatal; it is the courage to continue that counts." 3. "The first quality that is needed is audacity." For Winston Churchill, he viewed audacity as the willingness to take bold decisions. Risks can be uncomfortable because with them comes the possibility of failure. Churchill felt that risks were necessary to achieve great things and balanced his audacity with the understanding that not all bold risks will be successful. When failure came he learned from it. His greatest failure was in World War One as the First Lord of the Admiralty. He oversaw the horrific mission to take control of the Dardanelles, which led to the slaughter at Gallipoli. He lost his office; he then went to France and served in battle. When he returned to public office he applied the lessons he learned to make him a better leader. 4. "Kites rise highest against the wind, not with it." People do not want to make the difficult or tough decisions, they do not wish to be contrarian or go against the tide of thought. Leaders who come forward, who have the courage of their convictions, who expose their true character, are defined by their decisions. Winston Churchill argued against the policy of appeasement and said, "An appeaser is one who feeds a crocodile hoping it will eat him last." Originally ridiculed for his stance on Hitler, he was later proven to be correct. He had the willingness to stand his ground and present his thoughts that went against the populist rhetoric of the day. As a leader, do you follow the policy of company appeasement or do you truly lead? 5. "Attitude is a little thing that makes a big difference." Churchill's attitude and steely conviction that Britain would not fall to Nazi Germany galvanised everyone, young and old, fit and unwell. Everyone believed in the following words: "We shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills, we shall never surrender." 6. "If you're going through hell, keep going." All of us will go through difficult times, and we can either stop or as Winston Churchill suggests keep moving forward before you are burned beyond recognition. You may be singed, but keep moving. He knew the hell Britain would be going through when he addressed the House of Commons. "I would say to the House as I said to those who have joined this government; I have nothing to offer but blood, toil, tears and sweat. We have before us an ordeal of the most grievous kind. We have before us many, many long months of struggle and of suffering. You ask, what is our policy? I will say, it is to wage war, by sea, land and air, with all our might and with all the strength that God can give us; to wage war against a monstrous tyranny, never surpassed in the dark and lamentable catalogue of human crime. That is our policy. You ask, what is our aim? I can answer in one word, victory. Victory at all costs—Victory in spite of all terror—Victory, however long and hard the road may be, for without victory there is no survival. Let that be realised, no survival for the British Empire, no survival for all that the British Empire has stood for, no survival for the urge and impulse of the ages, that mankind will move forward towards its goal. But I take up my task with buoyancy and hope. I feel sure that our cause will not be suffered to fail amongst men. At this time, I feel entitled to claim the aid of all, and I say come then, let us go forward together with our united strength." 7. "You have enemies? Good. That means you've stood up for something, sometime in your life." Doing the right thing sometimes will create ill will and enemies. The character of the person is displayed during these times when fortitude is required when human nature or the easier way is to care what others think and fall in line with consensus. It is more difficult when you have worked hard in your career or area of expertise to meet with disapproval of those around you. After winning the war, a general election was held in Britain and stunningly Winston Churchill was defeated. However, living by his principles he returned as Prime Minister in 1951. Churchill had critics throughout his entire career and did not waiver from his beliefs and his determination to express and present them. He didn't seek others approval and validation, he believed in pursuing what he felt was the right course of action and performing to the best of his ability. 8. ""Never give in. Never give in. Never, never, never, never—in nothing, great or small, large or petty—never give in, except to convictions of honour and good sense. Never yield to force. Never yield to the apparently overwhelming might of the enemy." Churchill's words are obvious in their meaning. Don't give in or give up because the task seems too difficult or the obstacles too great. Think through and exhaust the possibilities. 9. "We are all worms, but I do believe that I am a glow worm." Churchill had a most unhappy childhood which would have led to many people looking for excuses and self-pity in their later years. Instead he drew strength from it, and recognised to do things as a leader and in life, you need audacity, iron will and confidence in oneself. He believed in his abilities, he believed he should glow and as such he achieved against many odds, against many critics and against at times the tide of history. 10. "Courage is rightly esteemed the first of human qualities… because it is the quality which guarantees all others." Churchill was a leader of world courage. When he spoke, a nation was given the hope and determination to fight a war that simply, against tremendous odds, had to be won. In fact, many of his friends and colleagues felt that Britain's future was lost in the very early days of the war. He refused to accept their opinions. Churchill reminds us that leadership is impossible without true conviction even in the face of hostile opposition. Blenheim Partners specialise in: [x] Executive Search; [x] Non-Executive Director Search; [x] Board Strategy and Structure Consulting; [x] External Succession Planning; and [x] Executive Re-Engagement / Transition. Founded in 2012, our team have acted as specialist adviser to many of the world's leading corporations on Board and Executive performance, capability and succession planning. Psychologists, Coaches and exceptionally experienced Researchers. Our consultants have worked with clients from all sectors and a broad range of geographies. They include over 80 of the ASX 100, 10% of the FTSE 100, Private Equity, Multinational, Private Family and Mutually Owned Companies. Our work includes assignments that are both local and international in scope. Our team consists of senior Search Consultants, Human Resource Directors, Blenheim Partners is continually investing in knowledge and understanding as exemplified by our Thought Leadership "The Challenges of Attaining Growth", Industry Papers and monthly Market Intelligence reports. Our philosophy is to develop deep and committed relationships with a select number of clients and help them deliver a superior performance by optimising the composition of their Board and Executive team. Our culture is built on pride, professionalism, esprit de corps and client service. Confidentiality This report and the information contained in it are confidential and proprietary information belonging to Blenheim Partners. The report contains confidential and proprietary information based on data from public and private sources, including Blenheim Partners' proprietary database of information. The recipient will not use or disclose, or permit the use or disclosure of, this Report by any other person or for any other purpose. The information contained in this report is preliminary in nature and subject to verification by Blenheim Partners. Blenheim Partners does not guarantee its accuracy or completeness.	<urn:uuid:9d8ba48f-d02c-4dd1-a132-ba9db7ff9675>	CC-MAIN-2018-47	http://blenheimpartners.com/wp-content/uploads/2013/10/Some-Leadership-Lessons-from-Sir-Winston-Churchill.pdf	2018-11-14T01:39:14Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00286.warc.gz	41,562,664	2,122	eng_Latn	eng_Latn	0.998271	eng_Latn	0.999437	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1391, 4117, 7282, 8343, 10319 ]	[ 2.375 ]	1	2
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!	<urn:uuid:5c73fd8d-b99e-402e-9443-b66623603695>	CC-MAIN-2018-47	http://www.outdoorohana.com/wp-content/uploads/2012/03/Environments-and-Ecosystems.pdf	2018-11-14T01:03:07Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00284.warc.gz	500,409,802	704	eng_Latn	eng_Latn	0.999439	eng_Latn	0.999439	[ "eng_Latn" ]	false	docling	[ 3258 ]	[ 3.796875 ]	1	1
CLASPINGLEAF PONDWEED Plant Symbol = POPE7 Potamogeton perfoliatus L. Contributed by: USDA NRCS National Plant Materials Center USDA-NRCS PLANTS Database / Britton, N.L., and A. Brown. 1913. An illustrated flora of the northern United States, Canada and the British Possessions. 3 vols. Charles Scribner's Sons, New York. Vol. 1: 80. Alternate Names redhead grass, clasping leaved pondweed Uses Claspingleaf pondweed beds stabilize sediments, reduce shoreline erosion, and provide valuable habitat and are a food source for a variety of fish, macroinvertebrates, crustaceans and waterfowl (Thayer et al 1975, Lubbers 1990). Habitat: Claspingleaf pondweed beds provide protection from predators, as well as attracting epiphytes and zooplankton upon which other species graze, providing an important link in the food web. During the breeding season up to 80 percent of waterfowl's diet is plant material, much of it aquatic (Kenow and Rusch 1996). Plant Fact Sheet Status Please consult the PLANTS Web site and your State Department of Natural Resources for this plant's current status (e.g., threatened or endangered species, state noxious status, and wetland indicator values). Description and Adaptation Claspingleaf pondweed is a submerged, rooted, flowering aquatic plant that grows in alkaline, brackish, and freshwater lakes, streams and estuaries. Substrate conditions are often low in organic content forming a firm muddy bottom or sand-based sediment in reasonably slow moving waters. Plants tend to be darker green colored in shallow waters and are a paler green in deeper water (Bergstrom et al. 2006). Claspingleaf pondweed distribution from USDA-NRCS PLANTS Database. Claspingleaf pondweed is widespread in sheltered coves and bays throughout 24 states in the United States, 8 provinces in Canada, Greenland and St. Pierre Miquelon. For updated distribution, please consult the Plant Profile page for this species on the PLANTS Web site. Establishment Claspingleaf pondweed pondweed is propagated through cuttings, rootstocks, and seeds. When starting new populations, using cuttings and rootstocks is the least time consuming method.. Cuttings can be taken and immediately planted to create new ones utilizing a planting substrate composed of oyster shell and peat moss. Seed propagation may result in a much higher yield of plants than asexual propagation. Seeds must be harvested from plants at the right time of year. Germination rates under ideal conditions are variable from 16-60% (STAC 2007). Seed collections occur from late July to August. Seed harvesting of the upper third water column includes the plant stems and florescence (i.e. 1 foot down in 3 feet of water, or 10 inches down in a 30 inch tank). Seeds must be harvested from plants at the right time of year. Germination rates under ideal conditions are variable from 16-60% (STAC 2007). Best germination results require six to nine months of cold storage (at 40 deg F) submerged in 15 parts per thousand (ppt) saline water with aeration. To encourage fast and high germination after the 6 to 9 months of cold storage transfer the seed to a warm, freshwater environment. Management In a domestic tank or experimental setting one of the major concerns is ensuring that algae or invasive vegetation does not overwhelm stock plants. Keeping nutrients and organic matter low helps , but additions of water and tank cleaning with nets similar to those used cleaning pools are important factors in aquatic plant maintenance. Pests and Potential Problems In most propagation and restoration scenarios natural predators such as crabs or cownose rays require an exclosure is to protect plants. Non-migrating Canada geese graze extensively on the vegetation. The worst herbivores of submerged aquatic vegetation (SAV) are the non-native mute swans and native cownose rays. While it is unlikely they will wipe out the entire SAV population in a given water body, they do reduce above and belowground plant material, and they have the potential to destroy a restoration plantings in a single visit. Environmental Concerns There are no known issues with respect to clasping pondweed and environmental problems. Cultivars, Improved, and Selected Materials (and area of origin) There are no known cultivars, improved, and/or selected materials for claspingleaf pondweed. This plant is commercially available from specialized coastal and wetland plant nurseries. Citation Zinecker, E. and J. West. 2010. Plant fact sheet for claspingleaf pondweed (Potamogaton perfoliatus L.). USDA-Natural Resources Conservation Service, National Plant Materials Center. Beltsville,MD 20705. Edited: 01/09/2010; 09/25/12 jad For more information about this and other plants, please contact your local NRCS field office or Conservation District <http://www.nrcs.usda.gov/>, and visit the PLANTS Web site <http://plants.usda.gov> or the Plant Materials Program Web site <http://plantmaterials.nrcs.usda.gov>	<urn:uuid:626f58f3-4da1-4382-b2a1-a0bf23a5df4a>	CC-MAIN-2018-47	https://plants.usda.gov/factsheet/pdf/fs_pope7.pdf	2018-11-14T01:31:47Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00284.warc.gz	721,611,232	1,134	eng_Latn	eng_Latn	0.981771	eng_Latn	0.98641	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2453, 4994 ]	[ 2.1875 ]	3	2
Coping With Loss: Bereavement & Grief In our hearts, we all know that death is a part of life. In fact, death gives meaning to our existence because it reminds us how precious life is. Coping With Loss The loss of a loved one is life's most stressful event and can cause a major emotional crisis. After the death of someone you love, you experience bereavement, which literally means "to be deprived by death." Knowing What to Expect When a death takes place, you may experience a wide range of emotions, even when the death is expected. Many people report feeling an initial stage of numbness after first learning of a death, but there is no real order to the grieving process. Some emotions you may experience include denial, disbelief, confusion, shock, sadness, yearning, anger, humiliation, despair or guilt. These feelings are normal and common reactions to loss. You may not be prepared for the intensity and duration of your emotions or how swiftly your moods may change. You may even begin to doubt the stability of your mental health. But be assured that these feelings are healthy and appropriate and will help you come to terms with your loss. Remember: It takes time to fully absorb the impact of a major loss. You never stop missing your loved one, but the pain eases after time and allows you to go on with your life. Mourning a Loved One It is not easy to cope after a loved one dies. You will mourn and grieve. Mourning is the natural process you go through to accept a major loss. Mourning may include religious traditions honoring the dead or gathering with friends and family. Mourning is personal and may last months or years. Grieving is the outward expression of your loss. Your grief is likely to be expressed physically, emotionally, and psychologically. For instance, crying is a physical expression, while depression is a psychological expression. It is very important to allow yourself to express these feelings. At first it may seem helpful to separate yourself from the pain, but you cannot avoid grieving forever. Someday those feelings will need to be resolved or they may cause physical or emotional illness. Many people report physical symptoms that accompany grief. Stomach pain, loss of appetite, sleep disturbances and loss of energy are all common symptoms of acute grief. Of all life's stresses, mourning can seriously test your natural defense systems. Profound emotional reactions may occur. These reactions include anxiety attacks, chronic fatigue, depression and thoughts of suicide. An obsession with the deceased is also a common reaction to death. Dealing with a Major Loss A child's death arouses an overwhelming sense of injustice — for lost potential, unfulfilled dreams and senseless suffering. Parents may feel responsible for the child's death, no matter how irrational that may seem. Parents may also feel that they have lost a vital part of their own identity. A spouse's death is very traumatic. In addition to the severe emotional shock, the death may cause a potential financial crisis if the spouse was the family's main income source. The death may necessitate major social adjustments for the surviving spouse. Phone: (414) 276-3122 or (866) 948-6483 Email: email@example.com www.mhawisconsin.org Elderly people may be especially vulnerable when they lose a spouse because it means losing a lifetime of shared experiences. At this time, feelings of loneliness may be compounded by the death of close friends. A loss due to suicide can be among the most difficult losses to bear. They may leave the survivors with a tremendous burden of guilt, anger and shame. Survivors may even feel responsible. Seeking counseling during the first weeks after the suicide is particularly beneficial and advisable. Living with Grief Coping with death is vital to your mental health. There are many ways to cope effectively with your pain. Seek out caring people. Find relatives and friends who can understand your feelings of loss. Join support groups with others who are experiencing similar losses. Express your feelings. Tell others how you are feeling; it will help you to work through your grieving. Take care of your health. Maintain regular contact with your physician and be sure to eat well and get plenty of rest. Be aware of the danger of developing a dependence on medication or alcohol. Accept that life is for the living. It takes effort to begin to live again in the present and not dwell on the past. Postpone major life changes. Try to hold off on making any major changes, such as moving, remarrying, changing jobs or having another child. You should give yourself time to adjust to your loss. Be patient. It can take months or even years to absorb a major loss and accept your changed life. Seek outside help when necessary. If your grief seems like it is too much to bear, seek professional assistance to help work through your grief. It's a sign of strength, not weakness, to seek help. Helping Others Grieve Share the sorrow. Allow them, even encourage them, to talk about their feelings and share memories. Don't offer false comfort. It doesn't help the grieving person when you say "it was for the best" or "you'll get over it in time." Instead, offer a simple expression of sorrow and take time to listen. Offer practical help. Babysitting, cooking and running errands are all ways to help someone who is in the midst of grieving. Be patient. Remember that it can take time to recover from a major loss. Make yourself available to talk. Encourage professional help when necessary. Don't hesitate to recommend professional help when you feel someone is experiencing too much pain to cope alone. Looking to the Future Remember, with support, patience and effort, you will survive grief. Someday the pain will lessen, leaving you with cherished memories of your loved one. © Copyright Mental Health America 10/2015 Phone: (414) 276-3122 or (866) 948-6483 Email: firstname.lastname@example.org www.mhawisconsin.org	<urn:uuid:e7cc37aa-aa5f-40ae-a607-35149f26a13f>	CC-MAIN-2018-47	http://mhawisconsin.org/Data/Sites/1/media/fact-sheets-2015/coping-with-bereavement-2015.pdf	2018-11-14T01:24:45Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00286.warc.gz	212,059,662	1,248	eng_Latn	eng_Latn	0.998198	eng_Latn	0.998293	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3281, 6024 ]	[ 2.078125 ]	1	6
Edexcel AS and A level Geography Topic Booklet for Area of Study 1: Dynamic Landscapes, Topic 2: Landscape Systems, Processes and Change, Option 2B: Coastal Landscapes and Change Practical support to help you deliver this Edexcel specification Topic 2B: Coastal Landscapes and Change offers students the opportunity to investigate and interpret the coastal areas of the world. For teachers there are areas of cross over between the 2008 legacy specification Crowded Coasts and this topic should make planning easier because familiar case studies can to be used. For nonEdexcel teachers this means that there are already plenty of resources on the website, as well as elsewhere, to aid in the teaching of this topic. Students will study the development of coastal landscapes and how geomorphological factors influence the way they work. The interaction of winds, waves and currents will be studied and the impact of both terrestrial and offshore sediment sources. The sediment budget will help explain the distinctive landforms we see and the influence geology and lithology play. The study of a number of different coastal landscapes will help students appreciate the sheer variety that exists around the world and the reasons why such a variety develops. Finally students and teachers will investigate why these landscapes are increasingly threatened by physical processes and human activities, and the need for holistic and sustainable management of these areas in all the world's coasts. Study must include examples of landscapes from inside and outside the UK. Our specifications offer an issues-based approach to studying geography, enabling students to explore and evaluate contemporary geographical questions and issues such as the consequences of globalisation, responses to hazards, water insecurity and climate change. The specification content gives students the opportunity to develop an in-depth understanding of physical and human geography, to understand the complexity of people and environment questions and issues, and to become critical, reflective and independent learners. The AS and A levels in Geography are linear, and all assessments are at the end of the course. The AS Assessment will be at the end of the first year, and the A level Assessment will be at the end of the second year. The specification has been designed so that the content is clear and it is manageable for centres to deliver within the guided learning hours over a one-year (AS level) or two-year (A level) period. The guided learning hours are 180 for an AS level and 360, over two years, for an A level. This document provides a topic guide for teaching Coastal Landscapes and Change and can be adapted by centres to fit their own contexts and teaching styles. It has been produced as an example approach and is not intended to be prescriptive. The topic guides indicate resources that you can use to support your teaching. These are only suggestions and you are encouraged to use a wide range of resources to suit the needs of your own students. The advised teaching time for this topic is 24 hours with 6 hours of fieldwork; i.e. roughly 6 hours per enquiry question (EQ). This requires some blending together of the detailed content. Detailed information on fieldwork techniques, approaches and integration with the topic content is not provided here. Instead, support for fieldwork can be found in the separate fieldwork guide. In the guidance below, suggestions are made about contextualisation or stretch challenges that may be suitable for more able students, as well as expected lesson outcomes for those less able. Please note that these are suggestions only and not specific syllabus requirements. Each of the EQs and key areas is broken down into sections, beginning with a quick overview of the breadth of the enquiry question followed by a more detailed explanation of the key concepts and processes, examples of teaching strategies, guidance on integrating geographical skills, and a summary of the key terminology required. The structure is suggestive, not prescriptive. Synoptic linkages and case study nesting There are many opportunities to develop knowledge through place and context within this unit as well as areas where past case studies (from Crowded Coasts) may be used as well as others. Examples could include (but are not limited to): * Holderness * Jurassic Coastline * Formby Sand Dunes * Salt marsh development in the Blackwater Estuary * Towyn. These are examples which could be developed. However, there are others, both based within the UK and abroad, which have equal merit and should be used as appropriate. Our synoptic themes help students see 'the bigger picture' by encouraging them to make geographical links between topics and issues. To enable this, and support exam preparations, we have continued to signpost 'Players' (P), 'Attitudes and Actions' (A) and 'Futures and Uncertainties' (F) throughout the specification content. Synoptic links here can include deltas and work on the Nile and California (water security); flooding and poverty in areas such as Bangladesh; climate change and impacts of increased hydro-meteorological hazards (for example, tropical storms) in places such as the Philippines. Introduction Overview Students and teachers will investigate why these landscapes are increasingly threatened from physical processes and human activities, and the need for holistic and sustainable management of these areas in all the world's coasts. Study must include examples of landscapes from inside and outside the UK. The first area of this topic is built around the ideas associated with the physical processes that create coastlines. For some students the depth of information given can be quite taxing and hard to grasp. However, with differentiated resources and a variety of approaches this can be overcome. Hitting the basics here will bear fruit later in the course. The teaching should cover: - the littoral zone and dynamic change; - coastal classification based on geology, changes to sea level and inputs or outputs; - low- and high-energy coastlines; - concordant and discordant coasts; - coastal morphology and geomorphology. EQ1: Why are coastal landscapes different and what processes are causing these differences? Teaching approach over 6 hours \| Lesson 1 (1hr) \| \| \|---\|---\| \| Lesson 2 (1hr) \| \| \| Lesson 3 (1hr) \| \| \| Lesson 4 (1hr) \| \| \| \| Lesson 5 and 6 \| \| \| (2 hrs) \| Lesson 1: The littoral zone Overview This lesson should introduce the key concepts of the littoral zone, building on what students may have learnt at GCSE. Students need to be able to describe and explain the factors that create the different landscapes around our coastline. This should then build into ideas of geology through the rock type which is important in determining much of our coasts. Images or maps can be used as differentiation tools. These can be annotated to some extent for the less able. Videos of the changing coastline may help visual learners develop an understanding of the temporal elements involved. Key concepts and processes - Why coastal landscapes are different and what processes are causing these differences. Students need to: o appreciate that the coastline consists of the backshore, nearshore and offshore zones; o recognise that the coastline is a dynamic and changing environment that can be altered rapidly; o understand that there are inputs and outputs within this system such as rivers and tides and the action of waves. Guidance on teaching The first area of this topic is built around the ideas associated with the physical processes that create coastlines. In terms of teaching, the littoral zone can be explored through both layered diagrammatic exemplification or cause and effect. Less able students might benefit from a more structured element with recourse to personal experience at the beach. Geological themes can be explored through pictorial evidence such as different landscapes being shown with students writing down 'hard' or 'soft' on miniwhiteboards or 'erosional' or 'depositional'. This will improve their ideas and confidence with visualising landscapes. Lesson 2: Geology Overview Students will need to develop an awareness of how geology impacts upon the coastline and its importance in coastal formation. There will be key terms which students are not familiar with and these will need to be reviewed to help students develop good geographical terminology. The introduction of basic geological maps, many of which can be found online, will be useful; suggestions are given below and throughout. Apps like iGeology can help students understand the complexities of geology in the UK though only a rudimentary knowledge is needed. More able students may wish to explore this area more through geological maps (bgs.ac.uk – has a UK geology viewer online, which can enhance understanding, as well as other great features to help students.) Several video websites offer alternative views of geology. However, rock hardness differentiation is key to a student's understanding because, in looking at one rock in relation to another, the softer of the two will always erode more quickly. Exemplification of this could be done via annotation/geological maps/OS maps and student investigation. Less able students may benefit from annotated photographs or slides explaining the rock types. There are some good videos on rock hardness – search by 'Mineral hardness test'. These can used to guide students in identifying rock hardness and in the classroom they can then test common rocks found in coastal locations (chalk, limestone, granite, clay, etc.) By numbering these, students should be able to understand the relationship between rocks and their hardness rating. Rocks can be collected or bought. Quarries or building companies will usually donate a small amount for educational purposes Lesson 3: Concordant and discordant coastlines Overview Within this lesson students will tackle the lithology of coastlines and how different layers of rocks create potentially different landscapes. Students will by now be able to begin to differentiate between rock hardness in terms of why certain rocks erode faster than others. Good examples here would be along the Devon coastline or where both concordant and discordant features are visible. You could begin to introduce different fieldwork skills such as field sketches and geological map reading. A simple understanding of how rocks are laid down over time may be included here through case studies, such as those around the Holderness coast, Devon coast or your chosen case study area. The websites maintained by Hull University are good for Holderness and Southampton University has produced resources on the Devon coast. Key concepts and processes - Geology can cause a variety of different coastlines and there are many different reasons, such as wave action and geomorphology, why they vary. Students need to: o understand concordant and discordant coasts and the reasons for their creation; o appreciate the impacts of erosion on these landforms and the landforms they can create; o understand the actions of both marine and terrestrial processes in the creation of these landforms. Guidance on teaching There are many areas which teachers need to impress upon students that go beyond the previous (2008) specification. Geological maps – both full and simplified versions – can be used and many are available from sources such as the app 'iGeology'. The distinction between concordant and discordant coastlines can be followed up by case-study led investigations, which may or may not be linked to areas students have visited or have yet to visit. Lesson 4: Geological structure and the impact on coastal morphology Overview Coastlines that can be termed submergent and emergent exist around the world and are the result of changes in eustatic and isostatic sea levels due in main to the processes of long-term climate change such as glacial and interglacial periods. There are excellent examples of this on the Dalmatian and Haff coastlines of Croatia and the Baltic coast of Germany respectively. Building on the idea of geology and submergent and emergent coasts students will be able to make use of different forms of GIS (Google Earth, Digimaps or similar software) as well as satellite imagery. Less able students could be given more exemplification of coastlines and ideas while more able students could develop their understanding by looking at progressively less obvious coastline types. The development of the two case studies of Dalmatian and Haff coastlines with good understanding of their formation will help. Key concepts and processes Students should be able to appreciate and understand the concepts of both submergent and emergent coastlines. Guidance on teaching As in many of the earlier lessons, testing the more able students should not be too difficult. The less able student can develop an awareness of how geology impacts on coastal morphology via photographic and physical evidence as well as through tests on key terms. Good exemplification should help in their knowledge development. The lesson plans give examples of this. Historically it is worth pointing out to students that changes in sea level are considerable during glacial periods and they have been both higher and lower than we see today. Annotated photographs of these features may help students identify why some submerge and others emerge. Good case-study analysis is very important to get information across. Examples of emergent coastlines include the west coast of North America, parts of the Swedish and Norwegian coasts as well as, closer to home, the Forth, Clyde and Tay valleys in western Scotland. Good examples of submergent coasts, and the rias and fjords they can create, include the Chesapeake Bay area of the eastern United States and Southampton Sound (UK). (The British Geographer website is a handy resource for some of this topic - http://thebritishgeographer.weebly.com/coastal-environments.html). Lesson 5 and 6: Hard and soft rock Overview Building on all the previous lessons, it is important that students get to grips with geological structure (jointing, dip, faulting, folding) and understand why it is an important influence on coastal morphology and erosion rates. If students failed to fully get to grips with the different concepts or it wasn't covered in depth in lesson 2 now is a key time to bring in the ideas of rock hardness (see 'Overview' lesson 2). In many cases students can find it hard to differentiate between what is considered to be a hard and a soft rock. In previous specifications it was enough to simply tell the students. Now, the relative hardness of rock is an intrinsic part of understanding the lithologies of the coastline, and the impact that this has on cliff profiles and the micro-features that can form as a result. Key concepts and processes - Lithology of rock can alter the recession rates. Students need to: o understand the context of hard rock in relation to softer rock and how this is a comparative relationship and relative to adjacent rock; o understand how different recession rates can have a variety of impacts on the coast; o appreciate that different recession rates can impact upon the landforms and features that are visible along the coast, such as headland erosion, stacks, caves and arches. Guidance on teaching There are several ways of explaining the concepts here and many websites that offer tests of rock hardness (the simplest being MOH scale of hardness). This should help students understand why some rocks erode quicker than others, even when both could be considered hard. It might be helpful for the teacher to show this via simple tests on sandstone, granite, and limestone (having a mild acid solution may also help show corrosion). It is important to show that theoretical coastlines, as drawn and revealed on websites and textbooks, are rare in reality. Students should understand that the principles of recession are almost unique in all areas and that formations caused by similar factors can often look different in different places. Less able students may struggle with the amount of different variables involved in causing recession and it might help to give small groups key terms and ask them to use these to build up a picture of a given coastline. For example, provide a picture of Holderness and ask students to add the variables they feel are most relevant (longshore drift, rock type, wave type etc.). Students can then be shown other coastlines and asked to do the same. The teacher could ask for justification by students and they could rank the key terms in order of what they feel is the most relevant to each coastline. Key vocabulary for EQ1 There are many key words in this section; here are just some of them. Resources fossilhub.org/wp-content/uploads/2013/03/2013_YorksCoast_part1.pdf – great resource on Geology of Yorkshire coastline. http://www.bgs.ac.uk/igeology/home.html - British Geological Survey website for app (Alternatively App stores). jncc.defra.gov.uk/pdf/gcrdb/GCRsiteaccount1943.pdf – another good source for geological information of Yorkshire coast (Robin Hoods Bay). http://mapapps.bgs.ac.uk/geologyofbritain/home.html - geology of Britain viewer excellent interactive resource for students and teacher. http://thebritishgeographer.weebly.com/ - good resource for students and teachers on all areas of geography. http://www.southampton.ac.uk/~imw/Torquay.htm - Southampton University pages on Torquay. http://www.hull.ac.uk/php/chsmjh/holdhome.htm - Hull University pages on Holderness. EQ2. How do characteristic coastal landforms contribute to coastal landscapes? Teaching approach over 4 hours Lesson 7: Wave types; erosion and refraction Overview There are two specific types of waves that students must be aware of: constructive and destructive. It is important they are aware of the different impacts these have on our coastline. Less able students should be able to differentiate between coastlines of deposition and recession via the use of photographs and, to a lesser extent, through beach profiles. Key concepts and processes o understand that there are different types of waves and that they have different impacts upon the coastline; - Destructive and constructive waves. Students need to: o appreciate that there are several different factors that create these wave types. - Recession and deposition. Students need to: o understand that wave type can create different landforms; why and how these are created and the various processes as well as impacts that they have. Guidance on teaching A simple technique to get students thinking of these different coastlines is to show a selection of different types (estuarine, salt marsh, cliff, beach, sand dunes, etc.) They can simply decide whether the coast is receding or growing. The factors that go into this can be explored and, crucially, the idea that waves can create as well as destroy the coast. More able students can then try to think of the factors for themselves or, in differentiated groups, they can either peer learn or annotate pictures given to the groups with the factors they believe are in operation. A case study on sand dune creation may help students in terms of their understanding of depositional coastlines or salt marsh creation. Geo factsheet 119 (September 2001) (http://www.geographylwc.org.uk/A/A2/a2prac/a119%20dunes.pdf) has some excellent information and has questions at the end to test student learning. Groups could work through these in groups to aid understanding at both the higher and lower student level. Types of erosion and refraction Overview There are four types of erosion (hydraulic action, corrosion, abrasion, attrition) that students need to be made aware of and these can be introduced either by PowerPoint or through the use of video. Student interaction could be achieved by having them act out the type of erosion so that every student can understand the processes involved. It is then important for students to understand the processes that create coastal landforms and these can be approached via a timeline process for less able students or an appreciation of erosion type by more able students. Key concepts and processes - The different types of erosion. Students need to: o appreciate that there are four different types of erosion that often work together and are part of the coastal system. - The processes that create landforms. Students need to: o understand that different erosion types have various impacts on landscapes and each can influence the type of landscape that develops depending on many physical factors. o recognise the key erosional type within each landform. o recognise that key influences such as frictional drag, refraction and shoaling help to dictate how wave action and erosion impact upon the coast. Guidance on teaching Types of erosion can be studied and understood by using 'Coastal Kung Fu' which can be found on the internet. This is an interactive way for students to appreciate the mechanisms at work. This can be built on by the use of good images researched from the internet or photographs which help to exemplify different erosion types at different coastlines. The bending of waves can help students understand how caves begin to form and therefore the way that headlands develop over time. This can be done via annotated diagrams and a recognition of frictional drag. Lesson 8: Sediment movement and landforms of deposition Overview How the movement of sediment occurs around our coastline, sediment cells and landforms of deposition. Students will consider the ideas of constructive waves and sediment cells and the variety of processes involved in the creation of the different landforms associated with deposition and transportation. Key concepts and processes - Dynamic equilibrium. Students need to: - Depositional processes. Students need to: o recognise that inputs into a sediment cell must equal the outputs for the cell to remain stable. o understand that constructive waves and landforms can cause deposition to occur. The action of waves and the ideas from previous lessons should be brought together for students to appreciate the complexity of these processes. o appreciate that the country can be split up into independent cells and that sediment cells act independently of those around them. - Sediment cells. Students need to: Guidance on teaching If students can understand the concepts of sediment cells and dynamic equilibrium, along with the ideas of wave refraction covered earlier, then this area should be straight forward. (Several themes can be carried over from Specification 2008). Blank maps, such as the one shown, allow students to practice their understanding of how deposition occurs. These can become progressively more complex to help both less able and more able students develop their understanding. Direction of Waves BEACH Figure 1 Lesson 9: Weathering and geomorphological processes Overview Students should look at the variety of subaerial processes that help to erode coastlines. There are several ways this can be developed using photographic examples ranging from plants growing on coastal rocks to rotational slump in places such as Happisburgh or Holderness. Key concepts and processes - The processes of geomorphology and weathering. Students need to: - Rock type. Students need to: o realise that there are several types of geological processes that can occur; recognise these and be able to apply them to different coastal environments. o understand that rock type can have a large influence on recession rates and the impact of weathering. o appreciate that subaerial process and cliff-foot processes work together to influence recession rates. - Forms of coastal erosion. Students need to: Guidance on teaching The British Geological Survey website the article on Holbeck Hall has an excellent slideshow which could be used for students to consider what caused the landslide. For less able students a list could be given and they could use this to help exchange ideas. The different types of slumping could be considered through pictorial evidence and students asked to consider all aspects to see if they can appreciate how each has occurred. Further extension work could be considered to include an understanding of how vegetation can bind a slope and prevent landslides as well as how both subaerial erosion and cliff-foot processes are in operation together. Key vocabulary for EQ2 Rock which is formed by the cooling of molten magma (e.g. \| Metamorphic rock \| Rock formed from other rocks that have been changed due to heat or pressure (E.g. Marble) \| \|---\|---\| \| Basalt \| The most abundant igneous rock found on the planet. \| \| Unconsolidated \| Often loosely formed mass of soil, rock and other parts that is weak and easy to break (e.g. glacial till). \| \| Lithology \| The general physical characteristics of rocks. \| \| Permeable \| Allows liquid to pass through it. (e.g. sandstone). \| \| Impermeable \| Will not allow liquid to pass through it (e.g. granite). \| \| Recession rate \| The rate at which the land recedes (usually measured in mm to m per year). \| \| Temporal \| Relating to time. \| \| Hydraulic action \| Mechanical weathering caused by the force of moving water currents rushing into a crack in the rock face and forcing it apart. \| \| Attrition \| The wearing away of material as it collides together continually. \| \| Corrosion \| Erosion caused by the acidity within the water corroding the rock. \| \| Abrasion \| A type of erosion caused by the process of scraping or wearing something away. \| \| Sediment cell \| Cells within which the movement of sediment is functionally separated and discrete from the next. \| \| Dynamic equilibrium \| The state at which inputs into a system equal outputs. \| \| Succession \| The process of change in the species structure of an ecological community over time. \| \| Longshore drift \| The movement of material along a coast by wave action, which approach at an angle to the shore but recede directly away from it. \| \| Tombolo \| A bar of sand or shingle joining an island to the mainland \| EQ3. How do coastal erosion and sea-level change alter the physical characteristics of coastlines and increase risks? Teaching approach over 5 hours \| \| Lessons 10 and \| \|---\|---\| \| \| 11 (2 hr) \| \| Lesson 12 (1hr) \| \| \| Lesson 13 (1hr) \| \| Lessons 10 and 11: Sea-level change and increasing risks Overview Much of EQ 3 is aimed at allowing students to learn about the problems many areas of the world face due to both erosion and rising sea levels. Using case study information and key processes learnt earlier in the course, they should be able to begin to piece together not only what the issues are but an understanding of the solutions. Key concepts and processes - Eustatic and isostatic sea-level changes. Students need to: o appreciate that eustatic and isostatic change can impact upon coastal recession rates. - Impacts of sea-level changes on a micro and macro scale. Students need to: o have a clear understanding of these impacts on a small and large scale. Guidance on teaching Many students may well be aware of the problems and the causes of sea-level rise due to climate change. It is important that students appreciate these causes and that teachers build on this by introducing the ideas of long-term changes brought about by global cooling (ice ages) and warming (interglacial) periods. Less able students should appreciate that there is only so much water on the planet and that it is a closed system. Snow and ice can lock up much of the water in stores to be released when climate warms – this means that sea levels act as a barometer for the amount of water locked up in the system. Diagrammatical ideas, videos and images or maps of past sea levels should help to reinforce these ideas. More able students might begin to consider the implications of sea-level rise on a much larger scale. Maps could be used to plot new coastlines if sea levels were to rise 10m – 150m, showing the potential losses that could be caused due to land being inundated by the sea. Figure 2 Cities at risk: http://www.rrojasdatabank.info/statewc08093.3.pdf Lessons 12, 13 and 14: Coastal recession and human impacts Overview In these lessons students should aim to concentrate on the specific issues caused by physical factors and how they impact upon humans at different levels. This may be approached via a case study or indeed via specific impacts. Teachers will be able to draw on a whole bank of information available to them from textbooks relating to previous specification (Increasing Risks part of Crowded Coasts) as well as clearly defined case studies from various parts of the country (for example: Happisburgh, Holderness, St. Bees) and, on a global level, (Bangladesh, the Nile Delta, California). Key concepts and processes - The causes and impacts of storm surges. Students need to: o recognise that some areas of the world are more susceptible to the impacts of storm surges. o understand the physical causes of storm surges; - The causes and consequences of coastal flooding. Students need to: o understand the impacts of coastal flooding. o appreciate that different tides can cause sea levels to rise over the short term; - The impacts that climate change will have for coastal regions. Students need to: - o appreciate that some areas of the world are more vulnerable to sealevel rise than others and the reasons for this. The terms mitigation and adaptation. Students need to: o understand that these techniques are available to people; what the different techniques are and the costs associated with them. Guidance on teaching Teachers will need to be able to demonstrate to the students that specific problems exist with rising sea levels and the causes of these rises can be both eustatic and isostatic. These could be investigated by using student-led research on example areas such as the Nile Delta, Bangladesh, Holderness or the North Norfolk coastline. Posters or annotated pictures drawn by students may aid less able students to see the problems. For differentiation, students could give presentations on their own case-study research. Examples could include the Maldives, Bangladesh, the Philippines, and the south-west coast of the UK. More able students should be able to show the impacts and also explore the relative costs of these impacts in terms of level of development and strategies to modify the loss. For less able students, cost-benefit analysis or SWOT analysis may help with the learning of specific problems faced in different areas and enable comparisons between places within different regions to draw these out. On YouTube there are several chances to see films based on the experiences of people living through these problems (an internet search for the BBC's Look North's programme on Coastal erosion, Holderness or Cliffhanger based on Happisburgh offer excellent examples). Students could carry out role plays based on the roles of individual types or stakeholders within the case study. Allowing them to take on these roles may aid in the appreciation of the issues they face from different perspectives. Key vocabulary for EQ3 EQ4. How can coastlines be managed to meet the needs of all players? Teaching approach over 5 hours \| Lesson 15 (1hr) \| \| \|---\|---\| \| \| Lesson 16 & 17 \| \| \| (1hr) \| \| Lesson 18 (1hr) \| \| \| Lesson 19 (1hr) \| \| Lesson 15: Coastal recession and coastal flooding have serious consequences for affected communities Overview Building on case studies, students will need to appreciate that there are communities at risk and the implications for governments and different players in mitigating or adapting to the threats that they face. The main thrust of this is that students can understand the relationship between the impacts of storm surges and sea-level rise on countries at different levels of development. How people put themselves at risk and how risk can be managed. Key concepts and processes - The rise in the number of environmental refugees is set to rise. Students need to: o understand that here are many reasons why coastal refugees will increase; be aware of these and be able to look at the causes and the impacts. - The impacts of sea levels will vary. o appreciate that sea-level rise is not universal and that some areas will suffer from the impacts while others will not. Students need to: o appreciate that areas at different levels of development will cope differently. Guidance on teaching Case-study analysis of areas from different levels of development and the impacts they face can be done via news articles of different events. Events such as coastal flooding on Tuvalu, the Ganges Delta, UK storm surges (e.g. Storm Desmond) and mangrove removal in Thailand can be investigated in terms of students researching the variety of causes and impacts and then using these for comparative purposes. The impacts can be assessed in different ways such as social, economic and environmental impacts and evaluated in terms of level of development or Human Development Index indicators. Less able students should benefit from the hands-on approach and through personal/ group investigations. This could be teacher-led via statements which students have to decide are either true of false, and also what the implications are. This style of directed learning should help students identify key reasons and build their knowledge in steps. Alternatively students could be given a case-study sheet that has areas which they need to find (this can make a good homework exercise). Lessons 16, 17, 18 and 19: Coastal management Overview In these lessons students will research the variety of ways that we are able to protect our coastlines and how the decisions are made for each area. They will learn to undertake both a cost-benefit analysis and environmental impact assessment. These can be done using virtual fieldwork techniques by undertaking guided researching into the chosen area. More able students should be able to see the problems and the technique that is potentially correct for that area, while less able students may not be able to understand the value of protection other than building sea walls. This can be overcome by exercises such as role playing games. Key concepts and processes - Mitigation and Adaptation. Students need to: o understand that countries at different levels of development might use different techniques to deal with the impacts and those will include mitigation and adaptation. - Cost Benefit Analysis (CBA) and Environmental Impact Assessment (EIA). Students need to: o appreciate that often the technique used is decided upon using a CBA and an EIA. o know how to carry out both of these influential fieldwork techniques. Students need to: - Stakeholders in coastal impacts on communities. o appreciate that each of the different people involved in making decisions, as well as those on whom the decisions will have an impact, should have a say in the development of any management strategy. Guidance on teaching Often mitigation and adaptation are not completely understood by students and clarification of this early on is essential. For less able students it may be pertinent to refer back to these points time and again to make sure they understand the difference and which technique or policy falls under which banner. This could be done via persistent questioning or questions on techniques. Preventing the causes of sea-level rise are often complex and slow while adapting to the impacts is often cheaper and faster. In developed nations they can use both techniques while developing countries often rely on the simpler adaptation strategies which involve moving or using the environment to protect them. Often this is made more complex by those nations who exploit the resources found in coastal environments such as mangroves which, in turn, makes countries more vulnerable to the impacts. Students should understand the relationship between wealth and vulnerability as well as how this can impact on their capacity to cope. The relationship between ICZM and Shoreline Management Plan (SMP) is often misunderstood. Exploration and research on different case studies and ideas may well overcome this. However, students may take time to appreciate these relationships. There are many ways to deliver CBAs and EIAs many of which can be done via slides or visits within the school grounds. Understanding why these are important techniques will help later in their fieldwork. An understanding of the different players involved is often best approached via delivered debate in which students take on the roles of specific groups and argue researched causes. These can then be assessed through essay-based homework. An ICZM has been defined by the UK Government as: 'A process that brings together all those involved in the development, management and use of the coast within a framework that facilitates the integration of their interests and responsibilities. The objective is to establish sustainable levels of economic and social activity in our coastal areas while protecting the coastal environment. ICZM is essential to the ecosystem-based approach.' SMPs on the other hand are different. These are designed by the Environment Agency and local councils to consider the best ways to manage their coastlines. They identify the most sustainable approach to managing the flood and coastal erosion risks to the coastline in the short, medium and long term. Students should appreciate that management is broken down into cells so as to maintain dynamic equilibrium between areas. By using a players-based approach it is possible to integrate geographical skills and the ability to think geographically on a larger and wider scale. Key vocabulary for EQ4 Resources Websites of interest in this area: http://coastal.udel.edu/ngs/waves.html - Short article on shoaling, refraction and diffraction. http://www.rgs.org/OurWork/Schools/Fieldwork+and+local+learning/Fieldwork+tech niques/Coasts.htm - Fieldwork techniques by the Royal Geographical Society. https://www.bgs.ac.uk/landslides/holbeckHall.html - Article on Holbeck Hall landslide, Scarborough. http://apps.environment-agency.gov.uk/wiyby/134834.aspx - Environment Agency SMPs. https://www.gov.uk/government/publications/shoreline-management-planssmps/shoreline-management-plans-smps - SMP example list.	<urn:uuid:37544c30-8e33-463b-80b3-eacf2ff17ac1>	CC-MAIN-2018-47	https://qualifications.pearson.com/content/dam/pdf/A%20Level/Geography/2016/teaching-and-learning-materials/Edexcel2016_ASandAlevelGeography_Topic2B_CoastalLandscapesAndChange_TopicBooklet.pdf	2018-11-14T00:41:15Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00285.warc.gz	728,337,067	7,699	eng_Latn	eng_Latn	0.990721	eng_Latn	0.998027	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2517, 5261, 6873, 9338, 11562, 14134, 16858, 17760, 19368, 21626, 23140, 24715, 26361, 27194, 29100, 31482, 32022, 34585, 37082, 38126, 38737 ]	[ 2.234375, 3.9375 ]	2	0
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.	<urn:uuid:081867aa-f602-4fb0-b8d2-e90e1c590bf9>	CC-MAIN-2018-47	http://files.leagueathletics.com/Text/Documents/3755/74083.pdf	2018-11-14T00:54:43Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00288.warc.gz	108,393,489	1,232	eng_Latn	eng_Latn	0.999403	eng_Latn	0.999421	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3104, 5765 ]	[ 3.109375 ]	6	6
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.	<urn:uuid:f0189a38-85d2-4626-b376-7e6cdba389aa>	CC-MAIN-2018-47	https://missmilliemillie.files.wordpress.com/2018/07/history-of-the-periodic-table_lesson-plan.pdf	2018-11-14T01:14:27Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00286.warc.gz	664,046,979	966	eng_Latn	eng_Latn	0.980334	eng_Latn	0.994286	[ "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn" ]	false	docling	[ 967, 2313, 2768, 2792, 3523, 4320 ]	[ 4.40625 ]	1	0
