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Top 10 Tips for Universal Design in the Classroom
1. Provide crisp, high contrast printed handouts.
2. Encourage optimum classroom physical environment (lighting, noise, pathways, etc.).
3. Face the class when speaking.
4. Invite students to discuss any access issues with a statement on your syllabus and in the first class.
5. Verbally describe images on all slides and overheads.
6. Use a microphone when speaking.
7. Repeat student questions and comments out loud.
8. Provide electronic handouts ahead of time.
9. Request electronic versions of textbooks when ordering.
10. Provide equivalent text for all graphical items in instructional materials.
Top 10 Tips for Universal Design in the Classroom
1. Crisp, high-contrast printed handouts are visually easier for people with low vision. Good handouts reinforce lessons as a supplement to oral presentation. Contrast, color, size, font, and spacing are a few legibility factors.
2. Environment, activities and equipment impact students with a wider variety of disabilities than formerly known. Address all potential student characteristics in safety considerations. a.) Good lighting helps with low vision, but also helps everyone minimize eye strain; b.) Noisy distractions can have an adverse effect on students with Attention Deficit Disorder, but will also impact the concentration and focus of many students; c.) A ramp entry enables the student in a wheelchair to get to class on time. Ramps allow for instructors who carry a heavy load to efficiently use a wheeled carrier; d.) A podium ramp permits full student participation in presentations.
3. Facing the class allows a student with a hearing impairment to read your lips. It will facilitate eye contact, encouraging engagement and interaction with all students.
4. Use a syllabus to outline the essential components of the course, your expectations, office hours and procedures. Discussing accessibility on your syllabus enhances inclusiveness for students with disabilities. It signals all other students of your availability and approachability and facilitates a positive classroom environment.
5. Verbal descriptions enable a student who is blind to "see" the slides. "Auditory learners" will have an alternative means to understand the content of your graphics. Additionally, students sitting behind any obstruction or students taking notes can hear what they may otherwise be missing.
6. A microphone amplifies audio for someone who has a hearing impairment. It benefits every student, by distributing the instructor's voice evenly throughout the classroom. Research has shown that in the average classroom, the teacher's voice usually arrives at the students at a level only 6 dB or so above the background sounds. The extra 8 or 10dB of amplification provided by a classroom sound field system is sufficient to ensure a more suitable speech to noise ratio. For the benefit of the instructor, the use of a microphone can eliminate voice strain, notably a common occupational health problem.
7. Repeating information from students who face the front of the room redirects the information back out to the entire group. If you repeat the question while facing the class, a student who is deaf can read your lips. Repeat questions and/or paraphrase to insure everyone has heard and you are clear on understanding the question.
8. Electronic hand-outs enable a blind student to use a screen reader (voice or large print). Accessible design allows all students to obtain information and convert it to whatever format is convenient for their study.
9. Electronic versions of textbooks are necessary for blind students. Additionally, audio files enable everyone ease in carrying their textbooks and more flexibility of use. Many instructors and students would "read" their text assignments "on the go."
10. Equivalent text descriptions convey information to people with low or no vision. They also summarize non-text elements for all students, supporting varying learning and processing styles.
Design for Disability is better Design for everyone!
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CHILDREN'S UNIVERSITY SCOTLAND
Summer Challeng 2019
Storyteller
e
e
Get inspired
Board game tycoon
Head to your local library and find a nonfiction book that interests you – it could be about history, nature, science, design – pick something that sparks your interest and makes you want to learn more. Take notes while you read your non-fiction book. Then, use your imagination to make the information into an exciting comic book story (that still has all the correct facts!)
Be more Kind
This summer holiday, challenge yourself to ask others 'how can I help?'
Whether you help a friend with a problem, a family member or neighbour with their chores, or find out if you can help your club or activity leader, or hold a bake sale for charity – there are lots of simple ways we can help others. However you choose to help, keep a journal of how your actions helped, and how it made you feel. How can you encourage others to be more kind?
Crazy Golf
Create your own crazy golf course with things found in the house or collected from the beach or forest. Make your course as easy or challenging as you like. How about including a moving obstacle? Challenge someone to a game and see what they think of your course. Don't forget to keep score! If you want to do this indoors or don't have space outside, why not try a mini table top version? Create smaller obstacles and use a marble and pencil as your ball and club.
Find out about one sports person who inspires you. This could be a professional athlete, a local sporting hero, a friend or family member or your sports coach. Anyone who loves sport and inspires you! Make a fact file on this person. Find out about their sporting life, what inspires them to play their sport, how they got into their sport in the first place, and what they did to get where they are today. Why not send them a letter to tell them why they inspire you?
Save the Planet
One simple way we can help the planet is by making an effort to reduce, reuse and recycle the plastic we use. Organise a plastic pick-up for your family and/or friends at your local park or beach. shopping bags and help from an adult. Pick up any plastic you find and recycle it at the
You'll need some gloves, reusable end. How does using less plastic help wildlife? Can you think of 3 ways we can encourage others to use less plastic?
Ready, steady, bake!
Set yourself a challenge and create your own signature cakes or biscuits! What flavour do you want them to be? Do you want to decorate them with a theme? Who do you want to share them with?
Then, get baking! Write down the measurements and steps you took. What worked well about your bake, and what do you think you would do differently next time?
Hint: Use a simple cake or biscuit recipe from a cookbook or BBC Food if you need some help.
Invent a fun board game! Design your board and counters and use a fun theme that will spark others' imaginations. Write the rules to your game and ask some friends or family members to help you try it out. Ask them to tell you what they thought: what did they like about it, and what did they think could be better? Write 3 things you would keep the same, and three things you would do differently next time.
Hint: be kind to the planet by making your game from clean, recycled materials if you can!
Play A Word Gamee
Each player takes it in turn to think of and say a word out loud. But there's just one catch – each player's word must not be connected to the last player's word at all. So, if player one says 'octopus', player two can't say any words linked to oceans, animals, aquariums or eight. How long can you and your fellow players play without using similar or connected words? Did you learn any new words by playing the game?
Skills Diary
Use Aspire to help you keep a skills diary for each week of the holidays.
Look back over the activities you logged this week. Find out the skills you collected in each activity and make a note of all the skills at the end of each week.
Set yourself a target each week to log one skill you didn't log last week (hint: our Activity Challenges are a fun, free way to collect lots of skill points at home).
www.childrensuniversity.scot/get-in-touch
Children's University Scotland (also known as CU Trust Scotland) is a registered Scottish charity (No. SC043974)
Bedroom surveyor
A surveyor's job is to measure a building or piece of land to understand the size, shape or boundaries of the space. Use a pencil and piece of paper to make a picture of a room in your house. The picture should be a simple line diagram drawn as if you are above the room looking down at the floor and furniture. You'll need to use a measuring tape or ruler to measure the length, width and depth of your room. Add features such as doors and windows and any furniture you have. Can you work out the area of the floor space left?
Wonderful Whales
Did you know – sperm whales hunt their prey by making clicking sounds? Scientists think that these clicks may be powerful enough to break human bones!
Do some research online or in books about how sperm whales produce these clicking noises, and how this helps them to communicate and find food to eat.
Try communicating with your friends with clicks by using Morse code
Hint: try this YouTube video to learn the basics: https://www.youtube.com/watch?v=_IlZrZ9N4ig
Useful Links1. Take part in the activities during the holidays, before or after school, at break times or on weekends. The challenge will be available until the autumn challenge is released in October.2. Log your credit on Aspire at www.CUS-Aspire.com. Check out our video if you need help using Aspire: vimeo.com/3227884233. Share your stories with us –we love to hear how you're getting on with our challenges! Email us: firstname.lastname@example.org write to us: Children's University Scotland, 44 King Street, Stirling, FK8 1AY.
Children's University Scotland (also known as CU Trust Scotland) is a registered Scottish charity (No. SC043974) and is a company limited by guarantee.
Word of the Day
Learn a new word each day for a week in the summer holidays! Your words of the day can be as funny, silly or strange as you like – try to learn a brand new word, or find out the meaning of a word you've heard before but didn't quite know what it meant. Get creative and find a way to share your words of the day with others – it might be using arts and crafts, technology or even music to teach others your word of the day and its meaning. Try to find an opportunity to use your word of the day when you get back to school! Hint: start with the word 'discombobulate' if you're stuck.
Make a Totem
Totem poles are beautifully carved wooden sculptures. They come from Indigenous tribes in North America, where totems are used to share stories about their tribe. Discover the history of the totem pole online or in books. Then, try making your own. You will need:
* Empty toilet or kitchen rolls
* Coloured card or paper
* PVA glue
* Coloured pencils or pens What story does your totem tell?
Design a Castl e
e
Do some research online, in your local library or at a Historic Scotland venue. Learn about one historic building from the past. Imagine you've been tasked with recreating this building in a modern style. Draw your design using any materials you like – why not try making a 3D model or collage? Label each part of the building, and write why you designed it the way you did.
Why is it important to learn about and protect our historic buildings?
Piñata Party
A piñata is both a decoration and a game made of papier mâché. Learn about the history of the piñata, and then make your own to share with friends or family. You'll need to think about the materials you need, what kind of fun treats and prizes you want to fill your piñata with, and what your piñata will look like. Once you've created your masterpiece, ask family or friends to hit the piñata! While they have fun earning their piñata prizes, tell them what you've learned about the history of this fun tradition. | <urn:uuid:bcdce742-8950-44e4-b2d5-aa53e19b324d> | CC-MAIN-2020-16 | http://childrensuniversity.scot/media/1661/cus-summer-challenge-2019-fav.pdf | 2020-04-07T01:16:14+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371662966.69/warc/CC-MAIN-20200406231617-20200407022117-00333.warc.gz | 34,859,796 | 1,818 | eng_Latn | eng_Latn | 0.998689 | eng_Latn | 0.998715 | [
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4171 Westport Road 6112 Crestwood Station
Louisville, KY 40207 Crestwood, KY 40014
(502)896-8868
www.eastlouisvillepediatrics.com
Your Four Year Old
Four year olds are active and enthusiastic! Your challenge will be to keep up during this special year. Your child will may show a strong identity with the opposite sex parent. Encourage family togetherness.
Children will ideally have opportunities for social experience – away from you. Encourage a few household jobs and situations in which your child is allowed to figure things out. Preschool programs are encouraged. During this year your child will become more aware of social issues, gender, race, and handicaps. This is a prime time to continue open minded and positive attitudes and dispel untruths.
Four year olds are enthusiastic rule keepers and enforcers. Use this tendency to teach car seat use, hand washing, tooth brushing, and why we eat nutritious foods. Some regrets about misbehavior and the concept of right and wrong is developing. However, they often realize the rule itself and the whys.
At this age, children learn by doing. Provide lots of activities. The more opportunities provided the more they learn. Fantasy and "pretend" friends are common. Your child may also tell untrue stories or tall tales. These exaggerations represent what children believe and wish was true in their imagination. Continue to stress reality.
Your four year old may become bossy and express a "know it all" attitude. This may frustrate parents but in part this reflects positive confidence and self-esteem. He/She may use "big" words and speech may sound adult at times. Smart talk and four letter words may also creep in. Your child will be prone to strong reactions. Moderate feelings are not common at this age!
Nutrition
It is safe to decrease saturated fat in their diet – especially with the use of lower fat milk. We recommend 2% or less. Try to avoid high fat meals. Lean meat, poultry, low fat dairy products, and whole grains are recommended in moderation with emphasis on fruits and vegetables.
4171 Westport Road 6112 Crestwood Station
Louisville, KY 40207 Crestwood, KY 40014
(502)896-8868
www.eastlouisvillepediatrics.com
Dental
Regular brushing and dental care is necessary. Dental visits are recommended every six months.
Sex Education
This is the age where interest in where babies come from and how boys and girls are different emerges. There are many books available to help you discuss this with your child. Please see our suggested reading section. Whether your child asks questions or not, it is a good time to be prepared and use books and/or opportunities to teach your child beginning information.
Safety
Supervise your child at all times - especially for outdoor and water activities.
Prevent access to electrical tools, matches, or lighters. Discuss fire safety and have smoke alarms on every level of your home.
Lock up firearms! Keep firearms and ammunition in separate, safe places. Firearms should be unloaded and NEVER available to children.
Think toy safety! Avoid toys with projectile parts or violent intent. Explosives or fireworks should never be around children.
Use helmets for bicycles, scooters, skateboards, etc.
Teach children to NEVER go with or accept items or food from people they do not know. Avoid strange dogs, too. (See Body Safety Handout)
A Few Words on Being a Parent
Strong responses, greater verbal abilities, and inflexibility of thinking often lead many parents into power struggles with their four year olds. The guiding theme is unconditional love.
4171 Westport Road 6112 Crestwood Station
Louisville, KY 40207 Crestwood, KY 40014
(502)896-8868
www.eastlouisvillepediatrics.com
NEXT CHECKUP: 5 YEARS OF AGE
Please ensure your child's immunizations are completed to this age. If not, please arrange to complete them. | <urn:uuid:1866da31-cc5d-4e5e-983c-3eaa84665279> | CC-MAIN-2020-16 | https://www.eastlouisvillepediatrics.com/client_files/file/4-years-old-2013.pdf | 2020-04-07T00:09:55+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371662966.69/warc/CC-MAIN-20200406231617-20200407022117-00335.warc.gz | 878,620,652 | 879 | eng_Latn | eng_Latn | 0.971001 | eng_Latn | 0.998093 | [
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English
Texts: One Snowy Night, Non Chronological Reports on Polar Animals, The Snow Queen
Reading: Children will take part in guided reading sessions and whole class reading sessions.
Writing: Children will learning to write and adapt stories. They will also be learning to write letters and their own non-chronological report about an arctic animal.