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.	<urn:uuid:00c56dbc-4202-453b-bd37-dd4de447f2d2>	CC-MAIN-2018-47	http://www.richtherrn.net/physics/sholab.pdf	2018-11-14T01:36:25Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00286.warc.gz	482,782,428	883	eng_Latn	eng_Latn	0.997037	eng_Latn	0.998614	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2067, 4535 ]	[ 4.40625 ]	1	0
Social Media Policy Adopted by Cavan and Monaghan Education and Training Board on 13 November 2013 Introduction Social media is the term commonly given to Internet and mobile phone-based channels and tools that allow users to interact with each other and share opinions and content. Social Media, as the name implies, involves the building of communities or networks and encouraging participation and engagement. Cavan and Monaghan Education and Training Board recognise that the use of Social Media provides valuable educational opportunities for shared learning and the collaborative exchange of ideas. However, the widespread use of social networking sites and the possibilities of inappropriate use which may bring Cavan and Monaghan Education and Training Board into disrepute or compromise a member of staff of Cavan and Monaghan Education and Training Board, means that a Policy is required which sets out the position of Cavan and Monaghan Education and Training Board on social networking by members of staff. Purpose The purpose of this Policy is to outline the responsibilities of members of staff who utilise social networking services. Whilst this is not definitive, social networking services include Facebook, MySpace, Bebo, Blogging, Twitter, YouTube, LinkedIn and also includes the use of such services via mobile telephones. Scope The Policy applies to all staff in any role in any Schools/Institute/Centre/Office, on a permanent, temporary, casual or fixed term basis and refers to the following essential elements of social networking usage; - Access - Account Management - Acceptable Use - Employee Conduct o Professional Use o Personal Use - Content Management - Security - Data Protection - Legal Issues - Public Conduct Policy Access It is envisaged that Collaborative Networking Services will be provided to all Cavan and Monaghan Education and Training Board Staff, Students and Learners via emailing and Virtual Learning Environment (VLE) facilities. Where available, it is intended that staff be issued with an email account for on commencement of employment. Requests for other social media facilities must be submitted in writing to the School Principal/Institute Director/ Centre Manager as indicated in Appendix I. Account Management Each School/Institute/Centre should coordinate an authorisation process for Staff wishing to create an account for the benefit of the School/Institute/Centre. Each School/Institute/Centre is responsible for establishing and maintaining a Register of all social networking application domain names in use, the names of all Staff Administrators of these accounts, as well as the associated user identifications and passwords currently active within their School/Institute/Centre as outlined in Appendix II. No new accounts can be opened in the name of Cavan and Monaghan Education and Training Board, or in the name of an individual School/Institute/Centre of Cavan and Monaghan Education and Training Board, without authorised sign off being secured in advance from Senior Management. Acceptable Usage In availing of Social Media Services approved by Cavan and Monaghan Education and Training Board, Staff must follow regulations and guidelines according to the ICT Acceptable Usage Policy for the Information Systems of Cavan and Monaghan Education and Training Board. Employee Conduct - Professional Use of Social Media - Staff should never post or send abusive, defamatory or distasteful messages or post photographs, videos or other media which could be considered in breach of Cavan and Monaghan Education and Training Board Policy and Procedure. - Staff should not publish personal identifiable information of Cavan and Monaghan Education and Training Board Staff, Students or Learners unless this is in line with the policies of the school/centre and Cavan and Monaghan Education and Training Board. - Staff should not send individual emails to students from their personal email accounts or reply to individual emails sent by Students from their personal email accounts. - Staff should note that student names will not be recorded in website photographs unless it is an officially sanctioned photograph by the School Principal/Institute Director/ Centre Manager and Parental/Guardian consent has been secured. - Staff should never post a comment about Cavan and Monaghan Education and Training Board that purports to represent the views of Cavan and Monaghan Education and Training Board or an individual School/Institute/Centre unless approved by the School Principal/Institute Director/ Centre Manager or the Chief Executive. - Harassment/Sexual Harassment or Bullying via social media will not be tolerated - The inappropriate use of Social Media web sites may lead to disciplinary action Teaching Staff must follow the Guidelines prescribed by the following extract from the Teaching Council Code of Conduct "Teachers shall… 3.3.6 Communicate effectively with pupils/students, colleagues, parents, school management and others in a manner that is professional, collaborative and supportive, and based on trust and respect. 3.3.7 Ensure that any communication with pupils/students, colleagues, parents, school management and others is appropriate, including communication via electronic media, such as e-mail, texting and social networking sites. 3.3.8 Ensure that they do not access, download or otherwise have in their possession while engaged in school activities, inappropriate materials/images in electronic or other format. 3.3.9 Ensure that they do not access, download or otherwise have in their possession, at any time or in any place, illegal materials/images in electronic or other format." The Teaching/Tutoring Staff of a School/Institute/Centre have an important role to play in educating students in the safe and responsible use of Social Media. The School/Institute/Centre Social Media Policy should be read in tandem with this Policy, with Appendix III presenting guidelines on the preparation of such a Policy. Employee Conduct – Personal Use of Social Media The use of Social Media websites which are purely about personal matters and do not identify the user as an employee of Cavan and Monaghan Education and Training Board or discuss the activities of Cavan and Monaghan Education and Training Board will normally fall outside the guidance of this Policy, however, where members of staff place material on such personal social media webpages which would identify the user as an employee of Cavan and Monaghan Education and Training Board and discuss the activities of Cavan and Monaghan Education and Training Board this will fall within the scope of this policy. However, the use of such personal social media within the Workplace should fall within the parameters of the Cavan and Monaghan Education and Training Board ICT Acceptable Usage Policy. It is important for staff to be aware that the use of social media when outside work can become the concern of the School/Institute/Centre and Cavan and Monaghan Education and Training Board, if the content relates to School/Institute/Centre or College activity. Disciplinary procedures may be invoked and there have been numerous court cases in recent times where employees have been dismissed for badmouthing their employer or customers on social media in outside work activity. This is where the "think before you type" culture can provide assistance. Staff using social media sites for personal use should be conscious of 'keeping private life private'. Any 'friend' or link requests from students should be declined/refused. Content Management Each School Principal/Institute Director/Centre Manager is responsible for establishing, publishing, and updating their pages on social media sites and reserves the right to modify social media content based on best educational practice and standard. Security Cavan and Monaghan Education and Training Board is working to develop best practices to ensure the security of data and technical infrastructure in light of the new uses, users, and technologies related to social media use. As a result, Cavan and Monaghan Education and Training Board's IT Administrators shall limit Internet access to Social Media services web sites according to the Cavan and Monaghan Education and Training Board's ICT Acceptable Use Policy, while allowing authorised users to reach content necessary to accommodate operating and instructional requirements. Such limitations may include: - Allowing Internet access to Users who are specifically authorised. - Preventing unnecessary functionality within Social Media web sites, such as instant messaging (IM) or file exchange. - Minimising and/or eliminating the addition of web links to other web sites Cavan and Monaghan Education and Training Board IT Administrators shall enable technical risk mitigation controls to the extent possible. Such controls may include: - Filtering and monitoring of all Social Media web site content posted and/or viewed. - Scanning any and all files exchanged with the Social Media web sites. Data Protection As a Data Controller Cavan and Monaghan Education and Training Board have responsibilities in relation to Data Protection. The collection, use and retention of personal data in the form of subscribers to social media pages or the automatic collection of 'cookie data' fall under the data protection rules. Staff should familiarise themselves with the Code of Practice for Protection of Personal Data in ETBs and Cavan and Monaghan Education and Training Board's Data Protection Policy. It should be noted that a higher threshold of care must be exercised in relation to the collection, use and retention of sensitive data and the data of students. Legal Members of Cavan and Monaghan Education and Training Board's staff are responsible for ensuring that the use of Social Media facilities is lawful and must exercise due caution and diligence to ensure the use of all Social Media services adheres to all applicable laws and regulations. Failure to do so may result in any or all of the following legal consequences; - Member of staff being personally liable to criminal prosecution. - Members of staff being personally sued for damages in a civil court. - Cavan and Monaghan Education and Training Board or a School/Institute/Centre being sued for damages in a civil court. Public Conduct Users and visitors to social media sites of Cavan and Monaghan Education and Training Board shall be notified that the intended purpose of the site is to serve as a mechanism for communication between the School/Institute/Centre and members of the public. Cavan and Monaghan Education and Training Board social media site articles and comments containing any of the following forms of content shall not be allowed: - Comments not topically related to the particular social medium article being commented upon - Comments in support of or opposition to political campaigns or ballot measures - Profane language or content - Content that promotes, fosters, or perpetuates discrimination in violation of the Equal Status Act 2000-2011and theEmployment Equality Act 1998-2011in the domains of o Gender o Marital status o Family status o Sexual orientation o Religion o Age o Disability o Race o Membership of the Traveller Community - Sexual content or links to sexual content; - Conduct or encouragement of illegal activity These guidelines must be displayed to users or made available by hyperlink. Any content removed based on these guidelines must be retained, including the time, date and identity of the poster when available. Other Related Policies and Procedures The School/Institute/Centre Social Media Policy should be followed in connection within the implementation of this Policy (A template policy is given at Appendix III which may be adapted by individual schools/institutes/centres to suit their own needs). All Cavan and Monaghan Education and Training Board Social Media services are subject to Cavan and Monaghan Education and Training Board's Policies and Procedures and relevant Department of Education & Skills Circular Letters. Staff should read this Social Media Policy in consultation with the following; - ICT Acceptable Usage Policy for the Information Systems of Cavan and Monaghan Education and Training Board - Child Protection Procedures for Primary and Post Primary Schools - The Teaching Council Code of Professional Conduct for Teachers - Grievance Procedures for Staff employed by Education and Training Boards - Bullying Prevention Policy - Complaint Procedure For ETB Staff - Harassment/Sexual Harassment Prevention Policy - Complaint Procedure For ETB Staff - School/Institute/Centre Health and Safety Statements - Student Code of Conduct/Behaviour - Code of Practice for dealing with Complaints made by Parent/s, Guardian/s of a Student or by a Student (who has reached the age of eighteen) currently enrolled in a school/centre, against a Staff Member employed by Cavan and Monaghan Education and Training Board (ETB) - Code of Practice for the Protection of Personal Data in ETBs Access to the Policy This policy can be found on the Cavan and Monaghan Education and Training Board's Websites, www.monaghanvec.ie. and www.cavanvec.ie and on School/Institute/Centre Websites, where they are available. Note Cavan and Monaghan ETB's website is currently being developed and will shortly be available as www.cmetb.ie. Members of staff should consult with their School Principal, Institute Director, Centre Manager or Head of Section for further details pertaining to this Policy. Implementation and Review This policy will be implemented by Principals, Institute Director and Centre Managers. Staff members will also be responsible for implementation in their own area of work. This policy was adopted by Cavan and Monaghan Education and Training Board on 13 November 2013. This policy will be reviewed annually and/or in light of any changes in legislation, advice received and changes in technology. Appendix I Request to create a Social Media Account within a School/Institute/Centre of Cavan and Monaghan Education and Training Board Name of Staff Member: School/Institute/Centre: Name and Brief Outline of Social Media Facility being Requested: What is the Educational Purpose of this Social Media Facility? How will this Social Media Facility be managed? Authorised Permission has been granted to create this Social Media by: Signature Date Authorised Permission can only be signed by School Principal / Institute Director or Centre Manager. No accounts can be opened in the name of Cavan and Monaghan Education and Training Board or in the name of an individual School/Institute/Centre of Cavan and Monaghan Education and Training Board without authorised sign off being secured in advance from Senior Management. Appendix II Register of Social Media Accounts within a School/Institute/Centre of Cavan and Monaghan Education and Training Board \| Name of Social Media Facility \| Date of Authorised Permission being Granted \| Staff Administrators \| \|---\|---\|---\| Appendix III Guidelines for the preparation of a School/Institute/Centre Social Media Policy. This template may be adapted for use by Individual schools/Institutes/Centres. <Insert School/Institute/Centre Name> Draft Social Media Policy School/Institute/Centre MISSION STATEMENT CONTENTS 1. RATIONALE. 2. RELATION TO MISSION. 3. AIMS OF THE POLICY. 4. POLICY CONTENT. 5. ROLES AND RESPONSIBILITIES. 6. REVIEW AND EVALUATION. 7. APPENDICES RATIONALE There can be little doubt that we currently live in an information age where the majority of the content (photographs, music, video, print) we consume and create is of a digital nature. The distribution and sharing of such material on the Internet via Social Media sites such as Facebook, Twitter, MySpace, YouTube, Google+ etc. has become a feature of our times. Young people are now said to be 'digital natives' as the creation and sharing of content comes naturally to them. Unfortunately there is scope for naïve, irresponsible and inappropriate use of Social Media sites and this can lead to bullying, harassment and illegal activity whilst online. Insert 'School /Institute /Centre Name' therefore needs a policy to ensure the safe & responsible use of Social Media by all members of the school/centre community. This is necessary in order to protect students, staff and the good name of our Insert 'School / Institute /Centre Name' RELATION TO MISSION The Mission Statement of Insert 'School / Institute /Centre Name' and embedded pastoral approach place a committed emphasis on care for the student. The focus is on care for the individual, respect for others and the promotion of positive behaviours that will enable students to participate safely in a digital world and aligns to the objectives of this Social Media Policy. AIMS This Policy aims to: [x] Produce a set of strategies for students that will allow them to use Social Media safely and responsibly. [x] Protect the integrity and good name of all members of the Insert 'School / Institute /Centre Name' community from online abuse. [x] Outline behaviours which are unacceptable and the consequences of these. [x] Provide guidance for staff and students on the appropriate use of Social Media. POLICY CONTENT 1. Strategies to be communicated to students/learners to enable safe & responsible use of Social Media a. Use strict privacy settings. Students/learners (Users) should review all of the options on the privacy settings page. Many social media websites' default settings tend to keep information public until a user makes it private (although Facebook is a little stricter with minors' accounts). "Friends Only" is a good choice for most items, but users can be even more selective. b. Be selective and control what you post. Users should be selective about what they share by customising the recipients of posts. Activities on Facebook, including the applications young people use and games they play, can be viewed by others. Remember: Everything online happens in front of a vast, invisible, and often anonymous audience. Once something is out there, it doesn't go away as it can be copied and forwarded easily and quickly. Everything leaves a digital footprint. As a rule of thumb if users wouldn't be comfortable posting something (pictures, comments etc.) on a noticeboard in the school corridor then they shouldn't post it online. Students/learners should never post personal details such as phone number, personal email address or home address. Remember that irresponsible online behaviour can damage real life reputation. c. Be selective with friends. Users should be careful who they make friends with online. In general it is better to restrict friends to people who are known and trusted in the real world. d. Pre-approve tags. Users should choose the settings that allow them to see everything they have been tagged in (including photos) before the tag links to their page. e. Use notification settings. Users can tell Facebook (or other social media site) that you want to be notified of any activity performed on their name, including photo tags. f. Never post location. Facebook lets users post their location on every post. Users should not do this for safety and privacy reasons. It also allows users to "tag" friends' location. Users can prevent anyone from tagging their location in the 'How Tags Work' section of the website. g. Cyberbullying Cyberbullying can involve unwanted text messages, phone video recordings or web posts being used to threaten, abuse or harm someone. It is like physical or verbal bullying, but it uses technology instead. Cyberbullying, like all bullying, is difficult on the victim. It can be hard to prove and difficult to get the courage to report it. If a student/learner is experiencing this form of bullying, it is vital they don't suffer in silence. Also, if a student/learner has witnessed cyberbullying, it is important that they take appropriate action and address the problem. Further information for Parents/Guardians and Students/Learners is available from the following publication produced by Barnardos and the NCTE: http://www.hotline.ie/documents/Cyberbullying.pdf Read the Office for Internet Safety's Guide to cyberbullying, which includes information on when and how to contact service providers if you are being cyberbullied. http://www.internetsafety.ie/website/ois/oisweb.nsf/page/DPCY-7LYJ4V1343473-en h. Beating Cyberbullying - Don't reply to the messages or get into any online arguments. [x] Save the evidence (photo/email/video/web post, etc.) as proof. Take a screenshot of any comments that are threatening. - Make a note of the time and date that messages or images were sent, along with any details available about the sender. - Tell a trusted adult, such as a close relative, a family friend, a Class Tutor, Year Head, the Deputy Principal or Principal or any Teacher/Tutor in the School/Institute/Centre, health professional or a youth worker, someone who will be able to help and give support. - Contact a free confidential support service such as Samaritans - telephone 1850 609090. - Report the bullying to the Gardaí. - Report the bullying to the technology providers such as the mobile phone company, web host or website owner. Text Bullying Texting is cheap, easy and can be great for quick conversations. Unfortunately it can also be used to harass, bully and frighten people. Text bullying or harassment can be texts that frighten, insult, threaten people or make them feel uncomfortable. Email, social networks like Facebook/Twitter/BBM (Blackberry Messaging) and phone calls can be used to harass in the same way. It is illegal to bully or harass someone by text, phone, Internet or email and if the harassment is getting out of hand you should report it to the Gardaí. If Text Bullying is happening: - Students/learners should not stay quiet about the bullying. They should tell a friend, parents, a Class Tutor, Year Head, the Deputy Principal/Deputy Director or Principal/Director/Centre Manager or any Teacher/Tutor in the School/Institute/Centre, health professional or a youth worker, someone who will be able to help and give support. - Students/learners should not reply to the messages or get into any text arguments. If there's no answer, hopefully they will get bored and stop harassing. - Messages should not be deleted as they can be used as evidence for reporting the crime. A note should be made of the time and date that messages or images were sent, along with any details available about the sender. - The bullying should be reported to the Gardaí and the phone company. If the phone company are aware of the problem they may be able to give a new phone number or caution the person carrying out the harassment. Parents/Guardians worry about the dangers of cyberbullying. The Office of Internet Safety booklet "Get With IT!" is a Guide to Cyberbullying. This booklet is intended to increase awareness of all aspects of cyberbullying in the new media world and to help parents and their children understand the often confusing issues of new media technologies and tools which children and young people are using for this behaviour. This publication was produced as a joint initiative between the Office for Internet Safety, the National Centre for Technology in Education (NCTE), O2 and Barnardos http://www.internetsafety.ie/website/ois/oisweb.nsf / pag e/D P CY -7L YJ4 V13 4 3 47 3 -en i. Using Social Media on a Mobile Phone. If a student/learner's profile is linked to their mobile phone, they should use the website's privacy settings to ensure that their phone number is not visible. j. Chat & VoIP services. (These allow for communication that may be typed or spoken with or without webcam access) When using the above services e.g. Skype, Google Talk, Facebook Chat; users should only communicate with people they trust and remember that other people may be able to view all aspects of the communication. k. Watch the clock. Social media sites can be real time wasters. Hours and hours can go by online - time that should be spent doing homework, studying, reading or exercising. Appendix A contains links to some online resources that may be useful in dealing with the above subject in class. Appendix B contains information on reporting inappropriate use on the Facebook site. 2. Unacceptable uses of Social Media sites and their consequences. Unacceptable use of Social Media sites will include: [x] Sending or posting discriminatory, harassing, or threatening messages or images that may cause harm to any member of the school community. [x] Forwarding or 'Liking' material that is likely to cause offence or hurt to a third party. [x] Sending or posting messages or material that could damage the School's image or reputation. [x] Creating a fake profile that impersonates another member of the school community. [x] Sending or posting material that is confidential to the School. [x] Uses that violate copyright law, fail to observe licensing agreements or infringe on others' intellectual property rights. [x] Participating in the viewing or exchange of inappropriate images or obscene material. While all cases involving the inappropriate use of social media will be dealt with on an individual basis, the School/Institute/Centre and its Board of Management considers the above to be serious breaches of our Code of Behaviour. Disciplinary consequences up to and including expulsion may be exercised in certain cases. Please see the School/Institute/Centre Code of Behaviour for information on the full range of sanctions the School/Institute/Centre employs and our appeal procedures. 3. Guidelines for staff on the use of Social Media sites. Personal use of Social Media: Use of these sites by staff in school is governed by Cavan and Monaghan Education and Training Board's Social Media Policy, Cavan and Monaghan Education and Training Board ICT Acceptable Usage Policy and the recently published 'Code of Professional Conduct' from the Teaching Council, see Appendix C. Staff should not use their personal profiles to conduct school business or communicate with Students/Learners or their Parents/Guardians. Educational use by staff: Social Media sites can offer educational opportunities for collaboration on projects, presentation of ideas and sharing of class materials and resources. Staff should be guided by the following principles when incorporating Social Media into their teaching. [x] The starting point for all Social Media interaction should be via a link in the Subject Department section on the school's website where this is available. [x] The educational advantage of the use of the Social Media site in question should be clear and permission sought from the School/Institute/Centre Principal/Director/Manager before use. Appendix I of the Co Monaghan Social Media Policy indicates how this permission is sought. [x] Material that is confidential in nature such as student names, grades etc. should never be posted. [x] In general Facebook pages for schools/institutes/centres should be set up as 'like' pages rather than 'friend' pages. This means that the pages is used as an information resource only and students who 'like' the page cannot view or link to others who 'like' the page. [x] 'Groups' should be used when collaborating on Facebook. Membership of these can be strictly controlled and users do not have to be friends of other users or the group's creator. [x] Pay strict attention to intellectual property and copyright laws. [x] All students participating in the online collaboration should be advised of their responsibility to use the site appropriately as per sections 1 & 2 above. [x] Staff are expected to exercise sound judgement and maintain the highest professional standards while using Social Media in the School/Institute/Centre More information on how Facebook may be incorporated safely into the classroom and the creation of groups may be obtained from the Facebook Safety Centre (see link below). http://www.facebook.com/safety/groups/teens/ ROLES AND RESPONSIBILITIES 1. The Board of Management will approve the policy and ensure its development and evaluation. The Policy will then go before the ETB for ratification. This approval, development and evaluation is conducted in parallel to the prescriptions of the Cavan and Monaghan Education and Training Board Social Media Policy 2. The Principal/Director/Centre Manager and Deputy Principal/Director/Centre Manager will be responsible for the dissemination of the School/Institute/Centre Social Media Policy and the application of consequences, which are conducted in parallel to the prescriptions of the Cavan and Monaghan Education and Training Board's Social Media Policy. 3. Year Heads/Head of School/Course Co-ordinator will outline unacceptable uses of Social Media to students and be responsible for keeping records of breaches of Section 2 of the Policy. 4. The Principal/Director/Centre Manager and relevant Staff including HSCL Teacher, Year Head will organise for the provision of a Parents Information Evening on Internet safety. This should take place ideally every two Years and could be done in conjunction with Feeder Primary Schools/ Parents of pupils in Feeder Schools could be invited to attend. 5. Class Tutors will be alert to the signs and possibilities of Bullying within their groups. 6. Strategies to ensure online safety will be taught as part of the School/Institute/Centre Pastoral Care anti-bullying programme. 7. Subject Teachers will report any incidents of online bullying and be mindful of their obligations under the Child Protection Guidelines. 8. The Guidance Counsellor and Care Team will provide support for students who have been victims on online bullying. 9. Programme Co-ordinators will ensure that their section of the school's website, where available complies with this policy. 10. Subject Teachers will adhere to the guidelines outlined in Section 3 of the policy above. 11. All Staff must highlight that use of Social Media in cyber, text or other bullying formats may be the concern of the School/Institute/Centre if it impacts on School/Institute/Centre itself, its staff or students/learners 12. All staff must adhere to this policy and the prescriptions of the Cavan and Monaghan Education and Training Board's Social Media Policy. REVIEW AND EVALUATION The effectiveness of this policy will be monitored by the Principal/Director/Centre Manager and Deputy Principal/Deputy Director/Deputy Centre Manger and School/Institute/Centre Staff. The policy will be reviewed annually and in light of changes in legislation and advances in technology or as needs dictate during the academic year. APPENDIX A Follow the links below for resources to assist in educating students on the responsible use of the Internet and Social Media. http://www.makeitsecure.org/en/young-users.html http://www.make-it-safe.net/ http://www.webwise.ie/ http://www.facebook.com/safety/groups/teens/ http://www.internetsafety.ie/website/ois/oisweb.nsf/page/safety-en www.watchyourspace.ie www.thinkb4uclick.ie www.safekids.com http://www.spunout.ie APPENDIX B Procedure for Alerting Facebook in the case of Bullying or the posting of inappropriate images. The link below can be used to report the above to Facebook who generally take such reports seriously and quickly remove the offensive material. http://www.facebook.com/help/?page=178608028874393&ref=bc Procedure for Reporting a Fake Profile on Facebook. The first piece of action to be taken by a person, in respect of whom a fake profile on Facebook has been set up, is to contact the Facebook Help Centre immediately and require Facebook to remove the fake profile. This can be done using the link to the Help Centre below. Facebook state that the profile will be removed within 24 hours from notification. http://www.facebook.com/help/?faq=167722253287296 Procedure for having inappropriate or offensive clips removed from YouTube YouTube may be alerted to inappropriate uses by selecting the 'Flag' option beside the clip. YouTube will then ask you to select one of six reasons why the video is inappropriate: Sexual Content; Violent or Repulsive Content; Hateful or Abusive Content; Harmful Dangerous Acts; Infringement of Personal Rights; Spam. Once you have indicated the reason YouTube will review the clip within 48 hours and delete it if necessary APPENDIX C Guidelines for staff on Personal use of Social Media websites From the Teaching Council Code of Conduct Teachers shall… 3.3.6 Communicate effectively with pupils/students, colleagues, parents, school management and others in a manner that is professional, collaborative and supportive, and based on trust and respect. 3.3.7 Ensure that any communication with pupils/students, colleagues, parents, school management and others is appropriate, including communication via electronic media, such as e-mail, texting and social networking sites. 3.3.8 Ensure that they do not access, download or otherwise have in their possession while engaged in school activities, inappropriate materials/images in electronic or other format. 3.3.9 Ensure that they do not access, download or otherwise have in their possession, at any time or in any place, illegal materials/images in electronic or other format.	<urn:uuid:f19a9b00-7b5e-4133-9ea5-ce072bca2244>	CC-MAIN-2018-47	http://invercollege.ie/docman/documents/policies/43-cmetb-social-media-policy-13-11-2013/file	2018-11-14T00:39:02Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00287.warc.gz	167,086,065	6,712	eng_Latn	eng_Latn	0.94799	eng_Latn	0.993534	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 99, 1753, 3894, 6032, 8507, 10402, 12365, 14075, 14906, 15156, 15609, 17392, 19287, 21130, 23400, 25394, 27705, 30245, 30971, 31410, 32687, 33598 ]	[ 1.0859375, 2.25 ]	2	5
Walker Books Classroom Ideas Guinea Pig Town and other Animal Poems Notes may be downloaded and printed for regular classroom use only. Ph +61 2 9517 9577 Fax +61 2 9517 9997 Author: Lorraine Marwood ISBN: 9781922077424 ARRP: $16.95 NZRRP: $18.99 April 2013 Outline: A beautiful collection of poems about animals. Squawk! Snuffle! Bark! Roar! Feathers, fins, scales, claws. Running, hopping, crawling, soaring. All creatures are celebrated in this new collection of poetry by Lorraine Marwood. Author Information: Lorraine Marwood was born and raised in rural Victoria and has lived for most of her married life on a dairy farm with her husband and their six children. Lorraine now lives in a rural town with plenty of bush around. Lorraine is an award-winning poet who has been widely published in literary magazines across Australia, as well as magazines in the UK, USA, New Zealand and Canada. She has also published several children's novels and collections of poetry. She loves to take writing workshops and encourages others to write their own poems. Her titles with Walker Books Australia include A Ute Picnic and Other Australian Poems, Ratwhiskers and Me, Note on the Door and Other Poems about Family Life which recieved a Notable mention in the Children's Book Council of Australia Awards and Star Jumps, which was short-listed for the Speech Pathology Australia Book of the Year Awards 2010, Lower Primary Category; received a Notable mention in the Children's Book Council of Australia Awards, 2010; and won the Prime Minister's Literary Awards, Children's Fiction, 2010. For more information about the author, please visit her website: www.lorrainemarwood.com. How to use these notes: This story works on many levels. The suggested activities are therefore for a wide age and ability range. Please select accordingly. These notes are for: Example of: Themes/ Ideas: National Curriculum Focus: Key Learning Areas: * Primary years 2-4 * English * Poetry * English * Ages 7+ www.walkerbooks.com.au/teachers * Australia * Animals 1 English content descriptions include: These notes were created by Steve Spargo. For enquiries please contact: email@example.com Walker Books Australia Locked Bag 22 Newtown, N.S.W., 2042 Notes © 2013 Walker Books Australia Pty. Ltd. All Rights Reserved Classroom Ideas Lorraine Marwood on Guinea Pig Town Inspiration comes in many forms. Here are some great moments that inspired some of the individual poems. * A visit to the rooftop gardens of a restaurant in London to see the flamingos and ponds. Of course a poem resulted from observation. * A castle in Scotland that had a narwhal tusk as the top of a long staircase, sent me off in a scurry to research the narwhal and its history. In fact once an observation, or an idea came to mind, I researched until I knew the characteristics of that animal and could weave them poetically in a poem. Often the characteristics of the animal itself gave me the entry into the format of the poem itself. For example, in the Cheetah poem on page 129, I use the animal's distinct markings and its characteristic speed to be the main focus the poem. Some poems become the embodiment of a little observed incident and poems that fall into this category are While on Holiday and An Incident. These two poems are based on actual fact and I'm sure many children and adults could recall such an incident – this is ideal material for a poem. See if you can find the acrostic poem in the collection or have a go at writing a two-word poem like Penguins in 2 on page 23. Strong nouns and verbs are the best to use in this poem. Two-word poems also make great read aloud poems. Of course many poems come from experience like Having words with our Puppy or Routine. Now there's a challenge, see if you can write a one-word to one-line poem. Following the pathway of an action like a dog's walk is a great way to do this. I love the diversity of ways to write poetry and the diversity of the animals we have been gifted in the world. For me, observation, comparison and research are the forerunners to writing a poem. I am armed with material to allow the tone and emotion of the poem to work its magic. My webite is www.lorrainemarwood.com My blog site: http://lorrainemarwoodwordsintowriting.blogspot.com.au www.walkerbooks.com.au/teachers 2 Discussion Questions and Activities Classroom Poetry Ask students to visit the school library and find a short poem that they like. Have students write this poem on a piece of paper and then fold it in half (make sure that they record the title of the poem and the book that they found it in). Then ask students to put their chosen poems into a hat or box at the front of the classroom. Throughout the week select random poems from the box and read aloud. Ask students to discuss why they like/ dislike this poem and what type of poem it is. Choose interesting words from the poem for further discussion. Discuss different forms of poetry with students. What style of poetry is used in Guinea Pig Town? Look at Lorraine Marwood's other titles: A Note on the Door, Ratwhiskers and Me and Star Jumps. How does this book differ? Reading aloud Locate the poetry section in your school or local library. Choose a poem that you like and practise reading it aloud. Read the poem aloud to your class and then explain what interested you about the poem. Ask students to choose a poem from Guinea Pig Town to recite to the class. After they have recited the poem ask them to share why they chose this particular poem. Ask groups of students to take turns reading a line each of a particular poem. When they have practised a few times ask the group to perform their poem to the class. How does a poem change with different voices reading it? www.walkerbooks.com.au/teachers 3 Ideas Discussing the book What is the purpose of a table of contents? Why would one be included in this book? Locate the contents then read the titles of the poems in your section of the book. Choose one title which intrigues you and write your own poem using that title. (You may like to use the words and phrases you have brainstormed as inspiration.) After you have written your poem, compare it with Lorraine Marwood's version. Was hers like you expected? How were the subjects, themes and poetic style similar and different to your poem? Look at the section titles in the contents ("Bird Screech Street", "Aussie Animal Avenue", etc.) and write a poem that would fit a section of your choice. You can either write in Lorraine Marwood's style or your own unique style. Create a collage or other visual representation of Guinea Pig Town. This should use pictures and found objects, font, colour and composition to reflect the main subjects and themes of the book. Display these in the classroom. Choose one poem and rewrite as if it were prose (ordinary grammatical structure). Compare the poem and your prose adaptation and use it as a base for a class discussion on the difference between poetry and prose. Write a poem about a pet that you own or someone else's pet that you know well. Think of interesting or funny things that this animal does to include in your poem. Write a book review on Guinea Pig Town. Discuss what you liked about it, reference books that are similar and recommend who you think would like the book. Research Lorraine Marwood and prepare a PowerPoint (or similar) presentation about her. Have a class "scavenger hunt" and see who is first to locate the language techniques and types of poems listed below. (You may like to work in pairs for this activity – and make sure you remember to write down the quotes and/or page numbers!) After completing this activity, use the quotes you've found to create a memory card game where you match up the following techniques with examples from the book. Language techniques * rhyme * rhetorical question (a question that doesn't really seek an answer) * repetition * pun (a play on words) * hyperbole (extreme exaggeration) * alliteration (where the first letters of words near each other are repeated for poetic effect) * direct speech (something someone says aloud) * onomatopoeia (where a word imitates the sound it represents) * simile (a comparison using "like" or "as") * metaphor (a comparison where one thing is said to be another) * first person ("I") * aural imagery (description which appeals to sound or hearing) * visual imagery (description which appeals to how something looks) * olfactory imagery (description which appeals to how something smells) * tactile imagery (description relating to the sense of touch) * italics * enjambment (where a sentence continues from one line to the next without punctuation) * ellipsis ( … ) * parentheses (brackets) * sentences made of one word * words written in CAPITAL LETTERS * three verbs (action words) in a row Other books by Lorraine Marwood Ratwhiskers and Me 9781921150395 AU$15.95/NZ$17.99 Star Jumps 9781921150722 Classroom ideas available AU$15.95/NZ$17.99 Classroom ideas available www.walkerbooks.com.au/teachers Types of poems * a prose poem (a poem set out as if it was not a poem, with the lines stretching all the way across the page) * a poem with stanzas * a poem written in a child's voice * a poem which uses different fonts (lettering) * a humorous poem * a sad poem A Ute Picnic and Other Australian Poems 9781921529771 AU$15.95/NZ$17.99 Classroom ideas available 4 A Note on the Door and Other Poems about Family Life 9781921720611 AU$15.95/NZ$17.99 Classroom ideas available	<urn:uuid:62166127-8d65-4e64-afa7-d329597ed572>	CC-MAIN-2018-47	https://www.walkerbooks.com.au/statics/dyn/1366004030203/Guinea-Pig-Town.pdf	2018-11-14T00:59:08Z	crawl-data/CC-MAIN-2018-47/segments/1542039741569.29/warc/CC-MAIN-20181114000002-20181114022002-00289.warc.gz	1,033,080,349	2,179	eng_Latn	eng_Latn	0.995251	eng_Latn	0.997582	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2347, 4384, 7489, 9615 ]	[ 4.5625 ]	3	7
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 \| \| \| \| \| \| \| \| 9:00 \| \| \| \| \| \| \| \| \| 10:00 \| \| \| \| \| \| \| \| \| 11:00 \| \| \| \| \| \| \| \| \| 12:00 \| \| \| \| \| \| \| \| \| 13:00 \| \| \| \| \| \| \| \| \| 14:00 \| \| \| \| \| \| \| \| \| 15:00 \| \| \| \| \| \| \| \| \| 16:00 \| \| \| \| \| \| \| \| \| 17:00 \| \| \| \| \| \| \| \| \| 18:00 \| \| \| \| \| \| \| \| \| 19:00 \| \| \| \| \| \| \| \| \| 20:00 \| \| \| \| \| \| \| \| \| 21:00 \| \| \| \| \| \| \| \| An example revision timetable for half term:	<urn:uuid:8ee91a17-ba80-4aa9-bad1-c5ffa5a1c1db>	CC-MAIN-2024-42	https://wrhs1118.co.uk/wp-content/uploads/sites/4/2020/10/wr-ks3-revision-timetable-2020.pdf	2024-10-08T17:53:33+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00020.warc.gz	551,117,763	551	eng_Latn	eng_Latn	0.999152	eng_Latn	0.99901	[ "eng_Latn", "unknown", "unknown" ]	false	docling	[ 1006, 1575, 1621 ]	[ 2.234375 ]	1	0
Design and Technology Whole School Progression Document Design and Technology in the Early Years Nursery Throughout the year, children will develop their own ideas and will decide what materials they need to express them. Children talk to adults about what they want to create and adults skillfully model and offer suggestions to extend/support the children as required. Children have free access to materials and tools, such as scissors, glue, paper clips and fastenings that they may need to make their ideas. Skill \| \| Term 1 \| \| Term 2 \| \|---\|---\|---\|---\| \| To show a preference for a dominant hand. To use one handed tools and equipment. To join materials. \| \| To use one handed tools and equipment. To join different materials and explore different textures. To explore different materials freely, to develop their ideas about how to use them and what to do. \| \| \| To cut using tools. To join materials. To join materials in different ways. In weekly baking/cooking: To peel using tools to cut, spread, mix and peel food. \| \| To my imagination to build. To talk about my ideas. To cut using tools. To join materials. To join materials in different ways. To make a simple model In weekly baking/cooking: To peel using tools to cut, spread, mix and peel food. \| \| \| As Designers, hold scissors and a hole punch correctly. As Designers, make snips with scissors. As Designers, use scissors to cut along a straight line. As Designers, join paper together using glue and tape. \| \| As Designers, hold scissors correctly. As Designers, use scissors and a hole punch correctly. As Designers, use scissors to cut out a shape. As Designers, join 3D containers and boxes together using glue and tape to create a model. \| \| Reception Reception will continue to access their continuous provision where they can independently use resources, practise skills and display knowledge and understanding of design and technology principles. Adults in the foundation stage unit will facilitate and model skills, as well as providing the resources, materials and equipment the children require. Adults will continue to model how to use resources, materials and equipment accordingly through allocated provision time. There will be some enhancement and focused teaching to ensure design and technology skills are being taught and implemented effectively. These adult-led projects will occur throughout the year and adults will teach by modelling the activity and provide support for the child to independently apply skills in their allocated provision time. In the EYFS, we often go with the child's interests and so children choose and select their own materials and resources, as well as identifying a product to create. Adults in the provision may also model and encourage skills/products to make , to move learning forward. Skill How does EYFS prepare for future learning in NC D&T Disciplines? \| \| Term 1 \| \| Term 2 \| \|---\|---\|---\|---\| \| To develop their small motor skills so that they can use a range of tools competently, safely and confidently. To explore different materials freely, to develop their ideas about how to use them and what to do. To return to and build on their previous learning, refining ideas and developing their ability to represent them. \| \| To develop their small motor skills so that they can use a range of tools competently, safely and confidently. To return to and build on their previous learning, refining ideas and developing their ability to represent them. \| \| \| To use my imagination to build. To talk about my ideas. To use my senses to explore different materials. To make models for specific purposes. To join materials in different ways. To choose the most effective materials, tools and techniques for a purpose. To explain my choices. To work with my friends. \| \| To hold mark making tools with increasing control. To plan and design a product. To talk about my ideas. To join materials in different ways. To explain my choices. To work with my friends. To choose the most effective materials, tools and techniques for a purpose. To choose techniques and apply them. To use cutting skills safely. To fold and join paper. \| \| \| As Designers, understand that strong and stable models need to have bigger and heavier blocks/boxes at the bottom. As Designers, learn the skill of overlapping to make structures strong and stable. As Designers, investigate different joining techniques to allow paper to be secure (glue, tape, staple) and to move (treasury tag, split pin) \| \| As Designers -share their ideas about how they will make a part of their puppet move. -draw a design of a puppet with a moving part and identify tools and resources needed to make it. -using drawing, cutting and joining skills to make a puppet that has a moving part. -apply finishing techniques to their puppet. - learn about Margaret Knight, the first woman to design a paper bag. Learn that she was from America and went on to founder the Eastern Paper Bag Company. Learn to fold and glue paper to make a paper bag. \| \| \| Join Build 3D Blocks Biggest Heaviest Bottom Strong Secure. Overlap Secure Move Glue Tape Staple Treasury tag Hole punch Split pin \| \| Join Move Cut Draw Design Hole punch Split pin Finishing techniques Paint Margaret Knight America Paper bag Fold Glue \| \| Design, Make, Evaluate I can develop my own ideas about which materials to use and what to make. Gain some experience of designing, making and evaluating products for a specified user and purpose. I can share the purpose in mind before I create my product, with a friend or adult. I can confidently share my creation, explaining the process I have used to create it. Progression in KS1 and KS2 Below is an outline of progression for the designing, making and evaluating process of D&T; as well as progression in technical knowledge. Underneath this progression plan, is a more in-depth breakdown of knowledge and skills for each year group in KS1 and phase cycle in KS2 with an overview of each project. Health and safety –Risk assessments are carried out prior to undertaking D&T activities. All health and safety policy and guidance are followed. \| UKS2 \| \|---\| \| Understanding \| \| contexts, users and \| \| purposes \| Generating, developing, modelling and communicating ideas Across UKS2 pupils should: * generate innovative ideas drawing on research * use a range of drawing skills, discussion, prototypes, pattern pieces and computer-aided design. \| Food \| \|---\| \| preparation, \| \| \| Autumnn \| \| Spring \| \|---\|---\|---\|---\| \| Year 1 \| \| Food Preparing Fruit and Vegetables Why is a fruit salad a suitable snack for children? \| \| \| \| Why should I use scissors correctly and \| \| \| \| \| safely? \| \| \| \| \| Revisit previous learning and ensure all can \| \| \| \| \| use scissors correctly \| \| \| \| \| \| Structures Why do we need bridges? \| \| \| Textiles 2-D Shape to 3D Product Why is a small teddy bear a good toy for a child? \| \| Food Healthy and Varied Diet How do you make a healthy sweet snack? \| \|---\|---\|---\| \| Structures Shell Structures inc CAD How do gift boxes work? \| \| Food Healthy and Varied Diet cont... How do you make a healthy wrap? \| \| \| Textiles \| Food Celebrating Culture and Seasonality How do you make a healthy energy snack? \| \| \| Combining Different Fabric Shapes \| \| \| \| Why might we need a wallet? \| \| \| Mechanical Systems Gears or Pulleys Kapow – How can I make a toy vehicle move? \| \| Structures Structures CAD designs TBC \| \| \| Term 1 \| \| Term 2 \| \|---\|---\|---\|---\| \| Why should I use scissors correctly and safely? \| Why should I use scissors correctly and safely? \| \| Food Preparing Fruit and Vegetables \| \| \| \| \| Why is a fruit salad a suitable snack for \| \| \| \| \| children? \| \| Reception: To use cutting skills safely. \| \| Baking skills in EYFS To peel using tools. To cut, spread, mix and peel food. \| \| \| Continue to access activities where they can independently practice skills and display knowledge and understanding of design and technology principles. Adults will facilitate and model skills, as well as providing resources, materials and equipment the children require. Adults will continue to model how to use resources, materials and equipment accordingly through allocated curriculum time. \| \| To know where fruits and vegetables are grown. To know which parts of fruits we eat. To handle, smell and taste fruit. To know basic food hygiene practices. To know how to use simple utensils and equipment: peel, chop, and slice. To know how to prepare a fruit salad. \| \| \| Recap Reception: Join Build 3D Blocks Biggest Heaviest Bottom Strong Secure. Overlap Secure Move Glue Tape Staple Treasury tag Hole punch Split pin \| \| Taste, texture, bitter, sharp, tangy, sour, juicy, leafy, smooth, hygiene \| \| \| Year 1 Summer sliders and levers \| \| Y2 – human diet LKS2 – preparing food hygienically UKS2 – use a heated appliance \| \| \| \| Term 1 \| \| Term 2 \| \| \| Textiles Templates and Joining Techniques \| Structures Why do we need bridges? \| Structures Why do we need bridges? \| \| \| How do you turn a fabric into a hand puppet toy? \| \| \| \| EYFS – threading beads and laces. Gained some experience of designing, making and evaluating products for a specified user and purpose. \| EYFS – use of construction kits \| \|---\|---\| \| To thread a metal needle and tie a knot. To complete a running stitch. To know how to finish off. To know what buttons are used for. To fasten a button on a piece of fabric. To attach two pieces of fabric using a simple running stitch. \| To know the parts of a bridge – foundation, deck, towers, cables. To know and discuss how to make structures strong and stable. To evaluate existing famous bridges. To know how to use drawings to show ideas. To know how to make joints. To know how to make towers/ foundations. To know what will make a structure weaker or stronger. To know how to test the strength and evaluate their bridge. \| \| Needle, thread, knot, seam, fabric \| Freestanding, function, beam, weak, strong, stability, base, foundation, join, fix \| \| LKS2 – cutting fabric, seam allowance and a range of stitches UKS2 – create a bag with a fastening, more complex stitches \| UKS2 – make a 3D construction frame \| \| \| Term 1 \| \| Term 2 \| \|---\|---\|---\|---\| \| Textiles 2-D Shape to 3D Product Why is a small teddy bear a good toy for a child? \| Textiles 2-D Shape to 3D Product \| Food Healthy and Varied Diet How do you make a healthy sweet snack? \| Food Healthy and Varied Diet \| \| \| Why is a small teddy bear a good toy for a child? \| \| How do you make a healthy sweet snack? \| \| Y2 – toy puppet unit learnt running stitch, threading needles, tying knots. \| \| Y1 - designing and making a healthy fruit salad PSHE and Science – healthy diets for wellbeing/growth \| \| \| To evaluate existing products. To know the intended user and purpose. To draw ideas and choose a design. To add labels to their chosen design. To produce and use a template. To understand seam allowance. To know how to join two pieces of felt with an overhand or simple stitch. To evaluate the product and discuss possible improvements. \| \| To design and make a sweet dish, such as fairy cake or fruit tarts, for a target audience and for a particular purpose e.g., party, celebration. Pupils will begin by investigating a range of food products containing wheat and comparing seasonal food in other areas of the world. We will then investigate a range of sweet dishes and evaluate them against what is essential for a healthy and varied diet, using our knowledge of the eatwell plate. They will consider how ingredients can be swapped or altered slightly to cater for a healthy and balanced dish. Pupils will explore a variety of fairy cakes and fruit tarts and their texture and taste, recording their results on a table. Pupils will also explore the ingredients needed to make these sweet dishes and the recipe they follow. Pupils can choose a sweet dish to create from a variety of recipes for fairy cakes or fruit tarts. \| \| \| Pattern, template, needle, thread, knot, stiffen, seam, allowance \| \| \| \| Prepares for UKS2 – create a bag with a fastening, more complex LKS2 - Healthy wrap Year 5 Mechanical Systems: Gears or Pull \| \| Term 1 \| \| Term 2 \| \|---\|---\|---\|---\| \| \| Structures \| Food Healthy and Varied Diet How do you make a healthy wrap? \| \| \| \| Shell Structures How do gift boxes work? \| \| \| \| Year 1 Mechanisms Sliders and Levers unit with moving parts \| \| Y1 - designing and making a healthy fruit salad PSHE and Science – healthy diets for wellbeing/growth \| \| \| To design and make a moving card/storybook, based on an imaginary storybook character and for a particular purpose. This topic will teach our children to bring stories to life. Children will begin by investigating, analysing and evaluating books and, where available, other products which have a range of lever and linkage mechanisms. Pupils will learn how to recreate some of these moving parts using a variety of tools and techniques before investigating different types of fonts and graphics. The children will design, create and evaluate their very own moving card/storybook with moving mechanisms. \| \| To design and make flatbreads/wraps for someone and for a particular purpose. Pupils will acquire the knowledge, skills and understanding about seasonal food in the UK and seasonal food around the world. Children will be able to differentiate between ingredients that are grown, reared, caught and processed and will combine these ingredients to make a meal with multiple processes and a variety of skills. When exploring food around the world, children will focus on creating flatbread/wraps and how the ingredients can be adapted according to and in line with the country they are made in (e.g. burrito, gyros, falafel tortilla wraps etc.) Pupils will create a design criteria and will adapt their design, ingredients and cooking method in line with the design criteria. Pupils will be expected to design, prepare and make a wrap containing meat/meat substitute filling, vegetables and relish/sauce. Pupils will evaluate their finished savoury meal against design criteria. \| \| \| series circuit, fault, connection, toggle switch, push-to- make switch, push-to-break switch, battery, battery holder, bulb, bulb holder, wire, insulator, conductor, crocodile clip control, program, system, input device, output device user, purpose, function, prototype, design criteria, innovative, appealing, design brief \| \| texture, taste, sweet, sour, hot, spicy, appearance, smell, preference, greasy, moist, cook, fresh, savoury hygienic, edible, grown, reared, caught, frozen, tinned, processed, seasonal, harvested healthy/varied diet \| \| in… \| \| Term 1 \| \| Term 2 \| \|---\|---\|---\|---\| \| Textiles Combining Different Fabric Shapes Why might we need a wallet? \| \| \| Food \| \| \| \| \| Celebrating Culture and Seasonality \| \| \| \| \| How do you make a healthy energy snack? \| \| LKS2 – basic stitching techniques, threading a needle, fastening a row of stitches. \| \| LKS2 – healthy wraps and snacks \| \| Vocabulary stiffen, strengthen, reinforce, temporary, \| \| Term 1 \| \| Term 2 \| \|---\|---\|---\|---\| \| Mechanical Systems Gears or Pulleys Kapow – How can I make a vehicle move? \| Mechanical Systems Gears or Pulleys \| Structures Structures CAD designs \| Structures Structures \| \| \| Kapow – How can I make a vehicle move? \| \| CAD designs \| \| Yr2 \| \| Yr 4 Structures \| \| \| To design and make a controllable toy vehicle with gears or pulleys, for example a dragster, off-road vehicle, sports car, lorry etc. Pupils will begin by investigating, analysing and evaluating existing everyday products and existing or pre-made toys that incorporate gear or pulley systems. Year 5 will design, make and evaluate their toy vehicle with gears or pulleys against design criteria. Pupils will be encouraged to evaluate throughout and the final product in use, comparing it to the original design specification. Critically evaluate the quality of the design, the manufacture, functionality, innovation shown and fitness for the intended user and purpose. \| \| tbc \| \| Function, pattern, template, reinforce, seam frame structure,	<urn:uuid:dd55d7d9-6207-4b76-8933-507f2ad70cd3>	CC-MAIN-2024-42	https://sharlstonschool.org/wp-content/uploads/sites/8/2024/06/DT-Whole-School-Subject-Progression-1.pdf	2024-10-08T19:03:44+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00020.warc.gz	457,669,900	3,805	eng_Latn	eng_Latn	0.923924	eng_Latn	0.996261	[ "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn" ]	false	docling	[ 55, 2214, 5681, 5709, 6166, 6237, 6473, 6506, 6875, 7495, 9137, 10244, 12116, 14745, 14750, 15113, 16236 ]	[ 4.5625 ]	1	0
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?	<urn:uuid:2e732757-fcd7-4bf6-891e-f9fcc0d2e179>	CC-MAIN-2024-42	https://halfpenny.patrust.org.uk/wp-content/uploads/2023/06/Summer-2-Learning-Journey-Letter-Reception.pdf	2024-10-08T18:04:30+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00020.warc.gz	253,566,375	650	eng_Latn	eng_Latn	0.998561	eng_Latn	0.998561	[ "eng_Latn" ]	false	docling	[ 3176 ]	[ 2.9375 ]	1	0
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	<urn:uuid:b7242ab8-7ad1-4413-9ea3-6b5fc176f926>	CC-MAIN-2024-42	https://oldpalaceprimary.co.uk/wp-content/uploads/2024/04/Sum-1-Newsletter-Yr3.pdf	2024-10-08T18:00:46+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00021.warc.gz	390,836,634	875	eng_Latn	eng_Latn	0.998039	eng_Latn	0.998039	[ "eng_Latn" ]	false	docling	[ 3895 ]	[ 2.203125 ]	1	0
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.	<urn:uuid:edb2c142-39e6-4172-ba86-8e45a1728550>	CC-MAIN-2024-42	https://dentistry.uth.edu/dotAsset/9c824062-a386-4554-af16-738e5a1c0698.pdf	2024-10-08T18:37:48+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00020.warc.gz	176,553,193	546	eng_Latn	eng_Latn	0.99845	eng_Latn	0.99845	[ "eng_Latn" ]	false	docling	[ 2801 ]	[ 3.890625 ]	1	0
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	<urn:uuid:0c1d9440-9dbf-477b-9e49-d3988f43a1e2>	CC-MAIN-2024-42	https://friscolibrary.com/wp-content/uploads/sites/78/2020/06/Beeps-Chirps-and-Blasts.pdf	2024-10-08T17:50:28+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00020.warc.gz	235,200,551	770	eng_Latn	eng_Latn	0.998843	eng_Latn	0.998843	[ "eng_Latn" ]	false	docling	[ 3234 ]	[ 4.4375 ]	1	3
TEXT SET TOPIC: Black and Native American Perspectives During the American Revolution Grade Level Recommendation: Grades 4–5 Key Focus Areas for Design: Counternarratives Current Events Identity Language Perspectives Social Justice Topic: This text set is about Black and Native American perspectives during the American Revolution. Curriculum Connection: This text set can be done as is but is also suggested as a companion resource for any grades 4–5 curriculum unit that focuses on the American Revolution, such as: * Teachers College, Reading Workshop, Grade 4, Unit 3 * EL Education, Grade 4, Module 3 * Wit & Wisdom, Grade 4, Module 3 Context/Rationale/Reflections: In this unit, students build knowledge of the American Revolution, which often centers the dominant narrative of Loyalists vs. Patriots in published materials and resources. This narrative typically includes limited African American and Native perspectives (e.g., discussion of the enslavement of African Americans and the colonization of Native land). Important teacher notes for this text set * Consider language: Discuss with students using the term "enslaved" to acknowledge the humanity of enslaved people (see more from Anthony Bogues). Additionally, talk with students about Native peoples' language preferences (see more at Native Knowledge 360°), * Consider how to engage students in conversation about these topics, especially for students who relate to the identities centered in this text set. See Let's Talk: Facilitating Critical Conversations with Students (Learning for Justice) for support. Resources to build teacher background knowledge: Teaching Hard History, Learning for Justice (formerly Teaching Tolerance): In particular, see Objective 5, which centers on the roles that slavery, Native nations, and African Americans played in the Revolutionary War. An American Secret: The Untold Story of Native American Enslavement (NPR): Andrés Reséndez discusses the history of as many as five million enslaved Native Americans. A note for multilingual students: Text Sets are meant to support knowledge building! Support opportunities for student translanguaging while using this text set by encouraging students to write, discuss, and present in their home language(s), English, or a combination while they are learning. Text set authors: Educator authors—Tawna Jordan, Tanya Hill; Additional author—Tori Filler \| Text/ Resource \| Author/ Creator \| Brief Description/Notes \| Why use this resource? \| \|---\|---\|---\|---\| \| The Untold Story of Black Patriots VIDEO \| Kareem Abdul Jabar \| 3-minute video centered on questioning why the dominant narratives about the American Revolution do not showcase the essential contributions or perspectives of African Americans. \| Considers how which information is included or left out of historical retellings impacts our understanding of events. \| \| Excerpt from Stamped: Racism, Antiracism, and You SHORT TEXT \| Jason Reynolds and Ibram X. Kendi \| Book excerpt questions who was included in Thomas Jefferson’s notion of “all men are created equal.” \| Expands on the narrative about Thomas Jefferson and freedoms. \| \| Created Equal (0:00–9:15 only) VIDEO (THEATER) \| Colonial Williamsburg \| A museum theater exploration of African American perspectives on the Declaration of Independence, including that “all men” were not really equal in the Founders’ eyes. \| Complicates dominant narrative of the Founders/founding documents. \| \| Text/ Resource \| Author/ Creator \| Brief Description/Notes \| Why use this resource? \| \|---\|---\|---\|---\| \| Invasion of America INTERACTIVE MAP \| Claudio Saunt \| Interactive map demonstrating the seizing of tribal land from 1776–1867. \| Expands on the idea that “the United States continued to take Indians lands by treaty and by force” (included in one of unit texts). \| \| Native Americans in Colonial America ARTICLE \| National Geographic \| Discusses native resistance to the seizing of tribal land and impact of disease and enslavement. \| Counters the often-shared idea that Native Americans passively accepted colonizers or supported the seizing of their lands; explains the challenges that impacted their ability to engage in resistance. \| Options for culminating experiences: * At the beginning of the unit, ask students to jot down things they may already think or believe about the American Revolution, in addition to surveying at least one family member, older sibling, or other member of the school community. Analyze the results of that initial survey as a class. After the unit/text set, ask students to create a "Did you know?" piece (e.g., writing piece, poster, podcast, presentation) to demonstrate some of their new understandings and reflect on which understandings from the initial survey were most present. Share these "Did you know?" pieces with families or school community members. * Create a student-accessible bulletin board with the guiding question prompt:"How does which information is included or left out of historical retellings impact our understanding? Whose perspective is included? Whose perspective is being left out?" Invite students to post onto the bulletin board their ongoing reflections to this question/reactions to other students' ideas and then to reflect at the end of the unit/text set.	<urn:uuid:021898b0-d401-4a81-803a-d5666ae869bf>	CC-MAIN-2024-42	https://learnwithsap.org/app/uploads/2024/08/TEXT-SET-TOPIC_-Black-and-Native-American-Perspectives-During-the-American-Revolution-Designers-Tawana-Jordan-Tanya-Hill-Tori-Filler.pdf	2024-10-08T17:47:28+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00020.warc.gz	313,824,418	1,090	eng_Latn	eng_Latn	0.989288	eng_Latn	0.992074	[ "eng_Latn", "unknown", "eng_Latn" ]	false	docling	[ 2414, 3470, 5307 ]	[ 4.65625 ]	2	0
License Plate Road Trip Complete the three steps to earn your License Plate Road Trip Patch. Daisy Girl Scouts will pick two states. Brownie and Junior Girl Scouts will pick three states. Cadette Girl Scouts will pick four state. Senior Girl Scouts will pick five states. Ambassador Girl Scouts will pick six states. 1. Find a License Plate: Pick a state. Choose one that you haven't been to yet, or would be cool to visit. Find a picture of that state's license plate. 2. Cool Facts: Find three cool facts about the state. It could be where their capital is, what the state is known for, what the weather is like, or even a famous person from that state. 3. Visit somewhere in the state: Visit some place cool in the state. Did you know that there is a National Parks Service site in each state? Click here to find some places in that state, or do a search on your own and see if they have a virtual tour. Alabama: Virtual tour of the USS Alabama. Alaska: Virtual tour of Kenai Fjords National Park. Arizona: Virtual tours of Grand Canyon National Park. Arkansas: Virtual reality tours at Crystal Bridges Museum of American Art. California: Live cams from the San Diego Zoo. Colorado: Virtual tours and ranger talks from Mesa Verde National Park. Connecticut: Virtual tour of the Mark Twain House and Museum. Delaware: Online exhibits of the Winterthur Museum, Garden and Library. Florida: Virtual rides from Disney World. Georgia: Virtual exhibit of the Civil Rights Movement from the High Museum of Art. Hawaii: Virtual tour of Hawaii Volcanos National Park. Idaho: Videos and virtual tour apps from Craters of the Moon National Monument and Preserve. Illinois: Science at home programs from the Museum of Science and Industry Chicago. Indiana: Videos and activities from the Children's Museum of Indianapolis. Iowa: Videos, activities and virtual tours from the National Mississippi River Museum and Aquarium. Kansas: STEM videos from Exploration Place. Kentucky: Video tours and activities from the Kentucky Derby Museum. Louisiana: Virtual exhibits from the National WWII Museum in New Orleans. Maine: Virtual cruise at Acadia National Park. Maryland: Virtual collection from The Walters Art Museum. Massachusetts: Cellphone tours of the John Fitzgerald Kennedy National Historic Site. Michigan: Online exhibits from the Detroit Institute of Arts. Minnesota: Online exhibits and talks at the Walker Art Center. Mississippi: Activities from Mississippi Children's Museum. Missouri: Videos from the St. Louis Zoo. Montana: Facebook live videos from the Grizzly & Wolf Discovery Center. Nebraska: Online videos and activities from the Omaha Zoo. Nevada: Virtual tours and videos from the Las Vegas Natural History Museum. New Hampshire: Videos and activities from the Mount Washington Observatory. New Jersey: Online games at the Thomas Edison National Historical Park. New Mexico: Virtual tour of Carlsbad Caverns National Park. New York: Virtual tour of the Metropolitan Museum of Art. North Carolina: On screen learning at the North Carolina Museum of History. North Dakota: Videos from Theodore Roosevelt National Park. Ohio: Virtual tour of the National Museum of U.S. Air Force. Oklahoma: Virtual broadcasts and activities from the Oklahoma City Botanical Gardens. Oregon: Live cams from the Oregon Coast Aquarium. Pennsylvania: Science experiment videos from The Franklin Institute. Rhode Island: Virtual tour from the Preservation Society of Newport County. South Carolina: Virtual tours and activities from the South Carolina Museum. South Dakota: Virtual tour of Mount Rushmore National Memorial. Tennessee: Videos and activities from the Creative Discovery Museum. Texas: Virtual app of the Space Center in Houston. Utah: Virtual tour of Bryce Canyon National Park. Vermont: Virtual exhibit from the Marsh-Billings-Rockefeller National Historical Park. Virginia: Online exhibitions from the National Women's History Museum. Washington: Virtual tour video of Seattle Aquarium. West Virginia: Virtual gallery of New River Gorge National River. Wisconsin: Virtual tour and activities from the Milwaukee Art Museum. Wyoming: Virtual tours of Grand Teton National Park. To get the road trip patch click here.	<urn:uuid:4432fefb-4009-47b0-8fb9-6a121dce5130>	CC-MAIN-2024-42	https://www.gscwm.org/content/dam/gscwm-redesign/documents/virtual/License%20Plate%20Road%20Trip.pdf	2024-10-08T18:16:16+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00020.warc.gz	691,017,995	854	eng_Latn	eng_Latn	0.97474	eng_Latn	0.98506	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1519, 3167, 4275 ]	[ 2.515625 ]	1	1
Bloom-Carroll Middle School 2024-2025 Registration Guide BLOOM-CARROLL MIDDLE SCHOOL CURRICULUM CORE COURSES All students at Bloom-Carroll Middle School must complete the core academic courses, which include Language Arts, Math, Science, and Social Studies for grades 7-8, as well as Writing for grade 6. EXPLORATORY COURSES In addition to the core courses, all grade levels will have a designated time for lunch and grades 6-7 for intervention. The exploratory classes for each grade level are organized as follows: 6 th Grade: * Computer Science Discoveries * Physical Education * Exploratory Courses: Band and/or Choir 7 th Grade: * Physical Education * Art * Pre-Engineering I * Exploratory Courses: Band and/or Choir or Study Hall 8 th Grade: * Physical Education * Health * Career Connections * Exploratory Courses: * Study Hall (Minimum 1 Semester) o Spanish I o Band (students participate in 6 individual courses, with each course spanning 6 weeks for a total of 36 weeks) o French I o Choir o Exploratory Rotation: Computer Applications, Robotics, Business Engineering & Design, Digital & Graphic Design, Introduction to Agriculture and Mindful Movement EXPLORATORY COURSE DESCRIPTIONS: 6 th GRADE: Computer Science Discoveries: Students will learn foundational concepts of computer science in this course. Students will use computer science as a medium for creativity, communication, problem solving, and fun. Students will explore basic fundamentals of computer science by covering topics such as programming, physical computing, HTML/CSS, and data analysis. The course encourages students as they build their own websites, apps, games, and physical computing devices. Physical Education: The objective of this course is to educate each student on the importance of being physically fit. The classes will consist of team, individual sports and fitness activities. Students will be tested on 6 different state physical education standards throughout the year. Some of the activities will include: dodge-ball, tug-of-war, relays, capture the flag, stations, jump rope, strength training, etc. Students will be required to perform "warm up" exercises every day. Grading for physical education will be based on participation, effort, conduct, and being properly dressed for class. Band: Students who enroll in this course will rehearse music for concert band throughout the school year, with three to four performances, music festivals, and/or competitions. Middle School Band provides its students with a well-rounded, balanced exposure to nearly all facets of current instrumental music performance. This course is performancebased and attendance at all events is required. Attendance, assessments, and daily preparation will comprise a large portion of the student's grade. It is the responsibility of the parent to secure an instrument for their child. Instrument fittings occur during the first full week of school where additional information will be provided to both the student and parent/guardian. Choir: The class will study vocal techniques, vocal styles, and staging. A wide range of vocal literature will be explored and studied. Performances will be required outside of the normal school setting. Attendance for these events will be mandatory and be counted as part of a student's class grade. Students will be expected to demonstrate improvement in tone quality, breathing techniques, expression, dynamics, intonation, and enunciation. Grading for the class will be based on participation and vocal skills. 7 th GRADE: Art: In this course, students will build on the techniques that were taught in Art I. Students will learn how to draw facial pictures while emphasizing shading techniques. Independent work and exploratory options will be available to students in this course. Students will complete an optical illusion, Roy Lichtenstein inspired self-portrait and a drawing of their choice that emphasizes realism. Pre-Engineering Technologies I: Students in the pre-engineering programs acquire knowledge and skills in problem solving, teamwork and innovation. Students explore STEM careers as they participate in a project-based learning process, designed to challenge and engage the natural curiosity and imagination of middle school students. Teams design and test their ideas using modeling, automation, robotics, mechanical and computer control systems, while exploring energy and the environment. Physical Education: The objective of this course is to educate each student on the importance of being physically fit. The classes will consist of team, individual sports and fitness activities. Students will be tested on 6 different state physical education standards throughout the year. Some of the activities will include: dodge-ball, tug-of-war, relays, capture the flag, stations, jump rope, strength training, etc. Students will be required to perform "warm up" exercises every day. Grading for physical education will be based on participation, effort, conduct, and being properly dressed for class. Band: Students who enroll in this course will rehearse music for concert band throughout the school year, with three to four performances, music festivals, and/or competitions. Middle School Band provides its students with a well-rounded, balanced exposure to nearly all facets of current instrumental music performance. This course is performancebased and attendance at all events is required. Attendance, assessments, and daily preparation will comprise a large portion of the student's grade. It is the responsibility of the parent to secure an instrument for their child. Instrument fittings occur during the first full week of school where additional information will be provided to both the student and parent/guardian. Choir: The class will study vocal techniques, vocal styles, and staging. A wide range of vocal literature will be explored and studied. Performances will be required outside of the normal school setting. Attendance for these events will be mandatory and be counted as part of a student's class grade. Students will be expected to demonstrate improvement in tone quality, breathing techniques, expression, dynamics, intonation, and enunciation. Grading for the class will be based on participation and vocal skills. 8 th GRADE: Health: The primary focus of Health will be to gain an understanding of the important aspects concerning the mental, emotional, and social well-being issues facing students and society. The class explores and studies stress management, communication skills, refusal skills, conflict resolution skills and violence prevention. Additional topics include: drugs and alcohol, personal care, nutrition, growth and development and body image. This course will be offered for 8 th grade students. Physical Education: The objective of this course is to educate each student on the importance of being physically fit. The classes will consist of team, individual sports and fitness activities. Students will be tested on 5 different state physical education standards throughout the year. Some of the activities will include: dodge-ball, tug-of-war, relays, capture the flag, stations, jump rope, strength training, etc., along with a myriad of sports. Students will be required to perform "warm up" exercises every day. Grading for physical education will be based on participation, effort, conduct, homework, and wearing the proper shoes. Career Connections: This course offered in partnership with Eastland-Fairfield Career &Technical Schools is designed for students to explore their interests and aptitudes in 16 different career fields. Students will be involved in hands-on projects representing a variety of career and college pathways, while developing the framework in which to explore their own skills. They will explore the work world, assess their interests and abilities and learn to make realistic decisions about their continuing education and career goals. This course focuses on several career fields and provides 21st Century workforce skills. French I: (Elective: Open to qualified 8 th grade students) The French course, for 8 th grade students, is the same as the high school course. The purpose of this course is to acquaint students with the patterns of foreign language. In first year French, students concentrate on speaking, reading, writing and understanding French. The people and customs of France and Francophone countries are introduced. Independent, online assignments as well as worksheets, projects, tests and quizzes are required, and students are expected to work with a partner or groups in class. Spanish I: (Elective: Open to qualified 8 th grade students) The Spanish course, for 8 th grade students, is the same as the high school course. The purpose of this course is to familiarize the student with the patterns of the foreign language. Students will use an online learning platform for homework activities. With this program, students will interact with peers outside of class on a semi-regular basis. The emphasis is on training the student to understand and produce Spanish. Home internet access is NOT a requirement, although it allows students more freedom to complete coursework. This course is primarily based on participation, and each student is expected to take an active role in his/her learning. Band: Students who enroll in this course will rehearse music for concert band throughout the school year, with three to four performances, music festivals, and/or competitions. Middle School Band provides its students with a well-rounded, balanced exposure to nearly all facets of current instrumental music performance. This course is performancebased and attendance at all events is required. Attendance, assessments, and daily preparation will comprise a large portion of the student's grade. It is the responsibility of the parent to secure an instrument for their child. Instrument fittings occur during the first full week of school where additional information will be provided to both the student and parent/guardian. Choir: The class will study vocal techniques, vocal styles, and staging. A wide range of vocal literature will be explored and studied. Performances will be required outside of the normal school setting. Attendance for these events will be mandatory and be counted as part of a student's class grade. Students will be expected to demonstrate improvement in tone quality, breathing techniques, expression, dynamics, intonation, and enunciation. Grading for the class will be based on participation and vocal skills. Exploratory Rotation: During the Exploratory Rotation period, 8 th grade students engage in a diverse range of subjects including Business Engineering & Design, Introduction to Agricultural Science, and Mindful Movement, aimed at fostering personal growth and enhancing adolescent skills. The Exploratory Rotation period offers students a six-week exposure to these courses, which they may opt for as electives in high school. The courses listed below encompass the Exploratory Rotation, along with individual descriptions for each (subject to potential changes). Computer Applications: This foundational course is intended to teach students the computing fundamentals and concepts involved in the use of common software applications. Upon completion of this course, students will gain basic proficiency in word processing, spreadsheets, databases, and presentations. In addition, students will have engaged in key critical thinking skills and will have practiced ethical and appropriate behavior required for the responsible use of technology. Robotics: This project-based course that utilizes a hands-on approach to introduce the basic concepts of robotics, focusing on the construction and programming of autonomous mobile robots. Course information will be tied to lab experiments; students will work in groups to build and test increasingly more complex mobile robots, culminating in an end-of-semester robot contest. The class will use Spheros, Ozobots, CoDrones, and/or LEGO Spike Robots. Business Engineering & Design: This project-based course covers the use of computers, engineering and technology design in "real world" applications. Students will begin by researching bridge engineering and design. Students are then tasked with creating the strongest bridge possible within a budget and under a restrictive time deadline. Emphasis is placed on the use of computer technology and the Internet to construct a solution to the problems given. Students will use the Informed Design Process and hands-on applications to research, design, build, and solve issues involved in the production and engineering of an actual bridge. Budget, engineering, design, resource allocation, and time management skills are emphasized. Digital & Graphic Design: In this introductory course, computer design is explored to develop an understanding of techniques, processes and possibilities of electronic media to understand, create and appreciate visual art. Students will explore a wide range of programs, software and applications to create images, edit photographs, videos, mixed media artwork and much more. Introduction to Agriculture Science: This introductory course explores the pathways offered in the Agricultural and Environmental Systems career field. Students will learn information related to agricultural products, the latest agricultural research, biotechnology, and will discover agriculture and its importance to society. Personal development skills, through hands-on learning experiences and student-oriented activities, will be key elements of the course. Mindful Movement: This course will include various practices designed to build resilience, manage stress/anxiety, and improve emotional regulation. Yoga and mindfulness have proven to be powerful tools for students of all ages and backgrounds. These practices build resilience, allowing students to better manage stress and anxiety and encourage emotional regulation and thoughtful decision making. Student growth in these areas would positively impact not only academic performance but student relationships and school culture/climate, as well. 8 th GRADE: Accelerated Courses: Algebra I: Algebra I is designed to help students master the following material: Using and interpreting the symbols of Algebra, building and interpreting functions, creating and solving various kinds of equations and inequalities, solving word problems, drawing and interpreting graphs, solving linear systems, interpreting and representing data, and working with linear, exponential, and quadratic models to solve problems. Denotes Course Offered for High School Credit. (Please see High School Course Credit Guidelines on page 9.) High School Course Credit Guidelines: Bloom-Carroll Middle School offers a few opportunities for qualifying students to earn high school credit while in eighth grade. Courses in which students have the opportunity to earn high school credit are: Algebra I, French I, Spanish I, Health, and Physical Education. Foreign Language: To qualify for acceptance into a foreign language class the following criteria must be attained: Student must have achieved an 85% average or higher in Language Arts from the first three quarters of the previous year. Number of course offerings are limited. Acceptance into course is based on ranking system. If you do not meet the above qualifications, please DO NOT request foreign language when scheduling. Mathematics: Several factors are utilized to determine in which math course students should be placed for 8th grade. The indicators include the score achieved on the Iowa Algebra Aptitude Test, scores from the math portion of the Ohio State Test from the previous year, math grades from the current school year, previous placement in the enrichment math program, and feedback from teachers. Health: There are no prerequisites for this course. This course is a required course for all 8 th grade students and does count as .50 high school credit. Physical Education 8: There are no prerequisites for this course. This course is a required course for all 8 th grade students and does count as .25 high school credit. Because students earn high school credit, please understand that the grades received are part of the student's permanent record. These grades are also used to determine a student's high school grade point average and class ranking. If you need further clarification or have any questions, feel free to contact either Chad Young, Middle School Principal at firstname.lastname@example.org, or Jamie Johnson, Middle School Guidance Counselor at email@example.com. Enrichment Courses: Students will be identified for enrichment courses as defined by the board policy per the adopted version circa October 16, 2017. The District's service plan at the middle school level delivers gifted services through enrichment or accelerated classes in all core subject areas for grades 5, 6, 7, and 8. Placement in the enrichment classes shall be determined by scores obtained from the Northwest Evaluation Association MAP Assessment, administered by the district in Kindergarten through grade 4, and/or the InView Test administered by the district in grades 2 and 4. Additionally, the district accepts scores on assessment instruments approved for use by ODE that are provided by other school districts and trained personnel outside the district. Students must earn one of the following scores to qualify for these services: - A score in the 95 th percentile or higher in the specific academic area on a nationallynormed state-approved achievement test. - A score in the 85 th percentile or higher in the specific academic area on an achievement test and be identified as superior cognitive. OR. Students who meet the criteria as described above will be offered the choice of enrolling in the enrichment and/or accelerated class or the regular academic class. (Please note that the enrichment and/or accelerated classes are only offered at one time during the school day, therefore conflicts may arise with specific individual choices.) Bloom-Carroll Middle School Registration Form Grade 6 REQUIRED COURSES All 6 th Grade Students will take the following courses: * Language Arts * Writing * Science * Math * Physical Education * Social Studies * Computer Science Discoveries EXPLORATORY COURSES All 6 th Grade students are required to sign up for one of the following music options: * Band (Parent/guardian responsibility to secure instrument) * Band and Choir (Alternating Days) * Choir PLEASE NOTE: Students who qualify for placement into Multilingual Lab, WILSON Reading, Reading Intervention, or Math Intervention must drop either Band, Choir or Computer Science Discoveries & Physical Education from their schedule. FOR A COMPLETE DESCRIPTION OF COURSES PLEASE VISIT www.bloomcarroll.org Under the Middle School Tab, Select Documents & Handbooks, Then Select Registration Guide SCHEDULING WORKSHEET FOR STUDENT USE Bloom-Carroll Middle School Registration Form Grade 7 REQUIRED COURSES All 7 th Grade Students will take the following courses: * Language Arts * Science * Math * Pre-Engineering I * Art * Social Studies * Physical Education EXPLORATORY COURSES All 7 th Grade students must select one of the following options: * Band (Parent/guardian responsibility to secure instrument) * Band and Choir (Alternating Days) * Choir * Study Hall PLEASE NOTE: Students who qualify for placement into Multilingual Lab, WILSON Reading, Reading Intervention, or Math Intervention, who wish to take Band or Choir, must drop either Pre-engineering I or Art & Physical Education from their schedule. FOR A COMPLETE DESCRIPTION OF COURSES PLEASE VISIT www.bloomcarroll.org Under the Middle School Tab, Select Documents & Handbooks, Then Select Registration Guide SCHEDULING WORKSHEET FOR STUDENT USE Art Physical Education Bloom-Carroll Middle School Registration Form Grade 8 REQUIRED COURSES All 8 th Grade Students will take the following courses: * Language Arts * Science * Math * Health * Physical Education * Social Studies * Career Connections * Semester Study Hall EXPLORATORY COURSES All 8 th Grade students must select two of the following options: * French I (must meet prerequisite) * Band (Parent/guardian responsibility to secure instrument) * Choir * Exploratory Rotation * Spanish I (must meet prerequisite) * Study Hall PLEASE NOTE: Students who qualify for placement into Multilingual Lab, WILSON Reading, Reading Intervention, or Math Intervention must choose only one exploratory course when scheduling. FOR A COMPLETE DESCRIPTION OF COURSES PLEASE VISIT www.bloomcarroll.org Under the Middle School Tab, Select Documents & Handbooks, Then Select Registration Guide SCHEDULING WORKSHEET FOR STUDENT USE \| SEMESTER 1 \| SEMESTER 2 \| \|---\|---\| \| Language Arts \| \| \| Math \| \| \| Science \| \| \| Social Studies \| \| \| Lunch \| \| \| Health \| Physical Education \| \| Career Connections \| Study Hall \| \| Exploratory Course \| \| Exploratory Course **Due to scheduling conflicts and limited course capacity, not all course requests can be accommodated: SCHEDULE CHANGE POLICY Due to the commitments for staff assignments and the ordering of supplies and texts, schedule changes will not be permitted except in unusual circumstances. Acceptable reasons for changes are as follows: a. Correction of errors; c. Subject level adjustments (teacher recommended); b. Changes necessitated by failure; d. Addition of a class; and/or e. Class size balancing. Request for schedule changes must; a. Be submitted to the guidance counselor in writing. b. Have a parent/guardian signature. To add or drop classes; a. A request concerning a yearlong class must be submitted in the first two weeks of school. c. Students enrolled in Band have until October 1 st to secure instrument and music book or they will be removed from course. b. A request concerning a semester course must be submitted in the initial first week of the semester. The following rules apply: a. No schedule change will become final until approved by a counselor; and b. Parent approval is required for all changes. Note: Availability of all courses at Bloom-Carroll is subject to change without notice. Minimum enrollment requirements, teacher availability and/or scheduling conflicts may affect course offerings. Note: Unless extenuating circumstances exist, student/parent requests for specific teacher(s) at the middle school/high school level are not permitted.	<urn:uuid:c229e6eb-2f53-4dd6-bdbc-f823514f2b01>	CC-MAIN-2024-42	https://www.bloom-carroll.k12.oh.us/Downloads/Registration%20Guide%202024-2025%20FINAL%20COPY.pdf	2024-10-08T18:31:10+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00024.warc.gz	584,158,440	4,406	eng_Latn	eng_Latn	0.956163	eng_Latn	0.99638	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 57, 1177, 3557, 6321, 9394, 12873, 14837, 16780, 18249, 19145, 20031, 21184, 22689 ]	[ 2.25, 1.5 ]	1	0
Teaching & Learning Principles Curriculum journey The curriculum ensures meticulous sequencing within & across subjects, with careful consideration for prior knowledge & retrieval. Underpinned by subject integrity, this enables students to articulate their learning journeys & apply effective & lifelong study habits, including digital literacy, retention & revision strategies throughout the 7-year journey. All staff & students can articulate clearly defined curriculum endpoints. Key concepts are regularly revisited & students know & apply a wide range of strategies that are used to support long-term retention. Students can articulate their learning over time & as a result they understand how it connects to the wider context of the lesson & previous topics. Clear explanations & well-planned tasks consider cognitive load & help pupils learn more effectively. Metacognitive strategies, including thinking before, during & after, are taught explicitly, as a result, students have a deep understanding of how to learn & are self-regulated. Homework is valued & integrated into the curriculum. It enriches learning, develops independence, promotes super-curricular interests & effective revision. Students understand its purpose & are equipped with strategies to overcome challenges. Assessment Impactful formative assessment is at the core of every lesson & is used consistently & acted upon to reshape learning, ensuring lessons are pitched appropriately so that all students progress. Assessment is accurate, appropriate & accessible due to rigorous & regular moderation. Targeted questioning is routine & is used to check & help students' understanding. Timely assessment is used to track students' knowledge, skills & retention of key concepts & drives student progress. A variety of feedback methods are used that focus on the task, subject specific processes & pupil's self-regulation where appropriate. KS3 Curriculum & assessment is planned to provide opportunities for students to learn how to revise. Consistent feedback enables students to articulate their strengths & weaknesses. As a result, students know their strengths & weaknesses, how to improve & are given time to act upon feedback to show improvement. Regular marking impacts on progress, improves SPAG & means all students' work is high quality. Communication Skills Communication skills lie at the heart of effective teaching. There is a clear vision & approach to developing reading, writing, oracy, vocabulary across each subject & this is mapped across the 7 year journey culminating in P16 whereby students can communicate their ideas effectively in a professional & competitive context & demonstrate thoughtful engagement with academic reading. A culture of reading is valued, promoted & celebrated in curriculum & enrichment experiences. There is a consistent approach to developing students' reading habits & skills across the school & across all subjects through the use of reading strategies & subject specific reading. Students engage & reflect upon what they have read including texts which promote diversity & empathy. Because reading strategies, modelled with sentence starters, are embedded seamlessly across the curriculum students are confident & independent readers. All staff know student reading ages & plan appropriately. Throughout the curriculum, explicit vocabulary teaching & opportunities for reasoned argument & debate are planned for. Students communicate confidently in all contexts because of the structured development of communication skills throughout the 7y year journey. Students understand the importance of oracy & their writing reflects this. Know your students All staff know their students & use data, career aspirations & seating plans to inform their teaching, ensuring progress for all students & fostering inclusivity in the classroom. Belonging is carefully built through proactive support & attendance is everyone's responsibility. Staff know students' gaps because of missed lesson time & address these effectively. Specific adaptive teaching strategies including: modelling, dual coding & regulation of cognitive load support SEND students to learn in all subject areas. Student profiles are live & co-constructed; teachers use these skilfully & with impact in their subjects. Staff collaborate with colleagues to develop a range of strategies, which are informed by structured conversation targets, to be routinely used to support SEND learners. All staff know the interventions that support students & build on these. Regular structured conversations with SEND learners foster a shared ownership of learning. Colleagues have a deep understanding of how we choose to treat children & effectively use student voice to build relationships & develop trust & self-esteem. Through appropriate behaviour management strategies, equity is attained, ensuring that all students flourish & demonstrate PRIDE as learners. All staff are skilled in restorative conversations meaning that positive relationships are maintained. Culture of excellence The school is at the forefront of curriculum design & creates a culture of effective, bespoke & meaningful CPD. All staff share best practice through a culture of collaboration, co-planning, research, coaching, mentoring & co-observation. The schools' common approach to teaching & learning is embedded & underpinned by subject integrity. Coaching is responsive & habitual leading to sustainable improvement in T&L & leads to outstanding educational experiences. All colleagues regularly co-plan with others to reflect upon & improve subject knowledge & subject delivery & to ensure a deep understanding of the curriculum intent & its implementation. Learning evaluation occurs regularly including data driven learning walks & student voice. Feedback happens timely & routinely with impactful actions agreed. The classroom & beyond Students are empowered to flourish as aspirant & self-regulated learners with a clear vision for their future. Character development is at the forefront of our approach, taught through PRIDE as a learner & embedded in classroom routines, ensuring responsible behaviours are reflected upon & practiced. Our flourishing curriculum emphasis moral virtue, encouraging students to think, act, & feel with integrity, holding themselves & others accountable. Targeted enrichment activities & outstanding educational experiences enable all students to develop a lifelong passion for Sport, Performance & Academia, while strategic planning ensures they explore interests & develop talents across subjects. Academic enrichment challenges students to extend their understanding of subjects, fostering confidence & resilience in unfamiliar contexts with new people. Students live PRIDE in all contexts & are morally driven to serve their community, building capacity for positive & sustainable change through strategic partnerships & leadership opportunities both within the school & the wider community.	<urn:uuid:aca5c4e5-05ac-4542-a78a-d8f39e3b76ad>	CC-MAIN-2024-42	https://www.barrshill.coventry.sch.uk/wp-content/uploads/2024/09/Teaching-and-Learning-Principals.pdf	2024-10-08T19:13:29+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00023.warc.gz	581,846,904	1,191	eng_Latn	eng_Latn	0.996483	eng_Latn	0.996483	[ "eng_Latn" ]	false	docling	[ 7000 ]	[ 2.953125 ]	1	0
The Power of Grandparents Grandparents Play an Important Role in Preventing their Grandchildren from Drinking and Using Drugs Find out how to communicate better with your teenage grandchild; learn about the latest drugs; and discover how you can help keep your grandchild healthy. The Power of Grandparents Grandparents Play an Important Role in Preventing their Grandchildren from Drinking and Using Drugs TABLE OF CONTENTS 1. The Power of Grandma and Grandpa hildren have a very special relationship with Grandma and Grandpa. That's why grandparents can be such powerful allies in helping keep a kid off drugs. C Grandparents are cool. Relaxed. They're not on the firing line every day. Some days a kid hates his folks. He never hates his grandparents. Grandparents ask direct, point-blank, embarrassing questions that parents are too nervous to ask: "Who's the girl?" "How come you're doing poorly in history?" "Why are your eyes always red?" "Did you go to the doctor? What did he say?" The same kid who cons his parents is ashamed to lie to Grandma or Grandpa. Without betraying their trust, a loving, understanding, grandparent can discuss the danger of drugs and alcohol openly with the child he or she adores. And should. As a grandparent, you hold a special place in the hearts and minds of your grandchildren. Share your knowledge, your love, your faith in them. Use your power as an influencer to steer your grandchildren away from drugs and alcohol. [Excerpt from a print ad from the Partnership for Drug-Free Kids ©The Partnership for a Drug-Free America, Inc.] 2. It's All About the Grandkids eing a grandparent is central to the lives of most older Americans. According to a 2009 Pew Research Center survey, 80 percent of those ages 65 and older have grandchildren, as do 51 percent of those ages 50-64. B keep your grandchild safe. You'll learn factors that can lead a teen to develop a substance abuse problem – and what to do if you think your grandchild is using drugs or drinking. In addition, there's information and resources for grandparents who are raising grandchildren. What do grandparents today value most? Spending time with their grandchildren. And that's a great thing. Grandparents provide stability, security, guidance and support for their families. While parents are generally recognized as the most important and long-lasting influence on children, grandparents have a close and special bond and often serve as an inspiration to their grandkids. This unique relationship between grandparent and grandchild provides an ideal opportunity for sharing, connecting and discussing many important topics — including the dangers of drugs and alcohol. In this guide you'll find suggestions on how to better communicate with your teenaged grandchild, ways to spend time together and how to use technology to keep in touch. You'll find information on the latest drugs that teens are using and ways to You play a very powerful role in the life of your grandchild. Read on to learn more. 3. Ten Tips for Communicating With Your Grandchild id you know that by strengthening lines of communication and letting your grandchild know you care, you're building protective factors — which helps you play an important role in deterring him or her from trying drugs and alcohol? Here are 10 ways to have healthy, productive conversations with your grandchild: D 1. It's important to talk with your grandchild. A lot. Take a walk or go for a drive with her. When there's not much eye contact, she won't feel like she's under a microscope. 2. Listen to your grandchild respectfully and without judgment. If you're less critical, he will feel he can trust you more. 3. Have conversations with your grandchild on a variety of topics — activities, friends, school, job, hobbies, current events, etc. 4. Strive for honest and direct communication. 5. Listen to your grandchild's cares and concerns. She will then feel more comfortable to open up to you when she needs your advice. 6. Take an active interest in the details of your grandchild's life. 7. Take time to learn about your grandchild's hobbies — and share your skills as well. 8. Give praise and positive feedback. 9. Offer encouragement for achievements — both large and small — and be sure to attend at least some of your grandchild's activities so he knows what he's doing is important to you. 10. Let your grandchild know that you are always there for him or her — no matter what happens. Make sure that he or she knows to come to you for help or information. "I think it's a really essential part of children's upbringing to have other significant adults — such as grandparents — that they know they can be open and be themselves with. It gives them room to be real, to have the space to really express themselves, and to develop free from any judgment or fear of punishment." — Dr. Jane Greer, Marriage and Family Therapist 4. Spending Time Together he more involved you are with your grandchild and the more time you spend with him or her, the closer you'll be. T So, take a walk, play a board game, shop, go to a concert, watch a baseball game or sightsee together. Use opportunities like family gatherings or inviting your grandchildren to stay over to show that fun doesn't require drugs or alcohol. "Doing an activity with your grandchild — just the two of you — can be really special and help him or her to develop a sense of self-worth." — Jay E. Berkelhamer, MD, FAAP, grandfather, pediatrician and past president of the American Academy of Pediatrics (2006-2007) "Try doing what your grandchildren likes doing," suggests Dr. Bartell, psychologist, speaker and author on several parenting books. "Go to the movies, the mall, go shopping for clothes or take them to a show or a museum. Watch TV or do some cooking together — maybe it's the things that their parents don't have time to do with them." And then you can move on to sharing things that you like doing. Activities that teens today don't often get to do such as gardening, jigsaw puzzles, building a model or baking a pie. Teach them to sew, fish or do a craft project — things you are good at. These are activities they may not do with their group of friends or their parent — but that they'll probably really enjoy. Focus on the positive. Tell her how proud you are of her and talk about her life and her goals. "Showing interest in school work and offering positive feedback will boost her ego and she will want to spend more time with you," adds Dr. Bartell. "Kids who have a complicated relationship with their parents will often enjoy spending time with their grandparents – it makes them feel good," explains Dr. Bartell. Teenagers enjoy trying new things and it's a great way to bond — they're very receptive. And they often open up and talk during these activities — and that's how you'll find out what's going on with them. "I know a 14-year-old who loves to go to her grandparents' house to work in the garden, play cards and watch old movies together," says Bartell. "She loves it — it's a relaxing escape from her hectic life." 5. Grandparents Getting "Tech-y" randparents are using technology more and more to keep up and connect with their grandkids. Whether they live across the country or across the street, grandparents are texting, emailing, video-conferencing and using social media like Facebook and Twitter with their grandchildren. G ON LONG DISTANCE GRANDPARENTING: Although kids are busy with their friends, homework and afterschool activities, they always appreciate getting a text or an email. Let them know you're thinking about them on a regular basis by sending a short note their way that says, "Have a happy week," "I'm proud of you!" or "I'm thinking about you." A simple "How was school today?" or "I love when you tell me stories about things you do with your friends" shows your grandchild that you want to know what's going on in his or her life. Try emailing or texting your grandchild pictures or videos of something you both like or a project that you're working on — or something that made you laugh or reminded you of her or him. "My grandkids live in Chicago and we're in Atlanta so we Skype. We also email with our 10-year-old granddaughter. But the telephone is our primary connection. We also take frequent trips to visit them. And last summer, our granddaughter came to visit us for a week. — Jay E. Berkelhamer, MD 6. Learning about Drugs and Alcohol – and Talking About Them with Your Grandkids In order to educate your grandchild about the dangers of drugs and alcohol, you need to educate yourself first. Talk with others in your community and learn about the messages that kids are bombarded with everyday through peers, school and the media. It is up to adult family members, like grandparents, to help teens sift through those messages and decipher right from wrong. Grandparents should be aware of all the risks drugs and alcohol pose. 3. Talk regularly with your grandchild about the risks of drug and alcohol use — especially in opportunistic situations. You can use references in the news, movies, TV shows, etc. to spark up a conversation about substance abuse. Research shows that brain development continues throughout the teenage years into the early '20s, and that drug experimentation during this time is more risky to the still-developing brain than previously believed. As a key influencer, you can help your grandchild avoid the dangers of drugs and alcohol and reinforce the benefits of healthy, drug-free living. 1. View our Drug Guide for Parents (pdf) to learn about the latest drugs. 2. Keep up-to-date on the latest research and drug trends — including the increased misuse and abuse of prescription drugs among teens. (See pages 8-9) 4. Try using "active listening" to get past the emotions and on to what's really bugging her. It works like this: You listen without interrupting (no matter what), then sum up what you heard, describing the emotions for her to confirm. (Example: "It sounds to me like you're feeling hurt and angry. Is that true?") In the end, you get clear on her problem and she feels understood. 5. State your disapproval of underage drinking and drug use. And state your position clearly and often. One of the major reasons teens decide not to use drugs is the fear that their parents or other family members will lose respect for them. Teenagers do not want to let down their families. 6. Instead of a boring lecture, let your grandchild know about the health and safety risks of teen drug and alcohol use. One way is to use "teachable moments" — using real events or storylines from pop culture to illustrate these risks. Teens who perceive alcohol and drugs as harmful are less likely to engage in underage drinking. 7. One way to begin is to ask your grandchild, "Have you ever been offered drugs or alcohol?" or "Do you know anyone who drinks or uses drugs?" In this way, your grandchild might be more likely to open up than if asked about his or her own personal use. 7. Understanding Teen Abuse of Prescription Drugs very day, 2,500 teenagers use a prescription drug to get high for the first time. E Why Are Some Teenagers Doing 3 They're accessing these drugs in the comfort of home; it can be as easy as opening a cupboard, drawer or a grandparent's medicine cabinet. The good news – there are steps you can take to help protect your grandkids from prescription drug abuse: monitor, secure and dispose. But first, let's learn more about teen prescription drug abuse. What is Prescription Drug Abuse? 1 Prescription drug abuse is the use of prescription medication to create an altered state, to get high, or for reasons — or by people — other than those intended by the prescribing doctor. How Many Teens Are Doing This? 2 According to research conducted by the Partnership for Drug-Free Kids (as well as other reputable national studies) as many as one in five teens say they have taken a prescription drug without having a prescription for it themselves. This behavior cuts across geographic, racial, ethnic and socioeconomic boundaries. This? Teens abuse prescription drugs for a variety of reasons. To party and get high, in some cases, but also to manage or regulate their lives: They're abusing some stimulants such as Ritalin and Adderall to give them additional energy and ability to focus when they're studying or taking tests. They're abusing pain relievers like OxyContin and tranquilizers such as Xanax to cope with academic, social or emotional stress. They're abusing prescription amphetamines to lose weight, or prescription steroids to bulk up. What Are The Risks? 4 There are both immediate and longer term risks. In the short term, overdosing (especially on prescription pain relievers) can be fatal, as can mixing prescription drugs with over-the-counter medication and/or alcohol. In the longer term, prescription opioids (pain relievers) and other prescription medicines are potentially addictive. Coming to rely at a young age on prescription medicine (or any drug) to manage your life can lead to a learned, lifelong pattern of dependency and can prevent the learning of necessary coping skills. Continued on page 9 » 8 7. Understanding Teen Abuse of Prescription Drugs (CONTINUED FROM PAGE 8) Where Are Teens Getting Prescription Drugs? The vast majority of teens abusing prescription drugs are getting them from the medicine cabinets of friends, family and acquaintances. Some teens traffic among themselves – handing out or selling extra pills of their own, or pills they've acquired or stolen from classmates. A very small minority of teens say they get their prescription drugs illicitly from doctors, pharmacists or over the internet. 5 What Should I Do With My Medicine? Here are three tips to help safeguard your pills and safely dispose of expired or unused medicines 6 MONITOR: Start by taking note of how many pills are in each of your prescription bottles or pill packets. Keep track of your refills. This goes for your own medication, as well as for your other members of the household. If you find you need to refill your medication more often than expected, that could indicate a problem. Encourage other family members to regularly monitor their own medicine cabinets. SAFEGUARD: Keep prescription medicine in a secure place. Teens abuse prescription drugs because they are easily accessible, and either free or inexpensive. In fact, 64 percent of kids ages 12 to 17 who have abused pain relievers say they got them from their friends or relatives, typically without their knowledge. Approach securing your prescriptions the same way you would other valuables in your home, like jewelry or cash. There's no shame in helping protect those items. The same holds true for your medications. DISPOSE: Discard expired or unused prescription drugs when your grandkids are not around. Unbelievable though it may seem, some teenagers will retrieve discarded prescription drugs from the trash. To help prevent this from happening, mix the medication with an undesirable substance, such as used coffee grounds or kitty litter. Put the mixture into an empty can or bag and discard. Unless the directions on the packaging say otherwise, do not flush medication down the drain or toilet. To help prevent unauthorized refills and protect you and your family's privacy, remove any personal, identifiable information from prescription bottles or pill packages before you throw them away. 8. Knowing Your Grandchild's Risk Level everal decades of research shows that some teens are more at risk for developing a substance abuse problem than other teens. S 4 Common Risk Factors Associated with Teen Drug and Alcohol Abuse The more risk factors a teen has, the more likely he or she will abuse drugs or alcohol. However, it is important to keep in mind that risk factors do not determine a child's destiny. Instead, they provide a general gauge as to the likelihood of drug or alcohol abuse. Addressing risk factors early and paying careful attention to children at higher risk can reduce that child's likelihood of a future problem with drugs or alcohol. Understanding risk factors is also very important when a child with more risk has already experimented with substances or has a problem. In that case, you will have a clearer picture of why things might have happened and know how to get the right kind of treatment. 