Grammar Year 2: Sentence types, Word classes,
Apostrophes, Tenses, Suffixes
Handwriting:
Form lower-case letters of the correct size relative to one another. Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
Cursive – Journey to cursive scheme
Geography
Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied.
* Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.
* Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a contrasting nonEuropean country.
History
* Learning about different arctic explorers
* Show an awareness of the past, using common words and phrases relating to the passing of time
* Sort artefacts from 'then' and 'now'
* Discuss the lives of significant individuals in the past who have contributed to national and international achievements and use some to compare aspects of life in different periods
Robins Curriculum
Music
* Music Express units –
* Water, Our Bodies, Animals, Pattern
Computing
* Create a topic- based e-book
* Sequencing simple algorithms and programs
PE
* Invasion games skills (attacking and defending focus)/Basketball
* Health and Fitness
Polar Explorers Spring term
RE & PSHE incl diversity
RE-Families & Worship and Ceremonies PSHE- Happy and Healthy me, Me and my safety.
Maths
White Rose Maths Scheme
Multiplication & Division, Statistics, Properties of shape, Fractions
Science
Living things and their habitats
* Explore and compare the difference between things that are living, dead and things that have never been alive
* Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of animals and plants, and how they depend on each other.
* Identify and name a variety of plants and animals in their habitats, including micro- habitats.
* Describe how animals obtain their food from plants and other animal
Materials
* Describe how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
* Identify and compare the suitability of a variety of everyday materials for particular uses
DT
Make a diorama:
* Create products using levers, wheels and winding mechanisms.
* Design products that have a clear purpose and an intended user.
* Make products, refining the design as work progresses. Explore and use mechanisms such as wheels, axels, levers and sliders.
Art
Draw lines of different sizes and thickness. Colour (own work) neatly following the lines. Show pattern and texture by adding dots and lines. Show different tones by using coloured pencils. | <urn:uuid:43b16dd3-fc11-4005-9c33-eaf1c3e743e3> | CC-MAIN-2022-21 | http://springfieldsfirstschool.org.uk/media/6420479/robins-topic-web-polar-explorers.pdf | 2022-05-29T09:08:52+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00316.warc.gz | 55,281,670 | 682 | eng_Latn | eng_Latn | 0.994818 | eng_Latn | 0.994818 | [
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OUTCOMES
and adolescents develop age-appropriate competencies (emotional and cognitive), master skills, and improve self-esteem through positive interpersonal interactions, and develop selfefficacy as a coping strategy. They learn to interact appropriately with others and participate in community activities. Resilient people accept illness as an adversity that can be overcome, use humor as a way to cope, develop appropriate social skills and resources, feel hopeful about the future, and work to fulfill their dreams.
People who are RESILIENT communicate positively, experience good physical and mental health, and feel accepted and included in life. Resilient children
In RECOVERY, the individual defines the role of family and significant others. Recoveryoriented services and supports encourage reconciliation and forgiveness. Individuals experience good physical and mental health and feel accepted and included in life. They develop skills and competencies according to their own plans; build confidence and self-esteem through work, relationships, power, choice, hope, and control; and develop self-efficacy and self-management skills. Adults focus on being productive members of the community. Individuals learn to accept and understand their illness, take inventory of their strengths, develop empathy for others, and develop behaviors to manage symptoms and cope with life's stressors. Individuals develop the skills and abilities to nurture supportive relationships. Individuals feel hopeful about the future and work to fulfill their dreams.
INDICATORS
supportive relationships. Children have strong family bonds and attachments to caring adults and develop positive self-concepts and values.
People who are RESILIENT understand the challenges presented by illness and adversity and that discomfort is part of life. They establish independence and develop
People in RECOVERY accept illness and challenging life circumstances and tolerate discomfort as part of life. Individuals establish independence, develop supportive relationships and community connections, experience selfempowerment with humility, and take control of their own lives.
SUPPORTIVE SERVICES
and a choice of providers. Treatment plans are individualized, respect the child/family/ community culture, help maximize financial resources, prevent abuse and neglect, and focus on quality early care and education.
Families of RESILIENT children have treatment goals appropriate to the developmental age of the child, access to individualized and evidence-based services,
Individuals in the RECOVERY process receive services and treatment through approaches that support recovery, choose their type of treatment and supports, and set manageable goals. Services are person-centered, individualized, and respect the child/family/community culture. Services emphasize working to achieve financial independence and the importance of supportive relationships.
RESILIENCY RECOVERY
From The Allegheny County Coalition for Recovery (ACCR) Child and Family Committee
Although the term "recovery" may be understood in many ways, the concept of recovery is the catalyst for development and change in behavioral health services.
In child and adolescent systems, another term commonly used is "resiliency" which describes both innate and developed abilities to withstand stress and adversity. Services promoting resiliency are focused on strengths, providing hope and developing potential. Both resiliency and recoveryoriented services reject the idea that illnesses are permanent or defining or that they cannot be overcome.
An attempt to identify the common elements of recovery and resiliency follows. Despite some similarities, these terms should not be used interchangeably. Resiliency may occur with or without an antecedent illness and might be considered as an element of recovery.
While it may never be possible to define terms in a way that everyone is comfortable with, it is clear that there are important concepts or principles that are held in common regardless of age or disability. These principles move people toward hope, productivity, autonomy, and interactivity.
For more information about recovery and resiliency, please visit the ACCR website at www.coalitionforrecovery.org.
DEFINING CONCEPTS
of challenges, not all related to mental illness.
RESILIENCY is a dynamic process in which people adapt positively within the context of significant adversity. The concept of resiliency recognizes that children have a wider range
RECOVERY is a process in which people are able to live, work, learn, and participate fully in their communities. For some individuals, this means the ability to live despite adversity. For others, recovery implies the reduction or complete remission of symptoms. Recovery also recognizes that individuals may need to recover from bad experiences with the "system."
TIME FRAME
RESILIENCY is an ongoing developmental process.
RECOVERY is an ongoing, individualized, lifelong process.
SOCIAL CONTEXT
an environment where there is an awareness of the presence and impact of violence and social disruption on the family and child.
RESILIENCY occurs in the context of peer, school and community supports when there is a strong bond within a family and a significant attachment to a caring adult. It also occurs in
RECOVERY occurs within a social context that encourages individuals to take on new roles and/or re-establish connections to a community, and when they develop reciprocal relationships with hopeful, caring others. Overcoming social stigma is part of the recovery process.
LOCUS OF CONTROL
about their child's illness/disability and ways to treat and support their child. As adolescents approach adulthood, decision making is transferred to them.
RESILIENCY recognizes the family or primary caregivers as the primary decision-makers for the child's care. Resiliency involves the family learning
RECOVERY sees the individual as the informed decision-maker—capable of making decisions about treatment options and planning for possible future times of incapacity (Advance Directives). The individual is in the driver's seat and has control of his or her life's journey with an emphasis on personal responsibility. Recovery emphasizes the importance of the individual understanding and managing his or her own illness. Family and significant others are encouraged to provide support.
The Allegheny County Coalition for Recovery (ACCR) was created by consumers, family members, and providers in response to users of recovery services who felt that they were not being heard by providers and that they seldom had opportunities to participate in their treatment. In Allegheny County, ACCR strives to transform systems of care so that they are supportive of people who have mental health or substance use problems. Hope, autonomy, choice, and affiliation are the organizing concepts of ACCR's efforts.
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Facing Real Issues: Bullying
2013 NO BULL Documentary of the Year – 3rd Place
Click above to view video
Film by: A. Camille Howard Woodland Jr. Sr. High School Princeton, Maine
"No one to talk to…"
"No one to listen…"
Identify some of the bullying behaviors demonstrated throughout the video and describe the impact that bullying behavior can have on a person.
"Is misery the only company you keep?"
"You're picked on, pushed around and called names…"
Describe strategies that a bystander could use when seeing someone being bullied.
Why might it be difficult for some teens to take action when they see bullying happen?
Many students don't see bullying happen because they don't know what to look for.
What help do you think we can give bullies to keep them from making victims out of people?
"More than once I've attempted to reach out…"
"I replay the scene over and over in my thoughts."
How can adults help play a role in a bullying situation when you feel like you can't help out yourself?
Don't Stand By: Take Action
This is the final tagline in the video… What do these words mean to you?
How do you define BULLYING?
What is it?
How is social media used to bully?
Why is it difficult to "stand-up" for the target of a bully?
How do you promote DIGITAL RESPONSIBILITY?
What actions have you taken?
How can you implement in your school?
Why is it important to be responsible when using all things digital?
www.nobullchallenge.org
The NO BULL Challenge
Change Starts With You SPEAK UP – Let Your Voice Be Heard!
NO BULL is committed to creating and inspiring youth-led films as a platform for dialogue on the most important issues of our time.
The challenge to YOU…
Get Involved!
Make a PSA or short film
Make a Statement!
Take a Stand!
Prizes include the coveted Noble Award, scholarships, custom oneof-a-kind signet ring designed by Balfour, video cameras and a trip to Sundance Film Festival.
What is the NO BULL Challenge?
The NO BULL Teen Video Awards
Click above for highlights
Individual students or teams create a 2-5 minute short film or 30-60 second PSA promoting digital responsibility in an effort to end bullying/cyberbullying
Top 50 videos will be selected by public voting
Nominees and Winners will be selected by judges panel
You could win prizes like:
Scholarship, one-of-a-kind NO BULL signet ring designed by Balfour, video camera, a trip to Sundance Film Festival and much more
NO BULL your way to L.A.!
Fundraise to attend the National Conference & Teen Video Awards!
All involved students receive VIP invites!
www.nobullchallenge.org
Important Dates:
December 13, 2013
Video uploads begin
April 30, 2014
Video upload deadline
May 5-16, 2014
Public voting period
June 6, 2014
Nominees announced
August 8-9, 2014
NO BULL Conference &
Teen Video Awards
Video Subject:
Digital responsibility, Anti-bullying
Video Lengths:
Full: 2-5 minutes
PSA: 30-60 seconds
Eligible:
Middle & High School Students, Ages 13-18
CHANGE MAKERS REACHING MILLIONS
To get involved, visit: www.nobullchallenge.org
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SUNDAYSCHOOL FIRST TERMINAL EXAMINATION ARCHDIOCESE OF CHANGANASSERY
11.00 AM - 1.00 PM
Mark : 75
05-10-2014
CLASS III
Time: 2hr
I. Select the correct word from the given list
10
1. The man who made the ark is
...............................................
2. The number of Jacob’s sons is
.................................................
3. The sign of God's covenant was the..................................................
4. God came down from Mount Sinai and called ........................... up to the mount.
5. Abraham's earlier dwelling place is..................................................
Fill in the blanks
10
6. The descendants of Jacob are known as ..................................................
7. The saviour of mankind..................................................
8 ................................................... is the place where the tower was built.
9. The land to which God led the Israelites is ..................................................
10. .................................................. help us show the right way in our journey to Heaven.
Answer the following
4
11. Who tempted our first parents to act against the command of God?
12. Who are called Israelites?
Answer the following questions in a word
10
13. Who is our Pope?
14. What is the name of your parish?
15. Who is the Patron Saint of the Archdiocese of Changanacherry?
16. Who is your Parish priest?
17. Who is the first saint of India?
Moses , Rainbow, Noah, Haran, 12
V. Select the words and fill the columns
8
You are given several words some of them are to be deserted and others are to be accepted. List them in the appropriate columns.
(God,Satan , Parents, Teachers , Good friends , bad words, good books , Bad films.)
19. What are the ways of life?
3
20. Write the name of three saints.
6
21. Choose the correct word from the word box and fill it.
8
Abel was a shepherd and .............................. was a farmer.Once Cain offered part of his produce as a ............................. to God ................... offered the young ones of his flock ................................ accepted the gift offerings of Abel .God did not accept the offerings of Cain.
22. Comment on this :-True or false.
1
1. I will ever live obeying God’s cmmandments.
2. I will call up on God in all my problem and suffering.
Abel, Gift, God, Cain
To be accepted
To be deserted
2
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Baby Squirrel Season: What You Need to Know
By Cheryl Conley, TWRC Wildlife Center
And so it begins. Baby season 2020 and it all begins with baby squirrels. There are a number of reasons why baby squirrels get separated from mom. Homeowners cut down trees that have nests, high winds can blow nests down or can knock babies out of the nest or sometimes they just fall out. Whatever the reason, you can help.
The first thing you want to do is make sure the baby is safe and warm. Put it in a box or other small container with a soft towel or t-shirt. You can microwave a sock filled with rice for one minute and place it in the box with the baby or set 1/2 of the box on top of a heating pad set to low. DO NOT TRY TO FEED IT. If you do not see any blood on the baby and there are no ants crawling on it, you can try to reunite it with mom. A squirrel's real mom is the best mom.
1. Place the box with the baby squirrel in it near where you found the baby. You can also attach string or twine to the box and securely hang it from a low branch. Just remember to keep an eye on it from a distance so it's safe from dogs, cats and other predators.
2. Getting the baby to call for its mom can help.Sometimes gently picking up the baby will cause it to call her. You can also try holding one foot and applying gentle pressure. DO NOT SQUEEZE HARD. This is a tiny, fragile baby.
3. If it's raining lightly, cover half the box and put the baby on the dry half. If it's pouring, keep the baby inside until the rain lets up. Remember to KEEP IT WARM.
4. Be patient. It can take up to four hours for mom to come and get her little one. If she doesn't, you'll need the help of a rehabilitator. Bring the baby to us. If it's after hours, keep the baby in a quiet, dark room and keep it warm until we open. Do not attempt to feed it.