1. FAMILY HISTORY: Family history of drug or alcohol problems, especially when it is the parent's history, can place a child at increased risk for developing a problem. Children can inherit genes that increase their risk of alcoholism, so having a parent or grandparent with alcohol problems may indicate increased risk for the child. Inheriting the gene does not mean the child will automatically become dependent on alcohol. If there is a history of a dependence or addiction in your family, you should let your child know since he or she is at a higher risk for developing a drug or alcohol problem. These conversations should take place when you feel your child is able to understand the information. Continued on page 11 » 8. Knowing Your Grandchild's Risk Level (CONTINUED FROM PAGE 10) 4 Common Risk Factors Associated with Teen Drug and Alcohol Abuse (CONTINUED) 2. MENTAL OR BEHAVIORAL DISORDER: If your child has a psychiatric condition like depression, anxiety or Attention Deficit Hyperactivity Disorder (ADHD), he or she is more at risk for developing a drug or alcohol problem. Although not all teenagers with these disorders will develop a substance abuse problem, the chances are higher when they have difficulty regulating their thoughts and emotions. Therefore, children with psychiatric conditions should be carefully monitored for the possibility of drug or alcohol use. It is also a good idea to talk with your health care providers about the connection between psychiatric conditions and substance use. Managing and treating underlying psychiatric conditions, or understanding how emotional and behavioral problems can trigger or escalate a substance abuse, is important for preventing or reducing risk. 3. TRAUMA: Children who have a history of traumatic events (such as witnessing or experiencing a car accident or natural disaster; being a victim of physical or sexual abuse) have been shown to be more at risk for substance abuse later in life. Therefore, it is important for parents to recognize and address the possible impact of trauma and get help for their child. 4. IMPULSE CONTROL PROBLEMS: Children who frequently take risks or have difficulty controlling impulses are more at risk for substance abuse. While most teens understand the dangers of taking risks, some have particular difficulty resisting impulses to engage in risky behavior. 9. How to Help If You Think Your Grandchild is Using Drugs or Drinking re you worried about the grandchild in your life? Then it's important that you talk to him or her. "If you are concerned that there is something going on, be very genuine and very open," suggests Dr. Jane Greer, Marriage and Family Therapist. A information," says Dr. Bartell. "'How much did you drink?' and 'Was this your first time?'" You'll need to tell the child's parent — and be sure to explain to your grandchild that you need to do this. Dr. Greer suggests saying: Hey, how are you doing? Is everything okay?" "You seem a little not yourself. You seem a little low energy." "Anything we can talk about?" "How are things going with your friends?" "If the child is not ready to talk," says Greer, "continue by saying, 'Okay, I'm just going to check in and, of course, you know I'm here.'" And then take the responsibility to make the phone calls, to send the emails and texts, to stop by for the visits so that she not only hears that you're there for her but really feels that you're there for her and sees it." What should you do if your grandchild confesses to you that he or she drank or smoked? "The first thing is to ask your grandchild a lot of questions to collect "Offer to talk to his parents with him or her — and role play how you'll tell them," says Dr. Bartell. "Explain to your grandchild, 'I love you and I want you to be safe and that's most important. If I don't tell your mom or dad there's a chance you could get in trouble or get hurt or die and I'd be responsible for that.' Your grandchild is telling you about his or her substance abuse for a reason — and you need to take it seriously." If you're truly worried and feel there's a real problem, like drug use or depression, and your grandchild hasn't confessed anything to you — it's better to be safe than sorry. "While you want to maintain the trust you've developed with your grandchild," says Dr. Bartell, "his or her safety must come first. Contact his or her parent to share your concerns and see if there's any way you can help." "When you do alert his or her parents, try to have specific examples," suggests Dr. Bartell. "For example, you could say 'I'm just wondering, but I noticed Johnny's grades have gone down, his friends are smoking, he's acting more disrespectful. And it's making me worried.'" 10. Grandparents Who Are Raising Grandchildren (As the Primary Caregiver) ne in 10 children in the U.S. lives with a grandparent, according to the Pew Research Center. O Legal Considerations The number has continually risen over the last 10 years with the largest jump from 2007 to 2008, the first year of the recession. 2.9 million grandparents are legal guardians of grandchildren. Often they assume this responsibility with neither of the children's parents present in the home. Dr. Kornhaber, psychiatrist, researcher and founder and president of the Foundation for Grandparents, reminds grandparents that despite various circumstances, raising a grandchild is complicated. "You will have to know about emotional, legal, financial, health and educational matters," he explains. Emotional Considerations "It can take a lot of emotional strength to raise kids," says Dr. Bartell. "So, grandparents in this situation should try to get help from others. You may need to assign an aunt or uncle or other family member who can be involved and who can be another set of eyes watching over and bonding with the child. When you're a grandparent raising a grandchild you need a big support system and there is no shame in asking for it." "The legal status of children raised by grandparents can be tenuous," writes Dr. Kornhaber. "For example, many children who live with their grandparents because of intermittent parental substance abuse problems are often fearful because their parents still have legal custody. "Bouncing back and forth between grandma's house and a frequently relapsing parent can be very disruptive to children," he explains. "Grandparents raising grandchildren should obtain some kind of legal custody for their grandchildren until they are assured the parent is able to be responsible." For information and help when raising grandchildren (including financial, health and educational), please see the resources listed on page 14. 11. Snapshot: Grandparents Raising Grandchildren or the most part, grandparent caregivers have very limited financial resources. Nearly one in-in-five (18%) are living below the poverty line while 47% have household incomes that fall between one- and three-times the poverty line. F Overall grandparent primary caregivers are relatively young — more than two-thirds (67%) are younger than age 60, with 13% younger than age 45. This likely reflects the fact that younger grandparents are still physically able to take on the needs of grandchildren. Some 62% of grandparent caregivers are women, and 38% are men. Two-thirds of grandparent caregivers are married, while 34% are not. The majority of grandparents who care for their grandchildren have been doing so for quite a long time. More than half (54%) report that they have been the primary caregiver to at least one grandchild for three years or more, and 23% have been the primary caregiver to a grandchild for between one and two years. Resources for Grandparents Who Are Raising Grandchildren: Grand Families Guide (aarp.org/relationships/friends-family/info-08-2011/ grandfamilies-guide-getting-started.html) GrandFacts: State Fact Sheets for Grandparents and Other Relatives Raising Children (aarp.org/relationships/friends-family/grandfacts-sheets) Grandparents Raising Grandchildren (usa.gov/Topics/Grandparents.shtml) Generations United (gu.org) GAP (Grandparents as Parents) (grandparentsasparents.org) 12. Grandparents Play Many Roles he more involved you are with your grandchild and the more time you spend with him or her, the closer you'll be. T In his book The Grandparent Guide: The Definitive Guide to Coping with the Challenges of Modern Grandparenting, Dr. Kornhaber, MD has identified the following grandparental roles: ANCESTOR – "You function as an ambassador to the past, a powerful figure in the present, and a role model for the future." BUDDY – "You're a pal, secret confidante, and at times, even a light-hearted conspirator." HERO – "The fact that you have lived in times and places so far removed from your grandchild's everyday experiences imbues you with heroic qualities." HISTORIAN – "Sharing your own life experiences as well as those of your ancestors will give your grandchild a sense of continuity and belonging." MENTOR – "You are a cheerleader firing her imagination, inspiring her dreams, nurturing her spirit, and encouraging her intellectual growth while giving her a sense of self-worth." ROLE MODEL – "Your actions show your children and grandchildren how they should behave as grandparents of the future." SPIRITUAL GUIDE – "Acting as a spiritual guide involves teaching your grandchild to harvest such fruits of the spirit as love, tolerance, compassion, reverence, joy, peace, gentleness, faith, and kindness." TEACHER – "As a grandparent, you have the right and the responsibility to run your own classroom about life, to develop your own curriculum, and to pass on your wisdom, knowledge, and life experience." STUDENT – "Just as you teach and inspire your grandchild with your knowledge, she can teach and inspire you with her knowledge of contemporary times across generations and motivate you to jumpstart your capacity to grow and change." WIZARD – "Activate your own wizardry and be your grandchild's companion in the preternatural world of make-believe and illusion, of dreams and surprises. Fly together on the wings of fancy and enjoy the flight!" 13. Experts Weigh In ARE TEENS DIFFERENT TODAY? TWO EXPERTS WEIGH IN "In general, it's important to know kids and teens today live in a highly-pressured world with academics, peer pressure and technology. The way kids are raised has dramatically changed. Their life experiences and the pressures they face are different. How do these pressures manifest themselves? In alcohol and drug use, anxiety, depression and selfabusive behaviors, which can be confusing for grandparents." — Dr. Susan Bartell "In my mind, teens today are not that different from the way teens have always been. Teens experience rapid periods of development; unpredictable behavior; interest in the approval of peers; a desire to achieve more independence; yet they often want to go back to kinder, simpler time when they were younger; they can be implosive and irrational at times. But the majority of the time they work through it and come out of teen years as well-adjusted young adults that can make important contributions to society. But there is a period of three or four years where you wonder if they've left the human race. Just the same as in the past. There can be complications with substance abuse which is not new but there are different substances to abuse today (such as prescription drugs) — and all the new technology at their fingertips." — Jay E. Berkelhamer, MD OFFER RESPITE "Ask the parents how you can help them raise their teenager. Be available to your family during crises. Be objective; do not take sides. Monitor how the parents and teenager are getting along. If appropriate, get involved in a helpful, loving, and compassionate way. Offer respite to all." — Arthur Kornhaber, MD The Grandparent Guide 14. Snapshot: Grandparents Today et's take a look at grandparents living in the U.S. today: The numbers of grandparents are at record highs and still growing at more than twice the overall population growth rate. There were an estimated 65 million grandmothers and grandfathers in 2010. By 2020, they are projected to reach 80 million, at which time they will be nearly one-in-three adults. L [Source: U.S. Census Bureau's nationwide Survey of Income ON BEING A MODERN GRANDPARENT "The greatest challenge grandparents face is the need to keep up with the changes that are occurring in the world. They must adapt to changes and cope with them. It means having a positive, flexible, energetic attitude toward understanding, learning and personal change." and Program Participation (SIPP), 2001 and 2004] A majority of grandparents today are Baby Boomers ages 45 to 64 years old. As a result, today's grandparents are more likely to be college graduates and fully employed than at any time in the past. About one in five grandparents are AfricanAmerican, Hispanic or Asian compared to two in five young adults, indicating that grandparents will become more diverse in the future. Among those ages 65 and older who have grandchildren, 39% say they have helped their adult children with childcare in the past 12 months. These grandparents are more likely to have given their adult children money over the past year (50%), and somewhat less likely to have helped their kids out with errands, housework or home repairs (31%). [Source: 2009 Pew Research survey] — Arthur Kornhaber, MD The Grandparent Guide 15. Snapshot: Teens Today W hat's it like being a teenager today? Teens are Giving Back and Enjoying Family Time According to the U.S. Census Bureau, there are about 42.2 million pre-teens and teens (aged 10- 19) in the U.S. That's approximately 14% of total population. Remember how moody you were as a teen? And how frustrating it was at times trying to express yourself? Your teenage grandchild is in that boat now. So when he has an outburst, cut him some slack. It's normal. Teenagers Are Busy 64% of teens (13-19) participate in a sport 61% of teens are involved in non-athletic extracurricular activities 21% of students spend more than 10 hours per week on homework 79% of students feel pressured to get good grades [Source: Horatio Alger Association, The State of Our Nation's Youth, 2009] They Spend A Lot of Time Online 95% of children 12-17 are internet users and 70% of these users go online daily 76% of online teens use social networking sites like Facebook or Twitter (93% of these social media users have a Facebook account) [Source: Pew Research, 2011] 52% of teens do volunteer work (girls are more likely than boys – 57% v. 48%) 94% of teens spend free time after school with a parent 68% of teens agree that "I really like to do things with my family" 62% of teens agree that "Helping make the world a better place and doing things for others is very important to me" What Do Teen Think About Drugs and Alcohol? 32% of teens are concerned about drinking and driving 92% believe that drugs are an issue that exist in society 82% of teens feel they can talk to at least one parent openly, honestly and with detail about serious issues like drugs, sex and drinking [Source: TRU] Happy Grandparent's Day! National Grandparent's Day was established in 1978 and is celebrated every September on the Sunday after Labor Day. 16. Resources for Parents and Grandparents HERE ARE HELPFUL RESOURCES FROM Partnership for Drug-Free Kids: The Parent Toolkit (theparenttoolkit.org): A drug and alcohol prevention resource for parents and grandparents (in English and Spanish). Rx Fact Sheet: A guide to the legal drugs kids are using and abusing. Drugfree.org/prevent: Learn how to prevent your child or grandchild from getting involved with drugs and alcohol. The Medicine Abuse Project (medicineabuseproject.org): Learn more about the steps you can take to help protect your grandkids from prescription drug abuse. Warning Signs (drugfree.org/resources/is-your-teen-using-signs-and-symptoms-ofsubstance-abuse/): Find out the signs and symptoms of teen drug and alcohol abuse. Interventions e-book (drugfree.org/resources): What to do if your child is drinking or using drugs. Get Help (drugfree.org/think-child-using/your-first-step-ask/): How to tell if your teen is using — and how to take action to intervene. Treatment e-book(drugfree.org/resources): How to find the right help for your child with an alcohol or drug problem. Get Focused (drugfree.org/know-child-using/i-know-my-child-is-using/): Support for parents and caregivers of a child struggling with alcohol or drugs. Toll-Free Helpline (drugfree.org/get-help/helpline): Speak to a Specialist about your teen's substance abuse problem. We're here to help you: 1-855-DRUGFREE (1-855-378-4373) ADDITIONAL RESOURCES AARP (aarp.org) The Grandparent Guide: The Definitive Guide to Coping with the Challenges of Modern Grandparenting by Arthur Kornhaber, M.D. (Contemporary Books, 2002) Grandmotherhen.com The Modern Grandparent's Handbook: The Ultimate Guide to the New Rules of Grandparenting by Dr. Georgia Witkin, (New American Library, 2012) 17. Acknowledgments The Partnership for Drug-Free Kids is grateful to the following people who shared their time, experiences and expertise: Dr. Susan Bartell, psychologist, speaker and author of several books on parenting Jay E. Berkelhamer, M.D., FAAP grandfather, pediatrician and past president of the American Academy of Pediatrics (2006-2007) Dr. Jane Greer, Marriage and Family Therapist Arthur Kornhaber, M.D., a practicing psychiatrist, researcher, medical writer and the Founder and President of the Foundation for Grandparenting and author of The Grandparent Guide, (Contemporary Books) www.grandparenting.org www.drugfree.org	<urn:uuid:4e543b97-2560-48de-8b4d-037c95d034b8>	CC-MAIN-2024-42	https://www.sherburnesupcoalition.org/_files/ugd/ac8867_c6f1a33caea94236ba77b6f8c9b35630.pdf	2024-10-08T18:09:45+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00023.warc.gz	828,953,237	7,282	eng_Latn	eng_Latn	0.991997	eng_Latn	0.998751	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 282, 429, 1589, 3034, 4924, 7118, 8447, 11060, 13253, 15527, 17196, 18848, 21220, 23178, 24649, 26648, 28359, 29966, 31819, 33600, 34242 ]	[ 2.59375, 1.875 ]	10	7
IDEA GENERATORS Use this tool to generate as many ideas as possible - act them out for a fun IMPROV! Tell me: 2. Ways to avoid lightening or thunder 1. Ways to avoid spilling your coffee/pop while driving 3. Things to do in a dark room 5. Things not to say to an Eskimo 4. Things you'd say to the president of the United States 6. Ways to tell if someone is a vampire 8. Ways to provoke a ghost 7. Things to look for from a plane window while flying 9. Ways to prevent shivering on a cold day 11. Non-dietary uses of ice cream 10. Ways to make sunlight 12. Ways to count to ten 14. Ways to look at the stars 13. Ways to remember your dreams 15. Uses of beach sand 17. Non-uses of sunglasses 16. Ways to avoid long lines at checkout counters 18. Ways to tell time without a watch 20. Reasons for not exploring Mars 19. Things never to say to a bald-headed man 21. Ways to fell a tree without an ax 23. Ways to make a phone stop ringing 22. Ways to plow a field without a tractor 24. Uses of red ribbon 26. Things to do if you're in the water without a life jacket and can't swim 25. Things you could do if you weren't watching TV 27. Reasons not to win at roulette 29. Why clouds are white and float 28. Why gold costs more than lead 30. Why motorcycles are noisier than cars 32. Reasons for having justice 31. Nice things about your favorite pet 33. Nice things about yourself 35. Reasons for having laws 34. Why men should not be free 36. Ways to peel an egg 38. Ways to gain weight 37. Ways to make a reflective surface 39. Ways to prevent sunburn 41. People you'd like to be stranded with on a desert island 40. Things not to do with gunpowder 42. Places you'd never put grass seed 44. Things to think about while descending in a parachute 43. Reasons not to smell a rose 45. Daydreams everybody has 47. Important news items of your lifetime 46. Ways to produce electricity 48. Uses for a hockey puck 50. Why water is never found in deserts 49. Non-sport uses for a football 51. The worst movies you've ever seen 53. Reason for hiding in a home by the lake 52. Things that have happened to you that you'd like never to happen again 54. Ways to move a vehicle without an engine 56. Things never to say to a truck driver 55. Ways to avoid stepping on ants 57. Reasons why pygmies are short 59. Famous people you've always wanted to meet 58. Uses of bamboo 60. Uses for dust 62. Things never to throw out 61. Places in the world you'd never want to visit 63. Reasons why handkerchiefs are square 65. Why fish die after exposure to air 64. Why books are usually printed on white paper 66. Sensations you would have if you were scuba diving at 100 ft. below sea level 68. Ways to tell a basketball player from a football player 67. Non-dietary uses of cheese 69. Ways you can tell a dog from a cat if you can't see it 71. Reasons not to have a pet 70. Foods never to order for lunch 72. Reasons not to have the Olympic Games 74. Reasons why dogs should run loose 73. Reasons for having a pet dog 75. Things never to say to a dentist 77. Reasons why we have gates 76. Reasons why we shake hands 78. Reasons why cars have brakes 80. Ways to carry 10 wooden coat hangers 79. Reasons not to wear a helmet while riding a motorcycle 81. Reasons not to follow road signs 83. Why rainbows cannot be seen at night 82. Ways to light a pipe without a match 84. Name colors you've never seen 86. Why some people make more money than others 85. Reasons for wearing lipstick 87. Reasons to eat three meals a day 89. Ways to prevent a candle from burning down 88. Reasons for coughing 90. Things we couldn't do if we didn't have fingernails 92. Ways to prevent swallowing sea water while swimming 93. Why police cars have sirens 91. Ways to prevent the red dye in pistachio nuts from getting all over your fingers 94. Ways to prevent ice cubes from melting 96. Things you can see when you close your eyes 95. New uses for cellophane tape 97. Reasons for not having computers 99. Feelings you have when you see a policeman following you 98. Why some people have never played chess 100.Why most paintings are more expensive than photographs 102.Reasons for picture frames 101.Reasons not to use postage stamps 103.Things found in most wallets 105.Non-dental uses of toothpaste 104.Reasons why three month old infants can't walk 106.Things impossible to lasso 107.Why policemen should not wear badges 109.Reasons why we have "baby teeth" 108.Places never to surfboard 110.Ways to eat without utensils 112.Things never to put in bread 111.Ways your life would change if you became blind 113.Ways to communicate with someone who doesn't speak your language 115.Why we use envelopes 114.Reasons for having teeth 116.Things never to feed an elephant 118.Uses for newspaper 117.Uses for a rolled up sweat sock 119.Why some men wear a mustache 121.Uses for a pencil 120.Why some nationalities wear jewelry on their nose 122.Reasons why we eat tuna fish 124.Why the sky is blue 123.Reason for not having a two cent piece 125.New names for children's cereal 127.Things you always wanted to stop doing 126.Reasons why crickets sing 128.Reasons for not taking drugs 130.Reasons why most headaches stop after taking tow aspirins 129.Things never to say to a bartender 131.House plants nobody wants 133.Reason for not brushing your teeth 132.Things to think about while driving at night 134.Things to do if you are thirsty and there is nothing to drink 136.Ways to get a waitress's attention 135.Reasons why jogging is popular 137.Ways to start a conversation with a farmer 139.Famous people whose initials are "A" and/or "T" 138.Why some people are afraid on a roller coaster 140.Ways to go to sleep when you are not tired 142.Why a bee sting hurts 141.Ways to prevent shoplifting 143.Reasons to fake fainting 145.Ways to get a bus drivers attention 144.Why someone would want to be president of the U.S. 146.Ways to make yourself less attractive 148.Why fish don't talk 147.Ways to make yourself physically stronger 149.Reasons not to pluck the feathers from a chicken 151.Consequences of doing away with waiting rooms 150.Reasons for not visiting a physician 152.Reasons for being turned down on a bank loan 154.Reasons why some children become scared at night 153.Reasons why titles are important 155.Ways to keep a license plate clean 157.Reasons for not watching daytime T.V. 156.Ways to tell whether your brake lights are on 158.Reasons for desk blotters 160.Reasons for buying stale bread 159.Consequences of an eight foot blizzard 161.Reasons not to buy life insurance 162.Characteristics of your ideal space monster 163.Things never to store in a closet 165.Reasons for awarding the Nobel Prize 164.Reasons to postpone a vacation 166.Uncommon uses for a large rubber band 168.New uses for yellow Jell-O 167.Reasons you want to grow old 169.Reasons not to have IQ tests 171.Reasons for not having filing cabinets 170.Reasons to burn white toast 172.Thoughts that come to mind when you hear the word "shell" 174.Reasons for not flying a kite 173.Reasons for not having a pencil sharpener 175.Reasons for having more than one religion 177.Reasons for not having tow trucks 176.Reasons why a live dinosaur will never appear in Central Park 178.Reasons why some people lie all the time 180.Reasons for not wanting to be a sports reporter 179.Reasons for not having curtains 181.Reasons for being outside in a hail storm 183.Why food labels are colorful 182.Why most adults don't drink milk 184.New rules of baseball if there were 5 bases 186.Reasons for not having bookends 185.Ways to spend $1 million in 24 hours 187.Uses for crushed ice 189.Reasons for turning the pages of a book ten at a time 188.Reasons not to live in Iowa 190.Reasons for driving a car in reverse at 60 miles an hour 192.Ways to earn money to go to world finals 191.Petty annoyances that everyone experiences 193.Reasons to issue a $3 dollar bill 195.Uses for paper clips 194.Things you can use a pine tree for 196.Things to say to a banana 198.Name things that are round and yellow 197.Name collectors and what they collect 199.Things a giraffe might say 200.Name something that is contained in something	<urn:uuid:8c54d93a-538f-471a-8d39-6b7ad44d2d83>	CC-MAIN-2024-42	https://www.nydi.org/images/cps-tools/generating-tools/Idea_Generators.pdf	2024-10-08T18:15:15+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00025.warc.gz	782,211,689	2,052	eng_Latn	eng_Latn	0.990428	eng_Latn	0.994768	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1980, 4343, 6598, 8158 ]	[ 2.546875 ]	2	2
Issue Brief February 2014 Dental Care Access for Children in California: Institutionalized Inequality by Edward Schor, MD, Lucile Packard Foundation for Children's Health Introduction Use of Dental Care by Children Oral health, too often neglected in discussions of children's health and health care access, is the single greatest unmet need for health services among children. In California, the disparity in oral health between poor and affluent children is among the worst in the US. The consequences are severe, both for the children and for our society. Nearly half a million children a year miss school due to a toothache or other oral health problems. School performance by children with poor oral health suffers by comparison to their peers. This disparity reflects the shortcomings in our social safety net of publicly funded health care services. Dental insurance coverage is less available than medical insurance. Even when children have dental insurance, finding a dentist who is willing to see them, especially for children with public insurance, is difficult. Children from low-income families and those living in rural communities have special difficulty accessing dental care. Data on dental care use by children in California varies markedly depending on its source, but shortfalls in dental care are evident in all studies. In general, trend data show that the state has made little progress in affording access to dental care for children from low-income families. i In the decade of 2000-2009, according to various research studies, the proportion of children enrolled in Medi-Cal who received dental care may have risen slightly (depending on the source of data) but by 2009 it had increased to only 38.9%. ii Rates of dental services utilization by children reported by the State of California were substantially higher than those reported by other researchers. The state reported that in 2009 49.2% of children – still less than half – had a dental visit. Understanding the scope of oral health problems among children in California and the system of care that is available to them can help practitioners and policymakers design approaches to improving access to, and quality of, pediatric dental care. More recently, data from a 2011-12 survey based on parent report found that 69.7% of California children ages 1-17 with public insurance had a preventive dental care visit during the previous year. In comparison, 83.4% of children with private insurance and 46.4% of uninsured children had a preventive visit during that timeframe. iii In general, it is expected that utilization data based on parent recollection and reporting will be higher than the actual rate, and data based on billing claims will be lower. Dental Care Access for Children in California: Institutionalized Inequality Children with special health care needs (CSHCN) in California, as identified by a number of criteria, had higher rates of preventive dental care than other children (83.1% vs. 77.5%), as reported by parents. iv These rates are not substantially different from those reported nationally by parents of CSHCN. v Measures of untreated dental decay present a somewhat less optimistic picture of the dental health of children in California than rates of dental care access. One analysis of a 2005 survey found that nearly 25% of children in California have never been to a dentist. vi A 2011-12 survey found that 10.3% of children ages 2 to 11 and 1.4% of children ages 12-17 had never had a dental visit. vii Survey data from 2007 found that overall 23.5% of California children had decayed teeth or cavities within the past six months; 30.2% of uninsured children, 27.8% of publicly insured children and 16.8% of children with private health insurance had an oral health problem in the previous 12 months. viii Public Health Approaches ess for Children in California: Institutionalized Inequality Children's oral health can be improved and their need for professional care reduced through a variety of public health approaches. Fluoridation of drinking water is perhaps the most costeffective way to reduce dental caries. California mandated fluoridation in 1998, and in 2000 approximately 28.7% of people in the state were receiving fluoridated water. ix Since that time, additional legislation was enacted x , and as of 2010, 62.5% of the population in California is using fluoridated water, which ranks the state 37 th nationally. xi Numerous localities have rejected opportunities to fund fluoridation and continue to provide unfluoridated water. In addition, reliance on alternative sources of water (e.g., bottled water) in communities where public fluoridation is present can reduce its potential impact. Percent of California Population Provided with Fluoridated Water Source: Water Fluoridation Statistics, U.S. Centers for Disease Control and Prevention The public is generally unaware that tooth decay is an infectious disease that often is transmitted from mothers to their infants. The disease is typically established in the first few years of a child's life, with teeth being susceptible to decay soon after they first appear in the mouth. Thus, one goal of public health policy should be to improve the oral health of pregnant women. xii Pregnant women with Medi-Cal insurance generally have coverage for dental care, though their rate of utilization of that service is not known. Associations between obesity and oral health have been noted by many researchers. It seems most likely that both conditions share some common origins related to poverty, nutritional habits and other health behaviors. Public health efforts to improve food choices, along with encouraging good health behaviors such as exercise for weight management and maintaining good oral hygiene for tooth decay prevention, have been shown to have positive effects for children. Oral Health Care Although fluoridation of drinking water can reduce dental caries by about 25%, access to appropriate and timely oral health care, especially preventive care, is essential to substantially reducing caries and tooth decay. Medical and dental health professionals can promote good oral hygiene by teaching and encouraging parents to make wise decisions about their children's food and to regularly floss and brush teeth. Professional evaluation of oral health should be part of well child care in the doctor's office, and regular preventive dental care should begin in early childhood. Application of fluoride varnish and dental sealants has been shown to be an effective preventive service for children. In addition, regular appointments to clean children's teeth are recommended. When oral health problems are identified early, appropriate treatment can minimize their consequences. Access to Dental Care for Children in California s for Children in California: Institutionalized Inequality In California, the gap between the oral health of children from low income families compared to that of children from more affluent families is worse than any other state except Nevada. Children with publicly financed insurance are more likely to have oral health problems not only when compared to those who are privately insured, but also when compared to those without health insurance xiii ; perhaps uninsured families have fewer risk factors contributing to poor oral health or they may be paying out-ofpocket for dental care. Insurance Coverage Private dental insurance is less frequently offered by employers than health insurance. Medicaid/Medi-Cal is nearly unique among health care financing programs in that it covers both medical and dental care for children, applying the same eligibility criteria. Healthy Families – California's SCHIP program – covered dental care through contracts with four dental health care plans until recently, when the program enrollees were incorporated into MediCal and were required to obtain their dental care through Denti-Cal providers. Medi-Cal provides coverage for dental services in most of the state through the Denti-Cal program, which pays dental care providers on a fee-for-service basis. In Los Angeles and Sacramento counties, Medi-Cal executes contracts with managed care plans to provide dental care, but these contracts appear to have reduced rather than increased access. Targeted attention by the state's Department of Health Care Services led to improved utilization of these plans between 2011 and 2012. In 2009, dental care for adults, except for those developmentally disabled or living in nursing homes, was deleted from Medi-Cal benefits. Dental benefits will be partially restored May 1, 2014, to provide basic oral health services. Parents, especially mothers, usually are responsible for making appointments for care. When parents have a regular source of dental care, so do children. Consequently, the loss of adult dental benefits may have the unintended consequence of reducing of the number of children accessing dental care as well. Under the Affordable Care Act, dental insurance will be available through the state's new health 3 insurance marketplace, but currently dental plans are sold separately from health insurance policies and thus are not eligible for subsidies. This policy of separating coverage has made some stand-alone dental plans unaffordable. Fortunately, California plans to include dental coverage as part of health insurance plans purchased through the marketplace starting in 2015. Medical insurers may see this change as an opportunity to increase the provision of some aspects of preventive dental services within medical care settings, and to coordinate dental care with other health care services. Access to Dentists California has about 31,520 dentists licensed to practice in the state, about 26,465 of whom are in active practice; about 450 full-time equivalent dentists work in community clinics, generally in underserved areas. xiv Compared to other states, California has more dentists per capita. Specialists in children's oral health are much less available. The California Society of Pediatric Dentistry claims slightly more than 700 members statewide to serve about 9 million children ages 0-18 years. Federally qualified health centers (FQHCs) are the dental safety net for many low-income families. Dental care is available in about threequarters of FQHCs, but many of these clinics have difficulty recruiting sufficient numbers of dentists to meet existing needs. Federal law allows FQHCs to contract with private dentists to provide services to clinic patients at fair market rates, xvi though few clinics in California have taken advantage of this option. In addition, many counties and county First 5 programs support dental clinics that serve low-income families, including their children. These clinics usually apply income eligibility ceilings, accept Medi-Cal (Denti-Cal), and offer a sliding fee scale for self-pay patients. Other safety net providers include dental schools and dental training programs, and non-FQHC community clinics. The total number of individuals served by these dental safety net providers in the state is not known. ess for Children in California: Institutionalized Inequality The distribution of dentists in the state, however, is uneven, and many communities do not have enough dentists available to meet the need. The federal government designates certain communities as dental health professional shortage areas, based on a ratio of the number of people who live in those areas and the number of dentists available locally to serve them. Just fewer than 4 percent (3.9%) of Californians live in these shortage areas, and it is estimated that it would take approximately 388 additional dentists serving in these areas to alleviate the shortage. xv Even where the number of dentists is adequate to serve the population, children, especially those whose dental care is paid for by the state, have a hard time obtaining dental care. A 2012 report supported by Liberty Dental Plan and Health Net found that over half of California dentists do not accept children as patients until they are at least 3 years old, and 90% of general dentists report that it is somewhat or very difficult to refer Denti-Cal funded children to pediatric dentists. xvii This study found that only about one-quarter of dentists in California participate in Denti-Cal, and most of them limit Denti-Cal enrollees to a small (5-15%) proportion of their practice. The participation of dentists in the Denti-Cal program has been declining; 40 percent of California dentists reported accepting Denti-Cal patients in 2003, but in 2007 participation was down to 24% of private practice dentists. By comparison, nearly 57% of physicians in California are accepting new Medi-Cal patients. xviii More than half of the dentists reported that if Denti-Cal reimbursement were Only about onequarter of dentists in California participate in Denti-Cal, and most of them limit Denti-Cal enrollees to a small (5-15%) proportion of their practice. raised to be more comparable to marketbased rates, they would be at least somewhat likely to serve those children. However, additional barriers, including the need for interpreters, distance to a dental office, and limited office hours, are likely to remain. Recent reductions in the rates paid by Denti-Cal are likely to aggravate problems with access to dental care. s for Children in California: Institutionalized Inequality Children with special health care needs require more frequent use of medical services and, in general, are more likely to obtain them. The same holds true for dental care. In California, although 31% of children with public insurance were reported as not having had preventive dental care in the past year, 17% of children with special health care needs did not receive preventive care – a number that still is high, though about equal to the proportion of children with private health insurance who did not have a preventive visit. On the other hand, perhaps because they have more oral health problems, children with special health care needs were more likely to have had unmet dental care needs than other children (6.5% vs. 2.6%). xix As previously noted, rates based on parent reports tend to present a more favorable health picture than those obtained from more objective sources. Finances of Dental Care Nationally, state Medicaid programs pay dentists 60.5% of dentists' median retail fees for equivalent services. California Medi-Cal/DentiCal pays slightly more than half that rate, reimbursing dentists at 32.8% of retail fees. The California Denti-Cal fee schedule lists a preventive dental visit for a child at $30, though this can be augmented substantially by applying fluoride varnish or dental sealants at the same visit. Recently, these fees were cut by 10 percent. For comparison, the Medi-Cal rate for a pediatric well child visit for a school age child is $47.13; less for preschool children and more for adolescents. These rates also can be higher when various screenings and immunizations are provided. Although market-based fees vary, Medi-Cal generally reimburses about one-third of the retail rate for pediatric office visits. In general, health care professionals in the US are well-paid compared to their peers in other countries, and well above the median income of US families. Data on professional salaries vary by source and by the location and type of practice. In 2012 the Bureau of Labor Statistics reported that the annual mean wage for a general dentist was $163,240, and for a dental hygienist was $70,700. A survey conducted by National Salary Trend found that on average pediatric dentists could expect to earn $193,000 a year. For comparison, general pediatricians had a mean income of $167,640, and nurse practitioners averaged $91,450, though pediatric nurse practitioners likely earned somewhat less. xx Unfortunately, since Medi-Cal (DentiCal) reimburses dental care providers at rates well below usual/retail charges, as well as below other states' Medicaid programs, there is little financial incentive for serving children covered 5 by that public program, especially when a private paying patient can be seen in their stead. Health Homes The American Academy of Pediatrics has long advocated for the creation of medical homes for children, especially those with chronic health problems. Originally, medical homes were primary care practices that were accessible, family-centered, coordinated, comprehensive, continuous, compassionate and culturally effective. The definition has evolved into a concept in which team-based care integrates, or at least coordinates, the variety of resources on which children's health and well-being depend. When mental or behavioral health services or oral health services are included, especially when they involve co-location of mental health or dental professionals, the model of care is referred to as a health home. There are organizational, professional, financial and administrative hurdles to creating health homes, but there is strong policy support in some states to achieving them in the hope of improving quality and reducing costs. Direct Access to Dental Hygienists ess for Children in California: Institutionalized Inequality The shortage of dentists in California able and willing to serve children, especially children covered by Denti-Cal, is a serious barrier to improving access to oral health care and to improving the oral health of children. In 2007, legislation was passed that allowed dental hygienists working in federally qualified health centers to bill Medi-Cal (Denti-Cal) for their services, thus allowing dentists to focus on other services requiring their advanced skills. Still, low reimbursement rates limit the potential impact of this option. Another potential, partial solution to this problem advanced by the American Dental Hygiene Association is to train advanced dental hygiene practitioners who would provide diagnostic, preventive, restorative and therapeutic services. xxi Such advanced practice dental hygienists might practice within or affiliated with a dental practice or, as has been done in Colorado since 1987, practice independently, especially in underserved areas and in schools. Alternatively, these hygienists could practice within pediatric offices. California's gap in oral health status between children from rich and poor families is nearly the most profound in the country. Pilot projects testing expanded roles for dental hygienists began in California in the early 1980s, and their success led to enactment of supportive legislation to expand the role of dental hygienists. Today, dental hygienists who have a baccalaureate degree (or the equivalent) and have completed an approved continuing education course and passed a state licensure examination can practice independently in underserved settings, including hospitals, homes, residential care facilities and other public health settings. They must have a dentist with whom they can consult and to whom they can make referrals, but generally can practice independently. These registered dental hygienists in alternative practices have played an important role in expanding oral health services in these new venues of practice and thus are improving access to care. xxii On a related note, in 2013, dental hygienists in alternative practices were allowed to operate mobile dental clinics in areas with poor access to services. Whether alternative practices are able to provide comprehensive care for high risk children or simply serve as a bandage to cover up substantial systemic problems remains to be seen. Dental Therapists Dentists have long employed allied providers such as dental assistants and hygienists to increase the efficiencies of their practices. Another type of allied provider is a dental therapist who is trained to deliver routine dental care, including education, prevention and restorative services. Several Commonwealth countries (i.e., Great Britain, Canada and New Zealand) have decades of experience using dental therapists. In the US, dental health aide therapists have been working in Alaska with underserved indigenous communities and in Minnesota in underserved areas and safety-net settings. The program in Alaska, which provides a two-year training program, has been extensively studied and has enhanced access to dental care and dental health in often isolated tribal communities. s for Children in California: Institutionalized Inequality A study by researchers at the University of Connecticut examined the potential impact of dental therapists on services provided by federally qualified health centers. They found modest cost saving and increases in capacity, and greater potential gains in school-based programs. xxiii The study suggested that expansion of such programs could raise Medicaid-enrolled children's utilization rate by nearly 20 percent. However, in states such as California, where fewer than half of low-income children receive dental services, it will take more than a 200% improvement, statewide, to reach all of them. In California in 2012, a Senate bill (SB 694) was introduced that would have authorized a project to explore new workforce training and delivery models with the goal of providing oral health care to underserved children. The legislation, which was not enacted, was supported by the California Dental Hygienists' Association and by child advocates, but strongly opposed by the dental community. Legislation that has the potential to modify the scope of professional practice, regardless of the profession, typically stirs considerable interest in maintaining the status quo, regardless of documented shortcomings of existing systems and approaches. Discussion Dental caries remain the most prevalent, treatable chronic disease of childhood; early childhood caries are on the rise, and dental care represents the greatest unmet health care need. Depending on the data source, children in California may be only slightly less likely to receive dental care, including preventive dental care, than other children in the US, but the gap in oral health status between children from rich and poor families is nearly the most profound in the country. Children without health insurance in California and elsewhere are equally unlikely to access dental care; however, probably because of the state's low reimbursement rates, California's children who have publicly funded dental insurance are less likely than similarly insured children in other states to see a dentist. This reflects the institutionalization of barriers to better dental access and better oral health. 7 Fluoridation has significantly reduced the likelihood that children will develop cavities, California lags behind other states in taking full advantage of auxiliary oral health care providers such as dental hygienists and dental therapists. but over a third of California's population is not provided with fluoridated water. Despite California having the nation's highest ratio of dentists to population, large numbers of children do not receive regular dental care. This problem with access reflects a maldistribution of dentists within the state, reluctance of general dentists to see young children, and the very high proportion of dentists who do not accept public insurance due to low fees. California also lags behind other states in taking full advantage of auxiliary oral health care providers such as dental hygienists and dental therapists whose services, if expanded, could greatly improve children's access to care. The reluctance on the part of the state government to invest more funds in children's health and dental care, and inter-professional disagreements about modifying scope of practice laws, augur poorly for overcoming access problems in the near future. The mandated inclusion of pediatric dental coverage in health insurance plans offered through the state's marketplace will likely increase dental care for a portion of children, though not necessarily for those at highest risk. ess for Children in California: Institutionalized Inequality Recommendations for Policymakers Numerous actions could be taken to improve the oral health of children in California, many of which would require regulatory and/or statutory changes by the state. The following list summarizes them: More actively educate the public, especially parents, about the value and availability of professional preventive dental care and importance of good personal oral health behaviors. Tailor public dental health educational programs to address barriers created by low health literacy, culture, and poverty. Continue to actively promote fluoridation of drinking water. Incentivize child health care providers to perform oral health screenings and apply fluoride varnish during well child care visits, and encourage routine assessment and referral for other preventive dental services. Enhance school-based preventive dental services by dental hygienists and others including screening, cleaning, application of fluoride varnish and dental sealants, preventive education, and structured referral processes for children needing additional services. Provide incentives for health homes that integrate dental care and other child health care services. Allow more independent practice by dental hygienists and encourage the creation of programs to train dental therapists. Educate general dentists in the provision of care for young children. Increase dental services in FQHCs by facilitating contracting with private dental care providers. Integrate dental insurance into medical insurance, especially within managed care systems, to facilitate referrals and access, and to potentially address the barriers created by low reimbursement rates for children's dental care. Increase reimbursement for dental health care providers. In partnership with key stakeholder groups, establish statewide goals for oral health and oral health care access and implement the strategies above to achieve them. Standardize measuring and monitoring of oral health and oral health services and regularly report data publicly. Edward Schor, MD, is senior vice president at the Lucile Packard Foundation for Children's Health. For the most recent available data on children's dental health in California, visit http://www.kidsdata.org/topic/50/dentalcare/summary i Exhibit B. Percentage of Low-Income Children Receiving Dental Services, State By State. Medicaid Utilization for Children Ages 1-18, Federal Fiscal Years 2000-2009. The State of Children's Dental Health: Making Coverage Matter. Pew Center on States, May, 2011. iii 2011/12 National Survey of Children's Health ii Hakim RB, Babish JD, Davis AC. State of dental care among Medicaid-enrolled children in the United States. Pediatrics, 2012; 130(1):5-14 iv 2007 National Survey of Children's Health vi Pourat N, Finocchio L. Racial and ethnic disparities in dental care for publicly insured children. Health Affairs, 2010; v QuickStats: Percent of children aged 2-17 years with a dental visit in the past year, by age group and health status – National Health Interview Survey, United States, 2011. Morbidity and Mortality Weekly Report. August 2, 2013/62(30);615615 s for Children in California: Institutionalized Inequality vii Child dental care in California. Kidsdata.org based on the California Health Interview Survey, 2011-2012. http://www.kidsdata.org/topic/50/dental-care/summary (accessed 8/15/13) ix 2000 Water Fluoridation Statistics. Centers for Disease Control and Prevention. http://www.cdc.gov/fluoridation/statistics/2000stats.htm (accessed 8/15/13) viii 2011/2012 National Survey of Children's Health x In 1995 AB 733, the Fluoridation Act, provided for fluoridation of water systems with 10,000 service connections or more. In 2004 additional legislation (SB96) was enacted to help deal with legal issue arising from efforts to fluoridate public systems. 2010 Water Fluoridation Statistics. Centers for Disease Control and Prevention. xi http://www.cdc.gov/fluoridation/statistics/2010stats.htm (accessed 8/15/13) xiii How SKH, Fryer AK, McCarthy D, Schoen C, Schor EL. Securing a healthy future: The Commonwealth Fund state scorecard on child health system performance, 2011. February, 2011; The Commonwealth Fund, NY. xii Strategies for Sustaining and Enhancing Prevention of Childhood Tooth Decay During Challenging Times. Trend Notes. National Oral Health Policy Center. Washington, DC. April, 2010. xiv Pourat N, Nicholson F. Distribution and characteristics of dentists licensed to practice in California, 2008. UCLA Health Policy Fact Sheet. UCLA Center for Health Policy Research. June 2009. 9 xv US Department of Health and Human Services, Health Resources and Services Administration, Designated HPSA Statistics Report, Table 4, Health Professional Shortage Areas by State, Detail for Dental Care Regardless of Metropolitan/NonMetropolitan Status as of December 6, 2010. xvii Without Change It's the Same old Drill: Improving access to Denti-Cal Services for California Children Through Dentist Participation. Barbara Aved Associates. October, 2012 xvi Partnering California's Health Centers with Private Dentists: Why and How? A Care Delivery Innovation for California FQHCs: A Companion to the FQHC Handbook. Children's Dental health Project. Washington, DC. xviii xix Data Resource Center. Data from 2011/2012 National Survey of Children's Health and 1009/10 National Survey of Children with Special Health Care Needs. US Centers for Disease Control and Prevention (as cited by California Budget Project). xx May 2012 National Occupational Employment and Wage Estimates. US Department of Labor, Bureau of Labor Statistics. http://wwbls.gov/oes/current/oes_nat.htm#29-0000 (accessed 8/15/13) xxii Mertz E, Glassman P. Alternative practice dental hygiene in California: Past, present and future. Journal of California Dental Association. 2011; 39(1):37-46 xxi Policy Manual. American Dental Hygienists' Association. Chicago, IL., July 30, 2012 xxiii Expanding the Dental Safety Net: A first look at how dental therapists can help. The Pew Center on States. The Pew Charitable Trusts. July 2012. ess for Children in California: Institutionalized Inequality ABOUT THE FOUNDATION: The Lucile Packard Foundation for Children's Health works in alignment with Lucile Packard Children's Hospital and the child health programs of Stanford University. The mission of the Foundation is to elevate the priority of children's health care through leadership and direct investment. The Foundation is a public charity, founded in 1997. CONTACT: The Lucile Packard Foundation for Children's Health, 400 Hamilton Avenue, Suite 340, Palo Alto, CA 94301 email@example.com (650) 497-8365 Dental Care Access for Children in California: Institutionalized Inequality 10	<urn:uuid:937b5755-27eb-46ff-86ae-eca1dbe8b3db>	CC-MAIN-2024-42	http://lpfch.org/wp-content/uploads/2024/02/dental_care_issue_brief.pdf	2024-10-08T17:33:41+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00029.warc.gz	19,030,045	6,094	eng_Latn	eng_Latn	0.981877	eng_Latn	0.996482	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2827, 5893, 9118, 12639, 16186, 19719, 22752, 25526, 28834, 30998 ]	[ 2, 1.515625 ]	2	1