If you notice injuries, keep the baby safe and warm in a dark room until you can get it to us. Do not handle it.
TARRYTOWN IMPORTANT NUMBERS
Indianmeal Moths
then brought into the home with infested products.
Probably the most encountered pantry pest by homeowners is the Indianmeal moth. These moths can be found in pet food, birdseed, cereals, dried fruit, nuts, powdered milk, candy, and more. Food can become infested while in fields, warehouses, or stores and
Indianmeal moth adults are small with grayish wings tipped in copper. Larvae are creamy-yellow to yellowish-green to pinkish in color with a dark brown head. Larvae tend to feed on the top of infested items and may produce silk that binds the food together. When larvae are preparing to pupate, they leave the item where they were feeding and crawl to corners or edges of walls, shelves, containers, or other items to spin a silken cocoon.
Infested items can be thrown away or treated with heat or cold. If you don't want to throw away food, either place infested food in a ziptop plastic bag and place it in the freezer for about 5-7 days or spread infested food in a thin layer on a baking sheet and bake at 250 degrees for 4-6 hours to kill any insects. Once all insects are dead, you can sift the food or pick out the insects. Another option would be to leave the insects in the food and get a little more protein with your meal!
To eliminate a pantry pest problem, the first step is to locate and remove all infested items. Begin with oldest food items, usually in the back of the pantry, and inspect everything, including unopened food items since these may also be a source. When you find an infested item, do not stop your inspection, multiple items can be infested. Not all pantry pest infestations come from the pantry. Check rooms for items such as dried, decorative peppers, dried flowers, potpourri, natural supplements, make-up, or rice heating packs.
For more information or help with identification, contact Wizzie Brown, Texas AgriLife Extension Service Program Specialist at 512.854.9600. Check out my blog at www.urbanipm.blogspot.com
The information given herein is for educational purposes only. Reference to commercial products or trade names is made with the understanding that no discrimination is intended and no endorsement by Texas A&M AgriLife Extension Service or the Texas A&M AgriLife Research is implied.
This work is supported by Crops Protection and Pest Management Competitive Grants Program [grant no. 201770006-27188 /project accession no. 1013905] from the USDA National Institute of Food and Agriculture.
The Texas A&M AgriLife Extension Service provides equal access in its programs, activities, education and employment, without regard to race, color, sex, religion, national origin, disability, age, genetic information, veteran status, sexual orientation or gender identity.
Host Families Needed
A Cultural Experience
STS Foundation is currently looking for host families for the 2020/2021 school year. Hosting is such a rewarding experience and it benefits all of those involved.
Want to bring a little culture into your life and the lives of your children? Why not try hosting a high school foreign exchange student? It's a great way to learn about a new culture all from the comfort of your home.
STS Foundation accepts all types of host families – from single parents, newly marrieds, empty nesters and same sex couples. In order to host, you would need to meet the following qualifications:
* Pass a background check
* Host must be 25 years or older
* Provide food for 3 meals daily
* A bed for your student
* Ensure reliable transportation to and from school (bus is ok)
* A safe and loving home
STS Foundation is a 501(c)(3) organization that places foreign exchange students with American host families. For more information about hosting, please contact me at 832-455-7881 PM me or email at email@example.com.
The Tarrytown Newsletter is a private publication published by Peel, Inc. It is not sanctioned by any homeowners association or organization, nor is it subject to the approval of any homeowners association or organization, nor is it intended, nor implied to replace any publication that may be published by or on behalf of any homeowners association or organization. At no time will any source be allowed to use the Tarrytown Newsletter's contents, or loan said contents, to others in anyway, shape or form, nor in any media, website, print, film, e-mail, electrostatic copy, fax, or etc. for the purpose of solicitation, commercial use, or any use for profit, political campaigns, or other self amplification, under penalty of law without written or expressed permission from Peel, Inc. The information in the newsletter is exclusively for the private use of Peel, Inc.
DISCLAIMER: Articles and ads in this newsletter express the opinions of their authors and do not necessarily reflect the opinions of Peel, Inc. or its employees. Peel, Inc. is not responsible for the accuracy of any facts stated in articles submitted by others. The publisher also assumes no responsibility for the advertising content with this publication. All warranties and representations made in the advertising content are solely that of the advertiser and any such claims regarding its content should be taken up with the advertiser.
* The publisher assumes no liability with regard to its advertisers for misprints or failure to place advertising in this publication except for the actual cost of such advertising.
* Although every effort is taken to avoid mistakes and/or misprints, the publisher assumes no responsibility for any errors of information or typographical mistakes, except as limited to the cost of advertising as stated above or in the case of misinformation, a printed retraction/correction.
* Under no circumstances shall the publisher be held liable for incidental or consequential damages, inconvenience, loss of business or services, or any other liabilities from failure to publish, or from failure to publish in a timely manner, except as limited to liabilities stated above.
Tropical Fruit Salad with Coconut Crunch
1 large egg white
1/2 teaspoon pure vanilla paste or extract
2 tablespoons clover or orange-blossom honey
1 teaspoon grated Meyer-lemon zest, plus 2 tablespoons fresh juice
2/3 cup unsweetened shredded coconut
1 tablespoon poppy seeds Pinch of kosher salt
1 quart strawberries, halved lengthwise if large
1 small papaya, peeled, halved, seeded, and cut lengthwise into
2 mangoes, peeled, pitted, and cut lengthwise into 1-inch thick pieces
1-inch-thick pieces
1 small pineapple, peeled, cored, and cut into 1-inch-thick
Directions: Preheat oven to 325 degrees. Whisk egg white with honey, vanilla, lemon zest and juice, poppy seeds, and salt until foamy and thoroughly combined. Stir in coconut to evenly coat; spread on a rimmed baking sheet in a thin layer. Bake, stirring a few times, until golden in places, 22 to 25 minutes.
Let cool completely (mixture will crisp as it cools). Rub between your fingers, breaking up any clumps, until crumbled. Arrange fruits on a platter; sprinkle with coconut crunch to serve. Fruits can be loosely covered with plastic, without coconut crunch, and refrigerated up to 8 hours. Coconut crunch can be stored in an airtight container at room temperature up to 1 week.
TARRYTOWN
TARRYTOWN REAL ESTATE market report update
March 2020
by Trey McWhorter
Ordinarily I would provide some year-to-date metrics compared to previous years. There wouldn't be much use in trying at this point (when this article was due in mid-February) because there were only 3 transactions in MLS as of February 17th. However there are 15 homes pending in MLS, so it appears that 2020 was off to a slow start but will make up some ground and probably be a typical first quarter.
As usual, one of the most notable aspects of the Tarrytown market right now is the limited inventory in MLS. As the graph nearby shows, active listings are again setting new records for all-time lows, with well under 20 active listings.
One other interesting statistic is the growing proportion of active listings priced over $1M. The record was in April 2018 at 83% of active listings, but January and February of this year have both exceeded 80%.
If you are thinking about selling your home, this is a good time to consider it. With many active buyers and limited inventory, your home could fetch a premium and sell quickly. If you want to make sense of what's going on in the market, get a better understanding of what your own home is worth, or would like to put together a plan to sell your home, please contact me and I'd be happy to help you. You can also find additional analysis and updates to this article on treymcwhorter.com.
TARRYTOWN
PRSRT STD
PAID
U.S. POSTAGE
PEEL, INC.
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Name:
Section:
Score: _____/5
Art History
Art of the Islamic World
Directions: Read the following article on Art in the Islamic World and answer the thought questions at the end.
What is Islamic Art?
The Dome of the Rock, the Taj Mahal, a Mina'i ware bowl, a silk carpet, a Qur'an; all of these are examples of Islamic Art. But what is Islamic Art?
Islamic Art is a modern concept, created by art historians in the nineteenth century to categorize and study the material first produced under the Islamic peoples that emerged from Arabia in the seventh century.
Today Islamic Art describes all of the arts that were produced in the lands where Islam was the dominant religion or the religion of those who ruled. Unlike the terms Christian, Jewish, and Buddhist art, which refer only to religious art of these faiths, Islamic art is not used merely to describe religious art or architecture, but applies to all art forms produced in the Islamic World.
Thus, Islamic Art refers not only to works created by Muslim artists, artisans, and architects or for Muslim patrons. It encompasses the works created by Muslim artists for a patron of any faith, including Christians, Jews, or Hindus, and the works created by Jews, Christians, and others, living in Islamic lands, for patrons, Muslim and otherwise.
One of the most famous monuments of Islamic Art is the Taj Mahal, a royal mausoleum, located in Agra, India. Hinduism is majority religion in India; however, because Muslim rulers, most famously the Mughals, dominated large areas of modernday India for centuries, India has a vast range of Islamic art and architecture. The Great Mosque of Xian, China, is one of the oldest and best preserved mosques in China. First constructed in 742 CE, the mosque's current form dates to the fifteenth century CE and follows the plan and architecture of a
contemporary Buddhist temple. In fact, much Islamic art and architecture was—and still is—created through a synthesis of local traditions and more global ideas.
Islamic Art is not a monolithic style or movement; it spans 1,300 years of history and has incredible geographic diversity—Islamic empires and dynasties controlled territory from Spain to western China at various points in history. However, few if any of these various countries or Muslim empires would have referred to their art as Islamic. An artisan in Damascus thought of his work as Syrian or Damascene—not as Islamic.
As a result of thinking about the problems of calling such art Islamic, certain scholars and major museums, like the Metropolitan Museum of Art, have decided to omit the term Islamic when they renamed their new galleries of Islamic Art. Instead, they are called "Galleries for the Art of the Arab Lands, Turkey, Iran, Central Asia, and Later South Asia," thereby stressing the regional styles and individual cultures. Thus, when using the phrase, Islamic Art, one should know that it is a useful, but artificial, concept.
In some ways, Islamic Art is a bit like referring to the Italian Renaissance. During the Renaissance, there was no unified Italy; it was a land of independent city-states. No one would have thought of one's self as an Italian, or of the art they produced as Italian, rather one conceived of one's self as a Roman, a Florentine, or a Venetian. Each city developed a highly local, remarkable style. At the same time, there are certain underlying themes or similarities that unify the art and architecture of these cities and allow scholars to speak of an Italian Renaissance.
Themes
Similarly, there are themes and types of objects that link the arts of the Islamic World together. Calligraphy is a very important art form in the Islamic World. The Qur'an, written in elegant scripts, represents Allah's (or God's) divine word, which Muhammad received directly from Allah during his visions. Quranic verses, executed in calligraphy, are found on many different forms of art and architecture. Likewise, poetry can be found on everything from ceramic bowls to the walls of houses. Calligraphy's omnipresence underscores the value that is placed on language, specifically Arabic.
Geometric and vegetative motifs are very popular throughout the lands where Islam was once or still is a major religion and cultural force, appearing in the private palaces of buildings such as the Alhambra (in Spain) as well as in the detailed metal work of Safavid Iran. Likewise, certain building types appear throughout the Muslim world: mosques with their minarets, mausolea, gardens, and madrasas (religious schools) are all common. However, their forms vary greatly.
One of the most common misconceptions about the art of the Islamic World is that it is aniconic; that is, the art does not contain representations of humans or animals. Religious art and architecture, almost from the earliest examples, such as the Dome of the Rock, the Aqsa Mosque (both in Jerusalem), and the Great Mosque of Damascus, built under the Umayyad rulers, did not include human figures and animals. However, the private residences of sovereigns, such as Qasr 'Amra or Khirbat Mafjar, were filled with vast figurative paintings, mosaics, and sculpture. Cairo, Egypt
Minarets of Al-Azhar Mosque, Cairo, Egypt (photo: Ahmed Al.BadawyThe study of the arts of the Islamic World has also lagged behind other fields in Art History. There are several reasons for this. First, many scholars are not familiar with Arabic or Farsi (the dominant language in Iran). Calligraphy, particularly Arabic calligraphy, as noted above, is a major art form and appears on almost all types of architecture and arts. Second, the art forms and objects prized in the Islamic world do not correspond to those traditionally valued by art historians and collectors in the Western world. The so-called decorative arts—carpets, ceramics, metalwork, and books—are types of art that Western scholars have traditionally valued less than painting and sculpture. However, the last fifty years has seen a flourishing of scholarship on the arts of the Islamic World.
Arts of the Islamic World
Here, we have decided to use the phrase "Arts of the Islamic World" to emphasize the art that was created in a world where Islam was a dominant religion or a major cultural force, but was not necessarily religious art. Often when the word "Islamic" is used today, it is used to describe something religious; thus using the phrase, Islamic Art, potentially implies, mistakenly, that all of this art is religious in nature. The phrase, "Arts of the Islamic World," also acknowledges that not all of the work produced in the "Islamic World" was for Muslims or was created by Muslims.
Macaulay-Lewis, Elizabeth. "Art of the Islamic World." Khan Academy. Arts of the Islamic World, 2013. Web. 26 Oct. 2014.
Thought Questions:
Name:
Score: _____/5
1. What type of art is actually categorized as Islamic Art? In the 19 th Century? Today?
2. Why is it so difficult to categorize Islamic art in only way? Explain why using an explanation of the Geographic and time factors.
3. How is the term “Islamic Art” similar to the term “Italian Renaissance”
4. What types of artistic patterns are most prevalent throughout the Islamic world? (list and explain 3 with examples.
5. For what reasons has Islamic art not been heavily studied in the past? | <urn:uuid:fdff15fa-bd2e-4b72-aff5-2a90261a2d83> | CC-MAIN-2022-21 | https://www.mrtredinnick.com/uploads/7/2/1/5/7215292/art_of_the_islamic_world.pdf | 2022-05-29T08:43:19+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00317.warc.gz | 996,638,059 | 1,547 | eng_Latn | eng_Latn | 0.998277 | eng_Latn | 0.998132 | [
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Dog Runs and Kennels
The age of your kennel or number of dogs that have used it will determine the amount of organics present. More frequent applications of ez-clean may be required, depending on the usage and previous maintenance.
After the initial application of ez-clean, the kennel may smell worse than it did when you began. This is because ez-clean is working by starting to eliminate the top "crusted" layer of organics. Re-application will be required until all of the aged organics have been consumed.
Outdoor applications are recommended on an overcast day or at dusk. The sun will dry out ez-clean quickly - the longer it sits in a moist environment, the better it will work.
Application of ez-clean
* Pick up excess organics and solids.
* For the first application of ez-clean apply 1:10 dilution to the area. Once the organics are under control, the product can be diluted down to 1:64 for maintenance applications.
* Ez-clean can be applied multiple ways. Below are the two most common.
1. Pre wet the area with water, then apply ez-clean full concentrate using a sprayer.
2. Use a mixer/diffuser that attaches to the end of a garden hose. Turn the dial to the correct dilution and apply to the area.
* Sit back and let the area dry completely - once ez-clean is dry it's life cycle is complete.
Additional Information
* The wet run is immediately safe for your pet's return. No drying required.
* Imagine that moisture is the highway in which ez-clean travels, so make sure the area is moist. This enables the enzymes in ez-clean to move around and find the organics.
ez-clean uses
* dog run and kennels
* decks
* fences
* barns
* stock trailers
* vehicles
* mattress stains
* medical scrubs
* organic carpet stains
* organic upholstery stains
* garbage cans
* sport equipment
* mildew smell
*smoke smell
* skunk smell
* RV vehicle toilets
* septic tanks
* washing machine
Works On
* concrete
* wood
* metal
* rubber mats
* real grass
* synthetic grass
* bark mulch
* gravel
* hard wood
* vinyl floors
* carpet
* Once diluted, the product will only stay alive for two weeks so only mix what you need.
* upholstery
* clothing
♦ safe for immediate contact ♦ non toxic ♦12 billion bacteria per liter (quart) | <urn:uuid:ed0798ce-26a7-472c-ab6d-7639bdf99e85> | CC-MAIN-2022-21 | https://www.ez-clean.com/_files/ugd/798596_383c6ceabc9946798a099fe87e094262.pdf | 2022-05-29T09:01:16+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00317.warc.gz | 834,140,113 | 521 | eng_Latn | eng_Latn | 0.997136 | eng_Latn | 0.997136 | [
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Solution Solve Inequality And Graph Solution
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Solution \u0026 Variables - Algebra
Solution 11 - Solving and Graphing Compound Inequalities 01 Graphing Inequalities in Two Variables, Part 1 (Solve, Graph \u0026 Shade Inequalities) Learn how to solve and graph a one step inequality
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Solution
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Solution inequalities Solving Polynomial Inequalities Very
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Solution absolute value inequalities step-by-step This website uses cookies to ensure you get the best experience. By using this website, you agree to our Cookie Policy.
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Solution Symbolab Math Solver Solving and graphing linear inequalities . This is the currently selected item. Next lesson. Two-step inequalities. Video transcript. We're asked to represent the inequality y Page 18/44
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Solution
Inequality And Graph
quadratic equation holds the same meaning that you are accustomed to. The solution is just where the graph crosses the X-axis. The new twist is that instead of just two or fewer points.
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Bookmark File PDF Solve
Solution Graph and Solve Quadratic Inequalities. Step by step ...
Inequality And Graph
Inequality Calculator This calculator will solve the linear, quadratic, polynomial, rational and absolute value inequalities. Page 32/44
Solution It can handle compound inequalities and systems of inequalities as well. To graph inequalities, use the graphing calculator.
Inequality Calculator - eMathHelp
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Bookmark File PDF Solve
Solution The solution to the given inequality will be the set of all points that are more than two units away from zero. For instance, –3 will work, as will +3 ; –4 will work, as will +4 . But –1 will not work, and neither Page 34/44
Inequality And Graph
Bookmark File PDF Solve
Inequality And Graph Solution will +1 , because they're too close to zero.
Absolute-Value Inequalities | Purplemath When you're solving an absolute-value inequality that's greater than a Page 35/44
Solution number, you write your solutions as or statements. Take a look at the following example: |3x – 2| > 7. You can rewrite this inequality as 3x – 2 > 7 OR 3x – 2 < –7. You have two solutions: x > 3 or x < –5/3. In Page 36/44
Solution interval notation, this solution is
How to Express Solutions for Inequalities with Interval
...
Divide all sides of the inequality by -3 (since the Page 37/44
Solution inequality is being divided by a negative number so the signs of the inequality will be reversed), ? 6 ? 3 ? ? 3 a ? 3 ? 9 ? 3 2 ? a ? ? 3
Solve the inequality. Graph the solution, if possible. ? Page 38/44
Bookmark File PDF Solve Inequality And Graph Solution 2 ...
Now an inequality uses a greater than, less than symbol, and all that we have to do to graph an inequality is find the the number, '3' in this case and color in everything above or below Page 39/44
Solution it. Just remember. if the symbol is (? or ?) then you fill in the dot, like the top two examples in the graph below
Graphing Inequality on Number Line. Step by Step Page 40/44
Free math problem solver answers your algebra, geometry, trigonometry, calculus, and statistics homework questions with stepby-step explanations, just like a math tutor.
Solution Examples ...
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Bookmark File PDF Solve Inequality And Graph Solution
Graph inequalities | Mathway
Solving linear inequalities by graphing is really simple. Follow the above steps to draw the inequalities. Once drawn, the shaded area is a Page 42/44
Solution solution to that inequality. If there are more than one inequality then the common shaded area is a solution to inequalities.
Copyright : waxahachiedailylight.com
Bookmark File PDF Solve Inequality And Graph Solution
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A Walk Through Lochranza's History
This is an easy walk that starts at Lochranza's pier and finishes at the Arran Distillery. Allow approximately half an hour to walk it. It consists mostly of flat road walking except for the Lochranza Golf Course section which is mown grass. The features of the landscape that you see as you walk tell the story of Lochranza's past. Grid references are included to help you to locate the position of particular features. Both the Ordnance Survey and Harveys produce 1:25 000 scale maps of Arran. Walking instructions are in bold type.
The Village of Lochranza
Until the Boguille Road was built in 1843, travelling to Lochranza from other parts of the island was difficult. In contrast, Lochranza has always been wellconnected by sea due to its sheltered inner harbour and its strategic position on the Kilbrannan Sound. The landscape of scattered white cottages that you see today belongs to the 19 th Century when villagers made a living from crofting and herring fishing. For more than a thousand years before then, Gaelic-speaking families lived and worked communally on the rough mountainous land. The Gaelic place names which you can find on your map are their legacy.
Start at the pier (GR: 926 510)
Lochranza's first pier was built in the 1880s. Before this time, boats would land on the shore or people would be rowed to shore if boats were of significant size.
Follow the road south-east through the village with the loch on your left
Notice the large villas on your right which include Kincardine Lodge and Ben Varen, built in the early 20 th century. If you are wondering who were the people that could afford to build such substantial elegant properties, the answer is that it was often local men who made their fortunes at sea and built them as retirement homes.
As you pass Lochranza Hotel on your right, look up
The Iron Age Hill Fort (GR: 928 504)
The flat-topped hill you see above you is an Iron Age Hill Fort, probably built in the first millennium B.C. Although no one knows for certain what such hill forts were used for, it was clearly intended to make a visual statement and it is the first physical evidence of human occupation in the Lochranza area. Its situation offers views over the Kilbrannan Sound and Loch Fyne. There is a short gorge bordering it to the west and a long crescent-shaped wall to the south. It can be reached via Coillemore.
Lochranza's Iron Age Hill Fort. Its most recent invader is the rhododendron ponticum which can be seen in the photograph encroaching on the ruined wall. Where this plant takes hold, it destroys all other vegetation.
Walk across the spit of land to Lochranza Castle (GR: 934 506) Here you can find Historic Scotland interpretation panels which explain the castle's history
This is also a good vantage point for seeing features in the landscape of Lochranza which reveal the past. You will notice that most of the village houses lie along the south shore of the loch, which is the side on which you are walking. For two months each winter some of these homes receive no direct sunlight. They were built in the 19 th century as fishing crofts, close to the inner harbour. In addition their situation offers shelter from the prevailing south-westerly winds.
The village of Lochranza did not exist until the 19 th century although people lived in small settlements or clachans in the area. The name Lochranza simply referred to the loch. It is Old Norse- the language of the Vikings. Another local Norse name is Glen Chalmadale (GR: 950 500) which derives from Hjalmund's Dale. This suggests that Hjalmund , a Viking, conquered the area and become a landlord.
Viking raids began in south-west Scotland around AD 797. Before then, Arran was populated by Gaelic-speaking people from the sea kingdom of Dal Riata which encompassed Northern Ireland and West Scotland. The distinctive culture and ways of life that came to Arran with them in the sixth century continued with very little change for more than a thousand years.
The clachans or communal farms consisted of four or five single storey blackhouses with a good water supply nearby. Such settlements in the Lochranza area included Coillemore (GR: 924 508), Narachan (GR: 947 502), Urinbeg (GR: 927 507) and Margnaheglish (GR: 938 500). The clachans were situated in fertile pockets of land above the level of the present-day village. The people grew oats, barley, peas and beans, and kept small black cows and native sheep. They shared their labour and their implements in a rotation system of tending the land known as runrig.
Robert McLellan, the 20 th century writer who lived at High Corrie, said "They were left to live in their own ancient way as long as they paid rent and suffered the onslaughts of their landlord's enemies."
These people led outdoor lives and had a deep familiarity with the land they lived on. They named almost every feature in terms of the resources it offered or its significance. Some examples include:
Boguille (GR: 973 483) A boggy place, useful for supplying peat for fuel Allt an Uisge (GR: 927 508) A freshwater burn, useful for washing (as opposed to saltwater)
Creag a' chaise (G.R. 942 493) Cheese crag. You can find this crag high above Gleann Easan Biorach where sheilings (huts) were situated for tending the cattle which grazed the high pastures in summer.
Creag a'chaise overlooking Margnaheglish, Lochranza village and the castle
Lochranza Castle was built in turbulent, violent timesThe castle was built as a stronghold and that strength has been tested by eight centuries of powerful winter storms blasting down the glen. The 13 th century was a time of tension between Scotland and Norway as they disputed control of Argyll and the Isles. The tension came to a climax at the Battle of Largs in 1263 when the Vikings in Scotland were finally defeated.
Lochranza Castle may have been built by Dougall MacSween who built Skipness Castle which is visible from Lochranza across the Kilbrannan Sound in morning sunshine. The two castles would have stood guard against sea raiders at each side of this stretch of water which offers a way in to Loch Fyne and the Clyde. Originally Lochranza Castle was a medieval hall house, which was turned into a tower house in the late 1500s. At the same time it was altered to face the land rather than the sea.
Lochranza Castle from the Iron Age Hill Fort looking across to the houses of Newton Shore
Great change in the late 18 th century
In the last quarter of the 18 th century, throughout the Highlands and Islands of Scotland, the Gaelic-speaking people whose ancestors had named and worked the land for centuries, were cleared out of the communal runrig farms by their landlords to make way for sheep. This was the time of both agricultural and industrial revolution and it was believed that replacing runrig with individual farms would be more economically productive.
The Clearances left many families deprived of both home and land. Each runrig farm had supported several families but these were divided up into small holdings for single tenants. Those able to afford a tenancy made a living from herring fishing and cultivating their allocation of land. The white cottages of Lochranza date from this period. If you look across the loch at the hillside above Newton Shore you will see the remains of old dykes and hedges which enclosed the land of individual holdings. They have now fallen into disrepair. The land on the loch shore was rocky and growing crops must have meant ceaseless, back-breaking labour.
The reorganisation left many heads of families without work. Some became agricultural labourers, others drifted to the developing industry of the Central Belt, and some emigrated to Canada. There were attempts at small-scale industry with coal mining near the Cock of Arran and slate quarrying above Glen Farm but these did not prosper. For the elderly and infirm it was a time of great poverty.
Wild mountains come into fashion
When you look inland from Newton Point (G.R. 932 517) Lochranza nestles under the jagged mountain ridge (sometimes called the Sleeping Warrior) that rises to Caisteal Abhail (G.R. 968 442 ). Such wild landscapes started to become admired in the late 18 th century and were the subject of painters and writers. Previously, wilderness had been perceived as horrifying and threatening. The first tourists started to visit Arran at this time and marvelled at the mountain beauty now cleared of a lot of its human inhabitants.
The beginning of the understanding of geology
A now-famous 18 th century visitor to Lochranza was James Hutton who, whilst walking along the coast towards the Cock of Arran, started to formulate theories of geology which were considered radical at the time. Most Europeans then believed that God had created the world. Arran's variety of rocks, formed in different places at different times, made Hutton certain that violent forces over huge passages of time must have shaped the world.
The 19 th century village of Lochranza
Gaelic continued to be spoken in Lochranza and the north-west of Arran until the early twentieth century. Although runrig and the culture of the communal clachans was lost , folk tales and songs of fairies, whisky smuggling, summering cattle on the hills and raiders from Kintyre linked villagers to the past.
When the Boguille road was built in 1843 it opened up travel between Lochranza and Sannox. It was 9 feet wide allowing two carts to pass each other. However, there were no bridges which meant that rivers had to be crossed at fords. Crossings must have been treacherous in times of high rainfall when the mountain burns rise rapidly.