GEOGRAPHY AT INGOLDISTHORPE C of E VA PRIMARY SCHOOL Implementation We aim to implement geographical knowledge and skill sets by planning lessons that are informed and aligned with the national curriculum with strong cross curricular links between Geography and other curriculum subjects. All are laid out in our rolling curriculum plan that ensures progress and deepening of understanding throughout the duration of primary education. We have strong links to our local area to enhance local knowledge and provide us access to high quality school visits to locations such as local wetlands and beaches. Great consideration is given into the progression of children's learning in Geography as well as support for our SEND children to ensure an inclusive curriculum for all. We use a rich range of resources such as relevant reading materials, atlases, photographs, geographical tools, and access to technology for research purposes and to support learning. Outcomes are closely monitored to assess understanding, extend learning and ensure progress for all. Intent At Ingoldisthorpe, our Geography intent is to plan and teach engaging lessons that are informed and aligned with the national curriculum. Our aim is to equip pupils with a rich knowledge about diverse places, people, natural and human environments, together with a deep understanding of the Earth's key physical and human processes. To develop contextual knowledge of the location of globally significant places. To communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. Children are equipped with transferable skills t support and progress their learning throughout their primary school education. Our progression maps \| Geogra phy \| EYFS \| \| \| \| \|---\|---\|---\|---\|---\| \| \| Africa Hot/C old places Map skills \| Key knowledge: -where the hot and cold places are on globe/ conditions -what is climate change and how can we help -introducing maps and first atlas \| Geography Skills & Field Work Atlases, large scale maps of the world, continents, Australia \| Key knowledge: \| \| \| \| \| \| - How to use an atlas and read \| \| \| \| \| \| large scale maps \| \| \| \| \| \| -know the 7 continents \| \| \| \| \| \| -facts about Australia and the \| \| \| \| \| \| reason for bush fires. \| \| \| \| \| \| - the effect of climate change on \| \| \| \| \| \| the planet \| \| \| \| Key skills: -to recognise colours on maps mean different things -make own simple map \| \| Key skills: \| \| \| \| \| \| -Use an atlas and large scale map \| \| \| \| \| \| -Identify continents \| \| \| \| \| \| -draw a simple map of the local \| \| \| \| \| \| area using a key \| \| \| \| SEN/G&T: -visual resources, simplified instructions, adult support -details on maps – continents, use of a simple key \| \| SEN/G&T: \| \| \| \| \| \| -adult support, differentiated \| \| \| \| \| \| resources, visual resources \| \| \| \| \| \| -extend knowledge to countries \| \| \| \| \| \| and make comparisons. \| \| \| \| \| \| Extended vocabulary \| \| \| Year 3/4 \| \| \| Year 4/5 \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| Place knowl edge / map work Field work/l ocal study \| Place \| Key knowledge: \| Ancient Egypt In depth study of countri es and location al knowled ge in the contine nt of Africa \| Ancient \| Key knowledge: -identify longitude/ latitude, equator, hemispheres, tropics/arctic circle, poles and differences in time zones -locate continents, countries, cities -use 6pt or 8pt grid references to locate places on maps, symbols / keys -map skills of Africa and locational knowledge \| Key knowledge: \| \| \| knowl \| -Naming countries in Europe \| \| Egypt \| \| -identify longitude/ latitude, equator, hemispheres, \| \| \| edge \| -Identifying key Stone Age \| \| \| \| tropics/arctic circle, poles and differences in time \| \| \| / map \| sites/settlements \| \| In \| \| zones \| \| \| work \| -physical geography (countries, \| \| depth \| \| -locate continents, countries, cities \| \| \| Field \| counties, woodland, hills etc) \| \| study \| \| -use 6pt or 8pt grid references to locate places on \| \| \| work/l \| -Human geography (types of \| \| of \| \| maps, symbols / keys \| \| \| ocal \| settlement) \| \| countri \| \| -map skills of Africa and locational knowledge \| \| \| study \| The water cycle (evaporation, \| \| es and \| \| \| \| \| \| condensation, precipitation) \| \| location \| \| \| \| \| \| Key skills: \| \| al \| Key skills: -to use maps, atlases, globes to describe countries and features, compasses -to build knowledge of world map -to build knowledge of grid referencing \| \| \| \| \| -using digital maps and atlases \| \| knowled \| \| \| \| \| \| -using a key \| \| ge in \| \| \| \| \| \| -Using ordnance survey maps of \| \| the \| \| \| \| \| \| the local area \| \| contine \| \| \| \| \| \| -studying the local area \| \| nt of \| \| \| \| \| \| -knowing differences between \| \| Africa \| \| \| \| \| \| human and geographical \| \| \| \| \| \| \| \| features \| \| \| \| \| \| \| \| SEN/G&T: \| \| \| SEN/G&T: -simplified maps, globes and differentiated work, peer or 1:1 work -8 point grid references, symbols, keys, scales and use of detailed ordnance survey maps, peer support \| \| \| \| \| -adapted maps \| \| \| \| \| \| \| \| -adult and peer support \| \| \| \| \| \| \| \| -extending vocabulary – \| \| \| \| \| \| \| \| transpiration, ground and \| \| \| \| \| \| \| \| surface flow \| \| \| \| \| SEND in Geography All of our learners are included in all of our lessons where appropriate, and adaptations are made to enable our learners to access the learning. All teachers at Ingoldisthorpe Primary School have extensive knowledge of their students and are able to make reasonable adjustments to enable children to participate and learn with their peers. Reasonable adjustments will be made in communication with parents and always at an appropriate stage for each specific child. Adjustments may include: * Adapted objectives and learning resources to meet a child's cognitive ability. * 1:1 session with a trusted adult * Small group sessions * Peer work * Support in class with an adult * Coloured and adapted visual resources * Hands on activities and sensory breaks where needed. Most able children in Geography At Ingoldisthorpe Primary School we set high expectations and ensure all pupils are provided with the opportunity to reach their fullest potential. Through our knowledge rich, topic-based curriculum and our extensive knowledge of all students, we are able to identify and foster the gifts and talents of all our children. Adjustments will be made to further challenge learners. Adjustments may include: * Additional writing and reasoning tasks * Opportunities to lead group tasks * Supporting peers in partner work * Communicate further understanding to the peers and adults * Use of further questioning Impact of Geography At Ingoldisthorpe, we obtain high outcomes in Geography that reflect our knowledge rich curriculum. The impact of our Geography curriculum is evidenced in the following: * High outcomes in end of topic teacher or child assessment. * High outcomes in our English lessons and other curriculum subjects, reflecting our strong cross curricular and transferring of skills and knowledge. * Children demonstrating use of key vocabulary in their talk evident when consolidating knowledge and revisiting prior learning. * Children's personal interest in geographical topics, evident in their choice of reading and library books also demonstrating a level of understanding and passion for the subject. * Children sharing their learning with pride in our weekly sharing assemblies.	<urn:uuid:18c6e110-bb86-4250-8f63-8ab97d1845df>	CC-MAIN-2024-42	https://www.ingoldisthorpeceprimary.com/_files/ugd/d3a904_288f517626774eed9e5b2f4fc19dac17.pdf	2024-10-08T18:59:19+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00025.warc.gz	701,525,591	1,882	eng_Latn	eng_Latn	0.995658	eng_Latn	0.995628	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn" ]	false	docling	[ 1751, 3047, 6180, 7614 ]	[ 3.5625 ]	1	0
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!	<urn:uuid:2d700097-d88a-4e0c-97d3-9f8d414f2560>	CC-MAIN-2024-42	https://www.stmarystars.org/wp-content/uploads/2018/04/Plastic.pdf	2024-10-08T19:10:37+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00031.warc.gz	865,177,439	808	eng_Latn	eng_Latn	0.99846	eng_Latn	0.99846	[ "eng_Latn" ]	false	docling	[ 3995 ]	[ 3.015625 ]	1	1
Stanisław RAKUSA-SUSZCZEWSKI Department of Antarctic Biology Polish Academy of Sciences Ustrzycka 10 02-141 Warszawa, POLAND The past and present of King George Island (South Shetland Islands, Antarctica) The South Shetland Islands first existed on maps in 1819 after their discovery by the Englishman, William Smith (Hattersly-Smith 1951) and annexation on behalf of King George II. In 1819-1821 in the area of the South Shetland Islands, American, British and Spanish sealers hunted for seals (Stackpole 1995). Admiralty Bay and the South Shetland Islands were probably named by George Powell, a British sealer sailing on the Dove in 1821-1827. In 1821, the Russian expedition led by T.T. Bellingshausen, sailing through Bransfield Strait from west to east gave King George Island the name Waterloo Island, not knowing that English had been earlier in that area. King George Island is called Waterloo Island to this day by the Russians (Dubrovin and Preobrazenskaja 1987). At the end of the 19th century after fur seals were completely exterminated in the South Shetland Islands, sealers were replaced by whalers. Whalers needed large, deep bays to capture whales and Admiralty Bay was one of the best. One century earlier the development of whaling industry in Antarctica was foreseen by George Forster, citizen of Gdańsk, who participated in the second expedition of James Cook to South Georgia and observed there many flocks of baleen whales (Aagaard 1929). In 1905 Ch. Christensen, a Norwegian shipowner sent the first modern fleet of three whaling ships Admiralen, Hanken and 0nun which arrived in Admiralty Bay on 27 January 1906. Ships and whaling bases needed both deep bays and drinking water and Admiralty Bay was most suitable for this purpose. During his second Antarctic expedition in the years 1908-1910 Jean Charcot (Charcot 1978) encountered the ships of two Norwegian and one Chilean whal ing campaigns which had their bases in Admiralty Bay and on Deception Island. 3-4 As observed by Charcot, the catchments were so plentiful that only 40% of the killed whales flesh was used. There were not any prominent historical persons on King .George Island at that time, although it has been mentioned that a few sealers from the ill-fated ship, Discovery, wintered over on King George Island (Hattersly-Smith 1951). In 1992, on Demay Point, Polish expedition has found a piece of human leg bone which documents that someone had been buried on King George Island. At first there was a coastal whaling industry. In the years 1906, 1907, 1908 and 1909 there were caught in South Shetland Islands area 183, 791, 930 and 1743 whales, respectively (International Whaling Statistics 1931). Whale bones strewn on the shores of Admiralty Bay date from this period. In 1997 in Admiralty Bay there were still present the fragments of 152 whale skulls, including 95 at Kellar Peninsula and Hennequin Pt., while at the west shore of Italian Valley up to Patelnia Peninsula 57 fragments were found (P. Kittel, pers. inform.). Commonly are found the fragments of skeletons, wood, barrels and harpoons. After World War II, in December 1947, the British militia, commanded by John Huckle, built a small wooden hut on Kellar Peninsula from wood trans ported from Deception Island. Point Thomas was a better location from the point of view of at least one Englishman, after reconaissance in the area of Point Thomas, but the leader of the British group, A. Reece, decided to build the hut on Kellar Peninsula anyway. Kellar Peninsula was thought to be the best place to achieve the goal of the expedition which was to map the South Shetland Islands and Kellar Peninsula provided good access to all of the islands. This is the argument for why the British built a base on the Kellar Peninsula, Base "G". Five people wintered over in 1948 lead by geologist, E. Piatt, who died later in the same year during field work (Fuchs 1982). In February-March 1947, in Admiralty Bay, Argentinian ship and officers made their presence. The island has been named 22 de Mayo while Admiralty Bay was called Baya Lasserde. The Argentinians built their own hut to emphasize their sovereignty, about 80 meters away from the British one. This hut was occupied from time to time. The English were present on Kellar Peninsula without break from 1948 up to 1961. Admiralty Bay station, Base "G" mostly carried out me teorological observations, but they also made geologic and topographical meas urements and observations. Base "G" finished its activities in 1961. On January 28, 1968, the Soviet icebreaker, Ob, entered Admiralty Bay. The expedition was led by A. F. Trioshnikov who was looking for a suitable location for a Russian station. The shores of Admiralty Bay were not to his liking and he finally selected a location west of Admiralty Bay, Maxwell Bay, and there Bellingshausen Station was opened on February 22, 1968 (Trioshnikov 1985). One year later, after a volcanic eruption completely destroyed the Chilean station {Presidente Aguire Cerda) on Deception Island by covering it with ash, the Chileans relocated to King George Island, 300 meters away from Bellingshausen Station. The Chilean station Eduardo Frei, was opened on March 7, 1969. Chile claimed the territory between 52 and 90 degrees of western longitude, based on a Chilean decree from September 7, 1939. In the same area, Argentina and Britain claimed territory. The Antarctic Treaty, which was ratified in 1961, froze all territorial claims to Antarctica, but the extisting claims have not been disputed. The first Poles to land on King George Island were biologists who partici pated in the 19th Soviet Antarctic Expedition (SAE) as a Illrd Polish Antarctic Biological Expedition organized by Nencki Institute of Experimental Biology, Polish Academy of Sciences. On November 17, four men landed on the shores of King George Island and spent the night there due to strong gales. These men were: Krzysztof Jażdżewski, Andrzej Lipkowski, Stanisław Rakusa-Suszczewski and Hubert Szaniawski. Three years later in the season 1975/76 there was a beginning of a new period of Antarctic investigations. There was a consensus of interest to exploit Antarctic krill (Euphausia superba) whose numbers were estimated to be in the millions of tons. Poland sent the 1st Polish Antarctic Marine Expedition to western Antarctica on two ships, the research vessel, r/v Profesor Siedlecki, and the fishing trawler, m/t Tazar. The main goal of the expedition was to evaluate the possibility of harvesting and processing krill (Euphausia superba) in the Ant arctic. The Federal Republic of Germany organized a similar expedition with two ships (a research vessel and a fishing boat). In February 1976, two Polish ships anchored near the shore of Maxwell Bay in front of Bellingshausen and Eduardo Frei stations (Rakusa-Suszczewski 1979). On the day of their arrival, a memorial plaque was placed on the nearby rock with an inscription recounting the first Polish expedition. The text was written in Polish, English and Russian. Beneath the memorial plaque, a metal tube was placed which contains the names of all the members of the expedition. This memorial plaque was accepted by the Antarctic treaty as a historical monu ment, as was the grave of Włodzimierz Puchalski, who died on the shores of Admiralty Bay in 1979. While the Polish expedition worked in Bransfield Strait on the r/v Profesor Siedlecki and the m/t Tazar, the Italian alpinists' expedition built a small hut on the shore of Ezcurra Inlet in Admiralty Bay. This small hut was named Giacomo Bove Base, but in March of the same year, the hut was destroyed. The area where the Italians had built their hut is now called Italian Valley on Polish maps of Admiralty Bay. In December 1976, new Polish expedition left from Gdynia on two ships, the m/s Zabrze and the m/t Dalmor. The goal of the expedition was to establish a Polish base. On January 28, 1977 construction of the base began in Admiralty Bay and on February 26, 1977, Arctowski Station was officially opened. In the 1983/84 season, on Kellar Peninsula, eight kilometers away from the Polish station, on the opposite side of Admiralty Bay, near the old British station "G", Brazil established their own station Comandante Ferraz. In the 1988 field season, Peru started to build Machu Piechu Station on Crepin Point. The station operates from time to time during summer field seasons. In January 1988, a marine expedition from Ecuador established a small refuge on Hennequin Point. Americans have a small summer field hut in Special Site of Scientific Interest 8 (SSSI No 8) which is called Peter J. Lenie; Copacabana is it nickname given by the Poles. The relatively high number of bases on King George Island and in Admiralty Bay could be detrimental to the Antarctic environment and for this reason, Poland and Brazil wrote a proposal in 1991 to declare the area of Admiralty Bay an Antarctic Specially Managed Area (ASMA) in the Antarctic Treaty. The proposal was completely accepted by the Antarctic Treaty Organization in 1996 after a few revisions. The area of Admiralty Bay will be regulated by the ASMA plan which will be coordinated by Brazil until the year 2000 upon agreement with Poland. In the area of Maxwell Bay situated west of Admiralty Bay there presently work the stations of China {Great Wall), Chile (Frey), Russia (Bellingshausen), Uruguay (Artigas), South Korea (King Sejong), Argentine (Jubany), and of the Federal Republic of Germany (Dalman). To the east of Admiralty Bay there will soon be built a seasonal Czech station in the vicinity of the SSSI No 34. References AAGAARD B. 1929. Antarctic whaling and exploration. — The Scottish Geographical Magazine, vol. XVI, January: 25-81. DUBROVIN L.L. and PREOBRAZENSKAYA M.A. 1987. O chem govorit Karta Antarktiki. —Gidrometeoizdat, Leningrad: 1-160. CHARCOT J. 1978. The voyage of the "Pourquoi Pas". — The Journal of the Second French South Polar Expedition 1908-1910. Charcot J.B. Reprint Hurst & Co.; pp. 315. FUCHS V. 1982. Of ice and men (The story of the British Antarctic Survey 1943-73). — Antony Nelson Editor. King George (Waterloo). Inf. Bull. SAE, 89: 15-18. INTERNATIONAL WHALING STATISTICS 1931. Edited by the Committee for whaling statistics. — Oslo: 1-68. HATTERSLY-SMITHG. 1951. King George Island. —Alpine Journal, 58: 282: 67-75. RAKUSA-SUSZCZEWSKI S. 1979. Dlaczego Antarktyda"! — Państwowe Wydawnictwo Naukowe, Warszawa, Biblioteka Problemów: 1-225. STACKPOLE E.A. 1955. The voyage of the Huron and the Huntress (The American sealers and the discovery of the continent of Antarctica). — Conn. Printers. Incorporated, Hartford; 186 pp. TRIOSHNIKOV A.F. 1985. Moi poljarnye puteshestvija. — Wyd. Masl., Moskva: 1-475.	<urn:uuid:63997403-4c23-420f-96c8-e7f8b8bd77de>	CC-MAIN-2024-42	https://so.czasopisma.pan.pl/Content/110864/PDF/1998-3-4_249-252.pdf	2024-10-08T18:02:35+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00032.warc.gz	467,566,542	2,656	eng_Latn	eng_Latn	0.977195	eng_Latn	0.990444	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1999, 5097, 8094, 10810 ]	[ 2.921875 ]	4	13
Vertical Progression Guide For Common Core As recognized, adventure as without difficulty as experience practically lesson, amusement, as with ease as concurrence can be gotten by just checking out a books Vertical Progression Guide For Common Core in addition to it is not directly done, you could receive even more as regards this life, a propos the world. We offer you this proper as with ease as easy quirk to get those all. We provide Vertical Progression Guide For Common Core and numerous book collections from fictions to scientific research in any way. accompanied by them is this Vertical Progression Guide For Common Core that can be your partner. Are You Ready? Ohio's Learning Standards for English Language Arts (revised 2017) In 2015-2016, Ohio embarked on an updating process resulting in revised standards that the State Board of Education adopted in February 2017. The 2018-2019 Ohio's State Tests will assess the content of the revised 2017 standards. Leveraging the vertical progressions in ELA: An ... Progressions Documents for the Common Core State Standards for Mathematics. The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. Vertical Progression Guide for the Common Core ... Using the Vertical Progression Guides The Common Core State Standards are built on the concept of Learning Progression. Vertical Progression allows educators to view multiple grade levels and see how each year's content lays the foundation for the next in an easy-to-interpret staircase format. Getting Started Locate the and read up Glenford Elementary Introduces the Vertical Progression Guide Vertical Progression Tools. For example, in science, kindergarten students should know that organisms can be described and sorted by their physical characteristics. By seventh grade, they should know the human body is composed of atoms, molecules, cells tissues and organs. By the time they graduate, students will have analyzed at a variety... K-12 Standards Section - Arizona Department of Education Download PA Core Implementation Pennsylvania's Core Standards in English Language Arts and Mathematics are robust and relevant to the real world and reflect the knowledge and skills our young people need to succeed in life after high school, in both post-secondary education and a globally competitive workforce. VERTICAL PROGRESSION GUIDE F OR T H E C O MM ON C ORE ... The Common Core Vertical Progression Guide for Mathematics is an essential resource teachers will Amazon.com: Vertical Progression Guide for the Common Core ... reference over and over. The guides arrange all of the mathematics standards, from K through 12th, by grade level and content type. Per A.R.S. §38-431.02, all notices of the public meetings for the Arizona Department of Education can be accessed by clicking the link below. Vertical Progression Guide For Common Core Vertical Progression Guide For Common Reading Sage: CCSS Vertical Progression Chart K-12 Vertical Progression Guide, ELA & Math K-3 (Tennessee) Empower educators to view multiple grade levels, plan a learning progression, and see how each year's content builds the foundation for the next (Includes Tennessee Early Learning Standards). Vertical Progression Guide For Common About this project. The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, Vertical Progression Tools \| CDE Vertical progression arranges the Standards in an ascending staircase format by grade level and content type. This format allows educators to se e the progression of the Standards within a grade level as sorted across grade levels within a specific topic area. informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together... Mathematics Vertical Progression Guide \| Reddingschools.net Fifth grade teachers at Glenford Elementary introduce a Vertical Progression Guide to the common core standards for grades k-12. The University of Arizona Institute for Mathematics ... Leveraging the vertical progressions in ELA As a teacher, it can sometimes feel like you're starting from scratch every fall. When learning goals don't extend from one grade to the next, it can be challenging for teachers to support students in building on and deepening their skills and knowledge. for the Common core ... Vertical Progression Guide for ELA In this guide, all grade-level standards for the Common Core English Language Arts (ELA) Standards are placed on steps that build up from the CCSS College and Career Readiness (CCR) Anchor Standards for: Reading Progressions Documents for the Common Core State Standards ... Vertical progression guide Every K–12 Mathematics Common Core Standard is included in this Vertical Progression Guide. Vertical progression arranges the Standards in an ascending staircase format by grade level and content type. This format allows educators to see the progression of the Standards within a grade level and to develop an in-depth understanding... VERTICAL PROGRESSION GUIDE fOR ThE COmmON CORE Amazon.com: vertical progression guide for the common core The Common Core Vertical Progression Guide for Mathematics is an essential resource teachers will reference over and over. The guides arrange all of the mathematics RI.2.1.Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Embedded within the K?5 standards. Grade 3 RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. commoncore.tcoe.org Get this from a library! Vertical progression guide for the Common core : mathematics K-12.. [Battelle for Kids (Organization);] Ohio's Learning Standards for English Language Arts \| Ohio ... The Common Core Vertical Progression Guide for English Language Arts is an essential resource teachers will reference over and over as they implement the Common Core State Standards. The guides arrange all of the ELA standards, from kindergarten through grade 12, by grade level and content type. Amazon.com: Vertical Progression Guide for the Common Core ... COMMON CORE VERTICAL PROGRESSION GUIDE ... Vertical Progression Guides, K–12 English Language Arts (ELA) & Mathematics, & K–3 ELA & Mathematics with Ohio's or Tennessee's Pre-K Learning Standards The new Standards are built on the concept of learning progression. Think about vertical	<urn:uuid:350f95ed-4580-4560-8546-405462cb388c>	CC-MAIN-2024-42	https://ahecdata.utah.edu/stated/data-bank/Vertical%20Progression%20Guide%20For%20Common%20Core/view?m=29CV9N	2024-10-08T18:34:16+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00033.warc.gz	72,200,049	1,311	eng_Latn	eng_Latn	0.979376	eng_Latn	0.987497	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 660, 2112, 3152, 4152, 5144, 6287, 6783 ]	[ 2.65625 ]	1	0
SOME RULES AND DEFINTITIONS OF TEE BALL In The Field – Defensive Play What is the "time rule"? The 'time rule' is one of the few rules that is peculiar to T-Ball. That is to say, that whilst an umpire in Baseball can call "TIME" at any time, the rule does not have the same meaning in T-Ball. The rule is in place to try and teach the players the skills necessary to play baseball in the way a play normally ends. In Baseball runners do not advance when an outfielder has the ball or is about to field the ball, because it is likely that they will be thrown out at the next base. The 'time rule' is designed to stop runners advancing just because of the inexperience and lack of skills of the fielders. At the same time runners often do not have the experience or skills to realise a play that if they ran they would likely get out. The umpires are taught to prevent plays where the runners put their head down and run and keep on running with out paying any attention to the risk they are taking in getting out but for the throwing, catching and tagging skills of the fielders. In practice TIME is to be called when the fielder is or is about to be in possession of the ball close to the infield (within say 80 feet of the next base for any runner). Time is also supposed to be called if the coach is encouraging the runner to run when in a game of baseball, to run would result in a certain OUT at the next base; the runner is not looking at the ball before advancing; and when a fielder is faking a throw to the next base in an attempt to prevent the runner advancing, when the advance would be a certain OUT in baseball. Is 'Time' to be called when a ball is overthrown? Yes. Again the situation is supposed to be that teams do not take advantage of the inexperience of the other fielders, and the situation that should exist if an errorless play were made. So in a situation where the batter hits a ground ball to the second base fielder, this is fielded by the second baseman correctly and the ball thrown to and caught correctly by the first base fielder, the result would be an out at first. If however the 2 nd base fielder fielded correctly and threw to the first base player and the ball goes sailing over his head into foul territory, the runner would make first base. Time should then be called so the batter does not turn and run to 2 nd base whilst the ball is found. All runners in this situation should only advance one base. Any base runner, including the batter/runner, can be put out by tagging the runner with the ball in hand or glove. It is not necessary for the ball to actually touch the runner, just the hand or glove in which the ball is held. A runner can only be put out by a fielder by touching the base that a runner is running towards, IF that runners is a forced runner. Touching the base can be done with any part of their body, provided the ball is in their hand under control, or with the ball. A runner becomes forced if they have to leave the base they occupy because of an advancing runner (this includes home plate in the case of batter/runner leaving because the ball has been put into play off the bat). For example, if the bases are loaded and the ball has been put into play, all the runners, including the batter/runner are forced and the runners can be put out by either method. If however, second base was vacant and there were runners on 1 st and 3 rd only, the runner on 1 st is forced but the runner on third is not forced and can only be put out by a tag. What is the best play on a 'last batter' or when there are already two out? The best play is on any forced runner, as this will prevent the runner on 3 rd base from scoring. See more detail in batting section under 'When does a runner score on the last out?' What is obstruction? Obstruction is the act of a fielder who, while not in possession of the ball and not in the act of fielding the ball, impedes the progress of any runner. This is the rule that stops fielders standing on the base lines. It is why we tell you to stand away from the lines, and even when the foot is on the bag waiting for the ball to be thrown to you. The ruling is if the runner still makes the base safely there will be no call. If however the runner is out and the umpire rules that the obstruction prevented them from making the base, then the runner will be awarded the base. This is different from interference, which usually refers to a runner interfering with a ball after it is it fair. What is meant by a 'double play' or 'triple play'? More than one offensive player can be put out on each play. If a batter is caught or put out before reaching 1 st base, or a runner on first base is put out before reaching second, other runners can be put out as well. For example, a ground ball is hit and fielded by the 3 rd baseman, can result in a tag on the runner who just left 2 nd . A throw to the 2 nd baseman who is standing on the base as the ball is caught, puts out the runner coming from 1 st and another quick throw to 1 st beating the batter/runner there, will result in a triple play. Should I cover my base or field the ball? It is important to remember in fielding that the first priority is to field the ball. If the ball is not hit to you and is fielded by someone else, then you cover the base nearest you, by placing your foot on the side of the bag, (being careful not to impede the runner, as mentioned above.) and be ready to receive a catch. If you are the fielder who has fielded the ball, throw to the nearest base. Don't throw to a base that is unattended and remember the play is not over when the ball is caught, or at any time until the umpire calls time. Until then any runner can be put out. Following is a sketch of positional play and which position is responsible for covering bases when the fielder has to leave his position to field a ball. CF LF All fielders should be able to see the ball on the tee. If 1 st base moves away to field the ball, pitcher moves to 1 st base ready to make the out. If 2 nd base has to move away to field the ball or moves out for a relay throw from CF/RF then short stop covers 2 nd base. Outfield: your job is to get the ball back into the infield. LF- Left Field, CF – centre field, RF – right field: always watch the ball. Always expect the ball to come to you. Catch/field the ball and throw to 2 nd or 3 rd base or the infield as fast and carefully as you can. Use a relay thrower if possible. Watch the ball as you pick it up, steady yourself, step and throw. Don't Panic!!! Infield: your job is to stop the ball getting to the out field then try to make the out. 1 st , 2 nd , 3 rd , Pitcher, catcher, Short Stop: always watch the ball. Always expect the ball to come to you, even from the outfield. Know where the base runners are and try to make the right play – look for the double or triple play. Throw accurately – accuracy comes by throwing with your parents every day, as does good catching….so practice!! What are appeal plays? These are plays where the umpie does not call the play even if seen by him or her, until the fielding team appeals in the right way. The following appeal plays are possible in tee ball: 1. The runner fails to 'tag up' after a fly ball before the runner or the base is tagged. 2. the runner while advancing fails to touch each base in order before the runner or the missed base is tagged ( here tagged means the act of standing on the base with ball in hand) 3. the runner fails to touch home plate and makes no attempt to return and the fielder stands on the base with the ball. 4. a batter bats out of turn. In each case the appeal can only be made by the player (not the coach or a spectator) with the ball in hand and standing on the base or having applied the tag. This is done by holding the ball in the air in the glove and asking the umpire for a ruling on the incident claimed to have occurred. Can a forced runner become a non-forced runner during play? Yes. There are many instances were the force will be removed on a runner but I will go through one for you that we went through on the double play question. When we talked about a ground ball being hit by the batter/runner and a runner is on first base. The first base runner id forced to move to second base because the batter has become a runner. The fielder can get the runner out who is moving from first to second by standing on the base with the ball in his hand and then throwing to the first baseman who is doing the same thing. If however the ground ball was hit to first base and the first baseman fielded the ball and stood on the base, the batter is out. At that moment the force is removed from the runner moving to second base and he has to be tagged to be put out. Standing on the base with the ball in hand is not enough. Batting and Base Running - Offensive Play What is a foul ball? A foul ball is a batted ball that comes to rest in foul territory over the line between home and first base or home and third base. A ball is also called foul if it first hits the ground in foul territory beyond the first or third bases. Or if it hits an umpire, player or other objects that is not part of the natural ground whilst on or over foul territory. A batted ball that hits first or third base is a fair ball. A ball is also fair if it first lands in fair territory and bounces over the foul line, if when it crosses the foul line it is past first or third base. A batter can still be caught out if they pop a ball into the air in foul territory. A ball is fair if any part of it touches the line between home and first base and home and third base. Can a batter move his back foot once play has been called? No. This rule has 2 main purposes: Firstly, it is intended to prevent the batter shaping to hit in one direction and moving so as to hit in another. The more advanced batters can achieve the same result without moving their foot by altering the position of their body when the bat hits the ball, so as to either pull the ball or hit to the opposite field. Secondly, batters need to learn to drive from their back foot when swinging the bat. In baseball a habit of moving the back foot is a bad habit because it will produce poor hitting. Batting off the back foot is OK in cricket when the ball is bounced off the pitch, but in a baseball swing it is where the power comes from. If the back foot is raised off the ground or slid to a new position BEFORE the ball is struck, the call is STRIKE. What is the rule when a T-Ball runner on a base leaves before the ball is batted into play? In T-Ball stolen bases are not allowed. This is to even things up because in baseball, when the ball is in the hand of the pitcher before the play, he can throw to first to keep a runner on the base before the play starts. When the ball is stuck on the Tee, where the fielders cannot get it, the runner would have a free go at it. The rule is also in place because of the smaller diamonds used for the younger players. The rule is that if the runner leaves early the umpire should call it whilst the play progresses, and if that runner gets out, then the play stands. If the runner is safe, he (and any other runners) should return to the base that they have left and there is an additional strike on the batter. The problem in T-Ball with the younger players is that if something is called by the umpire during the play, even if the intention is for the play to continue, the players will stop in their tracks. Usually, you have to wait till the play ends to make the call and let the players know that you saw the runner leave early and then all players will be called back to the bases they were on and a strike is called. It is also important to remember that when base running you cannot overtake the runner in front of you. Must a runner run the shortest most direct route between bases? No. A base runner can run in an arc (which you might do if going to advance more than one base on a good hit and so not to slow down when taking the corner – remembering to touch the base) or in any direction really in attempting to reach the next base PROVIDED that the deviation off the 'runners line' which is the usual course you would have taken, is not more than 3 feet in an attempt to avoid a tag or so to interfere with a fielder fielding the ball. Is a base runner out if a fair batted ball hits him? Usually yes. It is a type of interference that it is deemed that if the ball hits a runner then it usually deflects and affects the chance of the fielder fielding the ball. It follows that if a fielder has had a play at the ball and misses it and then it hits the runner, the runner will not be out. It is best as a runner to try to remember to watch the ball at all times and avoid being hit if at all possible. What is meant by a runner 'tagging up'? As mentioned above a runner cannot leave the base until the ball is hit. Therefore if a ball is hit in the air and is caught, the batter is out and all other runners cannot advance and must return to the base they left. If they are tagged before they get back to the base they are out. From the time the ball is caught, provided the runner is touching the base at the time the ball is caught or re-touches his base he can then advance to the next base if it is free and if they can beat the throw to that base. This is known as "tagging up" as if tagging the base you are leaving after the catch. In advance levels of baseball, by using this method of running you have what is called a "sacrifice fly", where the batter hits the ball intentionally into the air, knowing it will probably mean his out, but advancing the runner in any advent. This however does not apply to the last out of the inning. When does a runner score on a last out? There are 2 situations where you have a last out. The first is when there are already 2 outs and the fielding team makes another out. The second is when the "last batter" call is made. If during the play in either of these situations a runner crosses home plate, does that runner score? The answer is that the run will not score if the runner or the batter/runner that who is put out is forced. This is so even if the runner crosses home plate before the forced out is made. So in the situation where it is the Last Batter and there is a runner on third when there is a ground ball. This runner, unless thrown out at home plate will be allowed to cross home before "time" is called or runners on second first and even the batter/runner can make it under the 'time rule' which applies. If however the fielders make a successful play at first base or any forced base, then the run does not score. The best play therefore on a Last Batter or after 2 outs is at first or on any forced runner, so as to prevent the run scoring. Do you have to touch the bases if the runner is running in the reverse direction? Yes. In a play for example where the runner on first runs on the big fly ball to the outfield and the ball is caught after the runner has touched second base and is heading for third, that runner cannot take a short cut across the diamond. The runner must go back touching second base on the way to first. If they do not and an appeal is made, the runner is out. DEFINITIONS OF TEE-BALL TERMS Bunt: is a batted ball not swung at, but intentionally met with the bat and tapped slowly within the field. This is illegal in Tee-Ball. Batter's Box: is the area within which the batter shall stand during a time at bat. Catcher's Box: is the area within which a catcher shall stand until the ball is hit off the tee. Defensive: is the team in the field Offensive: is the team that is batting A fly Ball: is a batted ball that goes high in the air in flight. Safe: the declaration by the umpire that a runner is entitled to the base for which he was trying. A Live Ball: a ball that is in play Infielder: is a fielder who occupies a position in the infield. Short stop, pitcher, 1 st , 2 nd , and 3 rd base positions are all 'infield'. Outfielder: is a fielder who occupies a position in the outfield, which is the area of the playing field that is most distant from home plate. Left, centre and Right field are all outfielders. "Play": is the umpires order to start the game or to resume action following any dead ball. An Inning: is that portion of the game within which the teams alternate on offence and defence and in which there are three put-outs (or 9 across the plate) for each team. Each team's at bat is half an inning. A Catch: the act of a fielder getting secure possession in a hand or glove of a ball in flight. It is not a catch if the fielder drops the ball after the ball 'is caught' if they immediately fall or collide with someone or something causing the ball to be dislodged. However if it is dropped in the act of pulling the ball out of the glove to throw it is a catch.	<urn:uuid:85150e3c-d581-453f-86d3-23e13d3b448c>	CC-MAIN-2024-42	https://www.seasiders.com.au/_files/ugd/15dd7f_91ea62ed8c724fa195d5f9ea7923b911.pdf	2024-10-08T18:45:21+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00029.warc.gz	839,645,589	3,843	eng_Latn	eng_Latn	0.999283	eng_Latn	0.999353	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2449, 5142, 7000, 9241, 12161, 14846, 16932 ]	[ 2.15625 ]	1	0
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	<urn:uuid:018093c0-9166-45ca-8325-4de00df07d61>	CC-MAIN-2024-42	https://www.raceleysinfant.com/_files/ugd/a3ab03_a6250c3e869c440188449ef55c0e5b28.pdf	2024-10-08T17:29:58+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00031.warc.gz	825,969,469	932	eng_Latn	eng_Latn	0.998163	eng_Latn	0.998163	[ "eng_Latn" ]	false	docling	[ 4549 ]	[ 3.90625 ]	1	0
Trainer Essentials: The Four Things that Learners Need When you deliver a workshop on water, sanitation and hygiene (WASH) you want participants to remember and apply what you have taught. You can increase the chances that this will occur by providing participants with four things: 1) A safe learning environment 2) Connection to existing knowledge 3) Motivation 4) Practice When these needs are met participants are engaged and are more likely to remember and apply what they learn. Below is a brief summary of each of these needs and some suggestions on how to address them. A Safe Learning Environment A safe learning environment is one where participants feel a sense of belonging and acceptance, where they are comfortable sharing their views and perspectives, and feel respected. Creating a safe learning environment is the groundwork for all learning. To ensure that learning can take place, we need to identify potential sources of stress and create an environment where participants feel physically, emotionally and psychologically secure. Below are some suggestions of what you can do to reduce stress and create a safe learning environment: Address the physical needs of participants - Provide snacks and lunch – when participants are hungry they cannot focus on learning - Provide clean and safe toilets and invite people to use them whenever necessary - Ensure the participants are all able to hear and see information easily Address the emotional and psychological needs of participants: - Establish a group agreement at the beginning of the workshop that emphasizes respect for all participants - Communicate in a respectful, open and friendly manner - Organize and deliver information that addresses different learning styles and different speeds of learning - Encourage participants to share their knowledge and experience - Address disrespectful or discriminatory behaviour For more detailed information on creating a safe learning environment, see the Trainer Essential: Creating a Safe Learning Environment. Trainer Essentials: The Four Things that Learners Need Connection to existing knowledge The more points of connection we can find between new information and participants existing knowledge and experience, the more likely they are to retain and apply it. We create these connections by making information meaningful and relating it to what participants already know. The stronger the relevance and the connection to existing knowledge the better participants will retain the information. We often apply this principal when we give directions. We try to think of reference points that the person already knows. The more reference points we provide the easier it is for the person to understand and remember the directions. We can use a similar approach when we teach about a new concept in WASH. For instance, if you are teaching about water borne diseases, find out what water borne illnesses participants have experienced and what they did about them. You can then connect the content of the lesson directly to their personal experiences. Motivation Motivation is important to learning because motivated people learn better and faster (Standford Centre for Teaching and Learning, 1998). Motivated participants are also more likely to take action on what they have learned and incorporate it into their everyday lives. This is particularly crucial when teaching about water, sanitation and hygiene (WASH). In education, motivation is defined as anything that encourages the student to participate and learn (Bennett & Rolheiser, 2001). There are two types of motivation: intrinsic and extrinsic. Intrinsic motivation comes from within the learner. It is driven by interest in the topic, personal development or enjoyment, and does not rely on external pressures. When we make information interesting and relevant to the participants we can stimulate their intrinsic motivation. Extrinsic motivation comes from outside the individual. Grades, rewards and threats of punishment are common forms of extrinsic motivation. Ideally, you want all participants to be intrinsically motivated; however, this is not always possible. Somebody may not be interested in a certain topic until they have been exposed to it or understand its relevance to their life. Forms of extrinsic motivation, like competition, can be used to pique someone's interest in a topic and kindle their intrinsic motivation. To learn more on how you can motivate participants see Trainer Essentials: Motivation. Practice You know the saying: "Practice makes perfect". The more we try something the better we get, and the more we remember. During workshops we need to provide participants with meaningful opportunities to practice what we are teaching them. Meaningful practice connects new Trainer Essentials: The Four Things that Learners Need knowledge and skills to what learners already know. It also helps participants remember what they have learned. There are a number of activities that can be used, regardless of the topic, to add meaningful practice time to lessons including: - Think, pair, share - Group discussion - Participant presentations or demonstrations - Solving a case study problem - Doing hands-on activities and simulations - Role play For more ideas on activities that can be used to encourage meaningful practice see: Trainer Essentials: Active Learning. When you create a safe learning environment, connect participants to their past experience, build on their motivation and provide them with opportunities to practice you are helping them to learn and retain what you are teaching. Each of the needs takes time to fill, but it is time well spent, since it will ensure your message is understood and remembered. References Bennett, B., & Rolheiser, C. (2001). Beyond Monet. Toronto, Ontario: Bookations Inc. Standford Centre for Teaching and Learning. (1998). Capturing and Directing the Motivation to Learn. Speaking of Teaching. Retrieved from http://web.stanford.edu/dept/CTL/cgibin/docs/newsletter/motivation_to_learn.pdf CAWST (Centre for Affordable Water and Sanitation Technology) Calgary, Alberta, Canada Website: www.cawst.org Email: email@example.com Wellness through Water.... Empowering People Globally Last Update: March 2015 This document is open content. You are free to: - Share – to copy, distribute and transmit this document - Remix – to adapt this document Under the following conditions: Trainer Essentials: The Four Things that Learners Need - Attribution. You must give credit to CAWST as the original source of the document. Please include our website: www.cawst.org CAWST and its directors, employees, contractors, and volunteers do not assume any responsibility for, and make no warranty with respect to, the results that may be obtained from the use of the information provided.	<urn:uuid:b62276e3-8f70-471c-9227-9f3feb2536b3>	CC-MAIN-2024-42	https://cdn.sanity.io/files/r8bm187e/production/1740fb196d35b759000589d7372ac998bbb5f1e2.pdf?dl=DEWT_TE04_The%20Four%20Things%20that%20Learners%20Need_2015-03_en.pdf	2024-10-08T17:46:51+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00034.warc.gz	140,580,839	1,306	eng_Latn	eng_Latn	0.991892	eng_Latn	0.99482	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2039, 4804, 6470, 6870 ]	[ 3.359375 ]	1	0
2023-2024 RCIA #15 1/8/24 Part III: The Sacraments and Prayer (Chapter 23) The Sacraments * We Begin the Sacraments * Why Seven Sacraments? The Sacraments * This will be a transition from what we understand that we should do in light of what we believe (Commandments) to how we are able to do it (Sacraments) * The ability to live in accordance with God's Plan which comes about through the receipt of God's Grace * Since God respects our free will He allows us to choose or reject His Grace * Jesus paid the price for our sins on the cross and established the means to funnel God's Grace (His love) to mankind * What is grace? * The free and undeserved gift (love) that God gives us to respond to our vocation to become His adopted children * Sanctifying grace – a stable and supernatural disposition that enables the soul to live with God and to act by his love * Actual grace – help to conform our lives to His will * Sacramental grace – gifts of the Holy Spirit to help us live out our Christian vocation * Since man is both physical and spiritual Jesus chose to send His Grace in both worlds, the visible and the invisible * Jesus took common things from the world that we can receive via our senses to help us receive His Grace * These signs are the Sacraments * What is a sacrament? * A sacrament is an outward sign instituted by Christ to give Grace * Each sacrament consists of the above three components * An outward sign – something we can perceive with our bodies usually through words and gestures. It is the physical part of the sacrament and it contains two parts: * Matter – the "thing" used in the sacrament - such as water in Baptism * Form – the gesture or words that distinguish the matter - such as "In the name of the Father and of the Son and of the Holy Spirit" * Instituted by Christ * From the beginning of his public ministry to his resurrection He instituted seven sacraments * No new sacraments have been added or deleted since that time * Although Jesus specified the exact manner and form for Baptism and Eucharist the others were clarified by His Church * To give Grace – each sacrament provides sanctifying grace beginning with Baptism * Penance restores sanctifying grace to the soul cut off by mortal sin * The other five sacraments give and increase sanctifying grace * Each sacrament also gives sacramental grace which is keyed to each specific need in our natural life * The seven Sacraments serve as sign posts along the pilgrimage of life and are closely related to the passages we go through in our natural progression of life * Baptism – right after birth, initiation, opens the soul for grace, places a permanent mark or character on the soul * Penance – after reaching the age of reason usually in the 2 nd grade – medicine for the soul * Holy Eucharist – after reaching the age of reason usually in the 2 nd grade – food for the soul * Confirmation – as a youth usually in the 8 th grade – builds on baptism, places a permanent mark or character on the soul * Matrimony – as an adult – enables two people to become one * Holy Orders – as an adult – places a permanent mark on the soul * Anointing of the sick – anytime in life when illness or when in danger of death, especially for the elderly * Three sacraments focus on initiation: * Baptism – born again with sanctifying grace * Confirmation – strengthened by more grace * Eucharist – sustained by the food for the soul * Four sacraments focus on living: * Penance * Matrimony * Holy Orders * Sacrament of the Sick * Who can administer each sacrament? * Baptism * Penance * Eucharist * Confirmation * Matrimony * Holy Orders * Sacrament of the Sick Part III: The Sacraments and Prayer (Chapter 24) * Baptism * The Beginning of Life * The Mark of a Christian * Getting Baby Baptized * Before Childbirth and After * The Birth of a Soul * Who Can Baptize? Baptism (Cont) * Biblical Basis for the Sacrament of Baptism: * Matthew 3:13-17* * Mark 1:9-11 * Luke 3:21-22 * John 1:29-34 Baptism (Cont) * The beginning of life * Newborns arrive with a soul which is supernaturally dead due to the sin of Adam and Eve * The original plan – a union with God to the Beatific vision * Loss of preternatural gifts and the mark left on the soul * This should be seen as the absence of something rather than a black mark Baptism (Cont) * Baptism – the birth of a soul: * Restores the soul to the light of God (exorcism) * Necessary for receipt of the other sacraments * Eliminates original and, in older children or adults, personal sin and temporal punishments * Does not restore the preternatural gifts, it only opens heaven for us * Leaves a permanent mark on the soul which guarantees that even if we cut ourselves off from God via mortal sin we can return through the other sacraments Baptism (Cont) * The sacrament of Baptism uses: * White linen garment to represent the white robe worn by the early Christians * Candle representing the light of Christ * Blessed water * Godparents * Anyone may baptize in an emergency Baptism (Cont) * What items are needed to celebrate a Roman Catholic baptism? * Parents * Child * God parents * Priest/Bishop/Deacon * Holy Water (Blesses) * Chrism * Candle representing the light of Christ * White linen garment to represent the white robe worn by the early Christians * Remember, anyone may baptize in an emergency Part III: The Sacraments and Prayer (Chapter 25) * Confirmation * The Sacrament of Confirmation * The Meaning of Confirmation Confirmation * Confirmation - The sacrament for young adults: * Confirms us spiritually * As we are born and then grow up * So we are born spiritually and then grow up and need to be confirmed spiritually * Strengthens and deepens the faith * Calls us to share in Christ's role as teacher and prophet * Calls us to become soldiers for Christ Confirmation (Cont) * Calls us to become joyful defenders of the faith and ardent lovers for other souls * Comes from Sacred Tradition when in Acts the Apostles laid their hands on the baptized making it distinct from baptism (Acts 2:11;17-18) * Provides additional sanctifying and sacramental graces * Is normally administered in the U.S. Church by a bishop to those who have reached the 8 th or 9 th grade Confirmation (Cont) * The sacrament takes place within the Mass: * Candidates are called forward and prayed over by the bishop * Candidates repeat their baptismal promises * The bishop anoints their forehead with Holy Chrism (one of three sacred oils) calling them by their confirmation name while their sponsor places a hand on their shoulder * Discuss the tradition of the Bishop slapping each candidate	<urn:uuid:f662cbc7-337e-4965-9100-b7c9e13d2c9e>	CC-MAIN-2024-42	https://straymonds.org/wp-content/uploads/2023-2024-RCIA-15.pdf	2024-10-08T17:52:39+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00033.warc.gz	480,805,169	1,568	eng_Latn	eng_Latn	0.910446	eng_Latn	0.993767	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "pis_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 26, 143, 616, 1015, 1274, 1422, 1796, 2098, 2420, 2795, 3255, 3531, 3666, 3872, 3999, 4327, 4798, 5035, 5370, 5498, 5842, 6252, 6660 ]	[ 2.484375 ]	7	0
Geography Curriculum Map from September 2022 Through the study of geography, St Mary's children will have an understanding of the human and physical features of their local area and the wider world. They will be able to identify and name the countries and continents of the world, where to locate them and know how to care for it relation to the Equator and the 1,2,3 \| \| North and South Poles. \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| 3 \| \| \| \| \| \| \| \| Seasonal Changes – throughout the year (link to science) \| \| \| \| \| \| \| Year 2 \| \| Passport and compass \| \| Mexico – (Human and Physical \| \| Geography of London \| \| \| \| direction – inc 7 \| \| geography – Place knowledge \| \| inc. ariel photographs \| \| \| \| \| \| contrasting non-European \| \| \| \| \| \| continents and oceans \| \| \| \| and mapping skills \| \| \| \| \| \| location) \| \| \| \| \| \| (Location knowledge, \| \| \| \| (Geographical skills and \| \| \| \| \| \| 2, 3 \| \| \| \| \| \| geographical skills and \| \| \| \| fieldwork) \| \| \| \| fieldwork) \| \| \| \| \| \| \| \| 1, 4 \| \| \| \| \| \| \| \| \| \| \| \| 4 \| \| LOWER KEY STAGE 2 \| \| \| \| \| \| \| \| Year 3 \| Region of the UK (Lake \| \| Europe – in trade \| \| Rainforests \| \| \| \| District- Place knowledge) \| \| links (location knowledge) \| \| Skills- (Human Geography) \| \| \| \| 1,2,3,4 \| \| \| \| \| \| \| \| \| \| 1,2,3,4 \| \| 1,2,3 \| \| \| Year 4 \| \| Rivers, Mountains and \| \| Earthquakes and \| \| Italy – In depth \| \| \| \| the Water Cycle \| \| Volcanoes (Physical \| \| European study- Place \| \| \| \| (Physical geography) \| \| geography) \| \| knowledge (additional \| \| \| \| 1,2,3,4 \| \| 1,2 \| \| \| \| \| \| \| \| \| \| learning location of Arctic and \| \| \| \| \| \| \| \| Antarctic Circles & 4 figure grid \| \| \| \| \| \| \| \| references) \| \| \| \| \| \| \| \| 1,2,3,4 \| \| Year 5 \| \| Counties and cities of \| \| Crystal Palace - Local \| \| North American Study – \| \| \| \| the UK, geographical \| \| geography inc. human \| \| Canada including \| \| \| \| regions, rivers and land \| \| geography \| \| Volcanoes and \| \| \| \| use activity inc. 6 figure \| \| 1,2,3,4 \| \| earthquakes. (Place \| \| \| \| grid (Location knowledge) \| \| \| \| knowledge, physical geography) \| \| \| \| \| \| \| \| 1,2,3,4 \| \| \| \| 1,2,3,4 \| \| \| \| \| \| Year 6 \| Physical geography – \| Geography – Human \| Rivers and Mountains \| \|---\|---\|---\|---\| \| \| climate zones, biomes, \| geography economic \| (Geographical skills) \| \| \| \| \| 3,4 \| \| \| vegetation. (Focus on \| activity – trade links \| \| \| \| Tundra to arctic and world time \| 1,2,3,4 \| \| \| \| zones.) \| \| \| \| \| 1,3,4 \| \| \| National Curriculum Key Skills for Geography \| Skill Key \| KS1 \| Lower KS2 + (KS1) \| \|---\|---\|---\| \| 1. Locational knowledge \| Name and locate the world’s seven continents and five oceans. Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. \| Locate the world’s countries using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. Identify human and physical characteristics: Mountains and rivers. Identify the position and significance of the Equator, Northern Hemisphere, Southern Hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic Circle. \| \| 2. Place knowledge \| Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European county. \| Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region in a European country. \| \| 3. Human and Physical Geography \| 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. Use basic geographical vocabulary to refer to: Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop. \| Describe and understand key aspects of : Rivers, mountains, volcanoes and earthquakes, and the water cycle. Human geography including types of settlement and land use. \| \| 4. Geographical skills and fieldwork \| Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. Use simple compass directions (North, South, East and West) and locational and directional language (e.g. near and far; left and right) to describe the location of features and routes on a map. \| Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. \|	<urn:uuid:09cdab4a-e8e2-46d8-bf3e-359fa7cf7378>	CC-MAIN-2024-42	https://files.schudio.com/st-marys-catholic-primary-school/files/CurriculumAmendmentsMar23/Geography_Curriculum_Map_from_September_2022_-_Jan_update.pdf	2024-10-08T18:58:13+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944253554.4/warc/CC-MAIN-20241008171352-20241008201352-00033.warc.gz	220,037,451	1,504	eng_Latn	eng_Latn	0.994692	eng_Latn	0.992938	[ "eng_Latn", "unknown", "unknown" ]	false	docling	[ 330, 2289, 5024 ]	[ 4.46875 ]	1	0