A bustling fishing community
Imagine the scene around the Castle in the 19 th century and first half of the 20 th centuries. Herring fishing brought bustle and trade to Lochranza's shores, but it was a way of life beset by hardship and dangers.
In The History of the Villages of the Isle of Arran Neal Clark remembered a hardy breed of herring fishermen and how they "would sail on a Monday morning, and on the first haul their clothes got wet through, and were still wet when they came ashore on Saturday mornings".
Smacks sailed between Kintyre, Arran and the Clyde, delivering heavy goods such as coal, sand and gravel bricks onto the beaches. Paddle steamers competed for the business of tourists from Glasgow sailing "doon the watter" of the Clyde.
For 40 years schoolmaster Mr. MacAlister gave evening classes in navigation to the boys of Lochranza enabling them to find jobs in the Merchant Navy. By the beginning of the 20 th century, 29 young men from Lochranza and Catacol had become master mariners. It was these local seafarers who built the villas such as Ben Varen, Kincardine Lodge and the Anchorage as retirement and holiday homes which you passed earlier. Some of the villas have backhouses which accommodated the owners when houses were let to holidaymakers for the summer.
By 1928 the sea's resources were exhausted and Lochranza's fishing industry was extinct.
Leave the castle spit and continue south along the road
At a bend in the road you pass Lochranza and Catacol Village Hall built in 2001 to replace the old Village Hall built in 1920. The next building is Lochranza Youth Hostel which used to be Lochranza's Hotel. Just beyond the head of the loch you will see a ruined cottage set back from the road on the left. This is Lochranza's Barkin' House where, at high tide, fishermen strengthened their nets by soaking them in a solution of tannin-rich bark. On the opposite side of the road, look out for Ladeside Cottages and the Geology Field Studies Centre. Both buildings were originally schools. The building which is now the Field Studies Centre in 1873 replaced the school that had occupied Ladeside Cottages. Until Cock Farm (G.R. 965 516) was abandoned in 1912, the children of Arran's north-east coast walked the three miles to school and back daily, except in winter when a teacher stayed with them. In the 19 th century children weren't allowed to play games outside on Sundays.
Lochranza Kirk
Lochranza Kirk dates from 1712 when the Good Duchess Anne Hamilton of Brodick Castle provided the money for its building, but some form of church has stood on this site since before the Reformation of 1560. At the time of the Reformation Arran had two parishes, Kilmory and Kilbride (Lamlash).The parish boundary divided Lochranza into two. People on the south shore were in Kilmory parish and on the north shore in Kilbride.
Turn left along Newton Road and walk in the direction of Newton Shore. Turn right into the second gate of the golf course (G.R 939 504). If it's clear you will get a good view of the Sleeping Warrior ridge mentioned earlier. Follow the white posts with purple arrows across the golf course to the Stags Pavilion Restaurant. Give way to golfers please.
The village golf course was opened on 6 th June 1899. It had 12 holes and was created on land leased from the Estate. In the Second World War it was used as a camp for commando training and the golf pavilion, now the Stags Pavilion Restaurant, was used by the commandos as a tea hut. In the 1990s the field below Butt Lodge and the sea field were added to the existing golf course. At one time the golf course extended up the hillside towards Narachan. An old tee is still visible above Broombank cottage.
As you walk along the golf course path from Newton Road to the Stags Pavilion Restaurant you can see the remains of an old mill (G.R.940 504). On the hillside above the campsite you can see evidence of 19 th century quarrying (G.R.943 503).
Blackface sheep introduced after the Clearances still come on to the golf course for tupping in early November and remain there until after lambing in April. The golf course benefits from the close grazing and fertilising by sheep and the sheep benefit from the rich golf course grass.
Turn left out of the car park. The walk finishes at the Arran Distillery.
The Arran Distillery was opened in1995.Throughout the 19 th century a thriving but illegal whisky distilling industry existed on Arran. The Distillery has a cafe and offers daily tours which tell the story of whisky distilling in Lochranza.
Today the Lochranza area is a National Scenic Area and designated wild land used for sheep grazing and deer forest. Current issues of land management include the invasion of the hillsides by the rhododendron ponticum which reduces biodiversity and which is difficult to eradicate (see the photograph of the Iron Age Hill Fort).
Lochranza's scenic beauty continues to draw tourists whilst its situation in the less inhabited, northern part of the island protects it from crowds. However, the ferry link to Claonaig and facilities for sailors keep open the historic waterways to Kintyre and the Clyde and ensure that the village is not a backwater.
Kathryn Wells 2014
Further reading:
Arran Civic Trust. Buildings of Arran.
Campbell, T. Arran A History. Birlinn Ltd: Edinburgh.
Clark, N. History of the Villages of the Isle of Arran. SWRI Arran Federation.
Farquharson, M. Isle of Arran Heritage:The Arran High School Project. Arran Graphics: Brodick.
Fraser, I.The Place Names of Arran. The Arran Society of Glasgow.
Holder, G. The Guide to Mysterious Arran. Tempus: Chalford.
McLellan, R. The Isle of Arran. David and Charles: Newton Abbot.
These books are available from The Book and Card Store, Brodick, The Arran Heritage Museum and Brodick Castle. | <urn:uuid:a927777f-c224-4902-b9cb-f6af96dfe596> | CC-MAIN-2022-21 | http://www.arran-campsite.com/images/Files/History_Walks.pdf | 2022-05-29T09:04:33+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00321.warc.gz | 71,530,100 | 3,504 | eng_Latn | eng_Latn | 0.995544 | eng_Latn | 0.998496 | [
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BLACK LEADERS OF ATLANTA
MATCHING QUIZ
BLACK LEADERS OF ATLANTA
MATCHING QUIZ
About this Tour
In honor of the Black History Month, I created a new tour that encourages people to learn about twenty-one exemplary individuals who made a lasting impression on ATL. This interactive tour was modeled after a similar one I created last year called, Women of Distinction: 20 Women Who Made a Lasting Impression on Atlanta. Both are self-guided tours that you can take online or in person. The full experience has four components:
1. Multimedia Website that provides biographical information about each leader as well as tips on how and where to connect with them. In some cases, the connecting point is a street named in their honor that you can walk, bike or drive on. In others, it's a building or statue that you can visit.
2. Matching Quiz that will establish a baseline for you. Take this before and after you have experienced the tour. Share with your friends and family to see how well they know these leaders!
3. Interactive Map that identifies the locations of the various streets and monuments that were named to commemorate their contribution to ATL.
4. Explorer's Log that you can use to keep track of the places you visit.
As you make these connections you will develop a greater appreciation for the impact these exemplars had on Atlanta. You will see and feel the city differently as you drive along the streets that celebrate their lives. In so doing, you will honor their memories and the sacrifices they made to make ATL and the world a better place for all of us.
Stay curious and keep exploring!
Steve Saenz, ATLsherpa
Atlanta, GA, February 2021
BLACK LEADERS OF ATLANTA MATCHING QUIZ
Use this matching quiz to see how many of the 21 exemplars you can identify…
A. Aaron, Hank
H. Hill, Jesse
O. Mays, Benjamin E.
B. Abernathy, Ralph David
C. Bond, Julian
D. Boone, Joseph E.
E. Dobbs, John Wesley
F. DuBois, W.E.B.
I. Hollowell, Donald Lee
J. Holmes, H. E.
K. Jackson, Maynard
L. King, Martin Luther
M. Lewis, John
P. Paschal, James & Robert
Q. Pope, Roslyn
R. Washington, Booker T.
S. Wilkins, Domonique
T. Williams, Hosea
G. Herndon, Alonzo
N. Lowery, Joseph
U. Young, Andrew
1.
This reverend was known as the "Dean of the Civil Rights Movement"
2. This professor was the first African American to earn a doctorate from Harvard
3. This attorney was elected as the first black mayor at the age of 35
4. This ordained minister was a tireless advocate for the hungry and homeless
5. This former mayor was instrumental in getting the 1996 Olympic Games to be held in ATL
6. This native Parisian was known as the "Human Highlight Film"
7. This Atlanta native won a Nobel Peace Prize for his work on civil and human rights
8. This minister is credited with laying the intellectual foundations of the civil rights movemen
9. 715 + 755
10. This life ins executive was the first black president of a chamber of commerce of a major cit
11. These entrepreneurs built an iconic business in Castleberry Hill
12. This Baptist minister collaborated with King to create the Montgomery Improvement Assoc
13. This entrepreneur was born into slavery and one of the first black millionaires in America
14. This orator delivered a famous speech in Piedmont Park in 1895
15. This civil rights attorney and first black regional director of a federal agency (EEOC)
16. This political leader was known as the “Mayor of Auburn Avenue”
17. This Spelman alum penned a pivotal document that led to the Atlanta Student Movement
18. This stateman served in the U.S. House of Rep for Georgia's 5th congressional district
19. This Morehouse alum served 4 terms in the GA House of Rep and 6 in the GA State Senate
20. Dr. King named this reverend the chief negotiator of ‘Operation Breadbasket’
21. This surgeon was one of the first two black students admitted to the UGA
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National Tests 2018
Why do we have national tests?
End of KS2 national tests are taken by all children in England to compare how schools are doing
The children like to know where they are in their own learning
To tell Amberley C of E Primary how well we are doing
To enable secondary schools to build on the level your child is working at
Life without Levels
In previous years pupils have achieved National Curriculum levels, ranging from level 3 to 6.
Under the new curriculum, pupils are working towards Age Related Expectations (ARE).
In the SATs tests pupils will achieve a 'scaled' score depending on their performance against the average performance for their age, '100' being the expected standard (ARE).
Below, expected or higher than expected standard
Before the Test
Revision Guides (CGP)
Encourage your child to work at speed
Support children with homework
Read with them and talk about what you've read. Discussing characters, settings and authors' choices
BE POSITIVE
CGP Revision BookletsEnglish.
CGP Revision BookletsMaths.
Test Week
SPAG Test
It tests spelling, punctuation, grammar and vocabulary
Paper 1: questions is a combined question and answer booklet. Pupils will have 45 minutes to answer the questions which are worth 50 marks in total.
Paper 2: spelling consists of a test transcript to be read by the test administrator and an answer booklet for pupils to write 20 spellings. The test is expected to take approximately 15 minutes, but is not strictly timed. The questions are worth 20 marks in total.
Grammar, Punctuation and Spelling Paper 1
Grammar, Punctuation and Spelling Paper 1
Reading Test
The English reading test focuses on the comprehension elements of the national curriculum and includes a mixture of text genres. The test is designed so that the texts increase in their level of difficulty.
The test consists of a reading booklet and a separate answer booklet. Pupils will have one hour to read the 3 texts in the reading booklet and complete the questions, which are worth 50 marks in total.
Reading Paper
Reading Paper
Maths
The mathematics test comprises 2 components, presented to pupils as 3 test papers:
Paper 1: arithmetic
Paper 2: reasoning
Paper 3: reasoning
Paper 1: arithmetic assesses mathematical calculations. The questions cover calculations involving all 4 operations, including calculations with fractions, decimals and percentages. They also cover long divisions and long multiplications. Pupils will have 30 minutes to answer the questions which are worth 40 marks.
Papers 2 and 3 assess mathematical fluency, solving mathematical problems and mathematical reasoning. Pupils will have 40 minutes to answer the questions which are worth 35 marks per paper.
(No calculator)
They need to apply their knowledge of number, shape and measures to a variety of problems. Questions can be read to pupils but mathematical words cannot be explained.
Maths Paper 1: Arithmetic
Maths Paper 2 / Paper 3 : Reasoning
What support can pupils have during the tests?
Scribe: Some pupils will be eligible for a scribe who completes writing for them
Transcript: Some pupils will have the work transcribed after the test to support markers with reading their work.
Rest Breaks: Pupils who have issues with concentration or fatigue will be able to have rest breaks during the test
Colour Paper: Some pupils will have paper on coloured paper to support their processing
Questions Read: Pupils can request for questions to be read to them if they can not read it themselves (this is not allowed in the reading paper).
Preparing for the Tests
* First and foremost, support and reassure your child that there is nothing to worry about and they should always just try their best. Praise and encourage!
* Ensure your child has the best possible attendance at school.
* Support your child with any homework tasks.
* Reading, spelling and arithmetic (e.g. times tables) are always good to practise.
* Talk to your child about what they have learnt at school and what book(s) they are reading (the character, the plot, their opinion).
* Good sleep the night before.
* Start each day with a good breakfast-School will be providing a "breakfast club" each morning during SATs week.
* Have all equipment ready
* Arrive at school on time
* Water bottle
* Breaktime snack
* Encourage with a smile
Absence
If your child is unwell, let their class teacher know.
They can always do the test and then go straight home to give them time to recover for the following day
The school can apply for pupils to complete the test at a later time. This can only happen when we can ensure pupils are not in contact with peers.
Writing
No one-off test or assessment
Pupils work from January onwards is considered in making teacher assessment judgement
Evidence of pupils applying all taught skills in writing opportunities in English and across the curriculum
Children will be assessed as either working towards the expected standard, meeting the expected standard or at greater depth within the expected standard. There are also 'PreKey stage' descriptors.
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STEM School Chattanooga 9 th Grade PBL
Unit Plan Template
Unit 1: Dynamics
Learning Target Topics
Art I: Plan and produce a work combining technologies, media, and processes of visual art with those of another discipline.
Algebra I: Solve quadratic equations in one variable. Geometry: Apply geometric concepts in modeling situations;
English I: Create/write narratives to develop experiences; Use digital media to enhance understanding and interest; Adapt speech to concept or task.
Physical World Concepts: Investigate and analyze the kinematics and dynamics of projectile motion in a gravitational field..