Constipation What is constipation? Constipation is a very common pediatric issue that involves a decrease in the number of stools compared to a child's normal pattern, having large diameter stools, pain or discomfort with stooling, stomach cramping or pain, and/or straining and having a difficult time during bowel movements. With constipation, stools may occur daily or may be less frequent. What causes constipation? There are many causes of constipation. Changes in diet or insufficient fiber or fluid intake predispose your child to harder stools. If your child is ill and loses his/her appetite or has a change in his/her fluid intake they are more susceptible to constipation. Children may choose to withhold their stools for many different reasons such as if they have pain from hard or large stools or pain from a diaper rash, control reasons (this is common between 2-5 years of age particularly with potty training), distraction or preoccupation (not wanting to stop play for a bathroom break), or due to unfamiliar environments such as school or friend's houses). Constipation in infants less than 1 year old Newborn infants may have a bowel movement with every feeding (up to 8-10 times a day) while others may have only 3-4 bowel movements per day. In breastfed infants older than 2 weeks of age, bowel movements maybe as infrequent as one per week. This is normal, as long as the stool is still soft. All infants in the first few months of life may strain and grunt while trying to pass stool. This is called infant dyschezia and is normal as long as the stools are soft, the infant is feeding well and having appropriate wet diapers. If the stools become hard and infrequent, your baby has pain or difficulty stooling, and/or bleeding from the rectum your infant may be constipated. At this point, the baby should be checked in the office. How to treat constipation in infants less than a year old -Give pear or prune juice to infants greater than ***1 or 4 months of age. Begin with 1-2 tsp per day and increase by 1 tsp daily until you get soft stool or reach 2 oz of juice daily. -If the baby is older than 4 months, offer strained prunes or other high fiber foods such as oatmeal cereal, peaches, peas, pears, beans, or spinach. Begin with 1 tsp and increase to ½ jar daily. -In infants who are eating solids, limit carrots, squash, bananas, and apples as these may make constipation worse. How to treat constipation in older children (over 1 year old) -Make sure your child eats 5 servings of fruits and vegetables daily (fresh fruits are best, with peels on if appropriate). Make sure the foods you choose are size and texture appropriate for your child to avoid choking. -Increase fiber intake. Examples of good sources of fiber include: vegetables, fruits, beans, peas, whole grain breads and cereals. The American Academy of Pediatrics recommends children 2-19 years of age eat a daily amount of fiber that equals their age plus 5 grams. The adult total daily fiber recommendation is up to 25grams and may also be used for children. -Decrease foods that cause constipation such as milk, ice cream, yogurt, cheese, and white breads and pastas. Children less than a year of age should be consuming no more than 16-24 oz of milk per day at a maximum and may need less depending on their degree of constipation. -Increase the amount of water your child drinks daily. -Make sure your child is getting enough exercise. The recommended daily amount is 1 hour per day 7 days a week. -Encourage your child to regularly sit on the toilet for approximately 5 minutes after each meal. Try to make this time pleasant and do not criticize or scold if the child is unable to go. -If you are toilet training but have started struggling with constipation, it is appropriate to stop training for a while and use diapers or pull-ups until the constipation has resolved. Medical Management of Constipation In addition to the above recommendations, we often utilize medication to aid in constipation treatment. One of the most common and safest medications is Miralax. We start with the doses below and titrate as needed every 3-5 days until your child has soft pudding-like stools 1-2 times a day. Your pediatrician will discuss the length of treatment and how to wean them off to prevent constipation reoccurrence. Give the dose of Miralax in 4-8 oz of water or juice. -Children under 5 years old: 1 teaspoon -Children 5 – 12 years old: 2 teaspoons -Children 12 years and older: 1 capful Do not use stool softeners, enemas, or other laxatives unless recommended by your pediatrician as they can be dangerous if not used properly. When to call your pediatrician for constipation Call your doctor now (night or day) if: - Your child looks or acts very sick - Persistent abdominal pain longer than 1 hour - Persistent rectal pain longer than 1 hour including persistent straining - Vomiting more than 3 times in the last 2 hours - Age less than 1 month of age and breastfed -Age less then 1 year of age with recent onset of weak cry, weak suck, or weak muscles Call your doctor within 24hours during office hours if: - You think your child needs to be seen - Age less than 2 months of age - Bleeding from anal fissures or tears Call your doctor during office hours if: - You have other questions or concerns - You are concerned your child may be constipated or blocked up - Your child is leaking stool - 3 or more days between bowel movements despite appropriate dietary changes (Exception to this includes breastfed infants older than 2 months of age and bowel movements are soft) -Constipation is a recurrent or persistent problem	<urn:uuid:6bdd68e1-1598-4968-b7f4-b650b89be2a5>	CC-MAIN-2020-16	https://www.eastlouisvillepediatrics.com/client_files/file/Constipation-2018.pdf	2020-04-07T00:38:56+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371662966.69/warc/CC-MAIN-20200406231617-20200407022117-00326.warc.gz	895,314,365	1,257	eng_Latn	eng_Latn	0.998618	eng_Latn	0.99872	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1656, 3072, 3515, 4909, 5667 ]	[ 3.328125 ]	1	5
Area And Perimeter Worksheet Answers Right here, we have countless books area and perimeter worksheet answers and collections to check out. We additionally find the money for variant types and after that type of the books to browse. The welcome book, Page 1/29 fiction, history, novel, scientific research, as capably as various additional sorts of books are readily nearby here. As this area and perimeter worksheet answers, it ends occurring innate one of the favored books area and perimeter worksheet answers collections that we have. This is why you remain in the best Acces PDF Area And Perimeter Worksheet Answers website to look the amazing book to have. It's disappointing that there's no convenient menu that lets you just browse freebies. Instead, you have to search for your preferred genre, plus the word 'free' (free science fiction, or free history, for example). It works well enough once you know about it, but it's not immediately obvious. Area And Perimeter Worksheet Answers Area and Perimeter Worksheets We offer a wide range of printables for this area (no pun intended). You're going to find a many basic printable worksheets and a really fun math lab that you can do with students. Area and Perimeter Worksheets Printable Area and Perimeter Worksheets With Answers Our range of worksheets is comprehensive as we provide area of triangle worksheets, compound shapes worksheets with answers, volume and area worksheets, and even an area of quadrilaterals worksheet with answers. Area And Perimeter (Math Worksheets) \| Cazoom Maths Get More Worksheets. Perimeter Basics; Area of Polygons; Area and Perimeter problems; Area of triangles; Area of rectangles; Surface Area; The Pythagorean Theorem: Applications; Converting Between Units of Volume; Transformations in the Coordinate Grid; Similar Figures and Scale Ratio; Basic Geometric Constructions he Coordinate Grid Perimeter and Area Worksheets - Page 7/29 Acces PDF Area And Perimeter Worksheet Answers Math Goodies The second section features shapes that must be measured by the student first. Worksheets include answer keys. Using given measurements, students find perimeter and/or area. Perimeter & Area: Rectangles (ft, m) Perimeter & Area: Rectangles (ft, m) #2. Perimeter & Area: Rectangles (yd) Perimeter & Area: Acces PDF Area And Perimeter Worksheet Answers Triangles (m) Area and Perimeter Worksheets & Printables \| A to Z ... The Area and Perimeter Worksheets are randomly created and will never repeat so you have an endless supply of quality Area and Perimeter Worksheets to use in the classroom or at home. We have Area and Perimeter Worksheets for Triangles, Quadrilaterals, Regular Polygons, and a great Formula Worksheet for your use. Geometry Worksheets \| Area and Perimeter Worksheets These are the Corbettmaths Textbook Exercise answers to Perimeter of Shapes Perimeter Textbook Answers – Corbettmaths I created this worksheet for my Year 5's to revise area and perimeter. I&'ve tried to balance the questions to provide middle / less able with more of a challenge yet allowing them to do some questions independently with ease. Perimeter and Area worksheet \| Teaching Resources Calculating Area & Perimeter. This page shows a set of two-dimensional shapes that have their sides labeled, and the student's task is to compute the area and/or perimeter. For complex shapes, you can also choose to have all the sides labeled so that they do not have to do Acces PDF Area And Perimeter Worksheet Answers the subtraction to find out the unlabeled sides. Calculating Area & Perimeter WorksheetWorks.com Perimeter Worksheets On this webpage you will find our range of worksheets to help your child learn to work out the perimeter of a range of rectangles. Acces PDF Area And Perimeter Worksheet Answers These sheets are graded from easiest to hardest, and each sheet comes complete with answers. Perimeter Worksheets - Math Salamanders differentiated area and perimeter worksheet. Extension and think task sheets as well. differentiated area and Page 14/29 Acces PDF Area And Perimeter Worksheet Answers perimeter worksheet. Extension and think task sheets as well. Resources. ... Area Extension Sheet. Show all files. About this resource. Info. Created: May 13, 2013. Updated: Oct 9, 2014. docx, 811 KB. perimeter worksheet. docx, 54 KB. Area and Perimeter \| Teaching Page 15/29 Acces PDF Area And Perimeter Worksheet Answers Resources 4md3Quadrilaterals (Area and Perimeter) Each worksheet has 15 problems finding the area and perimeter of a rectangle. Each worksheet has 8 problems finding the width, height and area of a scaled rectangle. Each worksheet has 15 problems finding the area and perimeter of quadrilaterals with decimals. Area & Perimeter Worksheets \| Free - CommonCoreSheets The Corbettmaths Practice Questions on Perimeter. Videos, worksheets, 5-a-day and much more Perimeter Practice Questions – Page 17/29 Corbettmaths Area and perimeter worksheets (rectangles and squares) Find an unlimited supply of free worksheets for practicing the area and/or perimeter of rectangles & squares for grades 3-5. The worksheets are very varied, and include: problems for the area & perimeter of rectangles and squares, with grid Acces PDF Area And Perimeter Worksheet Answers images or normal images Area and perimeter worksheets (rectangles and squares) The worksheet includes 26 area and perimeter questions and is relevant for KS2 pupils approaching their SATS test. Download Free Area and Perimeter Worksheet – Questions Download Free Area and Perimeter Shapes Worksheet – Answers. If you are not ready to download the worksheets yet, then read on for some information about area and perimeter. Area and Perimeter Explanation and Worksheet 3 \| Area and perimeter guide and Page 20/29 Acces PDF Area And Perimeter Worksheet Answers worksheets. This page includes a brief guide to give upper KS2 students an overview of area and perimeter, and you can download a 14-page PDF worksheet and separate answer sheet too. 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Some of the worksheets for this concept are Mensuration, 9 area perimeter and volume mep y9 practice book b, Grade 4 geometry work, Even more area and perimeter word problems question, Area perimeter work, Grade 4 geometry work, Area and perimeter 3rd, Perimeter and area. Copyright : starcraft2cheats.co Acces PDF Area And Perimeter Worksheet Answers Copyright code: d41d8cd98f00b204e9800998ecf8427e.	<urn:uuid:8dc8931e-9421-4f07-9f18-cca09575455d>	CC-MAIN-2020-16	http://starcraft2cheats.co/area_and_perimeter_worksheet_answers.pdf	2020-04-07T01:14:20+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371662966.69/warc/CC-MAIN-20200406231617-20200407022117-00326.warc.gz	172,500,625	1,792	eng_Latn	eng_Latn	0.933857	eng_Latn	0.985208	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 261, 576, 899, 1164, 1416, 1679, 1947, 2315, 2634, 2884, 3155, 3481, 3782, 4089, 4417, 4769, 4972, 5283, 5598, 5851, 6216, 6506, 6787, 7069, 7345, 7709, 8032, 8266, 8399 ]	[ 2.015625 ]	1	0
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 \| \|---\|---\|	<urn:uuid:485855cd-b511-4bda-bc08-dfd5a8d90bd3>	CC-MAIN-2020-16	http://www.intrinsicchange.com/uploads/4/8/9/8/48980893/observing_our_thoughts.pdf	2020-04-07T00:17:00+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371662966.69/warc/CC-MAIN-20200406231617-20200407022117-00326.warc.gz	252,185,067	595	eng_Latn	eng_Latn	0.998609	eng_Latn	0.998609	[ "eng_Latn", "unknown" ]	false	docling	[ 2754, 2784 ]	[ 2.828125 ]	2	0
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.	<urn:uuid:d75da2a9-4b7f-4b10-bc2e-77df3575963e>	CC-MAIN-2020-16	http://jimhadams.org/eco/CEEBigPicture.pdf	2020-04-06T23:33:45+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371662966.69/warc/CC-MAIN-20200406231617-20200407022117-00327.warc.gz	100,074,490	867	eng_Latn	eng_Latn	0.997874	eng_Latn	0.998677	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1362, 2295, 2778, 2994, 3603, 4032 ]	[ 2.875 ]	3	4
"Where Learning Begins" PARENT HANDBOOK Revised 9/2018 Table of Contents Dropping off ............................................................................................................................. 13 Outdoor Recreation .................................................................................................................. 22 Children with Special Needs ..................................................................................................... 22 WELCOME We welcome you and your family to The Valley School, a Maryland State Department of Education accredited center, and look forward to supporting you in your role as parents. We value the uniqueness of each family and will make every effort to meet your individual needs. While The Valley School is primarily for your child, it is your school also. We encourage you to participate in our programs, invite you to observe our classroom settings, and enjoy an impromptu visit. We hope that you will find The Valley School to be a wonderful place that continues to strengthen your relationship with your child. As with any service organization, however, we must set forth policy to promote the common good and ensure compliance with state rules and regulations. This handbook is written as a guide to summarize helpful information and to highlight our policies. We encourage you to keep it on hand and use it as a reference, but it is not intended to take the place of open, personal communication. Please read over the handbook carefully and then complete, sign and return the handbook acknowledgement found in your enrollment packet. We encourage you to voice any concerns you may have to your child's teachers or to administration. The Valley School reserves the right to make changes to this handbook and the services offered but will provide at least 2 weeks' notice of any changes. Thank you for choosing the Valley School for your child. Mission Statement To provide a high quality, developmentally appropriate program for children ages 6 weeks to 12 years old and their families in the Middletown community. As caregivers and educators, our mission is to provide a childcare experience designed to promote each child's own individual social, emotional, physical, and cognitive development through play, which cultivates a child's natural desire to explore, discover, create, and become a lifelong learner. Philosophy Statement At The Valley School we believe that children are born ready to learn and that if the environment is safe, stimulating, and encouraging, as well as providing age appropriate activities that reflect the interests of the children, they can grow up being healthy and strong individuals. We believe that a child's social and emotional needs as well as a child's physical needs are the most important aspects that effect a child's ability to learn. We believe that parents are a child's first teacher and establishing positive relationships with the families is the first step in building a foundation for learning. Children learn best when parents are involved in their education. In our program we welcome all children and families. We believe that every child and family have a value to the program no matter what their diverse abilities, disabilities, or what social economic status, ethical or religious background they may come from. In our program we believe that children learn best through play. Our play-based curriculum incorporates activities from each of the following areas of development. Social emotional, language and literacy, fine arts, mathematics, science and social studies, and physical well-being and motor development for the growth of the whole child. We believe that learning is sequential and proceeds at different rates in each area for each child and we take into consideration the individual needs, abilities, and interests of all the children in our program. We believe that it is important that the staff members are highly qualified and stay up to date on the latest early education research strategies through continuous professional development to enable them to provide the best care and education to the children in our program. MSDE Accreditation In addition to the licensing regulations, we adhere to higher quality standards. The Valley School is accredited by Maryland Department of Education. Accreditation is a voluntary process in which programs commit to continuous quality improvement, to benefit children, families and staff. A program voluntarily pursues self-appraisal, program improvement and external program review to achieve and publicly confirm that they meet quality state standards set by the organization. You can find out more information as well as the standards at the following link: http://earlychildhood.marylandpublicschools.org/child-care-providers/maryland-excels/marylandaccreditation Maryland EXCELS Maryland EXCELS is also a voluntary Quality Rating and Improvement System (QRIS) designed to meet the needs of both families and child care programs. Maryland EXCELS recognizes the accomplishments of early childhood and school age programs and providers, offers information to families on choosing quality child care, and articulates to the public the level of quality in early and school-age care and education programs. Maryland EXCELS awards ratings through five progressive check levels that define The pathway to excellence. When a program joins Maryland EXCELS, the program has made a commitment to continuous quality improvement. This rating system helps Maryland achieve the following goals: * To recognize early childhood and school-age child care programs of all kinds that provide high-quality care and education; * To encourage programs to increase the level of quality they provide and to define a pathway to help them achieve excellence; and * To provide families with information and choices about high-quality early childhood and school-age child care options. Currently we are a level 5 and we do intend to strive for a 5, the highest possible rating, when we renew every year. You can find additional information about the EXCELS program at the following link: https://marylandexcels.org/choosing-quality/ GENERAL CENTER INFORMATION Licensing-Office of Child Care The Valley School is licensed by the Maryland State Department of Education Office of Child Care (OCC) and adheres to rigid enforcement of regulations that meet or exceed the minimum standards in child care. These standards relate to our physical facility, staff, health and safety procedures, nutrition, and record keeping. The center undergoes yearly licensing and fire department inspections. We support high standards in child care, as they are in the best interest of the children in our care. You can find the regulations at: http://marylandpublicschools.org/MSDE/divisions/child_care/docs/Subtitle_16_Centers _COMAR_Online.pdf If you have a concern or questions about a licensed or unlicensed programs you can find the following Parents Guide to Regulated Care at: http://marylandpublicschools.org/MSDE/divisions/child_care/licensing_branch/parent_ guide.html Hours and Closings The Valley School is open Monday thru Friday from 6:30 a.m. until 6:00 p.m. with the exception of the following scheduled days: * New Year's Day * Presidents Day (Professional Development Day) * Good Friday * Memorial Day * Independence Day * Professional Development Day in August (ample notice given) * Labor Day * Thanksgiving Day * Day after Thanksgiving * Christmas Eve * Christmas Day Our annual calendar can be found on our website, our Parent Board, as well at the sign in/out table. It includes all the holidays, events, and scheduled closures. Closing early: We are open from 6:30AM – 3:00PM New Year's Eve. In the event of inclement weather or a natural disaster, we will follow our inclement weather policy. We do not reduce or prorate tuition for holidays, vacations, inclement weather, or illnesses. Ages Served * Infants (6 weeks-12 months) * Toddlers (approx. 12 months-20 months) * Two Year Old's (20 months-36 months) * Pre-school (3's &4's) * Kindergarten Readiness (4's & 5's) * Before and After School (ages 5-12) * Summer Camp (ages 5-12) These are approximate ages of the children in these classrooms. Before a child may move to the next age classroom each child is individually evaluated and must meet several social/emotional, academic and developmental milestones. We will not move a child just because of their chronological age alone. There also has to be an opening in the next classroom. ENROLLMENT/REGISTRATION Before a child may attend The Valley School, certain paperwork will need to be turned in. The following is a list of paperwork that you can pick up at the front desk or you can also find it on our website. * Registration Form * Parent Agreement * Emergency Card* * Health Inventory * Immunization Record * Lead Addendum * All About Me * Photo Release * Parent Handbook acknowledgement Some other forms that may need to be completed as well are: * IEP/IFSP * Individualized Infant/Toddler Schedule (If applicable) * Emergency Health Care plan (If applicable) * Medication Administration Form (If Applicable) * Sunscreen authorization Form * Diaper ointment authorization (If applicable) * Cot Wavier (If applicable) All paperwork needs to be turned in to the front desk BEFORE a child may start. Parents are responsible for keeping the center informed at all times of any changes such as cell phone numbers, work phone numbers, authorized release persons, emergency contacts. Updates are also done annually at the front desk. New Enrollments New enrollments will be accepted throughout the year if there is an opening. Each spring, families will need to re-enroll their child for the next academic year and pay the annual activity fee. Waiting List If The Valley School is at full capacity for the age group you are looking for, you will be placed on a waiting list. There is no fee to be on the waiting list. Once an opening comes available you will be contacted by email or by phone. You will then have 1 week to decide if you want to take the spot. In most cases it is a first come first served basis. Children who are born to parents who have children already enrolled or staff that have children, take top priority. Re-enrolling TUITION AND FEES Registration Fees When you register your child, you will pay the non-refundable registration fee, annual activity fee and the last week deposit. This will also guarantee your child's place at The Valley School. This last week deposit is credited back to you upon receipt of your written two-week withdrawal notice. If such withdrawal notice is not given, the deposit is forfeited. Activity Fees Activity Fees will be collected during each fall registration period for all children and also again in the summer for ages 2 and up. Payments Tuition is due and payable the Friday before care. Payments can be dropped off in the tuition box outside the director's office or may be paid by credit card through our website, or by ACH. We also offer direct withdraw from your credit card or bank account. You will need to complete a form for us to do this. The form can be found at the front office. Processing fees There is an additional fee for any payments made with credit card or bank card. (see tuition chart for fees) Late fees A late charge of $25 is added to each week your tuition is late. If an unforeseen emergency arises that prevents you from paying your fees as agreed, you must contact administration as soon as possible. Repeated late payments will be cause for your child to be dropped from enrollment. Withdrawal/Program Changes Should it become necessary to withdraw your child from The Valley School, you are required to give two-week written notice to administration. Your last week's tuition deposit will be applied at this time. Otherwise, you are required to continue to pay tuition for two weeks after notification of withdrawal, regardless of your child's attendance in the program. Discounts Families enrolling multiple children will receive a five percent discount off the tuition rate of oldest child. Military families will receive a ten percent family discount. Additional Charges Extra days beyond the enrolled program time period are billed at the drop-in rate and are due with your regular weekly tuition payment. * Punctuality is a crucial element in the operation of our center, and we ask for your cooperation in adhering to these hours. Also, please be conscientious of your child's schedule. Late pick-up fees are one dollar per minute. These fees are due the following day before your child may be dropped off in the morning. Paid by CASH only. * Additional fees may be assessed for field trips, shirts, extra-curricular activities, photography etc. EARLY CHILDHOOD PROFESSIONALS Our Staff The Valley School's teachers are highly motivated and dedicated early childhood professionals. All our Lead Teachers are required to have a CDA (Child Development Associate), a two-year degree, or a four-year degree to teach at The Valley School. All of our co-teachers/ Associate Teachers have the 90-hour certificate or a Child Development Associate Certificate (CDA). Staff Development All Lead Staff are trained in Principles of Child Development, Methods in Early Childhood Programs and Child Guidance, Americans with Disabilities Act as it relates to child care, Basic Health and Safety, Breastfeeding. All staff is also trained in CPR and First Aid which is renewed every 2 years. Each year The Valley School requires continuing education requirements that exceed the MSDE Office of Child Care requirements. Credentialing The Valley School staff are required to participate in the Maryland Child Care Credentialing Program. This program recognizes child care providers who go beyond the requirements of state licensing. Our teachers complete at least twenty four hours of continuing education through professional conferences and trainings as well as a certain amount of Professional Activity Units each year. Our support staff also participates in ongoing training appropriate to their role at The Valley School. For more information on credentialing can be found at: http://earlychildhood.marylandpublicschools.org/childcare-providers/office-child-care/credentialing-branch/child-care-credential-program We are committed to our staff and recognize them as vital components of a successful program for your children. We make every effort to ensure the work environment is pleasant and supportive of their needs. We value each staff member's life experience and want to empower him or her as individuals. We support staff development and continuing education because we believe that adults who are learning bring that same enthusiasm for learning to the children. COMMUNICATION Kid Reports The Valley School uses Kid Reports to keep you informed of your child's daily activities. Each day you will receive a daily email with pictures informing you about their day. Calendars The Valley School publishes a monthly activity calendar as well as a yearly calendar to keep you informed of our activities, upcoming events and school closings. Bulletin Boards Quite a bit of information is listed on the classroom and center Bulletin Boards. Please check there for any updated information. Thursday Folders The Valley School also communicates with families weekly via Thursday Folders. These folders may include completed artwork, projects, informational fliers, notes from teachers, reminders, curriculum information, etc. Please return the folders the next day so we can have them ready for you the following week. Emails We also send email blasts on a regular basis Newsletters Each classroom has a monthly newsletter which will be in the Thursday folders and will be sent by email. You can also find the current Newsletter on the parent board. Facebook/Twitter You can also find us on Facebook and Twitter. DAILY PROCEDURES Dropping off Children's safety is important to us especially during arrival and departure times. It is important to sign your child in and out each day. Sign-in/out sheets are located on the table by the front door. When you sign your child off in at The Valley School, you also certify that to the best of your knowledge, your child is in good health and can participate fully in all activities. 1. Parent/Drop off person must sign the child in every day. 3. Please have your child wash their hands or use the supplied hand sanitizer when entering and leaving the classroom to help prevent the spread of germs. 2. Parents are required to accompany their children into their classrooms and get the attention of the teacher to let them know that they are responsible for the child now. 4. It is also important that children are aware that their parents are leaving. While this acknowledgement may result in an occasional emotional upset, parents should take comfort in knowing that such separation anxiety usually ends by the time the parent reaches the front door. Please don't bring your child to school at naptime. This will most likely upset the child and the other children who may be sleeping. Your child most likely will cry and wake the children up. A lot of times the child will fall asleep in the car on the way back from an appointment and so they will not sleep at the center. The child will have missed the fun activities of the day and who wants to just come to child care and go down for a nap? Pick up Procedures 1. A child may not leave the classroom before the parent has entered. 3. If a person other than someone that is listed on the emergency card is picking up, please notify the office in advance. 2. When picking up a child, make sure that the teachers acknowledge you and the child leaving. This way the teacher knows how many children she is responsible for and that time. 4. Children will not be accepted or dismissed through the gate on the playground. It is necessary for the parent to come in the building and sign Authorized Pick up Persons Parents are required to list the name, address and phone number of each person other than the parent who is authorized to care for their child in an emergency. Parents or any other person designated to pick up a child must be prepared to show picture identification to The Valley School staff. Children are not released to any other person not named on the emergency card, unless we have prior written request from the parent. Children are not released to anyone younger than sixteen years old unless specified in a letter that is signed by the parent. Absences If your child will not be at school, please contact the office by phone or email to let us know. We will relay the information to the teacher. Visitors Parents and other authorized family and friends are always welcome at The Valley School. We do encourage you to consider the children and their work and ask that you enter their classroom with quiet respect. Birthdays and Other Parties Every child's birthday at The Valley School calls for a special celebration and parents are encouraged to join in the festivities. For example, parents are welcome to bring special treats in recognition of a festive occasion, but we request advance notice. Also, because we are a nut-free facility, please limit your celebration to a simple, storebought snack and/or drink at our scheduled snack time. Unfortunately, we cannot allow gift exchanges, piñatas or excessive food. Invitations may be placed in children's cubbies or may be sent to the administration to be emailed out to classmates. Sleeping Arrangements After lunch, restroom use, and hand washing, the children will take a nap or rest quietly on their individualized cots for ages 18 months-5-year old's. After forty-five minutes of resting quietly, those children who are not asleep may read a book or do another quiet activity on their cot for the duration of the rest time. The classroom will resume scheduled activities once most of the children in the classroom are awake. We ask that you please take your child's sheets home each Friday to be washed and returned. The Kindergarten Readiness class doesn't "nap". They instead have a 30 min quiet time. You may request for your child to nap if so desired. Clothing Please be sure that your child's name is clearly marked, with a permanent marker or special labels, on all articles of clothing and sheets etc. so that we can minimize the loss of personal belongings. In the event of a missing item, please notify us promptly. Unclaimed items are donated to charity. Clothing should be comfortable, easy for the child to manage (buttons in front, elastic waist bands, etc.) and appropriate for "messy" activities, such as creative arts and outdoor recreation. Clothing that comes on and off easily, without adult help, gives your child added confidence and avoids toileting accidents. Closed-toe shoes, sneakers or other soft-sole shoes are advised for the prevention of injuries. NO open-toed shoes or flip flops will be allowed on the playground. We ask that infants, toddlers and 2-year old's have two changes of clothing and a supply of disposable diapers and wipes. Preschoolers should have one change of clothing. A sweater or jacket should be brought to the center during the spring/fall months and Coat, hat, and gloves for all children during the winter months. We never know from day to day what the weather will be. Inclement Weather Policy We make every effort to remain open during inclement weather. Our goal is to make sound decisions based on the safety of families and staff, while still meeting families' needs for child care. We make every effort to communicate a decision to close or delay opening as quickly as possible. Decisions are announced no later than 5:45 a.m. There are several ways to learn about center closings or delays: website posting, e-mail, our social media sites, and recorded phone message. If the program closes early, you will be notified by phone and e-mail as well as a posting on our website. It is imperative that you arrange to have you child picked up as soon as possible in the event of an early closing. Staff will stay until all children are picked up. Personal Belongings It is difficult for young children to share toys and personal belongings with other children. Likewise, it is difficult for the staff to monitor all the many belongings children might bring from home. As a result, with the exception of show-n-tell, please leave all toys at home. Personal items for naptime at The Valley School should be limited to a pillow, sheets and blanket, naptime toy for resting. Children are encouraged to bring a book for the teacher to share during group times. Toilet Training When the parents, teachers and the child are ready to work on toilet training, we all work on it as a team. The teachers and parents will discuss training procedures on an individual basis. Let us know what techniques you are going to use such as (giving an M&M each time they go), what words you use, and we can give you our ideas if needed. Please bring several changes of clothing and an extra pair of shoes. Potty training must start at home over the weekend and then we will continue training during the week. Children typically must be toilet-trained before entering the Ponies room. CURRICULUM Infants -3years- The Creative Curriculum® for Infants, Toddlers & Twos, published by Teaching Strategies, is a comprehensive, research-based curriculum that helps teachers and caregivers understand developmentally appropriate practice and how to offer nurturing daily routines and meaningful experiences that meet children's strengths, interests, and needs. Creative Curriculum is an approved by the Maryland State Department of Education. In addition to the Creative Curriculum we also use "Healthy Beginnings". Healthy Beginnings is a resource to help the teacher's nurture the tremendous potential for learning and growth that every child has… that every child is born with. Specifically designed for caregivers of infants and toddlers from birth through age three, Healthy Beginnings gives us knowledge and support around child care and child development, and the Activity Planner helps provide fun, developmentally appropriate activities that build young children's skills and promote all kinds of learning. For our Pre-K 3's- For the Kindergarten Readiness, (4 and 5 yr old's) we use "The DLM Early Childhood Express", by McGraw Hill as well as the Maryland State Voluntary Curriculum to guide our planning. The DLM Early Childhood Express offers a comprehensive Pre-K child-centered curriculum with strong teacher support and 21st century technology. The curriculum links connections in literacy, math, science, social studies, fine arts, health and safety, personal development, physical development, and technology Lesson plans will be posted on the parent board each week. Centers In conjunction with our curriculum, most of our classrooms are organized into centers. In Dramatic Play we have such items as dress ups, plastic foods, pots and pans, and dolls of different ethnicities. For example, if the children are talking about a Pizza Parlor then we make a Pizza Parlor prop box and place it in dramatic play. For the Science/Sensory area there is a sensory table with different materials for the children to manipulate. These materials include magnets, nature items, sorting trays and sensory bottles and are periodically rotated. In Block Play there are serval types of building blocks, cars, people, writing, and math. In our Language and Literacy areas we have soft seating and books in a variety of subjects and made of different materials in the Library. We also include books made by the class. The children have access to writing materials, paper and crayons to write letters and numbers in the Writing center. In the Math area there are math games, unifix cubes, numbers, beads and string, an abacus, and a balance and rulers to weigh and measure items. In our Art area we typically have an easel, paint in many colors, crayons and markers. Materials The materials, toys, and equipment used in our program support children's developing social skills and interest in adult roles, growing imaginations, increasing motor skills, and rapidly expanding vocabularies. We provide learning materials that are accessible on low shelves and shelves labeled with pictures and words to aid the children in putting them away in the correct place. Our materials are developmentally and age appropriate and support the social, emotional, physical, and cognitive growth of children. Our materials are appropriate for children of all abilities and are conducive to multiple modes of exploration. We ensure that books, dolls, toys, clothing, music and displays reflect the culture and ability of the children enrolled in the program. We provide books, some of which are in different languages and about different countries. We offer paint, paper and crayons in multicultural colors, and dramatic play outfits from different countries to name a few examples of our multicultural environment. Our materials are rotated on a weekly and/or monthly basis depending on the children's interests. Different types of Music are played throughout the day. The children often play with musical instruments and sing songs, daily. At The Valley School, we believe that play and fun are critical to learning. We also want the children to be excited about coming to the center. We incorporate into weekly themes and classroom items that interest the children. We also offer Spirit Days, Pizza Day, and interest-based activities and service-based learning projects for our before and after program, among other things. ASSESSMENTS Development Screening In accordance with state licensing regulations, we use a developmental screening tool "Ages and Stages" with each child. The screenings will occur in the first 45 days of the child's enrollment. We will share our findings with the parents. Our staff are trained in using the tool. Developmental Progress Lead Staff observes children's progress and conducts ongoing assessments throughout the year. The teachers observe the children daily and make anecdotal notes when necessary. These observations help them when preparing lesson plans. They also spend time collecting items for the portfolios during the year and doing the checklists/assessments that are included in the curriculum when they are required. The Lead teachers do formal assessments with the children three times a year. Fall, winter, and spring. We share this information with the parents twice a year. Once in the fall, and then again in the spring. CHILD GUIDANCE AND DISCIPLINE POLICIES A critical area of our curriculum is helping children gain self-control. This goal is best achieved in a loving, supportive environment where children are treated with respect and fairness. Our philosophy on discipline is based on respect for the child. The key to success for children is in preparing a supportive learning environment and using selective intervention to guide children in their behavior. We believe that when the environment and activities are prepared with age appropriateness in mind and presently correctly, children can initiate their own play and exploration, and the need for teacher control is reduced. Our policy in helping children gain self-control is to intervene and redirect energies before problems begin. Our positive discipline approach consists of redirection, choices, consequences, warnings, supplying language, and problem-solving. We cannot write enough guidelines to fit every child or situation. Therefore, each child is treated as an individual, and parents are expected to work as partners with The Valley School staff in helping the child practice self-discipline in the classroom. When an unacceptable behavior begins to occur at The Valley School, the teachers will inform the parents and a behavior reports may be filled out. If the behavior continues to occur, the parents will be asked to participate in a conference to develop a plan to correct the behavior in a positive way. The plan will depend on the child and the situation. We recognize that children often respond to changes and situations they do not fully understand. It is important that you keep The Valley School staff informed of matters that may be affecting your child's behavior. In this way, we can offer support when they are at our school. Our goal is to assist you in raising a happy, well-adjusted child. We can accomplish this goal best through mutual respect and support. We are confident that you, as a parent, will give us that support. Biting Policy As we know, biting is a common occurrence among children who do not have language to express their feelings. We understand that biting is normal at certain ages, but it is not an acceptable means of resolving issues. At The Valley School, we will take immediate action in the classroom as well as with the family regarding any biting incidents. Whenever a child is bitten, the teachers must first comfort the child. Next, the wound should be washed with soap and water. Then ice should be placed on it. Once the child has returned to play the teacher must write an incident report for the child that was bit and a behavior report for the child that did the biting. Then the parents of the child that was bitten will be called and informed of the incident. The parents of the child that did the biting will be informed at dismissal. Once a child has become "a biter", the staff will be responsible for keeping an eye on that specific child by observing, shadowing, and separating the children before an incident occurs. If a specific biting incident continuously occurs, and if we do not receive appropriate cooperation from the family or the children are continuously getting hurt, we may elect to withdraw the child from our facility. PARENTAL INVOLVEMENT We hope that The Valley School is one of many enriching experiences in you and your child's lives. Because we recognize that you are entrusting us with your most precious family member(s), we want you to consider The Valley School as part of your extended family. Consequently, you are considered an essential element in every facet of your child's activities at The Valley School. We strongly encourage families to participate and are encouraged to share their hobbies, talents and cultural backgrounds. Some suggestions for parental involvement include: * Get involved in the Parent Advisory Committee * Help with center events throughout the year * Attend school celebrations * Attend a fieldtrip * Volunteer to visit the classroom and read a story * Donate a book or other supplies and materials Parent-Teacher Conferences Children's assessments are conducted throughout the year to provide parents with an overview of their child's developmental progress. Throughout the year, we conduct portfolio assessments, which involve the collection of multiple samples and repeated observations of the child's performance in naturally occurring situations. We also evaluate the child's developmental progress through notation during group as well as one-on-one interactions between the teacher and individual students. Parent-teacher conferences are also held biannually. Once in the fall and once in the spring. During these conferences, we take the time to answer any questions or concerns parents may have regarding their child's experience at the center. These conferences also enable parents and staff to work closely to meet each child's specific needs. Parents and teachers are also free to request additional conferences any time they wish. We utilize the information gathered during children's assessments and parent-teacher conferences to improve and to update an individualized curriculum for each child. Parent Advisory Committee The Parent Advisory Committee (PAC) is made up of parents who have children enrolled at The Valley School and are interested in sharing their opinions and supporting our program. At these meetings we brainstorm ideas for planning new events for students and families and discuss school-related topics. Minutes are sent out to all enrolled families. Please see monthly calendar for dates. Child care is provided, if needed. Resolving Parental Concerns Occasionally, differences in philosophy or child-rearing practices may occur in the child care setting. All concerns about your child's care should be discussed promptly with a teacher or the administration to come to a resolution that will best support your child. Be sure not to discuss a child in front of the children and other staff that aren't involved. If a concern is going to take a while and takes the attention of the teacher away from the children, then please request that the director or assistant director can step in the supervise the children. Our priority is the children and their safety. All efforts to arrive at a mutually agreed upon solution will be made. If a solution cannot be agreed upon, parents may request a meeting with the Owner of The Valley School. The Valley School asks that parents communicate with teachers while the teachers are at the Center. Please refrain from calling staff at home to discuss issues related to the Center. If there is an emergency, please call the Director or Assistant Director of the Center before calling any other staff member. We greatly appreciate your cooperation in respecting the personal and family time of the Center's employees. Classroom Observations Parents are encouraged to visit their child's classroom for added insight into our programs. You are welcome to schedule a follow-up discussion with teachers or administration to offer comments or suggestions. Volunteers We extend an open invitation to parents to observe or participate in their child's classroom whenever desired. Parents and volunteers are encouraged to accompany the children on field trips and help on special projects throughout the year. Occasionally, we will have a high school student come and do volunteer work. Volunteers will never work with children under 3 years of age, be alone with any children, be counted in the teacher ratios, and will never be in the bathroom with a child or change a child's diaper. Volunteers will wear a badge letting you know that they are a volunteer and not a staff member. Parental Discipline Protocol The Valley School asks that when you pick-up your children from the classroom, if you notice a situation that warrants disciplinary action, please notify the teachers in the classroom or administration. Please do not take it upon yourself to discipline any students in our care. Parents entrust The Valley School and our teachers to discipline students according to our policies. Please make sure that your child is following the rules while at the Valley School. This includes but is not limited to using walking feet, staying with parents, and only exiting the front door with a parent. HEALTH At The Valley School we encourage children's healthy growth and development by providing daily physical activity, outdoor play, by serving nutritious snacks. Allergies If your child has allergies, please ensure that you have included that information in your enrollment forms. An "Allergy Action Form" must be completed. This will inform the administration and staff of the steps to take if your child should come in contact with an allergen. Immunization Requirements In accordance with state licensing requirements, each parent must submit a doctor's certificate and immunization record upon enrollment. These records are kept on permanent file at the center and must be updated as your child receives immunizations. For current immunization requirements click on the link https://earlychildhood.marylandpublicschools.org/system/files/filedepot/3/age- appropriate_immunization_requirements_for_children_enrolled_in_child_care_programs-_2014-2015.pdf Administering of Medication Any time that a child is required to be given medication at The Valley School, parents must complete a Medication Authorization Form. If the medication is a prescription medication, both the parent and the physician will need to sign the form. This form can be found on our website or at the front desk. According to state licensing requirements, the medication must be kept in its original container and clearly state the following information: * child's name * doctor's name * prescribed dosage * time to be given At least one dose of the medication must be given at home in order for the parents to monitor the child's reaction to the medicine. * date For over-the-counter medications, licensing standards state that we must administer the medication in amounts according to the label directions or as amended by a physician in writing. Medication can only be administered by a staff member who has been certified to administer medicine. The Valley School houses all medications in a secure place, well out of reach of children. We maintain dated records, the amount of medicine dispensed, and the name of the staff person who administered the medication for one year. We also provide refrigeration when necessary. Medicines are returned to you or properly disposed of when they are no longer required by your child. Sunscreen We do provide sunscreen, "Rocky Mountain" for those parents who are interested in having it applied to their child. If you would like to use a different brand you will need to provide it. Parents will need to fill out a permission slip for us to apply any sunscreen. Forms can be found on our website or at the front desk. Please apply sunscreen to your child in the morning and the staff will apply it in the afternoon and before water play/swimming. This will help us tremendously. Diaper cream, lip balm or skin cream We must have written parental authorization to administer. Parents wishing to personally administer medication (during the time he child is in care) may do so-however, the parent must indicate on the paperwork that they did so. Illnesses Our priority at The Valley School is providing a healthy, safe learning environment for all children. While we take precautions to protect your child against illness, most children experience a normal number of infections and illnesses throughout the year. In such cases, we will notify you if it is necessary to take your child home or to the doctor. We will provide a quiet, calm place for your child to rest in the classroom or the reception area until your child is picked up. Children will be sent home as soon as possible if any of the following is experienced: an illness prevents the child from participating comfortably in activities (as determined by the staff); an illness results in a greater need for care than the staff can reasonably provide without compromising the health or safety of other children in the classroom; or a child is experiencing any of the following conditions which State licensing regulations say it is necessary for a child to be excluded from care: * Fever (100.4) accompanied by behavior changes or other signs/symptoms of illness. Child must be fever free for 24 hours without the aid of Motrin or Tylenol before returning to the center * Diarrhea (not associated with diet changes or medications) until diarrhea stopped and the child has regular bowel movements. * Vomiting – Child must be symptom free for 24 * Strep Throat- excluded for 24 hours after antibiotic has begun * Severe cough or wheezing- difficult or rapid breathing until seen by a professional * Excessive greenish or yellow nasal discharge, indicating possible infection * Mouth sores with drooling, unless a health care provider determines the sores are not contagious * Rash with fever or behavior change, until a physician determines that these symptoms do not indicate a communicable disease * Pink eye (conjunctivitis) until after treatment has been initiated * Head lice-child must be "nit-free" before returning to the center. * Abnormal behavior-Signs/symptoms of severe illness, including lethargy, uncontrolled coughing, inexplicable irritability or persistent crying, difficulty breathing, and/or wheezing In addition, we also ask that your child be symptom free for 24 hours without the assistance of fever reducing medication before returning to school. Should your child become exposed to an infectious disease at The Valley School, we will notify you promptly. In return, we request that you report to us when your child has been exposed to or diagnosed with a particular infection or disease. A written statement from a parent or physician is required before a child may return to the program after an absence of three days or more due to illness. Outdoor Recreation Outdoor recreation for fresh air and exercise is scheduled twice daily, weather permitting. Each playground has developmentally appropriate climbing structures for each age group. A park-like playground is aesthetically pleasing as well as conducive to normal muscle development and creative use of space. Your child is given the opportunity to climb, balance, stack, and simply enjoy nature. In addition, the children enjoy playing ball, participating in group games, and experiencing a variety of textures. The school agers will take trips to the parks throughout the year. Parents will need to sign the annual permission slip to allow the children to go. The children may take walks away from the building on the sidewalk out in front of the school when it is too wet to play on the playgrounds or to incorporate themes to enhance their curriculum. The infants will be strolled in the stroller and the toddlers, twos, and three-year old's will hold the rope or the teacher's hands. Children with Special Needs At The Valley School, we believe that every child should have a successful and meaningful experience. We will do everything we can to include every child; however, administration and the parents will work together to decide if we are able to accommodate a child with special needs. Upon enrollment, we would like a copy of your child's IEP, or any other individualized plans to enable the teacher to tailor your child's curriculum regarding any disabilities or other special learning needs. Cleaning, sanitizing and disinfecting Cleaning, sanitizing and disinfecting are important steps to removing dirt and reducing the spread of germs in child care settings. Each classroom has a cleaning chart that needs to be done and checked off every day. We use a solution of regular household bleach and water. This solution is effective and an easy way to remove or kill germs found on surfaces in child care. Bleach and water solution may be used in several ways: * Dipping the object into a sink or pan filled with the bleach and water solution then letting the item air dry. * Using paper towels soaked in bleach water solution to wash surfaces, then letting the surface air dry. * Using spray bottles to thoroughly wet a surface, then allowing the surface to air dry. Tables are cleaned and sanitized before and after eating. All containers of bleach/water solution are made daily. The bathrooms and sinks areas in the classroom are cleaned daily. The carpets and floors are vacuumed and mopped daily also. Handwashing All staff and children need to wash their hands often to prevent the spread of disease to children and staff members. Handwashing procedures are located near the sink. Below is a list of ideal times to wash hands. When staff should wash their hands * Upon arrival in the classroom * When changing from one group of children to another * Before preparing or serving food * After eating food * After diapering/toileting a child * After contact with bodily fluids (vomit, blood, mucus) * Before and after administration of medication * Before and after sensory play, including water play * After coming indoors or returning from a break * After handling pets * After using the restroom When the children should wash their hands * Upon arrival in the classroom * Before eating, drinking or preparing snacks for others * After eating * After using the toilet or having their diapers changed * After contact with bodily fluids (vomit, blood mucus) * Before and after sensory play, including water play * After returning indoors from the playground * Use soap and warm running water * Rub hands vigorously for at least 20 seconds (sing the "ABC's"). * Wash all surfaces, including backs of hands, wrists, under fingernails with fingers pointed to the sink drain * Rinse hands well with the water running * Dry hands with a disposable towel * Turn off water with the paper towel If the children are too young to do it themselves, the teachers will assist the children. Food and Nutrition Snacks Good nutrition is an essential ingredient in our child development program. The Valley School prepares and provides two snacks daily. Each snack is planned to meet a child's nutritional requirements and is presented in an appealing manner. The Valley School provides snacks that include whole grains, fresh fruits and/or vegetables, and limits fat, sugar and salt in food served by the program. The snack menu is posted on the parent boards and can be found on our website as well. Breakfast/Morning Snack The Valley School provides a morning "snack" between 7:30 and 8:30. Typically, this is some type of breakfast item such as pancakes, Nutri grain bars, cereal, toast etc. If your child needs to eat before this time or doesn't want to eat what we are having for breakfast, you may bring your child's breakfast. Lunch Parents are expected to bring a packed lunch from home. Please put an ice pack in the lunchbox if anything needs to be kept cold. Staff will warm up any food that needs to be warmed. Snack Afternoon snack is served between 3:00 and 4:00 pm depending on which classroom your child is in. Milk We serve whole milk to the children under 2 and 1% to the older children with breakfast, lunch and snack. Infants Food For children in our infant classroom, parents must provide all food (i.e., formula, breast milk, table foods, jar foods, snacks). Bottles Bottles need to be prepared each day and brought to the center ready to be warmed in the bottle warmer. Breastfeeding We will provide a comfortable area with a rocking chair which enables mothers to breastfeed their child. Parents have the right to breastfeed or provide breast milk for their child. Pizza Day Once a week we have Pizza Day. Each child may bring $2 and we will order pizza for them for lunch. Nut Free Because we are a nut-free facility, we ask that any food brought from home be nutfree. We utilize mealtime to instill in children at an early age the long-term benefits and the joy of healthful eating habits. All meals are served in the classroom, and teachers eat with the children in a family-style manner. We encourage parents to drop by for lunch with their children. SAFETY Keeping Records Current and Confidential To provide emergency medical care to children at The Valley School, we require signed authorization by each child's parent or legal guardian. This form contains vital information about each child, such as parents' office and home phone number and addresses; and the name, address, and phone number of the child's physician. This form must be kept current and on file if the child attends The Valley School. Please notify us of any changes. We will request updated contact information on an annual basis. Children's files are stored in the front office. All child and family information will remain confidential unless a legitimate need exists to share such information. Furthermore, this information will not be disclosed to relevant persons without written permission by a parent or guardian. Access to the building To ensure the security of the children at The Valley School, administration is readily available at the front door to greet incoming guests. If administration does not recognize a guest, the guest will be asked to provide a photo identification card before he will be allowed to proceed through the building. All our playgrounds are enclosed by vinyl fences with safety latches. Each classroom is designed with safety features, including two exits. Key Fobs Each family will be assigned 2 key fobs which will allow them to enter the facility. Please don't allow anyone to enter the building with you that you don't recognize. The key fobs will need to be returned once you withdrawal from the program. A deposit of $5 per key fob is required which will be returned to you when you return the key fob. Field Trips Information regarding the field trips will be presented in your child's monthly classroom calendar and in your Thursday folder. This sheet serves as a permission slip to allow your child to attend the field trip. This sheet will need to be signed and initialed for your child to attend the field trip. During field trips, the teacher and the bus driver will have cell phones to call for help whenever necessary and first-aid kits to address any injuries. Photos The Valley School has a strict policy that prohibits teachers and staff from taking pictures of children for purposes other than those outlined in the Photo Release Form or for sharing with families as appropriate. Parents also have the option of restricting this, which should be indicated on the Photo Release Form in your child's file. Volunteers We also periodically use student volunteers who have been carefully screened and interviewed before working at the center. These volunteers interact only with children ages 3 years and older and are always supervised by a staff member. Volunteers are never counted in staff to child ratios and wear volunteer badges. They may help by playing educational games with children, providing homework assistance, or assisting with administrative tasks in the office. If you have any questions or concerns about our student volunteer program, please feel free to speak with the Director or Assistant Director. In the event of a disease outbreak, The Valley School will contact the Health Department and proceed according to their instructions. In the unlikely event that The Valley School has an intruder/volatile person, we will contact the local police department and follow their instructions. In the unlikely event that the center is ever severely damaged or declared unsafe, the staff will evacuate all children to a designated emergency shelter to wait the arrival of a parent or guardian. Most likely, we will evacuate to the Thompson Funeral Home located next to and behind our building. In the event of such an emergency, the administration of The Valley School would notify each child's parent. In the event of inclement weather or a natural disaster (floods, tornadoes, hurricanes, etc.), we will follow our closing policy. GENERAL EMERGENCY PROCEDURE GUIDELINES Injuries/Accidents If your child is hurt while at The Valley School, an injury/accident form will be filled out. Depending on the severity of the incident, the parent will either be contacted by phone or informed at time of pick up. The parent will need to sign the form. If you would like a copy of the form you may ask the teacher to make you a copy. In the event of a medical emergency If a person becomes ill or injured at the center the following procedures will be followed: 1. The staff member who witnessed the emergency will remain with the injured person. 2. The Director or Assistant Director will call 911 3. The Director/Assistant Director will attempt to contact the parent(s) at all available telephone numbers. If a parent cannot be reached, the individuals listed as emergency contacts/authorized pick up persons on the Emergency Card will be called. 4. If a child needs to be transported to the hospital, a staff member familiar to the child will remain with the child until the parents/relative arrives and takes custody of the child. Children who are ill or injured will be sent to the office and remain under the supervision of the Director and/or Assistant Director until a parent arrives. An incident/sick report will be filled out and the parent will need to sign it when they arrive. Fire We teach the children about fire safety and have the Middletown Fire Company come and talk to the children during the year. In accordance with the Maryland State Law, The Valley School conducts fire drills on a monthly basis. It is crucial to the safety of the children that they learn proper emergency evacuation procedures. In our effort to simulate emergency conditions during fire drills, children are required to line up and exit the building, dressed as they are, and walk down the sidewalk, as quickly as they can, with a teacher in the front and one in the back of the line, over to Thompson Funeral Home parking lot. The teacher takes with her the first aid kit, the children's emergency numbers, and the attendance tablet. When the class arrives at the Funeral Home parking lot the teacher then takes attendance to make sure all the children are accounted for. The Director/Assistant Director check the building for children that may have accidentally been left behind, then proceeds out to the classes in the parking lot. She checks to make sure that all children are accounted for. * If there isn't a fire, the director announces that it is safe to go in the building and everyone returns to their classroom. * In the event of a real fire, someone will be instructed to call 911 and the parents/emergency contact will be contacted, as soon as possible. Evacuation plans are posted in each classroom. Shelter in Place 1. Once the staff is told to Shelter in Place the staff will collect the classroom first aid kit, and attendance tablet. 2. Staff member closest to the hallway exit is responsible for leading children out that exit and to the designated shelter area. Every classroom must stay together as a group. 3. The infant and toddlers shall enter the kitchen first. 4. All the other classrooms will place themselves in the hallway in front of the kitchen and away from windows and doors. * Once assembled in the designated shelter area, (Hallway in front of kitchen) the Lead Teacher is responsible for using the Kindle or classroom attendance sheet to ensure all children are accounted for. [x] Staff member farthest from the interior exit is responsible for ensuring everyone has evacuated the classroom. [x] If the Lead Teacher is not present, the Full Time Assistant Teacher assumes this responsibility. * The Director and/or Assistant Director will verify, as soon as possible, with Lead Teachers that all children are accounted for. * All children and staff must remain on the floor in the designated shelter area and wait to receive an "all clear" from the Director and/or Assistant Director. * During a tornado warning, the Director and/or Assistant Director will be responsible for monitoring weather information by radio and will keep staff members informed of emergency weather changes. Intruder or Dangerous Adult Procedures A dangerous adult is considered someone who is displaying inappropriate or threatening behavior, carrying a weapon, or showing signs of intoxication from either drugs or alcohol. This also includes an individual that is prohibited by court order from picking up or having contact with a child. If there is an intruder or dangerous adult in the center: * Staff members in the immediate area will position themselves between the children and intruder/dangerous adult. * A staff member will attempt to have the parent/intruder move to the hallway and close the classroom door, while a second staff member calls the Director or Assistant Director to assist with the situation. In the event of an intruder or dangerous adult: * ALL staff and children must return to their classrooms; lock all classroom doors; and sit on the floor away from doors and windows. Wait for an "All Clear" from the Director or Assistant Director before continuing with activities. * The Director and/or Assistant Director, or a staff member designated by the Director and/or Assistant Director, will contact the Police Department to notify them of the situation. * The Director and/or Assistant Director will instruct the intruder or dangerous adult to leave the premises, maintaining visual contact with the individual until the police arrive, or until the individual leaves. In the event of an intoxicated parent: * The Director and/or Assistant Director and Lead Teacher will talk with the intoxicated parent about alternative arrangements for pick up, while another authorized pick up person is contacted. * If another authorized pick up person cannot be reached, the child must be released to the intoxicated parent. * The Director and/or Assistant Director, or Lead Teacher will inform the parent that the police will be notified. * Call the Police Department and inform them of the situation. Provide as much information as possible, including parent's name, make/model of the car, and license plate number. Blizzard/Severe Winter Weather * The Director and/or Assistant Director will monitor the weather and local news stations throughout the day to determine when it is appropriate to close the center early or cancel care for the following day. * Lead Teachers are responsible for contacting parents to inform them of the early closing. Routine classroom activities will continue until parents arrive. Lightning * All children must immediately return indoors when lightning is observed. Children playing under or around a tree must be immediately removed from the area. Missing or Abducted Child * In the event of a missing child, the Lead Teacher will search for the child in the immediate area, while another staff member calls the Director and/or Assistant Director to help with the search. * If the child cannot be found in a reasonable amount of time, the Director and/or Assistant Director will notify the Police Department and the child's parents. * In the event of an abducted child, the Lead Teacher must immediately contact the Director and/or Assistant Director, the Police Department, and the child's parents. Power Failure * Staff members and children should remain in the classroom and if possible, proceed with activities as usual, or may go to the outdoor playground until power resumes. * If power cannot be restored within a reasonable amount of time, the center will close and parents contacted. * Lead Teachers are responsible for contacting parents to inform them of the closing and of the need to immediately pick up their child. * Activities will resume as possible until parents arrive. Bomb Treat If a staff member receives a bomb threat or locates a suspicious package, the Director or Assistant Director must be immediately notified. DO NOT ATTEMPT TO MOVE A SUSPICIOUS PACKAGE. The Director or Assistant Director will contact the Police Department. IF YOU ARE ON DUTY IN CLASSROOM: * Position yourself between the children and impending threat, as much as possible. * Collect the classroom first aid kit, classroom binder, and attendance clipboard. [x] Staff member closest to the outdoor exit is responsible for leading children out that exit and to the designated meeting place: Thompson Funeral Home. Every classroom must stay together as a group. [x] Staff member farthest from the outdoor exit is responsible for ensuring everyone has evacuated the classroom. * Once assembled at the designated meeting place, the Lead Teacher is responsible for using the classroom attendance clipboard to ensure all children are accounted for. [x] If the Lead Teacher is not present, the Full Time Assistant Teacher will assume this responsibility. The Director and/or Assistant Director will verify, as soon as possible, with Lead Teachers that all children are accounted for. Earthquake In case of an earthquake, staff members will assist children in seeking shelter under tables or outdoors and away from buildings. The first aid kit, classroom emergency binder and classroom attendance clipboard should always remain with the Lead Teacher. When notified by the Director or Assistant Director that the situation is safe, the Lead Teacher must use the classroom attendance clipboard to verify all children are accounted for. Parents will be notified as soon as possible. Parents may review more details regarding our Emergency Preparedness Plan upon request. Anti-Bullying The Valley School takes matters of bullying very seriously and is committed to a safe and civil educational environment for all children, free from harassment, intimidation or bullying. "Harassment, intimidation or bullying" means any intentional written, verbal, or physical act, when the intentional written, verbal, or physical act: * Physically harms a student or damages the student's property; or * Has the effect of substantially interfering with a student's education; or * Has the effect of substantially disrupting the orderly operation of the school. * Is severe, persistent, or pervasive that it creates an intimidating or threatening environment; or Nothing in this policy requires the affected student to possess a characteristic that is a perceived basis for the harassment, intimidation, or bullying, or another distinguishing characteristic. Harassment, intimidation or bullying can take many forms including slurs, rumors, jokes, innuendo's, demeaning comments, drawings, pranks, gestures, physical attacks, threats, or other written, oral or physical actions. "Intentional acts" refers to the individual's choice to engage in the act rather than the ultimate impact of the action(s). This policy is not intended to prohibit expression of religious, philosophical, or political views, provided that the expression does not substantially disrupt the environment. Many behaviors that do not rise to the level of harassment, intimidation, or bullying may still be prohibited by other policies or classroom rules. False reports or retaliation for harassment, intimidation or bullying also constitutes violations of this policy. In cases of bullying, our disciplinary policy will be followed. POLICY AND PROCEDURES Media Free Our center is a media free center. We don't have a TV, computers, I-pads etc. for the kids. We believe that the children are here to learn, and enough time may already be spent at home using electronics. Cell Phones Staff—Will never be seen using a cell phone while they are to be supervising children. 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SPRINGWELL COMMUNITY COLLEGE Anti-Bullying Policy This policy is based on the Department for Education guidance 'Preventing and Tackling Bullying. Advice for Headteachers, staff and governing bodies', July 2017 Introduction At Springwell Community College we aim to provide a safe, caring and friendly environment for all our students to allow them to learn effectively, improve their life chances and help them maximise their potential. We recognise there is a need to safeguard the welfare of all those within the college community and to encourage co-operation, tolerance and harmony. We have high expectations of all students and strive to create a climate in which all children can fulfil their potential. Bullying of any kind is unacceptable. If bullying does occur, all students should know that incidents will be dealt with promptly and effectively. Springwell Community College is a 'telling' college and anyone who knows that bullying is happening should be able to inform a member of staff in safety. As a college we: - Discuss, monitor and review our anti-bullying policy and practices on a regular basis. - Support all staff to promote positive relationships to prevent bullying and will intervene by identifying and tackling bullying behaviour appropriately and promptly. - Ensure that students are aware that all bullying concerns will be dealt with sensitively and effectively. We would expect students to feel safe in and out of college, including an understanding of the issues relating to safety, such as bullying. We also want them to feel confident to seek support from the college should they feel unsafe. Objectives This policy outlines what Springwell Community College will do to prevent and tackle bullying. The policy has been formulated in consultation with the whole college community with input from; members of staff, governors, parents/carers, students and other partners. We are committed to developing an anti-bullying culture whereby no bullying, including between adults or adults and children, will be tolerated. The policy will be reviewed and further developed on a regular basis. We seek to learn from good anti-bullying practice elsewhere and utilise support from the Local Authority and other relevant organisations where appropriate. Roles and Responsibilities The Headteacher has overall responsibility for the policy and its implementation, liaising with the governing body, parents/carers, the Local Authority and outside agencies. Through delegation, Student Progress Leaders have the general responsibility for handling the implementation of the policy. Student Progress Leaders are: - Miss Ness Fazil – Student Progress Leader, Year 7 - Miss Caroline Hoyle – Student Progress Leader, Year 8 - Mrs Carole Selby – Student Progress Leader, Year 9 - Miss Rae McAlpine – Student Progress Leader, Year 10 - Mr Mark Walker – Student Progress Leader, Year 11 Their responsibilities are: - Policy development and review. - Leading the college's peer led Anti-Bullying Ambassadors, "Springy Anti-Bullying Team" and Springwell Bully Busters. - Implementing the policy and monitoring and assessing its effectiveness in practice. - Managing bullying incidents alongside all college staff. - Reporting and recording bullying incidents. - Assessing and co-ordinating training and support for staff and parents/carers where appropriate. - Co-ordinating strategies for preventing bullying behaviour. - Managing the anti-bullying ambassadors within college and supporting weekly meetings The nominated governor with the responsibility for anti-bullying is: Mrs Sarah Swift. Definition of Bullying "Behaviour by an individual or a group, usually repeated over time that intentionally hurts another individual either physically or emotionally and involves an imbalance of power" (DfE 'Preventing and Tackling Bullying', July 2017). How does bullying differ from teasing/falling out between friends and other types of aggressive behaviour? - There is a deliberate intention to hurt or humiliate - There is a power in balance that makes it hard for the target to defend themselves - It is usually persistent Occasionally an incident may be deemed to be bullying even if the behaviour has not been repeated or persistent – if it fulfils all other descriptions of bullying. This possibility should be considered, particularly in cases of sexual, sexist, transphobic, racist or homophobic bullying and when students with disabilities are involved. If the target might be in danger then intervention is urgently required. What does bullying look like? Bullying can include: - Name-calling - Taunting - Mocking - Making offensive comments - Physical assault - Taking or damaging belongings - Producing offensive graffiti - Gossiping and spreading hurtful and/or untruthful rumours - Excluding people from groups - Imbalance of power between an individual and/or a group towards another individual and/or a group of people. - Cyber bullying – inappropriate text/instant message/website entries/social media communication - Sending of offensive or degrading images by mobile phone or the internet. Forms of Bulling covered by this policy There is no hierarchy of bullying, all forms should be taken equally seriously and dealt with appropriately. Bullying can happen to anyone. This policy covers all types of bullying including: - Bullying related to race, religion or culture. - Bullying related to Special Educational Needs or Disability (SEND). - Bullying related to appearance or physical/mental health conditions. - Bullying related to sexual orientation (homophonic or biphobia bullying) - Bullying of young carers, children in care or otherwise related to home circumstances - Sexist, sexual and transphobic bullying - Bullying via technology – 'cyber bullying' - Peer on peer abuse Although bullying can occur between individuals it can often take place in the presence (virtually or physically) of others who become the 'bystanders' or 'accessories'. Responding to bullying The college community will: - Create and support an inclusive environment which promotes a culture of mutual respect, consideration and care for others which will be upheld by all. - Work with staff and outside agencies to identify all forms of prejudice-driven bullying. - Actively promote systematic opportunities to develop student's social and emotional skills, including their resilience. - Provide a range of opportunities for students, staff and parents/carers to access support and report concerns. - Challenge practice which does not uphold the values of tolerance, non-discrimination and respect towards others. - Consider all opportunities for addressing bullying in all forms throughout the curriculum and supported with a range of approaches such as through displays, assemblies, tutor time, peer support, the anti-bullying team and Students Matter (see Appendix 3). - Regularly update and evaluate our approaches to take into account the developments of technology and provide up-to-date advice and education to all member of the community regarding positive online behaviour. - Train all staff (teachers, support staff and ancillary staff) to identify all forms of bullying and how to follow the policy on reporting and recording incidents. - Proactively gather and record concerns and intelligence about bullying incidents and issues so far as to effectively develop strategies to prevent bullying from occurring. - Actively create 'safe spaces' for vulnerable young people. - Use a variety of techniques to resolve the issue between those who bully and those who have been bullied. - Work with other agencies and the wider college community to prevent and tackle concerns. - Celebrate success and achievements to promote and build a positive college ethos. Reporting and Procedures Reporting Our college has clear and well-publicised systems to report bullying for the whole college community (including staff, parents/carers and students). This includes those who are targets of bullying or have witnessed bullying behaviours (bystanders). The systems for reporting bullying at Springwell Community College are: - Students can reported to any member of staff - Students can report to any member of the 'Springy AB team' - Staff and students can report to a Student Progress Leader or member of the Senior Leadership Team - Visitors can report to any member of staff - Bystanders report to any member of staff and members of the 'Spring AB team'. Procedures If bullying is suspected or reported the incident will be dealt with, immediately, by the member of staff who has been approached. All reported incidents will be taken seriously and investigated. This will involve all parties. The college will take the following steps: * Interview all parties separately. * Inform parents/carers. * Look at a range of responses appropriate to the situation: solution focussed, restorative approaches, circle of friends, individual work with target/perpetrator and referral to outside agencies if appropriate. * Refer to the Behaviour for Learning Policy and college sanctions and how these may be applied, including a hierarchical approach should the bullying persist. * Teachers/tutors will be kept informed. * Follow up, especially keeping in touch with the person who reported the situation. * Police involvement (if a crime has been committed). * Provide support for the target and the students identified as the bully. * When responding to cyberbullying concerns the college will take all available steps to identify the bully, including looking at college systems, identifying and interviewing possible witnesses and contacting service providers and the police if necessary. The police will need to be involved to enable the service provider to look into the data of another user. * Support anyone involved (See Appendix 2). Recording bullying Bullying incidents will be recorded by the member of staff who deals with the incident on a Bullying Incident Form (BIF – see Appendix 1). The completed BIF should be given to the relevant Student Progress Leader and a central record made. The information held will be used to ensure individual incidents are followed up. It will also be used to identify trends and inform preventative work in the college and development of the policy The information will be presented to the governing body, in an anonymous format, on a regular basis. Anti-Bullying Community As part of our on-going commitment to the safety and welfare of our students, we at Springwell Community College have developed the following strategies to promote positive behaviour and discourage bullying behaviour: - Restorative approaches - Involvement in SEAL including Anti-Bullying visits - Involvement in Healthy Schools (Healthy Schools Award 2017) - Celebration of national Anti-Bullying week and Safer Internet Day annually - A thorough and wide ranging PHSE curriculum - Specific curriculum input on areas such as cyber bullying and internet safety - Springy AB Team campaigns - Peer mentoring schemes - Parent/carer information events - Staff training and development for all staff (including stonewall training) - Counselling and mediation schemes. Links with other policies This policy links with a number of other college policies, practices and action plans including: - Behaviour and discipline policy - Complaints policy - Safeguarding and Child Protection policies - Confidentiality policy - e-Safety (Online Safety) and Acceptable Use policies (AUPs) - Curriculum policies such as PSHE and citizenship and computing - Mobile phone and social media policies - Searching and confiscation Links to Legislation There are a number of pieces of legislation which set out measures and actions for schools in response to bullying as well as criminal law. These may include: * The Education and Inspection Act 2006 * DfE (Independent School Standards) ( England) Regulations 2014 * The Equality Act 2010 Springwell Community College Bullying Incident Form This form is to be completed by a member of staff ONLY then forwarded to SCC Anti-Bullying Coordinator: email@example.com who will log the incident and refer as SCC AB policy where Bullying behaviour can be defined as: Deliberately hurtful, upsetting, frightening or threatening to other people Repeated often over a period of time Difficult for victims to defend themselves against Verbal Physical Cyber Racist H-Phobic Disability Aggressor/s (Name & Form) Joe Bloggs 8UJN Target/s (Name & Form) Neil Grett 8HYN d ( & ) h When (date/time) Monday 6 th Feb 2012 Breaktime Where (Location: classroom/bus/playground etc.) Inspire Breakout space Department: (if occurred in a lesson) N/A Details of Incident: NG reported that JB had been name calling him all lesson P2 English –SDX JB has been doing this everyday-calling him fat SDX had dealt with the matter and moved JB. On way out of POD – JB continued to call NG names and then pushed him over . ACTION TAKEN: LCC spoke to NG –checked that he was ok NHJ wrote BIF and forwarded it to AFJ SIGNED:NHJ DATE:6/2/12 CHO USE ONLY Copies to IWI HST SPL: FT: OTHER: Supporting those involved in bullying Students who have been bullied will be supported by: * Offering an immediate opportunity to discuss the experience with their teacher or a member of staff of their choice * Being advised to keep a record of the bullying as evidence and discuss how to respond to concerns and build resilience as appropriate. * Reassuring the student and providing continuous support * Restoring self-esteem and confidence * Working with the wider community and local/national organisations to provide further or specialist advice and guidance (see Appendix 3). Students who have bullied will be helped by: * Discussing what happened and establishing the concern and the need to change * Informing parents/carers to help change the attitude and behaviour of the child * Providing appropriate education and support * If online, requesting content be removed and reporting account/content to service provider * Sanctioning in line with school behaviour/discipline policy. This may include official warnings, detentions, removal of privileges, fixed-term and permanent exclusions. * Speaking with police or local services Supporting Adults Adults (staff and parents) who have been bullied or affected will be supported by: * Offering an immediate opportunity to discuss the concern with the designated lead and/or a senior member of staff/headteacher * Being advised to keep a record of the bullying as evidence and discuss how to respond to concerns and build resilience as appropriate. * Where the bullying takes place outside of the college site then the college will ensure that the concern is investigated and that appropriate action is taken in accordance with the behaviour and discipline policy * Reassuring and offering appropriate support * Working with the wider community and local/national organisations to provide further or specialist advice and guidance Adults (staff and parents) who have bullied will be helped by: * Discussing what happened with a senior member of staff and establishing the concern * Clarifying the college's official procedures for complaints or concerns * If online, requesting content be removed and reporting account/content to service provider * Instigating disciplinary, civil or legal action Specialist Organisations The following organisations provide support for schools and parents dealing with specific bullying issues including the social, mental or emotional affects caused by bullying. The Anti-Bullying Alliance (ABA): Founded in 2002 by NSPCC and National Children's Bureau, the Anti-Bullying Alliance ABA) brings together over 100 organisations into one network to develop and share good practice across the whole range of bullying issues. The ABA has also put together a fact sheet outlining the range of support that is available to schools and young people from the anti-bullying sector. The Diana Award: Anti-Bullying Ambassadors programme to empower young people to take responsibility for changing the attitudes and behaviour of their peers towards bullying. It will achieve this by identifying, training and supporting school anti-bullying ambassadors. Bullying UK: An organisation established through 'Family Live' charity that works to support the whole family. They provide this through our helpline, extensive advice on their website, befriending services, and parenting/relationship support group. Kidscape: Charity established to prevent bullying and promote child protection providing advice for young people, professionals and parents about different types of bullying and how to tackle it. They also offer specialist training and support for school staff, and assertiveness training for young people. The BIG Award: The Bullying Intervention Group (BIG) offer a national scheme and award for schools to tackle bullying effectively. Restorative Justice Council: Includes be st practice guidance for practitioners 2011. Cyber-bullying and online safety ChildNet International: Specialist resources for young people to raise awareness of online safety and how to protect themselves. Website specifically includes new cyberbullying guidance and a practical PSHE toolkit for schools. Digizen: provides online safety information for educators, parents, carers and young people. Internet Matters: provides help to keep children safe in the digital world. Think U Know: resources provided by Child Exploitation and Online Protection (CEOP) for children and young people, parents, carers and teachers. The UK Council for Child Internet Safety (UKCCIS) has produced a range of resources for schools, colleges and parents about how to keep children safe online, this includes advice for schools and colleges on responding to incidents of 'sexting.' LGBT Barnardos: through its LGBTQ Hub, offers guidance to young people, parents and teachers on how to support LGBT students and tackle LGBT prejudice-based bullying EACH: (Educational Action Challenging Homophobia): provides a national freephone Actionline for targets of homophobic or transphobic bullying and training to schools on sexual orientation, gender identity matters and cyberhomophobia. Metro Charity: an equality and diversity charity, providing health, community and youth services across London, the South East, national and international projects. Metro works with anyone experiencing issues related to gender, sexuality, diversity or identity Proud Trust: helps young people empower themselves to make a positive change for themselves and their communities through youth groups, peer support, delivering of training and events, campaigns, undertaking research and creating resources. Offers practical advice, resources (including lesson plans) and training to schools on Schools Out: LGBT equality in education. Stonewall: An LGB equality organisation with considerable expertise in LGB bullying in schools, a dedicated youth site, resources for schools, and specialist training for teachers. SEND Mencap: Represents people with learning disabilities, with specific advice and information for people who work with children and young people. Changing Faces: Provide online resources and training to schools on bullying because of physical difference. Cyberbullying and children and young people with SEN and disabilities: Advice provided by the AntiBullying Alliance on developing effective anti-bullying practice. Anti-bullying Alliance SEND programme of resources: Advice provided by the Anti-bullying Alliance for school staff and parents on issues related to SEND and bullying. Information, Advice and Support Service Network: Every Local area has an information, advice and support service, providing information, advice and support to disabled children and young people, and those with SEN, and their parents. Mental health MindEd: Provides a free online training tool for adults that is also available to schools. It can be used to help school staff learn more about children and young peoples mental health problems. It provides simple, clear guidance on mental health and includes information on identifying, understanding and supporting children who are bullied. PSHE Association – guidance and lesson plans on improving the teaching of mental health issues. Race, religion and nationality Anne Frank Trust: Runs a schools project to teach young people about Anne Frank and the Holocaust, the consequences of unchecked prejudice and discrimination, and cultural diversity. Educate Against Hate: provides teachers, parents and school leaders practical advice and information on protecting children from extremism and radicalisation. Show Racism the Red Card: Provide resources and workshops for schools to educate young people, often using the high profile of football, about racism. Kick It Out: Uses the appeal of football to educate young people about racism and provide education packs for schools. Tell MAMA: Measuring Anti-Muslim Attacks (MAMA) allows people from across England to report any form of Anti-Muslim abuse, MAMA can also refer victims for support through partner agencies. Anti-Muslim Hatred Working Group: Independent members of this group are representatives from the Muslim community and will assist and advice on all relevant issues. Sexual harassment and sexual bullying Ending Violence Against Women and Girls (EVAW): A Guide for Schools. This guide from the End Violence Against Women Coalition sets out the different forms of abuse to support education staff to understand violence and abuse of girls, warning signs to look for, and how to get your whole school working towards preventing abuse. Disrespect No Body: a Home Office led campaign which helps young people understand what a healthy relationship is. This website includes teaching materials to be used in the classroom. Anti-bullying Alliance: advice for school staff and professionals about developing effective antibullying practice in relation to sexual bullying.	<urn:uuid:eb046ed6-be0e-4f29-8903-865f1566898d>	CC-MAIN-2020-16	https://www.springwellcc.org/images/springwell/policies/ABPolicy2019.pdf	2020-04-07T00:39:49+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371662966.69/warc/CC-MAIN-20200406231617-20200407022117-00328.warc.gz	1,151,451,614	4,291	eng_Latn	eng_Latn	0.995009	eng_Latn	0.996423	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 50, 2923, 5156, 8111, 11252, 12011, 13313, 15576, 18064, 20111, 22274 ]	[ 3.515625, 3.390625 ]	2	0
i TO WHAT DEGREE WILL DIFFERENTIATED INSTRUCTION IMPACT STUDENT GRADES IN A MIDDLE SCHOOL CLASSROOM? by Maureen K. Wilke ____________________ A Research Paper Submitted to the Faculty of the DEPARTMENT OF MATHEMATICS AND COMPUTER SCIENCE In Partial Fulfillment of the Requirements For the Degree of MASTER OF SCIENCE IN ELEMENTARY AND MIDDLE LEVEL MATHEMATICS EDUCATION BEMIDJI STATE UNIVERSITY Bemidji, Minnesota USA January 2009 STATEMENT BY THE AUTHOR Brief quotations from this research paper are allowable without special permission, provided accurate acknowledgement of the source indicated. Requests for permission to use extended quotations or reproduce the manuscript in whole or in part may be granted by the Department of Mathematics and Computer Science or the Dean, School of Graduate Studies when the proposed purpose is in the interest of scholarship. In all other instances, however, permission must be obtained from the author. Signed: ____________________ __________________________________________________ APPROVAL BY RESEARCH PAPER ADVISOR THIS RESEARCH PAPER HAS BEEN APPROVED ON THE DATE SHOWN BELOW: _______________________________________ __________________ Dr. Glen Richgels, Date Committee Chair Professor of Mathematics and Computer Science _______________________________________ __________________ Dean, School of Graduate Studies Date TO WHAT DEGREE WILL DIFFERENTIATED INSTRUCTION IMPACT STUDENT GRADES IN A MIDDLE SCHOOL CLASSROOM? Maureen K. Wilke The middle school student population encompasses one of the widest ranges of diversity in the educational system. Besides cultural, religious, educational, economical diversity, the middle school student copes with physical and psychological changes as well. It is important to understand that reaching students successfully is not teaching one way, but providing a learning experience based on students' needs. The five key differentiated strategies in the classroom are: knowing the student, the environment, meaningful lessons, tiered assignments, and assessment. Gather as much information on the students, such as data from past standardize tests, conversation with students, student journals about success and failure, and classroom observations. Equally important is for the student to feel successful in the classroom by providing a safe and caring environment. When students feel the environment is conducive to learning and success they will continue to work hard and be rewarded with positive results. Designing meaningful lessons will engage all students by incorporating activities and group work to enhance achievement. Tiered assignments are designed from the results of the pre-assessment test. The assignments are one level above the ability of the students in each group. It is important the teacher creates all assessments and when designing assessments, it is important that students obtain success and have mastered the concepts taught. A study was conducted in a middle school. Four groups were studied to see if student achievement would occur with the implementation of differentiation. Findings indicated that there was an increase in student achievement from mid-quarter to the end of the quarter. Successful classrooms need to incorporate differentiated strategies for students to be successful in the classroom. Approved by: ____________________________________ ________________________ Committee Chair Date ____________________________________ Committee Member ____________________________________ Committee Member ____________________________________ Graduate Faculty Representative ACKNOWLEDGEMENTS I would like to thank my family for allowing me to take time away from them to pursue my masters in education. I would like to thank Laurel Barklow for her assistance in helping me create a professional paper. I would like to thank Nancy VanErp for her patience and guidance through the education research process. I would like to thank Joan Miller for making sure I was in the right masters program. I would like to thank Glen Richgels, Todd Frauentholtz, and Derek Webb for showing me that creating variety in the math classroom makes students successful. In memory of my dad I would like to thank him for encouraging me to pursue my dreams of being a teacher. His words and actions as a professional educator help me to continue to be the best teacher I can be for my students. TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES Chapter 1: Introduction This researcher has spent the past six years teaching mathematics to middle school students. Every year frustration occurs because the needs of all students are not being met. Teaching became a job and not what it was intended to be, to make a difference in the lives of students. It was either leave the profession or change the way teaching and learning occur in the classroom. The motto of this researcher became "Put the needs of all students first." Differentiation was a word used quite frequently in education. The meaning of the concept was vague, but it seemed to be the idea that would fit the new motto. Research and implementation of differentiation began in this middle school classroom. Statement of the Problem In recent years this researcher's district has become more diverse, yielding a large range of students to educate. There are gifted and talented students, average students, special education students, English language learners, students of poverty, and struggling students who do not qualify for any services. Teacher training programs need to provide instructional procedures to equip educators with skills, knowledge, strategies, and training to address specific learning needs of each student. "In many classrooms, the approach to teaching and learning is more unitary than differentiated" (Tomlinson, 2001, p. 1). How can educators take the one size fits all instruction to a differentiated instruction where students will be successful? This research paper will define, explain, study, and analyze how a differentiated classroom addresses needs of diverse learners. Being a middle school teacher of six years, there has not been sufficient training to deliver differentiation in the classroom for student success. In college, teacher trainers provided differentiation theory, but very little practice was provided to help teachers understand the application of differentiation. It is this researcher's experience that classrooms contain a wide variety of students, but teachers are not well educated in differentiation to help all middle school students in those varied classrooms. At one time this researcher taught at the board giving notes to the students, providing sample problems that would be checked, and then assigned students homework. "She explained the math one way and one way only. She taught each topic one way and one way only. She used one form of assessment and one form only. She knew math, but she didn't know me well at all" (Tomlinson, 2005, p. 12-13). The middle school student population encompasses one of the widest ranges of diversity in the educational system. Besides cultural, religious, educational, economical diversity, the middle school student copes with physical and psychological changes as well. "Not only do middle school students represent all forms of diversity that exists in general, but they represent a huge range of physical, social, emotional, and mental immaturities and maturities" (Tomlinson, 2005, p.13). It is important to understand that reaching students successfully is not teaching one way, but providing a learning experience based on students' needs. Using differentiated instruction helps the teacher understand students' individual needs and generates an atmosphere where students feel as though the teacher cares about their success. "We need to teach so that each student feels known, valued, and supported" (Tomlinson, 2005, p. 13). Research Questions To what degree will differentiated instruction impact students in a middle school classroom? * What is differentiated instruction? * How does one start differentiated instruction? * What is the learning environment in a differentiated classroom? * How are lessons and assignments planned based on differentiated instruction? Significance of the Research Problem Differentiation in the classroom needs to become an important element in teacher instruction. With the increasing amounts of diverse learners it is more important than ever to incorporate differentiated instruction for student success. With a changing work force that demands post high school education and training, it is important that students have a successful K-12 learning experience for the sake of the nation. "Three quarters (75.6 percent) of employer respondents say that K-12 schools should be responsible for providing the necessary basic knowledge and applied skills for their new entrants" (Casner-Lotto & Barrington, 2006, p. 54). By training teachers to differentiate in the classroom it will give educators the opportunity to present a lesson that meets all learners' needs, not just the students in the middle. Gifted-and-talented students should be challenged and struggling students should be provided access to knowledge and skills to further their learning. "In a differentiated classroom, the teacher assumes that different learners have different needs" (Tomlinson, 2001, p. 3). Limitations and Assumptions This paper discusses incorporating differentiation into a first inner-ring suburb middle school classroom. This paper will be limited to a middle school classroom. The focus of this research will be centered on knowing the students, the environment, 4 meaningful lessons, assignments, assessments, and differentiation in the mathematics classroom to meet all students’ needs. The results of this paper will increase education on differentiation theory and practice for middle school teachers as they address the needs of all students. Definitions of Terms Differentiation: the adjustment of the teaching process according to the learning needs of the pupils. It can be aimed at: * whole class * groups within a class * individuals Mixed ability: groups of students, established by the teacher, who are at different stages of learning. Heterogeneous: students who possess diverse abilities in a classroom. Homogeneous: Students who possess similar abilities in a classroom. Summary Statement Educating twenty-five or more diverse students within one class period can be challenging. How should one approach this situation? Should one look at students as trees in a forest and care for the forest as a whole? Should one look at each student as an individual tree in the forest and tend to each trees’ needs? Should one group students as the trees in a forest are grouped and tend to diverse needs within the context of small groups? Actually, all the groupings are needed: whole group, individuals, and small groups. The trees and students should be understood based on needs and cared for in a manner that meets those needs. Differentiation is a lot like the analogy of the trees in a forest. Understanding who students are, one can group students based on individual strengths and challenges. This will allow one to design learning based on the needs of individual students. It will create an environment where all individuals can meet success. Chapter 2: Review of Literature Summary of the Statement Gone are the days when teachers are at the board delivering notes, then students work on examples of the lesson, and finally students work independently on the assignment. "Mixed-ability classrooms that are ambiguous about learning goals, that evoke little passion, that cast the teacher as the centerpiece of learning, and that lack responsiveness to student variance show little understanding of these various learning realities" (Tomlinson, 2001, p. 9). With the increased competition in the world, it is important that we structure our classrooms so all students eventually will be prepared to compete globally. Today's classroom brings many different students with many different needs. Classrooms have gifted students, average students, struggling students, special education students, and students who are English Language Learners (ELL) students. A teacher has to try to meet all of these students' needs. Differentiated instruction is creating a lesson that meets the needs of mixed ability students. "In a differentiated classroom, the teacher assumes that different learners have differing needs. Therefore, the teacher proactively plans a variety of ways to 'get at' and express learning" (Tomlinson, 2001, p. 3). Knowing the Student In a differentiated classroom, a teacher gets to know all the students through data and assessments. When the teacher learns what the students know, lessons, assignments, and assessments are designed to fit the students' needs. "We use strategies that adjust the content we teach, the process in which we teach it, and the products we ask students to give us so that we can determine their achievement in learning a concept or skill" (Northey, 2005, p. xi). Teaching in this manner gives students the opportunity to successfully learn the content based on their ability. In order for all students to achieve their full potential, it is important that educators increase student access to learning concepts and skills through differentiation in the classroom. "Although not easy, there are at least two good reasons to learn how to implement differentiation in secondary schools. The most important is that is the only fair way to teach, and somewhat less important, but definitely a reality, is that most school districts and parents insist on it" (Northey, 2005, p. xi). The differentiated classroom allows students to gain as many skills as possible to apply in present and future settings. "The goal in education is for all students to learn as much as they can to be productive citizens and maintain personal success in today's world" (Chapman & King, 2005, p. 28). In order to achieve this goal, it is important to gather as much information, on the students, as possible. Helpful information is data from past standardize tests, conversation with students, students journals about success and failure, and class observations to see how they do on the concepts being taught. "Effective teachers know it is worth their time to gather as much information as they can about each student and not to assume anything" (Chapman & King, 2005, p. 27). Once information has been gathered, it is important to take the time to interpret the results and make the right decision on how to deliver instruction to all students. "It takes time to think, assess, and analyze gathered information. Step back, interpret, and make the right instructional decisions" (Chapman & King, 2005, p. 27). Teachers who take the time to get to know students will increase their success across ability levels. The Environment Creating an environment where students of all abilities feel successful is the first step in creating a differentiated classroom. The teacher starts the year with a feeling of community and care in the classroom. "Remember, too, that a part of feeling genuinely welcomed in a place is that key people make an enduring and sustained effort to get to know and understand you" (Tomlinson, 2001, p. 22). Everyone in the classroom gives mutual respect to one another. Everyone feels welcomed and comfortable sharing ideas in class or admitting they cannot answer the question. "Students in a differentiated classroom should know it is a good thing to ask for help when it is needed, that it is fine to say you don't know, that an earnest question will get an earnest response, that eyes will not roll when someone expresses something that seems unusual or evident, that fledging ideas will be given a chance to develop, and so on" (Tomlinson, 2001, p. 22). In order for a student to feel successful in the classroom it is important to provide a safe environment. When students experience failure in their past they will have little motivation to learn. It is important to convey to students that they can be successful. "Negative feelings create barriers to success, so it is imperative for the teacher to maintain a positive, comfortable, and inviting assessment environment. The teacher continually monitors the affective aspects of the environment to assure student success. The affective assessment climate is reflected in the student's desire to grow in understanding." (Chapman & King, 2005, p. 18) Constantly monitoring the student and rewarding them when they are working will help a student feel successful. "Emphasize and praise the quality, not the quantity or amount of the student's work. BE THE BEST YOU CAN BE!" (Chapman & King, 2005, p. 7). Another challenge a teacher faces is maintaining a student's motivation to learn. However, when students feel the environment is conducive to learning and success they will continue to work hard and be successful. After continued success in the classroom eventually students will be able to monitor and adjust their learning in any environment. "The recent brain research-specifically the 'emotional brain' basis of learning as discussed in Chapter 1 has emphasized that children require high levels of success in order to be motivated to continue their work in any curriculum area" (Bender, 2005, p. 59). All participants in the classroom celebrate successes and help those who need extra guidance. The teacher strives for individual student success with the academic expectation just above each student's comfort level. "In a good differentiated classroom, the teacher is constantly raising the stakes for success for any individual, then doing whatever is necessary to help the student succeed in taking the next step" (Tomlinson, 2001, p. 23). Meaningful Lessons Teachers need to create meaningful lessons in all classrooms. Each lesson should be designed and delivered where all students will be able to understand and learn the concepts that are being taught. When a teacher takes the time to design a lesson to meet all students' needs, in the end all students will be learning and taking away knowledge that will help them in their future education. "At this point in the planning process the teacher must outline the specific instructional actions that will be used to guide the students toward mastery of the objectives" (Moll, 2005, p. 124). In designing a meaningful lesson, it is important to start each lesson with a launch. There are many