World History: Research historical information; Write an expository report to explain the history of the chosen method.
| Grade Level | 9th Grade | Unit Length |
|---|---|---|
| Unit Overview | | |
| Unit Essential Issue | | |
| Culminating Events | | |
The following items will be assessed by the appropriate content area teacher:
* Algebra I/Geometry: Correct use of the mathematical learning targets in the design and launch of the catapult in the Catapult Analysis Worksheet.
* Physical World Concepts: The research and analysis of the physics of the machines and projectiles in the Catapult Analysis Worksheet.
* English I: Use of the Weekly Prototype Videos and Final Documentary to document the building process, testing, and final design of the launching device.
* Art: Form and balance in the model and aesthetics in the launching device design plan.
* World History: Research, citation, and use of analysis of historical content in the research-based expository writing showing the history of their chosen launching device type.
Common Assessment
| | STEM PBL Rubric | | PBL Unit: _______________________ Student: _______________________ Date: ____________ |
|---|---|---|---|
| | Advanced | Proficient | Needs Improvement |
| Math Components: Algebra I | ● Students will predict the angles for release point that is optimal to achieve a launch covering the longest distance. ● Prediction must be graphed and supported using mathematical evidence and terminology. | ● Students will create data tables for 4 different catapult launch angles, recording time and distance for each. ● Students will use technology to graph each launch and use data to determine maximum height and initial velocity. | |
| Math Components: Geometry | ● Student can alter the scale of an existing catapult or trebuchet design. ● Completed design using TinkerCad. | ● Student can design to scale a catapult which satisfies specified physical constraints. ● Completed design using TinkerCad. | |
| Science Components: Physical World Concepts | ● Students will quantitatively predict the effects on their machine in a different gravitational field in the advanced portion of the worksheet. ● Students will suggest improvements to their machine that would increase their range and discuss the effects those improvements would have on the variables in both dimensions. | ● Students will create a catapult suitable for launching a payload. ● Students will build the machine base using no automated parts or kits. ● Complete PWC Catapult Analysis of kinematics and gravity in 2 dimensions. ● A written description of the displacement, velocity and acceleration of the projectiles in both X and Y dimension. ● Students will qualitatively predict the motion of their machine in a different gravitational field. | |
| Language Arts Components: English I | ● Video includes an analysis of the designs through reflections of results, adaptations, and predictions for the next prototype design. ● Videos will include personal interviews from team member(s) about roles, struggles, and/or successes. ● Videos are personalized and engaging, including analysis of learning through the processes. | ● Students will document the design and construction process, from first to final design, in the Weekly Prototype and Final Documentary Videos. ● Students will include testing, results, and next steps in the weekly prototype clips. ● Students will use speech and domain-specific vocabulary in | |
Unit Learning Targets
| | | the videos that is appropriate to the task and purpose. |
|---|---|---|
| Social Studies Components: World History | ● Accurately and effectively presents important details from reading materials to develop thesis or claim. ● Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim. ● Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. | ● Accurately presents details from reading materials relevant to the purpose of the prompt to develop thesis or claim. ● Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. ● Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. |
| Art Components: Art I | ● Model must perform task effectively. ● Two or more different digital fabrication elements. ● Analyze the process of building the model as you use the fabrication processes in the documentary video. | ● Final model will be assessed on their use of form. ● Final model must be free- standing and visually balanced. ● Final model must have one element of digital fabrication. |
Minimum
Algebra:
Requirement Components: be graded
* Tables correctly labeled and graphs created using graphing technology
Must be included to
Geometry:
* A two-dimensional orthographic design of the graph must be completed using TinkerCad.
English I:
* Weekly Prototype Video Clips must be completed each week and added to FlipGrid BEFORE advancing to the next prototype step.
* Prototype and documentary videos must include ORIGINAL still images or live video of your launching device and processes.
* Videos should be no more than 5 minutes long.
PWC
:
* Machine must fit the size requirements mentioned in the pacing guide.
Art:
* Model must be sturdy and well put together within the size standards.
World History:
* Expository essay should be a minimum of 1.5 pages long.
* Must have at least one primary and/or secondary sources.
Algebra 1:
* I can interpret complicated expressions by viewing one or more parts as a single entity.
* I can interpret parts of an expression such as factors, coefficients and terms..
Geometry:
* I can apply geometric concepts in modeling situations.
* I can visualize relationships between two-dimensional and three-dimensional objects.
PWC:
* I can use kinematics in 2 dimensions to analyze motion.
* I can discuss possible differences in motion due to differences in the gravitational field.
English I:
Vocabulary
* I can create/write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
* I can make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Art:
* I can plan and produce a work combining technologies, media, and processes of visual art with those of another discipline.
* I can synthesize the use of expanded media, techniques, and processes to create a model form in a specific medium.
* I can analyze and employ different types of media, techniques, and processes used to create various art forms.
World History:
* I can write an expository paper of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
* I can gather information from multiple sources, assessing the usefulness of each source and integrating information into the text successfully, avoiding plagiarism and following a standard format for citation. | <urn:uuid:248e589e-54fd-4909-bdd4-6c87f8021880> | CC-MAIN-2022-21 | https://12o0bm3c6wbf4bsp0w2f9cgc-wpengine.netdna-ssl.com/wp-content/uploads/2018/12/Catapult-Cross-Curricular-Prject-Based-Learning-Unit.pdf | 2022-05-29T07:46:35+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00321.warc.gz | 122,828,641 | 1,563 | eng_Latn | eng_Latn | 0.983424 | eng_Latn | 0.990983 | [
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Curriculum Overview
Subject: Biology
Year Group: 10
Year 10 & 11 Biology is academically ambitious. Throughout Key Stage 4 (KS4) students will extend the powerful knowledge already developed in KS3. Each Lesson has a particular LORIC and Career focus reflecting the school's improvement plan.
With a focus on Key Concepts, Apparatus and Techniques across all topics students will develop the subject disciplinary knowledge needed to scrutinise the world around them and communicate their findings effectively. Students will follow the AQA GCSE Biology specification and are required to undertake 10 required practical activities, developing analytical and rational thought processes through planning, experimentation and reflection. Developing extended science writing through the use of long written questions (LWQ) has been identified as a particular area of development. Interleaving questions at the beginning of every lesson allow students to spend time recalling previous learning so that practise makes permanent.
Extended reading suggestions and external resources:
KS4 Bitesize Science https://www.bbc.co.uk/bitesize/subjects/z9ddmp3
Oak National Academy Lessons https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/biology Chase High Youtube Playlists https://www.youtube.com/channel/UCSK4ImJfi5sPH4UBp7cZtyQ
We actively encourage students to read and research about the wider Scientific word- Planet Earth and Perfect Planet both on BBC iPlayer are examples of where students can engage with Science from the safety and comfort of their own homes.
Curriculum Overview
Subject: Chemistry
Year Group: 10
Year 10 & 11 Chemistry is academically ambitious. Throughout Key Stage 4 (KS4) students will extend the powerful knowledge already developed in KS3. Each Lesson has a particular LORIC and Career focus reflecting the school's improvement plan.
With a focus on Key Concepts, Apparatus and Techniques across all topics students will develop the subject disciplinary knowledge needed to scrutinise the world around them and communicate their findings effectively. Students will follow the AQA GCSE Chemistry specification and are required to undertake 8 required practical activities, developing analytical and rational thought processes through planning, experimentation and reflection. Developing extended science writing through the use of long written questions (LWQ) has been identified as a particular area of development. Interleaving questions at the beginning of every lesson allow students to spend time recalling previous learning so that practise makes permanent
Half term 2: Electrolysis test
Half term 2: Energy changes test
Half term 2: Effect of concentration and pressure LWQ End of Yr 10 PPE
Extended reading suggestions and external resources:
KS4 Bitesize Science https://www.bbc.co.uk/bitesize/subjects/zs6hvcw Oak National Academy Lessons https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/chemistry Chase High Youtube Playlists https://www.youtube.com/channel/UCSK4ImJfi5sPH4UBp7cZtyQ
We actively encourage students to read and research about the wider Scientific word- Planet Earth and Perfect Planet both on BBC iPlayer are examples of where students can engage with Science from the safety and comfort of their own homes.
Curriculum Overview
Subject: Physics
Year Group: 10
Year 10 & 11 Physics is academically ambitious. Throughout Key Stage 4 (KS4) students will extend the powerful knowledge already developed in KS3. Each Lesson has a particular LORIC and Career focus reflecting the school's improvement plan.
With a focus on Key Concepts, Apparatus and Techniques across all topics students will develop the subject disciplinary knowledge needed to scrutinise the world around them and communicate their findings effectively. Students will follow the AQA GCSE Physics specification and are required to undertake 10 required practical activities, developing analytical and rational thought processes through planning, experimentation and reflection. Developing extended science writing through the use of long written questions (LWQ) has been identified as a particular area of development. Interleaving questions at the beginning of every lesson allow students to spend time recalling previous learning so that practise makes permanent.
Extended reading suggestions and external resources:
KS4 Bitesize Science https://www.bbc.co.uk/bitesize/subjects/zpm6fg8
Oak National Academy Lessons https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/physics Chase High Youtube Playlists https://www.youtube.com/channel/UCSK4ImJfi5sPH4UBp7cZtyQ
We actively encourage students to read and research about the wider Scientific word- Planet Earth and Perfect Planet both on BBC iPlayer are examples of where students can engage with Science from the safety and comfort of their own homes.
Curriculum Overview
Year Group: 10
In Year 10 & 11 students complete a carousel of learning across topics in Biology, Chemistry and Physics. Throughout Key Stage 4 (KS4) students will extend the powerful knowledge already developed in KS3. Each Lesson has a particular LORIC and Career focus reflecting the school's improvement plan. The more cognitively challenging topics are scheduled later in the course to allow time for the development of the skills and knowledge to deliver them effectively. Topics are rotated out of sync with Single sciences so that resources are available to all students.
With a focus on Key Concepts, Apparatus and Techniques across all topics students will develop the subject disciplinary knowledge needed to scrutinise the world around them and communicate their findings effectively. Students will follow the AQA Combined Science specification and are required to undertake 21 required practical activities developing analytical and rational thought processes through planning, experimentation and reflection. Developing extended science writing through the use of long written questions (LWQ) has been identified as a particular area of development. Interleaving questions at the beginning of every lesson allow students to spend time recalling previous learning so that practise makes
C7
P8
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KS4 Bitesize Science https://www.bbc.co.uk/bitesize/subjects/zp266yc Oak National Academy Lessons https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/combined-science
Chase High Youtube Playlists https://www.youtube.com/channel/UCSK4ImJfi5sPH4UBp7cZtyQ
We actively encourage students to read and research about the wider Scientific word- Planet Earth and Perfect Planet both on BBC iPlayer are examples of where students can engage with Science from the safety and comfort of their own homes. | <urn:uuid:f7f231c4-5e7d-48ed-b9f5-ffd7e4f2c6f3> | CC-MAIN-2022-21 | https://www.chasehigh.org/documents/Year-10-Science-KS4-Curriculum-Overview.pdf | 2022-05-29T08:56:18+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00320.warc.gz | 799,558,375 | 1,362 | eng_Latn | eng_Latn | 0.989939 | eng_Latn | 0.993935 | [
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Evaluating Public Education in Dallas County
Dallas County education system can do more to prepare all students for success
Civic, career and college readiness begin in a child's earliest years. Too many Dallas County children struggle to meet academic benchmarks. Due to a legacy of policies that can create or exacerbate differences in outcomes, children of color and children from economically disadvantaged backgrounds are disproportionately likely to face barriers to academic achievement. Dallas County needs a more durable and well-funded pipeline across our education and workforce systems to prepare students of all backgrounds for the jobs of today and tomorrow.
ACHIEVEMENT GAP
OUTCOMES
Dallas County Students Passing STAAR 3rd Grade Reading
72%
58%
Inequities in school funding and resources can create gaps in on-time graduation rates. Dallas County's Black, Hispanic, and multiracial students are less likely to graduate from high school on time than their White and Asian peers.
When students struggle to complete their education, they can experience barriers to entry-level employment and pathways to jobs with wages high enough to meet their needs.
4-Year H.S. Graduation Rates by Race & Ethnicity (2017)
94%
81%
84% 81%
21%
ASIAN
BLACK
HISPANIC
WHITE
Economically disadvantaged elementary and middle school students pass STAAR tests half as often as their peers, and 70% of Dallas County students who dropped out of school in 2017 were economically disadvantaged.
87%
ASIAN
BLACK HISPANIC MULTIRACIAL
SOLUTIONS
To address the holes in our educational pipeline, we should:
* Provide support to economically disadvantaged students early by funding a full-day Pre-K program for all eligible children.
* Remodel Texas' outdated school finance system. For more information, see the Texas Kids Count Data Guide on Texas Public Education.
Learn more at CPPP.org
WHITE
33%
#TXkidscount
1. Children in economically disadvantaged households and children who are English language learners are particularly likely to benefit from enrollment in early childhood education programs. However, in Dallas County, children in poorer families are less likely to attend preschool than their higher income peers.
What strategies do you support that could ensure early childhood education opportunities for all Dallas County kids?
2. The early achievement gaps in math by race, ethnicity, and economic status show that far too many Dallas County students are facing barriers to success. For example, Black (21 percent) and Hispanic (33 percent) third graders are much less likely to be proficient in math than their Asian (72 percent) and White (58 percent) peers.
What strategies do you support to address the reading and math achievement gaps in education?
3. Today's job market is especially difficult for young people without a high school diploma or with low math and reading skills.
How will you ensure that young people in Dallas County are prepared for workforce or job training programs when they leave high school?
4. Test scores show that White and Asian elementary students are roughly two times as likely to be proficient in reading as their Black and Hispanic peers.