different approaches to the launch in the lesson. The main objective in the launch is to grab the students' attention and motivate them to want to learn. This is a good time to bring in past concepts and explain the relationship to today's lesson. By bringing in past experiences, the brain makes the new information meaningful where it is stored it into the memory. "Refer to the student's past and current knowledge to make meaningful connections to the new skill or strategy. Create opportunities for the student to recall past experiences" (Chapman & King, 2005, p. 9). The launch is also a great time to tell a story, show a concrete demonstration, or have the students work on an activity that will relate to the day's lesson. In every lesson, within a short time students' attention will either be harnessed or lost. That is why it is important to grab them and motivate them in the launch. "This action is considered the 'hook'. It is the piece that pulls the students into the learning process. During this action the teacher attempts to connect the students' previous learning to what they are about to learn and indicates how the information will be used in real life" (Moll, 2005, p. 124). The next step to a meaningful lesson is the explore section. This is where the main part of the lesson is given. After the launch the teacher begins the direct or explicit teaching of the lesson. During this part of the lesson the class is in a whole group instruction, where the new information or concept is taught. "This action is considered the actual teaching of new information. The teacher identifies how the specific content, skill, or process will be presented to the students" (Moll, 2005, p. 125). The teacher will decide whether to demonstrate or model the new concept. Whatever approach the teacher uses, it is important to walk the students through the steps of the lesson. When the teacher is finished with whole group instruction, the students can practice the new information by working in groups or independently. It is important that the teacher observes and guides the students during this time. "Practice implies that the teacher will be systematically observing and guiding the student work, but not actively directing the new knowledge" (Moll, 2005, p. 126). At the end of a meaningful lesson it is important to summarize what was taught. The teacher might want to ask some questions to enable the students to think about what they have learned. The teacher could also have the students write down what they have learned as a measure of learning. "The closure may be in the form of a simple transition from one content area activity to another or it might be a final piece that pulls together learning that has occurred over time" (Moll, 2005, p. 127). After group instruction, students receive assignments based on mastery of the lesson. "In a differentiated classroom, a number of things are going on in any given class period. Over time, all students complete assignments individually and in small groups, and whole-group instruction occur as well" (Tomlinson, 2001, p. 15). At the end of a lesson it is important to provide some time for students to practice what they have learned. "Practice implies that the teacher will be systematically observing and guiding the student work, but not actively directing the new knowledge" (Moll, 2005, p. 126). This is a good time to help students who need extra practice. The teacher can work with those who need extra help and it is good practice to allow students to work in pairs to reinforce learning. In pairs they become both teacher and student. They can help each other when they are stuck and can compare answers when problems are finished. Allowing students to work in pairs frees the teacher to allow remediation of small groups through a mini-lesson on the whole group lesson. "Perhaps more than any other strategy in this text, the class wide peer tutoring strategy should be mastered and used by every general education teacher in the elementary and middle grades. This tactic, in a very concrete sense, makes differentiated instruction possible, because it allows teachers to truly individualize their lessons for classes of 20 or even 30 kids" (Bender, 2005, p. 66). Assignments Differentiated assignments need to be carefully thought out. Differentiated assignments are not assignments where the gifted and talented students do challenging questions or the struggling students work on basic skills worksheets. Rather, differentiated assignments are tiered to stretch learning for all students. Students are brought to new levels of understanding through the work they do. "When everyone in the class has exactly the same homework assignment, some students will likely only be doing busy work because they have already mastered what they have been asked to practice, while some other students simply have no idea how to do the required work" (Tomlinson, 2005, p. 14). Differentiated assignments are designed on the ideas of the lesson taught. They are structured based on the results of the pre-assessment tests. The assignments are one level above the ability of the student in each group. "Plan to encourage your students to 'work up'---that is, be ready to match students to tasks that will stretch them" (Tomlinson, 2001, p. 49). Assignments are designed around the part of the lesson needing emphasis. When designing differentiated assignments it is important to decide how many different assignments to create. Three different assignments will encompass struggling students, average ability students, and gifted and talented students. "Differentiated homework can provide a great opportunity for student to 'work backwards' to master missing skills, to extend content to challenge advanced learners, and to link applications of content to student interests" (Tomlinson, 2005, p. 14) Assessments A pre-assessment in the beginning of each chapter helps the teacher understand individual student needs. Results of the pre-assessment helps educators adjust and determine the progression of the lessons. "Pre-assess at the outset of each unit to determine what students know, understand, and can do related to the topic before the unit begins. Use what you learn to inform your sense of who has or lacks important background knowledge, understanding, and skills as well as the degree of knowledge, understanding, and skill individuals have about the content you will explore with them in the unit" (Tomlinson, 2005, p. 14). Lessons in the chapter are presented in different ways for students to demonstrate understanding. Pre-assessment should be based on the objectives on the upcoming unit. Pre-assessment helps the teacher prepare a unit based on all students' needs. "Use pre-assessment and post-assessment for evidence of mastery in order to differentiate product, process, and content for all students" (Northey, 2005, p. 182). The teacher can prepare lessons, collect materials needed, provide activities to enhance learning, and create assignments that correlate to the skills needed for the lesson and real world problems. This approach creates less stress on the teacher, by providing more time to work with students and allowing the opportunity to quickly adjust a lesson if needed. "This is the time to plan strategically to reteach, readjust, revamp, enhance, or enrich according to the diverse needs of the learners" (Chapman & King, 2005, p. 82). Once the pre-assessment establishes what concepts the students understand and the concepts on which students need more work, it is important to continually assess during the unit. It can be as easy as checking their work and solution to a problem they solved, it can be a quick quiz on the day's lesson, or it can be a quiz on many lessons in the unit. "Ongoing differentiated assessment assists students as their needs occur in daily activities. Individuals receive prompt interventions with specific, corrective feedback as they work. This avoids the pitfalls of failure as students learn to monitor their own work and take more personal control of learning" (Chapman & King, 2005, p. 11). Continuing assessment throughout the unit helps a teacher understand which students need extra help and which students need to be challenged. It may require the teacher to spend an extra day enhancing a lesson with hands-on activities for the students who struggle. While the teacher spends an extra day with the struggling learners, enrichment activities are provided to the students who understand the material. "Teachers should match instruction and assessment as closely as possible to students' readiness and abilities. Teachers should be prepared to reteach concepts and skills to students who simply did not 'get it' through the whole class instruction or the practice" (Northey, 2005, p. 143). Assessment during the lesson also helps the students see what concepts they are successful with and what concept requires assistance and extra work. "The results are used to strategically customize instructional plans, provide students with multiple ways to show their learning, keep them on the right track, and accelerate their learning journeys" (Chapman & King, 2005, p. xix). At the end of a unit, it is important to give an assessment on the concepts learned during that time. The teacher should create the assessment for the unit. By creating an assessment, it can be differentiated based on all students' needs. "The most effective tests are made by the teacher for a specific individual or a particular group of students. Quality, effective tests are developed by the teacher who provides instruction for the skill or unit. Teacher-made tests provide opportunities to differentiate assessment with tools and strategies that are thoughtfully tailored for the learners." (Chapman & King, 2005, p. 126). The final assessment should be based on the objectives that the students learned throughout the unit. "Assessing after the learning has traditionally been viewed as a way to analyze the student's mastery of the standards. Post assessments are a crucial step because the results are analyzed to see if the learner has reached the initial goals. If the goals have not been reached, specific plans are customized for this individual" (Chapman & King, 2005, p. 91). It is important that the assessment be designed with the intent that all students obtain success and that they have mastered the concepts taught. "Persistence is an individual's desire to continue his efforts to complete a task. Create assessments that provide opportunities for success WINNERS NEVER QUIT" (Chapman & King, 2005, p. 7). Differentiated Math Classroom Mathematics is a subject some people fear and that fear can be passed on to their children. In order to have student success in mathematics, differentiation in the math class is critical. "Of course, research has frequently shown that many students perceive math quite negatively or even fear math. In fact, such fears often provide a significant emotional barrier to mathematics achievement" (Bender, 2005, p. 5). New concepts in mathematics should be presented using the concrete, semi-concrete, abstract model (CSA). "Clearly, teachers who wish to move into differentiated instruction should implement instruction using the CSA tactic" (Bender, 2005, p. 30). In the concrete stage students are given manipulatives to help learn the concepts that are being taught. In this stage, manipulatives are used to help students understand what they are learning. It helps to form pictures in the brain of what is learned. "The first level, representing the lowest level of comprehension, is the concrete level. This involves the use of manipulative objects during instruction, such as tally marks for numerals, circles divided into fractional parts, or even edibles such as an orange divided into its segments" (Bender, 2005, p. 54). The next stage is the semi-concrete stage. In this stage the students draw pictures of the concept. Drawing pictures helps to reinforce concepts as students create mental images of the concepts in their brains. "In the differentiated classroom math class, teachers must make certain that they do not skip this stage simply because the curriculum materials may do so. Rather, teachers should develop and provide examples of all types of math problems in semi-concrete fashion" (Bender, 2005, p. 55). The last stage is the abstract stage. Taking the time to use a hands-on activity, then drawing pictures of the concepts, helps students in the abstract stage. Most students do not understand the abstract stage of learning. They are taught how to do a problem without the meaning behind it; they will be able to recite the problem back without meaning. However, if learning begins with manipulatives, then pictures, students are guided toward meaningful understanding of the concept. When they get to the abstract stage, they are able to do it because they have mental images of the concept. "Again, all math curricula include abstract problems as the final assessment of skill mastery, and such abstract thinking should be the teachers overall goal" (Bender, 2005, p. 56). Using the CSA method helps differentiate a lesson. The needs of all students can be met from this way of teaching. "In differentiated classrooms, teachers need access to a wide variety of math strategies; the use of concrete or semi-concrete instructions can assist many students who are currently struggling in math" (Bender, 2005, p. 58). Chapter 3: Interpretation of Research On Monday, December 15, 2008 this researcher proceeded to teach a differentiated lesson. The lesson being taught was adding and subtracting fractions with unlike denominators. This can be a difficult lesson for some students to understand. When the students entered the room, they went to their desks, and began a warm up that had adding and subtracting fractions with like denominators. This was considered a launch of prior knowledge. The launch allows students to bring in prior knowledge to help them with the upcoming lesson. After the launch this researcher introduced unifix cubes to help model adding and subtracting fractions with unlike denominators. An example of the demonstration would be adding ½, and ¼. The fractions are represented with unifix cubes. To represent ½, one cube is placed on the top of two cubes. To represent ¼, one cube is put on the top of four cubes. Students are instructed that they cannot add the two because the denominators are different sizes. The students are shown how you would add groups of each fraction until the same amount of cubes were in the denominator of each fraction. A hint was given to start with the smaller number of cubes in the denominator. The students realized that adding one group to the fraction ½ made the denominators the same. The students were then instructed to add the cubes in the numerators and put over one set of denominators. This would give the answer to the problem. Two demonstrations occurred using the unifix cubes. After the demonstration with the unifix cubes, this researcher proceeded to create pictures of unifix cubes on the whiteboard. While this researcher proceeded on the white board, drawing unifix cubes and writing the abstract method of adding and subtracting fractions were simultaneously happening. After the whole class demonstration, this researcher gave the students two problems and had them draw the unifix cubes and complete the abstract method at the same time. This researcher canvassed the room and facilitated the individual group work. After the individual work was completed, a discussion of the work and answers occurred in a whole class discussion. Once this researcher felt confident that the students understood the lesson, an assignment was given. At that time all students were allowed to work with a partner. The students who struggle in class were invited to go to the table at the back of the room. This researcher was at the table giving additional help to those who did not understand the lesson. For each problem the students were given the unifix cubes with which to work. As they worked the unifix cubes together, the students were also writing the abstract process on their paper. It was a slow process. However, by the end of the class period the students were beginning to understand why they had to find a common denominator before they could add or subtract. They completed only four problems, but they walked away with a wealth of knowledge. When this researcher sat with them to study for the test, if they were struggling with adding and subtracting fractions this researcher brought back the discussion of the unifix cubes. The students quickly remembered what they had to do and they were able to successfully complete the problems. Based on the research read, the author incorporated a differentiated model into the classrooms. These classrooms are based in a first inner-ring suburb middle school. Figure 3.1 shows the average ethnicity of the groups and Table 3.1 shows average classroom size and average subgroups. Finding the data to help understand who your students are will help create a trusting environment, meaningful lessons, and be able to design assignments to meet the needs of all students, and assessments based on the objectives learned in class. Table 3.1. Average classroom size and average subgroups Northey (2005) states that getting to know the students teachers must review the data on all students, make observation in classroom, and take time to interpret the results. This will allow teachers to base instruction on the needs of all students in the classroom. Getting to know the students was the first step in creating a differentiated classroom. Researching past transcripts, Minnesota Comprehensive Assessments (MCA) scores, and the Northwest Evaluation Association (NWEA) scores, and checking which students were in ELL and Special Education services was the first step. After reviewing the information, students were put into categories based on past performances. The next four weeks were spent watching and getting to know the students by how they worked in class and outside of class. By mid-quarter there was enough information and observation of who needed extra help and who worked well on their own. On average 60% of the students were below grade level in all the testing areas. By mid-quarter, 22 students were receiving an F. Table 3.2 shows the average of students below grade level and the number of students receiving an F at mid-quarter. It was time to fully implement differentiation into the classroom. Table 3.2. Students below grade level and students receiving an F at 1 st mid-quarter 2008 \| Class \| Students below grade level \| \|---\|---\| \| Group 3 7th grade \| 55% \| \| Group 4 7th grade \| 54% \| \| Group 5 8th grade \| 69% \| \| Group 6 8th grade \| 63% \| Based on Tomlinson, it is important to create an environment that makes all students feel safe, respected, and successful. It is important to make the classroom a community where every student feels care. Monitoring and rewarding students helps reinforce these concepts. The first challenge was to create a trusting environment. Many of these students have experienced failure in the classroom. It was important to create an environment that would make the students want to succeed. After the main instruction, students were allowed to work together on solving problems. At the same time a group of students were invited to work at the table at the back of the classroom. Many students were reluctant to come and others refused to come. They were not pushed, but encouraged to come for help. The seventh grade classes understood the importance of receiving extra help and started coming to the back table. The eighth grade classes were not convinced and time was spent running from one-eighth grade student to another. However, by the end of first quarter trust had been established. Students are now comfortable coming to the back table for help. Having 60% of the students below grade level, it was important to incorporate the CSA approach. Bender (2005) states the CSA method is teaching with concrete activities, moving to semi-concrete activities, and eventually learning the abstract method. It was important to incorporate as many concrete activities as possible. Instead of spending one day on a lesson, two to three days were spent on a lesson. Counters and an integer card game were used to understand the rules of adding and subtracting integers. Counters and Dixie cups were used to understand solving equations. Finally Unifix cubes were used to understand adding and subtracting fractions with unlike denominators. Eventually students were able to draw pictures from the concrete activities. When abstract concepts were taught, it was easier to understand, because students had pictures in their minds on how the process worked. Students gained confidence and were able to solve problems that they were unable to do in the past. One female student had never been successful in mathematics. The first quarter was spent gaining her trust. She was continually reminded that she could be successful if she keeps trying. Two weeks ago, she was finally able to solve equations. Her hard work and continued effort gave her the confidence that she was able to do math even though she had been unable to do it in the past. She is trying and working harder than she did in the beginning of the year. Tomlinson (2005) affirms that assignments need to be designed around the main point of the lesson. It is also important to design lessons that stretch the learning of all students in the classroom. This researcher felt it was important to design assignments that met the needs of all students. Before each lesson problems were viewed to see what problems each group of students could handle. The majority of the time a basic assignment was given to everyone. However, the below average students received fewer problems so they could focus on learning the concept instead of focusing on how many problems they had to finish. As the year progressed students who were grasping the lesson were given an assignment that offered challenging problems. This helped them think more in depth about the concept they were learning. During the first quarter of 2008, the students who were below grade level were given a few problems that covered the material in class. The struggling students were asked to complete problems during class time. They are now given some problems to do at home. Students need to start learning to work on their own. In the seventh grade classes, this researcher has become a facilitator and the students are now working the problems with one another. Eighth grade students still need assistance and are slowly starting to ask the questions they need to solve the problems. Homework completion is going from a 60% turn in rate in September, to 90% turn in rate in November. Based on the Northey (2005) data from a pre-assessment can help differentiate lessons in the upcoming unit. In a summer classroom in 2008, an instructor stressed to continue assessment through out the unit and give an assessment at the end of the unit. It helps to see if learning occurred during that time. Assessments are very important in the differentiated classroom. Creating your own assessments based on the objectives can generate success for all students. Different assessments were created based on the needs students. The second half of the first quarter, the class worked hard to incorporate differentiation into the classroom. Only one student out of 104 failed the chapter one test. The students received no assistance on the test; the answers and work were their own. The excitement in the room was amazing. The students were high fiving each other and screams of happiness filled the air. Immediately after, they were told if all students pass first quarter they would be rewarded with a bingo day. The work that started occurring was wonderful. Students ask if they can help each other. At the end of first quarter, not one student failed. Table 3.3 and 3.4 shows the data on each group's mid-quarter grade and end of quarter grade. This researcher did a Paired t-test on each group. Based on the one-tail data, Group 5 showed the most improvement followed by Group 4, Group 6, and Group 3. Differentiation does work; proof came from the experience of first quarter of 2008. Table 3.3. Group 3 and 4 grade comparisons \| \| Group 3 \| \| Group 4 \| \| \|---\|---\|---\|---\|---\| \| Student \| Mid-quarter grade \| End of quarter grade \| Mid-quarter grade \| End of quarter grade \| \| 1 \| 82% \| 88% \| 63% \| 83% \| \| 2 \| 56% \| 71% \| 79% \| 91% \| \| 3 \| 72% \| 86% \| 96% \| 98% \| \| 4 \| 82% \| 92% \| 83% \| 91% \| \| 5 \| 96% \| 87% \| 65% \| 81% \| \| 6 \| 80% \| 87% \| 91% \| 93% \| \| 7 \| 61% \| 75% \| 89% \| 93% \| \| 8 \| 85% \| 95% \| 66% \| 81% \| \| 9 \| 69% \| 79% \| 91% \| 88% \| \| 10 \| 79% \| 87% \| 63% \| 86% \| \| 11 \| 96% \| 99% \| 41% \| 70% \| \| 12 \| 86% \| 93% \| 77% \| 93% \| \| 13 \| 67% \| 87% \| 94% \| 94% \| \| 14 \| 90% \| 86% \| 99% \| 96% \| \| 15 \| 80% \| 77% \| 71% \| 86% \| \| 16 \| 90% \| 89% \| 74% \| 87% \| \| 17 \| 64% \| 91% \| 63% \| 75% \| \| 18 \| 71% \| 90% \| 96% \| 98% \| \| 19 \| 70% \| 86% \| 96% \| 99% \| \| 20 \| 83% \| 88% \| 84% \| 92% \| \| 21 \| 90% \| 93% \| 84% \| 85% \| \| 22 \| 117% \| 101% \| 93% \| 92% \| \| 23 \| 60% \| 79% \| 69% \| 93% \| \| Class average \| 79% \| 87% \| 79% \| 89% \| Table 3.4. Group 5 and 6 group comparisons \| Student \| Mid-quarter grade \| End of quarter grade \| Mid-quarter grade \| \|---\|---\|---\|---\| \| 1 \| 90% \| 96% \| 78% \| \| 2 \| 89% \| 88% \| 90% \| \| 3 \| 71% \| 90% \| 79% \| \| 4 \| 50% \| 76% \| 70% \| \| 5 \| 51% \| 85% \| 79% \| \| 6 \| 49% \| 74% \| 85% \| \| 7 \| 55% \| 80% \| 55% \| \| 8 \| 91% \| 86% \| 37% \| \| 9 \| 36% \| 74% \| 35% \| \| 10 \| 38% \| 70% \| 63% \| \| 11 \| 52% \| 78% \| 93% \| \| 12 \| 73% \| 85% \| 83% \| \| 13 \| 16% \| 65% \| 85% \| \| 14 \| 29% \| 65% \| 97% \| \| 15 \| 46% \| 72% \| 47% \| \| 16 \| 76% \| 91% \| 76% \| \| 17 \| 85% \| 92% \| 43% \| \| 18 \| 89% \| 96% \| 79% \| \| 19 \| 85% \| 93% \| 91% \| \| 20 \| 30% \| 70% \| 81% \| \| 21 \| 96% \| 93% \| 71% \| \| 22 \| 95% \| 88% \| 68% \| \| 23 \| 83% \| 86% \| 42% \| \| 24 \| 65% \| 79% \| 33% \| \| 25 \| 38% \| 80% \| 84% \| \| 26 \| 83% \| 83% \| 91% \| Chapter 4: Conclusion Five years into teaching and this researcher was debating whether to continue in this career. The K-8 math master's program and the research on differentiation have convinced this researcher teaching is the right career. Differentiation has allowed changes in the way teaching is approached. Differentiation has made students successful by meeting their individual needs. It is not an easy concept to embrace in part because it takes a great deal of work to make differentiation successful. In the first year, there have been times when it felt too difficult to continue this way of teaching. Remembering the goal, "Put the needs of all students first," helped this researcher to continue to use differentiation. The second year of differentiation is easier than the first. However, at the end of the day, exhaustion hits; however, knowing the students learned something keeps this researcher going. During the past 17 months this researcher discovered getting to know the students and gaining their trust is a significant aspect of differentiation. It is essential to be in the locker bay greeting students as they come to school and making them feel successful in the classroom. A trusting environment is a prerequisite for differentiation. The students will feel safe working in groups, working with the teacher, and they are willing to try the problems even if they have failed the concept in the past. The concrete, semi-concrete, and abstract approach is a procedure this researcher wants to continue to implement into the classroom. The many times this approach was used in the classroom, the students had a better understanding of the lesson introduced. This approach gives the students prior knowledge for future lessons. If they forget how to do a concept this researcher can have them visualize the concrete activity that was taught to help them remember how to do the concept. This researcher has realized that modifying assignments and tests for students who struggle helps them be successful in the classroom. The students can take their time and work fewer problems to understand the concept. Modifying tests also help the struggling students take their time, think about how to solve the problem, and do a better job on the test. This researcher has found a weakness working with the top students in the classroom. They need to be provided with more challenging problems on assignments and tests. During the past year, this researcher has discovered that pre-assessments do not work well in the classroom. This studied district has accelerated mathematics classes for the top students. It was quickly discovered that the students did poorly on the preassessment. The pre-assessment was supposed to help a teacher understand what concepts students need reinforcement and what concept they already know. The students had little prior knowledge on the concepts in the pre-assessments. The pre-assessments did not give any extra information for planning the future chapter. As a result, this researcher has decided not to use pre-assessment in the classroom. This researcher plans to share the finding of this research with colleagues. To make a presentation on differentiation successful, it is important to plan and organize the research. A presentation to the staff development committee will be the second part of the process. Staff development days provide an excellent opportunity to give a presentation on differentiation. Colleagues will be presented with information on the meaning of differentiation and what can be easily incorporated into the classroom. If colleagues show an interest, future presentations will teach colleagues how to slowly implement the five concepts of differentiation which are know the students, the environment, meaningful lessons, assignments, and assessments. Continuing to research differentiation and how it can improve the classroom is integral to mathematics instruction. Currently, concrete activities are a weakness in this researcher's classroom. This researcher plans to use the websites and professional organizations that were given in the program, to find concrete activities that will enhance the learning of all students. Focus on finding activities that will connect with the concepts taught in class is another component in continuing differentiation. The past 18 months, this researcher discovered teaching is more than teaching concepts right out of the book; it is about finding ways to present the concepts the way students learn. Reviewing past notes, this researcher came across Bemidji's principles of teaching, which relate to differentiation. It is important to teach how students learn, encourage group work, communication between teacher and student and student to student. This principle also encourages multiple ways to solve a problem, problem solving, and assessment. The research on differentiation encourages these principles. Differentiation was the perfect research for this master program. Continuing with this concept is exciting. It can help the students be successful on a daily basis. This paper is the in the beginning stages of implementing differentiation in the mathematics classroom. There is much more research to be discovered and shared on this topic and it is important for this researcher and others to find and utilize. The purpose of the paper is to get educators to start thinking of how they can improve their student's performance in an era where the classroom is diverse. However, there may be educators who would like to take this research and take it down a path that is different from this researcher's study. This paper serves as a starting point for educators to improve their instruction in the classroom. Bibliography Bender, W. N. (2005). Differentiating math instruction. Thousand Oaks, C.A.: Corwin Press Inc. Cassner-Lotto, J., & Barrington, L. (2006). Are they really ready to work? Retrieved November 29, 2007, from http://www.infoedge.com/product_type.asp?product=CB-BED6 Chapman, C., & King, R. S. (2005). Differentiated assessment strategies: One tool doesn't fit all. Thousand Oaks, C.A.: Corwin Press Inc. Moll, A. (2005). Differentiated instruction guide for inclusive teaching. Port Chester, N.Y.: Dude Publishing. Northey, S. S. (2005). Handbook on differentiated instruction for middle and high schools. Larchmont, NY: Eye On Education. Pierce, R. L., & Adams, C. M. (2004). Tiered lessons: One way to differentiate mathematics instruction. Gifted Child Today: 27(2), 58-66. Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (2005). Differentiating instruction: Why bother? National Middle School Association: Middle Ground, 9(1), 12-14. If middle school students differ in readiness, interest, and learning profiles, and if a good middle school attempts to meet each student where he or she is and foster continual growth, a one-size-fits-all model of instruction makes little sense. Rather, differentiated instruction seems a better solution for meeting the academic diversity that typifies the middle school years. What differentiation is--and is not. A differentiated classroom offers a variety of learning options designed to tap into different readiness levels, interests, and learning profiles. In a differentiated classroom, whole-group instruction may also be used for introducing new ideas, when planning, and for sharing learning outcomes. 4. "Students are active explorers." "Teachers guide the exploration." Differentiation IS for every classroom. However, the degree to which you differentiate is up to you. This series is all about getting started. Catch up on these other Free to Discover posts from my first series about differentiation for additional ideas. If you teach middle school math, you probably do some degree of note-taking. In eighth grade, I taught Accelerated Algebra I and Algebra I Part A (Standard Math). There are a lot of differences between the two courses, but a big distinction is in note-taking procedures. This would not fly in my standard eighth grade math class so I differentiate how I present and organize notes. The first difference is the amount of time we spend taking notes. In this course, I stick to 15 minutes or so.	<urn:uuid:17b3faa4-3ab0-492e-9a97-c6a99678ad43>	CC-MAIN-2020-16	https://uilt.pw/wuw_tynu.pdf	2020-04-06T23:30:30+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371662966.69/warc/CC-MAIN-20200406231617-20200407022117-00332.warc.gz	756,842,330	11,141	eng_Latn	eng_Latn	0.980237	eng_Latn	0.999014	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 439, 1519, 3850, 4650, 4669, 4685, 4702, 8158, 8272, 9929, 11379, 11641, 13384, 15235, 17020, 18762, 20764, 23132, 24573, 26483, 28448, 30787, 32246, 32403, 34263, 36141, 36571, 38939, 40397, 41888, 43381, 44325, 45104, 47020, 50208, 50733, 50853, 51929, 53464 ]	[ 1.59375, 2.609375 ]	1	0
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. \| \|	<urn:uuid:31e56d80-783e-4aff-847b-72261afd41ca>	CC-MAIN-2020-16	https://lewiscountywa.gov/media/attachment/4621/EvacuationPlans.pdf	2020-04-07T01:09:42+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371662966.69/warc/CC-MAIN-20200406231617-20200407022117-00331.warc.gz	559,870,020	522	eng_Latn	eng_Latn	0.998302	eng_Latn	0.998302	[ "eng_Latn" ]	false	docling	[ 2536 ]	[ 3.59375 ]	1	1
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?	<urn:uuid:d8b30b21-fb57-4797-8ce4-05dea3a4cceb>	CC-MAIN-2020-16	http://harlan.k12.ky.us/pdf/CDL/HCHS/TamiBrock/COVID%2019%20Holocaust%20lesson%20over%20Night%20(002).pdf	2020-04-06T23:43:47+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371662966.69/warc/CC-MAIN-20200406231617-20200407022117-00331.warc.gz	80,040,202	531	eng_Latn	eng_Latn	0.994088	eng_Latn	0.993846	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1361, 1954 ]	[ 2.5 ]	1	0
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.	<urn:uuid:d5800f8b-bbe6-4942-8906-39443baed446>	CC-MAIN-2020-16	http://askorganic.co.uk/composting/using%20compost%20in%20the%20garden.pdf	2020-04-06T23:20:33+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371662966.69/warc/CC-MAIN-20200406231617-20200407022117-00332.warc.gz	16,812,819	824	eng_Latn	eng_Latn	0.997951	eng_Latn	0.998449	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1498, 3677 ]	[ 3.53125 ]	1	2
What On Earth Do You Do When Someone Dies [Books] What On Earth Do You Do When Someone Dies When somebody should go to the book stores, search launch by shop, shelf by shelf, it is in reality problematic. This is why we give the books compilations in this website. It will totally ease you to look guide What On Earth Do You Do When Someone Dies as you such as. By searching the title, publisher, or authors of guide you in reality want, you can discover them rapidly. In the house, workplace, or perhaps in your method can be all best place within net connections. If you aspire to download and install the What On Earth Do You Do When Someone Dies, it is no question simple then, since currently we extend the belong to to purchase and create bargains to download and install What On Earth Do You Do When Someone Dies so simple! What On Earth Do You Introduction - Google Earth User Guide Five Cool, Easy Things You Can Do in Google Earth Want to jump in and start having fun with Google Earth? Try any of the the following: 1 View an image of your home, school or any place on Earth - Click Fly To Enter the location in the input box and click the Search button In the search results (Places panel), double click the location What Do You Know About Earth? - English Worksheets Land What do you know about the Earth? I've supplied an answer for you Answers will vary 1 I live on Earth 2 The Earth is large and round 3 A lot of people live on Earth 4 There is a lot of land and water on earth Using the four things that we wrote above and one topic sentence and one closing EARTH SCIENCE AT NASA Earth at Night As you look at the image, you can see the pattern of this distribution Cities are along coastlines and transportation networks This image of Earth's city lights was created with data from the Defense Meteorological Satellite Program (DMSP) Operational Linescan System (OLS) The OLS sensor orbits Earth, acquiring one swath, or area, Understanding globalization In what ways are places on Earth connected? [Through language, culture, climate, and transportation]? What is globalization? [It is the increasing connections of economic, cultural, and political characteristics across Earth]? How does globalization create or show connections across Earth? [Globalization provides an opportunity to diffuse HOW IS THE EARTH CHANGING? 5 What ideas do you have about why there are patterns in earthquake and volcano data? 6 What ideas do you have about why some earthquake and volcano data do not fit the patterns you observed? 7 The Driving Question for this unit is How Is the Earth Changing? a How do you think volcanoes and earthquakes relate to the earth changing? b How to Draw Paths and Polygons in Google Earth How to Draw Paths and Polygons in Google Earth 1 From the Tool Bar at the top, click Add Path (CTRL + Shift + T) or Add Polygon(CTRL + Shift + G) o The New Path or New Polygon dialog box appears and the cursor changes to a square drawing tool Enter the properties for your drawing just as you would Borders, Boundaries, and Barriers Where do you see physical boundaries? What other types of boundaries and borders exist on the earth? How can borders change? DID YOU KNOW? ArcGIS Online is a mapping platform freely available to US public, private, and home schools as a part of the White House ConnectED Initiative A school subscription provides additional security KEY CONCEPT Earth's past is revealed in rocks and fossils. Earth's past is revealed in rocks and fossils EXPLORE Rocks What can we learn from a rock? PROCEDURE Use a hand lens to examine the rock sample Make a sketch of any shapes you see in the rock WHAT DO YOU THINK? •What do you think those shapes are? • How did they get there? 2 1 Rocks, fossils, and original remains give clues about the past Setting up Google Earth to Display Decimal Degrees This "how to" document will walk through setting the Google Earth application to show the latitude and longitude coordinates on your browser or smartphone in a decimal degrees format Setting up Google Earth to Display Decimal Degrees I Google Earth desktop app personalizing display format of Lat/Long Reference Tables for Physical Setting/Earth Science This edition of the Earth Science Reference Tables should be used in the classroom beginning in the 2011–12 school year The first examination for which these tables will be used is the January 2012 Regents Examination in Physical Setting/Earth Science Earth Bonding - BPF Pipes Group earth terminal of equipment within the bathroom with exposed-conductive part A supplementary bond is not run back to the main earth 3 Metal baths are supplied by metal pipes do not require supplementary bonding if all the pipes are bonded and there is no other connection of the bath to earth 2 Metal window frames are not required to be Visualizing Census Tracts in Google Earth Visualizing Census Tracts in Google Earth FCC Form 477 Enter an address into the Search field at the upper left of the screen then click Search After you're zoomed to the location, you can click the polygon that contains the address to show the census tract Exporting Data in Google Earth There are TWO file types that Google Earth uses - KML and KMZ KML is for SIMPLE data (no embedded images will be saved in the final file) KMZ is more robust and allows the EXTERNAL CONTENT (ie a map or photograph that you overlayed) that you created to be saved Because KMZ can do everything KML can do and then some, it makes Grounding Requirements for Portable Generators the earth): • The generator Grounding Requirements for Portable Generators Portable generators are internal combustion engines used to generate electricity They are useful when temporary or remote power is needed, and are commonly used during cleanup and recovery efforts following disasters How to Use Google Earth for GPS Coordinates & Maps How to Use Google Earth for GPS Coordinates & Maps 2018 Google Earth Preferred •GPS Coordinates - Google Earth Pro is the preferred method to obtain GPS coordinates for your hemp locations •Maps - Generate maps for your applications and Site Modification Requests using Google Earth Pro ESCI 121 Physical Geology Name 3 You can also use the "search" area to find specific features or latitude/longitude locations The "fly to" option will cause the application to fly you directly to the search result you choose 4 The "Layers" pane can be used to turn on/off various view options: for the Earth, this includes geographic place names, business names Do People in Heaven Know What's Happening on Earth? Do People in Heaven Know What's Happening on Earth? wwwmakinglifecountnet Question: Do people in heaven know what is happening on earth? Answer: Since heaven is a place of eternal joy and peace, we can be assured that people in heaven aren't disturbed by the evil things happening on earth The Scriptures give us some clues about what they Calculating the Mass and Density of Earth CALCULATING THE MASS AND DENSITY OF EARTH Kepler's Third Law (Newton's Form): P2 a3 4!2 MG The period of the moon's orbit is 2732 days, or 2,361,000 seconds (roughly) The semi-major axis (a) is 384,400,000 mG, the gravitational constant, is presently calculated to be 6673·10-11 m3kg-1s-2Doing the math: Earth Ground Resistance what does it do? The NEC, National Electrical Code, Article 100 defines a ground as: "a conducting connection, whether intentional or accidental between an electrical circuit or equipment and the earth, or to some conducting body that serves in place of the earth" When talking about grounding, it is Why Do We Really Need Pressure Suits? Grades 5-12 What would happen if you were high above Earth's surface or in space without a protective pressure suit or spacesuit? Would you explode? Would your blood boil? Could you survive? The answers are a bit more complicated than you might think, and these lessons and activities will show you why humans need protective pressure suits in these	<urn:uuid:9f41270d-7bd4-476a-815f-84f063c4e72d>	CC-MAIN-2020-16	http://businessandnews.com/What_On_Earth_Do_You_Do_When_Someone_Dies.pdf	2020-04-07T00:47:44+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371662966.69/warc/CC-MAIN-20200406231617-20200407022117-00332.warc.gz	35,400,013	1,687	eng_Latn	eng_Latn	0.993971	eng_Latn	0.995106	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2690, 5697, 8009 ]	[ 2.125 ]	1	0
Overview : Developing allies for social change campaigns, issues, and movements. A group of adolescents or adults who are interested in making change on a specific issue or in developing their skills to do so. Participants will explore the complexity of strategizing and become more optimistic about mobilization efforts through a realization that it is not necessary to win over the opposition to your point of view. Participants will uncover how tactics need to be planned in relation to whether they attract key allies. They will explore social forces and groups spread across a spectrum, ranging from those who are the most dedicated opponents to those who are the most active supporters, and assess where a group needs to do more research related to allies. : Perform the activity yourself, before facilitating. Familiarity with organizing is helpful. : Could be followed by Building Allies & Support: The Elevator Speech and One to Ones: An Organizing Tool : Handout, flip chart paper/or white board, pens/markers Spectrum of Allies Procedure INTRODUCTIONS (3 MIN) Presenters introduce selves, participants introduce self to neighbor. OPENING (3 MIN) In this session we will explore how to develop key allies for social change campaigns using a tool called the Spectrum of Allies developed by George Lakey from Training for Change. STEP 1: MODEL TOOL IN FRONT OF ROOM (10 MIN) Draw a line on flip chart paper Then draw a half-moon or half a pie with wedges (as on the handout). Don't distribute the handout yet. Ask for an example of an issue that people in the group might be working on. Suggest a demand we might have and ask who in society might be inclined to be most supportive, least supportive, and in the middle. Use the line to describe the idea that in most social change situations there is a struggle between those who want the change and those who don't. Those who want the change are represented by a point at one side of the line (say, on the left), and the opponents by a point at the other side. Explain that societies (or towns, or states) usually include a range of groups that can be put on a kind of spectrum from closest to the point of view of the advocates to farthest away, and draw a horizontal line to represent that. Give examples of different groups: "unions?" "Poor people's groups?" "Chamber of Commerce?" etc. As participants identify groups and their location on the spectrum, write them into the "pie." If people suggest groups that end up in two or three wedges, then tell them they need to break down the group into a more specific chunk (e.g. "the public" is way too large!). Do this only enough to make the idea clear. STEP 2: EXPLAIN BENEFITS OF TOOL (5 MIN) Give the good news: in most social change campaigns it is not necessary to win the opponent to your point of view, even if the powerholders are the opponent. It is only necessary to move some or all of the pie wedges one step in your direction. Pause to let the idea sink in and make sure it is understood. If we shift each wedge one step, we are likely to win, even though the hardliners on the other side don't budge. Then, if appropriate to the group, complicate the picture slightly: Sometimes polarization happens, and the wedges closest to the opponent move away from you and toward the opponent. You can still win, if enough of society takes a step in your direction. Let the group digest the good news for a bit. Let it sink in that activists often have the mistaken idea that they need to win everyone (inviting despair). Or that their whole attention needs to be on the powerholders (again inviting despair). When the organizers bring that basically optimistic attitude toward the task of mobilization, then it is a lot easier to get people on board. Also, the multiplicity of roles (because of the multiple kinds of actions that can reach folks at different points in the spectrum) gives everyone a way to plug into the campaign, rather than everyone having, for example, to lobby politicians or be dragged to jail. STEP 3: FILL OUT THE CHART (5 MIN) STEP 4: SMALL GROUP DISCUSSION (5 MIN) If a variety of issues are present in the group, ask them to form issue groups to compare notes. Discuss the following questions: - Who else could be added/ what's missing? - What could motivate movement for groups represented in each wedge? STEP 5: FULL GROUP DISCUSSION (10 MIN) Harvest the learning in the whole group on white board or flip chart paper through questions such as: - What would a big win look like, if you're using the spectrum of allies? - Could you make progress on an issue without moving the opponents at all? How? - What next steps (such as research) emerge from this exercise? - How could this tool be useful in your own life? CLOSING (5 MIN) Ask each participant to share one word about a feeling, thought, or intention for action they're leaving with. Ask participants to please complete the evaluation for this workshop. Pass out the basic chart (see handout) and invite everyone to fill in the wedges for their particular campaign/issue/movement. If your group does not have an issue, consider offering one as an example. 'Spectrum of Allies: Training for Change Tool" is adapted by Minnesota Campus Compact staff from TrainingForChange.org by George Lakey. We welcome your suggestions for improving this guide further for future trainings. We also welcome you to use it and adapt it for your own trainings, subject to the restrictions below. RESTRICTIONS OF USE * You may reproduce and distribute the work to others for free, but you may not sell the work to others * You may not remove the legends from the work that provide attribution as to source * You may modify the work, provided that the attribution legends remain on the work * Include a copy of these restrictions with copies of the work that you distribute. f you have any questions about these terms, please contact email@example.com or Minnesota Campus Compact, 2211 Riverside Ave S. #48, Minneapolis, MN 55454. Survey for "Spectrum of Allies" Workshop Thank you for taking time to attend this Civic Agency workshop. We are very interested in receiving your feedback. (Alternatively, you may also complete this survey online at http://tinyurl.com/ja28zek). If you have participants complete evaluations on paper, please scan them and send them to firstname.lastname@example.org. Your information Primary Role: Student, Faculty, Staff, Administrator, Community Organization Staff, AmeriCorps/VISTA Institution (College, University, Organization): Date: Please indicate how strongly you agree/disagree with the following about your experience with the Civic Agency workshop you participated in. I increased my confidence in my own ability to lead I gained useful leadership skills, strategies, or insights I learned about new leadership tools or resources I developed new or deeper connections with others I both learned from and contributed to the learning of others Other participants in the workshop helped me see things from a different perspective Please indicate how strongly you agree/disagree with each of the following statements about yourself before the workshop Strongly Disagree Strongly Agree 2016 Minnesota Campus Compact Spectrum of Allies; Evaluation \|1 Please indicate how strongly you agree/disagree with each of the following statements about yourself now: I understand my own identities and cultures I understand how identities and culture matter in social/community change work I understand how I connect with social issues on a personal level I am aware of strategies for fostering collaboration in diverse groups I am aware of strategies for effectively leading others I am aware of strategies for developing an action plan for social/community change I believe I have power to address social/community issues Is there anything you would like to tell us about your experience with the workshop? 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Early Childhood - Caring for Carers MANAGING UNCERTAINTY Thinking about your child's future It's natural for parents to plan for and talk about their child's future. However, parents of children with a disability can often feel anxious because their child's future seems so uncertain. They have the stress of not only experiencing the everyday challenges of raising a child with a disability, but also wondering what will happen when their child is an adult. Your thoughts about what comes next in your child's life can be just as overwhelming and stressful as going through the diagnostic process and can negatively impact on your day-to-day living if supports and services are not put in place 1 . Important things to remember You can't predict what will happen in the future It's natural to wonder about the level of care and support your child will need throughout their life. Some common questions you may be asking include: * Will my child be ok? * Will my child go to school? * Will my child have a job? * Will my child get married and have a family of their own? . It's important to remember that even for typically-developing children, we can't predict what will happen in the future 2 One parent described how she felt regarding her child's future by saying: "For me…it was the not knowing…is my child going to have an intellectual disability, is my child going to be able to SPEAK, is my child going to be able to attend school…at first that's all I could think of. It just made me come up with a thousand different questions that no one can answer because…. we don't KNOW yet, whereas now, a year and a bit later…we're just taking one step at a time…let's deal with today." 1 Tips for managing uncertainty Ask questions Find out all you can about your options and don't be afraid to ask questions. Gathering information is key to understanding your child's diagnosis and to making decisions around what will work best for your child and family. Organise early intervention Early intervention will provide your child with the best opportunity to learn and become more independent in the future 3 . Research has shown that early intervention can improve children's skills and lead to improved outcomes in different areas such as communication, self-help, social and play skills, and lead to improved functioning later in life 4-6 . Which intervention is best for my child? You may be wondering which intervention is best for your child as there are many different options available. Here is a website 7 which provides some general information about what early intervention is, what interventions are available for children with a disability and some ideas on what to look for. Get involved at home Family involvement is important for early intervention to be effective 2 . You and your child's family members are the ones who interact most with your child every day. It is essential that your child continues practicing what they are learning in early intervention. Talk to the health professionals involved in your child's early intervention about ideas for incorporating things they are working on into everyday activities (e.g., during meals, baths, when reading books, and playing games). This is a good way for you to support your child at home and will provide continuity and a sense of routine when everyone in your child's life is on the same page. This will also give you some control in managing the diagnosis 1 and allow you to better support your child. Set goals for your child While it's natural to be thinking about what you want your child to achieve in the future, the goals you set should also be appropriate for your child to work towards and achieve now. Goals should be relevant to your child's current strengths and challenges, and they should be specific rather than broad. For example, 'I want my child to use gestures, such as waving hello to their friends' is a more specific goal than 'I want my child to interact better with other children'. When thinking about goals, it can also help to consider your child's interests and strengths. As your child progresses you will need to revisit these goals from time to time to make sure they're still appropriate. Be confident Try not to doubt yourself during this process and don't underestimate your ability to support your child. Your involvement in providing supports will lead to better outcomes 2 . You know your child best and you can give valuable information to the health professionals working with them. Self-Evaluation What am I most worried about for my child's future? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ What can I do now to help prepare my child for the future? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ What are some ways that I can be involved in my child's support and services? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ References 1. Rabba AS, Dissanayake, CA, Barbaro, J. Parents' experiences of an early autism diagnosis: Insights into their needs. Res Autism Spectr Disord. 2019; 66: 101415. 2. Rabba AS, Dissanayake, CA, Barbaro, J. The development of a family support package for parents following a child's diagnosis of ASD: What do parents want? PhD [dissertation]. Melbourne: La Trobe University; 2019 3. O'Reilly B, Wicks K. Australian autism handbook: The essential resource guide to autism spectrum disorder. 2nd edition. New South Wales: Jane Curry Publishing; 2013. Retrieved from http://ebookcentral.proquest.com 4. Prior M, Roberts J, Rodger, S, Williams K. A review of the research to identify the most effective models of practice in early intervention of children with autism spectrum disorders. 2006; Australia: Australian Government Department of Health and Ageing. 5. Vivanti G, Paynter J, Duncan E, Fothergill H, Dissanayake C, Rogers S. Effectiveness and feasibility of the Early Start Denver Model implemented in a group-based community childcare setting. J Autism Dev Disord. 2014; 44: 3140-3153. 6. Howlin P. Prognosis in autism: do specialist treatments affect long-term outcomes? Eur Child Adolesc Psychiatry. 1997; 6:55-72. 7. https://raisingchildren.net.au/disability/services-support/services/early-intervention#therapies-and-services-nav-title	<urn:uuid:77e8ad0a-226b-4f9a-ad2a-17945922e14f>	CC-MAIN-2020-16	http://betterstart.net.au/storage/1-Managing%20Uncertainty.pdf	2020-04-07T01:04:35+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371662966.69/warc/CC-MAIN-20200406231617-20200407022117-00334.warc.gz	26,821,547	1,318	eng_Latn	eng_Latn	0.979065	eng_Latn	0.999471	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1698, 4520, 6981 ]	[ 2.703125 ]	2	0
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.	<urn:uuid:baa24d93-da6b-4bf3-97d5-ef1d47646f3b>	CC-MAIN-2020-16	https://ivccwritingcenter.files.wordpress.com/2018/08/writing-a-thesis.pdf	2020-04-07T01:39:22+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371662966.69/warc/CC-MAIN-20200406231617-20200407022117-00334.warc.gz	529,885,834	921	eng_Latn	eng_Latn	0.998628	eng_Latn	0.998676	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2908, 4905 ]	[ 3.578125 ]	1	2

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