What strategies do you support to close the reading achievement gap in Dallas County schools?
5. Many Dallas County children, especially economically disadvantaged students, do not have access to afterschool and summer programs.
What strategies do you support to increase access to out-of-school enrichment opportunities?
6. Dallas County's on-time graduation rates have improved, but only 84 percent of Dallas County students in the class of 2017 graduated on time.
What strategies do you support to improve high school graduation rates?
Authored by Kristie Tingle. All sources available at CPPP.org/kidscount
CPPP is an independent public policy organization that uses research, analysis and advocacy to promote solutions that enable Texans of all backgrounds to reach their full potential. Learn more at CPPP.org. For more information, please contact Oliver Bernstein at firstname.lastname@example.org or call 512.823.2875.
@CPPP_TX
BETTERTEXAS
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Policy Recommendations for the Thomas Jefferson Demonstration Garden at the University of Virginia
Table of Contents
I. History
A: Thomas Jefferson & The History of the Botanical Garden on Grounds
B:The History and Values of Hereford Residential College
C.Mr. Jefferson's Botanical Garden Dream Realized: The Beginnings of the Thomas Jefferson Demonstration Garden
II. Reasons to Support the Thomas Jefferson Demonstration Garden & Heritage Foods
A. Importance of Past
B. Creating Relationships with Food Production, Gardening, and Plants
C. Create Relationships with Community Members
D. Opportunities for Heritage Food Education
III. Policy Ideas
IV. Conclusion
V. Works Cited
I. History
A. Thomas Jefferson & The History of the Botanical Garden on Grounds In his original vision for the University of Virginia. Thomas Jefferson detailed plans for a Botanical Garden on Grounds. These plans can be found in an original letter from April 27 th 1826 by Mr. Jefferson to John Patton Emmet, Professor of Natural History at the University.Since Jefferson was nearing the end of his life, he entrusted Professor Emmet with the task of establishing a Botanical Garden on Grounds. In these last few months of his life Mr. Jefferson began making preparations for a Botany school at the University (Fox-‐ Bruguiere).
His first goal was to find a suitable plot of land, preferably 6 acres with optimal soil in a central location of the University. The location he described is the area behind Alderman Library and Clemons Library and has a gradual slope down on Nameless Field to what is University Avenue today. Because the ground is a gradual hill, Mr. Jefferson envisioned leveled terraces curving down the hill and leveled beds that would be suitable for planting. Mr. Jefferson also visualized a serpentine brick wall similar to what is seen for the Pavilion gardens. His final task was to organize what types of plants and trees that should be grown in the Botanical Garden. In this section he focused on finding plants that are from 'gardeners of our own country' and stressed 'containing nothing indigenous to our country'. (Fox-‐ Bruguiere 2009).
Mr. Jefferson's interest in Botany had been cultivated throughout his lifetime. In a letter to Dr. Thomas Cooper from 1814 he stated:
Botany I rank with the most valuable sciences, whether we consider it's subjects as furnishing the principal subsistence of life to man & beast, delicious varieties for our tables, refreshments from our orchards, the adornments of our flower-borders, shade and perfume of our groves, materials for our buildings, or medicaments for our bodies… no country gentleman should be without what amuses every step he takes into his fields.
Throughout his lifetime he collected, studied, and exchanged plants with friends from throughout the world and attempted to grow them in America and specifically the climate in Central Virginia. He saw advancing agricultural in America as a patriotic and necessary goal in order to sustain independence from England and help America prosper. Growing useful plants would help the United States' agriculture as well as economic viability, both of which are crucial to strengthen the new nation. Mr. Jefferson often tied plants to patriotism, stating "The greatest service which can be rendered any country is to add an useful plant to its culture" (Fox-‐ Bruguiere).
The Botanical Garden was seen as crucial to the advancement of knowledge and a necessary addition to the Academical Village. While the Pavilion gardens were meant for the personal use of the professors living in the pavilions who wanted to grow specific species, a Botanical garden would be more like an outside classroom. The Botanical Garden would be mainly educational, and would be available for students to observe various plant species. In this space they could compare differences in characteristics among plants and learn their structures and common uses during that time period. While learning in a classroom is necessary in the educational system, Mr. Jefferson believed in giving students a space to enhance their academic learning with first-hand observations outside (Fox-‐ Bruguiere).
The end of Mr. Jefferson's dream of a Botanical Garden is apparent in a letter by Professor Emmet to Mr. Jefferson on May 2 nd in which Emmet shows some hesitation about his skills in teaching Botany effectively. Additional complications with the laborers needed for leveling the ground and concerns for the viability of the seeds were also voiced by Professor Emmet in this letter. However, Mr. Jefferson continued to urgently stress the importance of beginning this project immediately. In a final lists of instructions for the future of the University by Mr. Jefferson, he listed the establishment of the Botanical Garden as number eleven.
Following Mr. Jefferson's death on July 4 th , the Botanical Garden is only mentioned once in a letter that seems to hint that work began on the garden. In October 1826 Professor Emmet requested to the Board of Visitors that he be relieved of his commitment to Mr. Jefferson and officially ended any work on bringing Mr. Jefferson's dream of a Botanical Garden a reality (Fox-‐ Bruguiere).
B. The History and Values of Hereford Residential College Hereford Residential College's history begins with the goal to 'enrich the educational experience through faculty-student interactions beyond the classroom' and to 'promote a sense of community' for the residents. Its goals and image were designed to mirror as well as reinterpret Mr. Jefferson's Academical Village through it's values, architectural design, and community set-up (Hereford Residential College 2012).
Hereford Residential College's commitment to the idea of the Academical Village and learning is apparent through its various opportunities and events. The design of Hereford was meant to mirror the Academical Village, with students in dormitories attached to small apartments for faculty fellows. Additionally, the Principal lives in a
home on top of the hill. Faculty fellows come to banquets to eat and talk with residents, teach short courses for more intimate learning, and meet in the Hereford Mini-Farm to work alongside students and help grow crops. Workdays every weekend give students an opportunity to expand their food knowledge while meeting faculty outside of the classroom. Many students are not familiar with basic gardening skills, and hands-on learning similar to what Mr. Jefferson envisioned for his Botanical Garden quickly appears at these workdays. Hands-on learning and connecting continues in the kitchens of Hereford. The crops grown are often used for small cooking get-togethers with students and faculty. The beauty of not only working to grow the vegetables but also prepare and eat them together helps strengthen the sense of community at Hereford. Residents who had previously not met are able to work together in the kitchen to create a beautiful dish. The ability of gardening and food to bring strangers together is a promising way to strengthen the UVA community in a way that Mr. Jefferson envisioned, and should be valued and preserved.
C. Mr. Jefferson's Botanical Garden Dream Realized: The Beginnings of the Thomas Jefferson Demonstration Garden
The subset of the Thomas Jefferson Demonstration Garden (TJ Demo Garden) within the Hereford Mini-Farm garden began in 2011 with the work of Rachael Salisbury and Lily Fox-Bruguire. Their goal to create a historically accurate and community involved space has blossomed into a successful project in one of the four plots in Hereford. While the Mini-Farm plants anything from basic broccoli to spinach from Bangladesh, the TJ Demo Garden strives to keep to Mr, Jefferson's view of planting 'objects of use' and only grows heritage varieties of plants that were mentioned in Mr.
Jefferson's writings. Most of their seeds and plants are bought through the Thomas Jefferson Center for Historic Plants (TJCHP). The TJCHP strives to preserve and make available historic plants that were cultivated by Thomas Jefferson or other gardeners in nineteenth century America (Thomas Jefferson Center for Historic Plants).
Chelsea DeWitt and Erica Thatcher, two graduate students in the landscape architecture department at the University of Virginia designed the TJ Demo Garden. The garden's layout is inspired by traditional 17 th , 18 th and 19 th century gardens and also took ideas from current Botanical Gardens. In their plans they took into account its two primary uses. First, it is an educational garden for students and community groups to come in and learn. The design makes it easy for visitors to wander through the space and observe what is being grown around them and enjoy its beauty. Secondly it is a space for gathering and interaction. Different sized 'rooms' were created for groups to congregate and talk within the garden about it's heritage foods, and the main entrance has a larger opening for people to congregate and interact together before delving deeper into the intricacies of the garden. A line of cotton plants encircles the outside edge of the garden, giving it the feeling of s distinct and separate space from the outside world. This design mirrors yet re-interprets Mr. Jefferson's plan of having a serpentine wall around the Botanical garden. Finally, in keeping with Mr. Jefferson's values the garden must value 'beauty and form' and be an orderly yet visually appealing and natural space for people to enjoy. These values can also be seen in Mr. Jefferson's personal gardens at Monticello, as well as his plans for the Academical Village and the Rotunda (DeWitt 2011).
II. Reasons to Support the TJ Demo Garden & Heritage Foods
A. Importance of Past
Heritage Foods should value the past. Even though the Botanical Garden was not created following Mr. Jefferson's death, these past plans should be valued and cherished by the University community. A main aspect of Heritage Food is incorporating these past memories of the food and plants of a community back into the present community's knowledge and consciousness. For the University community our founder's dreams and visions for the University are often what dictate our future plans for its growth. The original vision Mr. Jefferson had for his University included a space for students to explore plant species, and this goal should be incorporated into the heritage knowledge as well as future goals of the University. Whether it is the addition of a new building or the renovations of the original Academical Village, the University's planners are careful to research and adhere to Mr. Jefferson's original plans. His past views are incredibly important to the University community, and his wish to have a Botanical Garden on Grounds should be honored.
B. Creating Relationships with Food Production, Gardening, and Plants
A certain sense of value comes with heritage foods because of the strong relationship people have with the foods and plants. There is a sense of ownership and connectivity with heritage foods that cannot be found with ordinary, typical foods found in every grocery store across the nation. With heritage foods a person can build a relationship with the unique growth and production of that product, and this relationship is easily found in the people who garden or visit the TJ Demo
Garden. Those who experience this space are connected to it because they see the work and the history that brought it to where it is today. This is especially apparent in the people who tirelessly work to maintain the garden. They are incredibly connected to the earth like most gardeners, but there is additional pride and history to what they are doing, because it is what Thomas Jefferson valued and envisioned for his University. They are able to revive this part of the University's heritage that has been lost for years and reinterpreted his dream in a beautiful and powerful way. Those who work in the garden have also been able to give visitors a chance to create a relationship with plants that would have otherwise not happened. They are able to experience heritage foods and plants that are new to them and find a new appreciation for the distinct species of plants that grow in the TJ Demo Garden.
C. Create Relationships with Community Members
The TJ Demo Garden creates a perfect space and opportunity to create relationships among people from the U. Va community. The value of programs that bring together individuals from many different backgrounds at the University of Virginia should not be underestimated. Easily seen in the design of his Academical Village, Mr. Jefferson saw the importance of brining together faculty and students outside the classroom and building a community that was more than simply academic. The TJ Demo Garden can serve this purpose whether community members become engaged in its work through volunteering, visiting, or touring the garden. The Garden gives them an opportunity to meet new people and create relationships with others who value heritage food and stories of our past use of
plants. Creating these relationships with other community members will bring about a strong and engaged community and coming together in a beautiful, common meeting area is the key to making this happen.
D. Opportunities for Heritage Food Education
The central goal of a demonstration garden is to demonstrate how plants are grown and to educate those who peruse the space. In the TJ Demo Garden visitors are free to explore heritage foods and see first-‐hand how they are grown. Various plants like the Marshmallow, Jerusalem Artichoke, Onions, Cotton, and Hops are grown for visitors to experience. Many of these plants are new to the visitors so having a space for people to see how they grow and what their various structures look like is important for heritage plant education. Some of the plants also have interesting usages that are lost given our current society and needs. For example, the Marshmallow plant's roots used to be used to make marshmallow because of its gelatinous structure. Similarly, while cotton is still a common product in our society today few children have seen the delicate cotton flowers that change color as they grow or the bulbous cotton bolls that pop open with a tuft of cotton inside. These small joys that can be discovered in the garden are incredibly fulfilling and important for heritage food education and appreciation.
III. Planning Ideas
In order for the TJ Demo Garden to thrive, it must be appreciated and supported financially by the University community. Currently the TJ Demo Garden is financed through grants, but a consistent fund should be created in order to
ensure its survival for years to come. There is a high cost associated with buying heritage varieties of plants, paying for gardening supplies and tools, and employing student interns to work throughout the year to upkeep the garden. A possible idea could be to create a funding pool similar to the Green Initiatives Funding Tomorrow (GIFT). This grant allocation program was created to support sustainable initiatives at the University. Anyone can donate to this fund, including alumni of the University. Making a similar fund system for the TJ Demo Garden is a promising way to pay for the garden. One possible challenge will be making the case for why money should go to this particular project. But the obvious value Mr. Jefferson put on a botanical garden on Grounds, the connection it has to the existing Academical Village and its intentions for learning and community make a strong case for its support. Additionally, if the University wants to continue to revive its past history it must incorporate the heritage foods and plants that would have sustained the original occupants of the University. The food the students ate and the plants they used for certain tasks or health issues are fascinating and unique, and can be preserved and highlighted in the TJ Demo Garden (G.I.F.T).
The TJ Demo Garden may also be used as a tourist attraction for the University similar to the botanical gardens seen at Michigan State University. At their Horticultural Demonstration Gardens visitors to the University can retreat to this quiet space and visit attractions like the 4-‐H Children's Garden, a Vegetable Demonstration Garden, or the Judith A. DeLapa Perennial Garden complete with a pond. Visitors to Michigan State University make a point to come visit these visually appealing gardens because of they are incredibly well known. With enough funding, publicity and support from the University community the TJ Demo Garden can also become a tourist destination for those who are visiting and want to learn more about Thomas Jefferson and his vision for the University (The MSU Horticulture Gardens).
Promising ways to incorporate the TJ Demo Garden into the University's history and interest for visitors could be to highlight it on the University Homepage. Having pictures, stories and a link to the TJ Demo Blog on the homepage is an excellent way for visitors to see the Garden. The current TJ Demo Garden blog is excellently organized and updated regularly. But traffic to the site could be greatly increased through publicity of the site. Finding other popular local sites to link the blog to would also be beneficial for the TJ Demo Garden. Having the Garden highlighted on the Historic Garden Week website for the Garden Club of Virginia is one opportunity that could increase interest in the Garden as well as let interested people track the garden's progress through the blog. Looking into other local publications like 'The Hook' or NBC 29 is another way to get information about the Garden to community members.
Adding information about Mr. Jefferson's Botanical Garden vision to the University Guides tours of the Academical Village can also give visitors an opportunity to learn about the TJ Demo Garden. University Guides could add this piece of our heritage to their tours, and point interested visitors in the direction of the TJ Demo Garden for more information. One possible obstacle to adding the story of the Botanical Garden to the University Guide tour may be time, since there are endless stories to tell about the University's founding but a limited amount of time.
One possible idea may be to highlight this story on Historical Tours or during specific times when the Charlottesville community is focused on gardening and heritage foods, like during the Heritage Food Festival at Monticello. Visitors to our community who would be going on these tours during this time would likely be heritage-‐minded as well, and would likely be interested in visiting the TJ Demo Garden.
Partnering with other gardening and heritage food organizations around Charlottesville can create opportunities for the TJ Demo Garden to grow its community and thrive. Being visible and involved in events like the Garden Club of Virginia's Historic Garden Week as well as Monticello's Heritage Festival is important in order to create these initial bonds. Meeting other groups that are dedicated to historic gardening and plants will help the TJ Demo Garden become established in our community as a space for heritage food and community gatherings.
Other possible partnerships could be with the UVA Community Garden or other local community gardens. Having events like tours through gardens is a great idea for a way to bring visitors into many gardens in one day, and would also help with increasing attendance rate since many gardens would be publicizing through their various outlets. In previous years the Hereford Mini-‐Farm has played host to Biking Garden Tours in which people bike around Charlottesville and explore the various gardens. The TJ Demo Garden could host a similar event for the community. One possible option is to hold a touring event which takes the visitors though the food history of U.Va, starting with the original dining hall in Garrett Hall, moving to
the desired location for the TJ Demo Garden near Alderman, continuing through Grounds to the U.Va Community Garden and ending at the TJ Demo Garden. This event would be especially interesting if it is designed as a biking event, which would attract a specific group of people and help with publicity. Hosting events like a touring day would be a positive and engaging opportunity for the TJ Demo Garden to become a visible part of the Charlottesville community and increase visibility for gardening and heritage food.
Finally, the TJ Demo Garden should continue to serve the U.Va community and specifically the Hereford Residential College community. The proximity of the garden to over 500 undergraduate students makes it a perfect opportunity for them to learn more about heritage food plants. In order to get students interested in the garden Residential Advisors in the Hereford community could have programming events in which their residents come into the garden for a workday. The workday could be lead by one of the interns of the garden (which are normally Herefordians themselves) who would show their fellow hallmates what types of plants are grown in the garden and what their heritage uses were in Mr. Jefferson's time. This peer-‐ to-‐peer education would be incredibly valuable, and would give the Hereford community a sense of pride in the TJ Demo Garden. With an abundance of heritage foods available, students can also learn how to cook heritage recipes through the TJ Demo Garden. Looking into interesting recipes that include heritage ingredients grown in the garden can become part of Hereford's programming and events. Additionally, faculty fellows could be invited to work in the garden with residents. Learning and interaction outside the classroom was crucial in Mr. Jefferson's design of the Academical Village, and brining faculty into the garden to work with students would facilitate this community building. Faculty fellows could be persuaded to come help in the garden once students are invested in the garden, and students could be encouraged to invite their favorite professors to come join them in learning about heritage plants in the garden.
IV. Conclusion
The Thomas Jefferson Demonstration Garden is a valuable and important part of the University's heritage and past history. It's tie to Mr. Jefferson's original plans for the University and the Academical Village make it a part of the University that should be cherished and supported. Additionally, the value it brings to heritage foods because of its celebration of heritage plant species and traditional uses of varieties from Mr. Jefferson's era should not be overlooked. The space is a great opportunity for education as well as community building among people from the University community and Charlottesville community.
V. Works Cited
Dealy Salisbury, Rachael. Personal interview. June-‐Aug. 2011
DeWitt, Chelsea and Erica Thatcher. "Designing the Thomas Jefferson
Demonstration Garden." Thomas Jefferson Demonstration Garden. 5 Apr.
2011. Web. 04 May 2012.
<http://tjdemogarden.wordpress.com/2011/04/05/designing-‐the-‐
jefferson-‐demonstration-‐garden/>.
Fox-‐ Bruguiere, Lily. "An Uncultivated Legacy: Jefferson's Botanical Garden at the University of Virginia."University of Virginia. University of Virginia, 2009. Web. 17 Apr. 2012.
<http://www.virginia.edu/president/kenanscholarship/work/archive_files/ lily_fox_bruguiere/Site/Home.html>.
Fox-‐ Bruguiere, Lily. Personal interview. June-‐Aug. 2011.
"G.I.F.T."SustainaUnity. Web. 05 May 2012. <http://sustainaunity.com/project_resources/funding-‐opportunities/g-‐i-‐f-‐ t/>.
"Hereford Residential College."Hereford History. 2012. Web. 04 May 2012. <http://www.hereford.virginia.edu/community/hereford_history/>.
Nelson Byrd Woltz Landscape Architects. "The Dell at the University of Virginia, Charlottsville, VA."2009 Professional Awards. American Society of Landscape Architects, 2009. Web. 19 Apr. 2012. <http://www.asla.org/2009awards/567.html>.
Paul, Emily. E-‐mail interview. April 2012.
"The MSU Horticulture Gardens."Our Gardens. 2009. Web. 05 May 2012. <http://www.hrt.msu.edu/our-‐gardens/>.
"Thomas Jefferson Center for Historic Plants."Thomas Jefferson's Monticello. Web. 23 Apr. 2012. <http://www.monticello.org/site/house-‐and-‐ gardens/thomas-‐jefferson-‐center-‐historic-‐plants>. | <urn:uuid:3724d20b-bb69-43a0-960e-72f0d233ed97> | CC-MAIN-2022-21 | https://uva.theopenscholar.com/files/food/files/mangum-hannah-policy-recommendations.12_0.pdf | 2022-05-29T07:37:39+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00322.warc.gz | 655,805,920 | 14,684 | eng_Latn | eng_Latn | 0.967754 | eng_Latn | 0.998172 | [
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C
ELL
C
YCLE AND
C
ELL
D
IVISION
CHAPTER 10
CELL CYCLE AND CELL DIVISION
MULTIPLE CHOICE QUESTIONS
1. Meiosis results in in diploid organisms
a. Production of gametes
b. Reduction in the number of chromosomes
c. Introduction of variation
d. all of the above
2. At which stage of meiosis does the genetic constitution of gametes is finally decided
a. Metaphase I
b. Anaphase II
c. Metaphase II
d. Anaphase I
3. Meiosis occurs in organisms during
a. Sexual reproduction
b. Vegetative reproduction
c. Both sexual and vegetative reproduction
d. None of the above
4. During anaphase-I of meiosis
a. Homologous chromosomes separate
b. Non-homologous chromosomes separate
c. Sister chromatids separate
d. Non-sister chromatids separate
5. Mitosis is characterised by
a. Reduction division
b. Equal division
49 49
49
49
49 49
49
49
49
49
49
49
c. Both reduction and equal division
d. Paining of homologous chromosomes
6. A bivalent of meiosis-I consists of
a. Two chromatids and one centromere
b. Two chromatids and two centromere
c. Four chromatids and two centromere
d. Four chromatids and four centromere
7. Cells which are not dividing are likely to be at
a. G1
b. G2
c. Go
d. S phase
8. Which of the events listed below is not observed during mitosis?
a. Chromatin condensation
b. Movement of centrioles to opposite poles
c. Appearance of chromosomes with two chromatids joined together at the centromere.
d. Crossing over
9. Identify the wrong statement about meiosis
a. Pairing of homologous chromosomes
b. Four haploid cells are formed
c. At the end of meiosis the number of chromosomes are reduced to half
d. Two cycle of DNA replication occurs
10. Select the correct statement about G1 phase
a. Cell is metabolically inactive
b. DNA in the cell does not replicate
c. It is not a phase of synthesis of macromolecules
d. Cell stops growing
VERY SHORT ANSWER TYPE QUESTIONS
1. Between a prokaryote and a eukaryote, which cell has a shorter cell division time?
2. Which of the phases of cell cycle is of longest duration?
3. Name a stain commonly used to colour chromosomes.
4. Which tissue of animals and plants exhibits meiosis?
5. Given that the average duplication time of E.coli is 20 minutes, how much time will two E.coli cells take to become 32 cells?
6. Which part of the human body should one use to demonstrate stages in mitosis?
7. What attributes does a chromatid require to be classified as a chromosome?
8. The diagram shows a bivalent at prophase-I of meiosis. Which of the four chromatids can cross over?
9. If a tissue has at a given time 1024 cells, how many cycles of mitosis had the original parental single cell undergone?
10. An anther has 1200 pollen grains. How many pollen mother cells must have been there to produce them?
11. At what stage of cell cycle does DNA synthesis take place?
12. It is said that the one cycle of cell division in human cells (eukaryotic cells) takes 24 hours. Which phase of the cycle, do you think occupies the maximum part of cell cycle?
13. It is observed that heart cells do not exhibit cell division. Such cells do not divide further and exit ___________ phase to enter an inactive stage called ___________ of cell cycle. Fill in the blanks.
14. In which phase of meiosis are the following formed? Choose the answers from hint points given below.
a. Synaptonemal complex
____________________________
b. Recombination nodules
____________________________
c. Appearance/activation of enzyme recombinase
____________________________
d. Termination of chiasmata
____________________________
e. Interkinesis
____________________________
f. Formation of dyad of cells
____________________________
Hints : 1) Zygotene, 2) Pachytene, 3) Pachytene, 4) Diakinesis, 5) After Telophase-I /before Meosis-II, 6) Telophase-I /After Meiosis-I.
SHORT ANSWER TYPE QUESTIONS
1. State the role of centrioles other than spindle formation.
2. Mitochondria and plastids have their own DNA (genetic material). What is known about their fate during nuclear division like mitosis?
3. Label the diagram and also determine the stage at which this structure is visible.
4. A cell has 32 chromosomes. It undergoes mitotic division. What will be the chromosome number (N) during metaphase? What would be the DNA content (C) during anaphase?
5. While examining the mitotic stage in a tissue, one finds some cells with 16 chromosomes and some with 32 chromosomes. What possible reasons could you assign to this difference in chromosome number. Do you think cells with 16 chromosomes could have arisen from cells with 32 chromosomes or vice versa?
6. The following events occur during the various phases of the cell cycle, Name the phase against each of the events.
a. Disintegration of nuclear membrane
_________________________
b. Appearance of nucleolus
c. Division of centromere
_________________________ _________________________
d. Replication of DNA
_________________________
7. Mitosis results in producing two cells which are similar to each other. What would be the consequence if each of the following irregularities occur during mitosis?
a. Nuclear membrane fails to disintegrate
b. Duplication of DNA does not occur
c. Centromeres do not divide
d. Cytokinesis does not occur.
8. Both unicellular and multicellular organisms undergo mitosis. What are the differences, if any, observed in the process between the two?
9. Name the pathological condition when uncontrolled cell division occurs.
10. Two key events take place, during S phase in animal cells, DNA replication and duplication of centriole. In which parts of the cell do events occur?
11. Comment on the statement – Meiosis enables the conservation of specific chromosome number of each species even though the process per se, results in reduction of chromosome number.
12. Name a cell that is found arrested in diplotene stage for months and years. Comment in 2-3 lines how it completes cell cycle?
13. How does cytokinesis in plant cells differ from that in animal cells?
LONG ANSWER TYPE QUESTIONS
1. Comment on the statement – Telophase is reverse of prophase.
2. What are the various stages of meiotic prophase-I? Enumerate the chromosomal events during each stage?
3. Differentiate between the events of mitosis and meiosis
4. Write brief note on the following
a. Synaptonemal complex
b. Metaphase plate
5. Write briefly the significance of mitosis and meiosis in multicellular organism.
6. An organism has two pair of chromosomes (i.e., chromosome number = 4). Diagrammatically represent the chromosomal arrangement during different phases of meiosis-II. | <urn:uuid:9bfa521d-95bb-49fe-ad70-b41f2bd3fe3f> | CC-MAIN-2022-21 | https://www.ncert.nic.in/pdf/publication/exemplarproblem/classXI/biology/keep410.pdf | 2022-05-29T07:45:26+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00321.warc.gz | 1,051,291,050 | 1,592 | eng_Latn | eng_Latn | 0.970099 | eng_Latn | 0.99413 | [
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3. UNDERSTANDING CONFLICT POSITION, INTEREST & NEED – PART 1.
Target group:
Group size:
Youth Council members aged 11 - 18 Youth workers aged 18+
Duration:
60-90 minutes
Resources:
Tables might be useful collected magazines, headlines, photos
10-20 participants
Type of activities:
Drama exercises Personal sharing Active involvement
Atmosphere needed:
Safe space for sharing
Special workshop note:
This workshop is designed to work best when used with part two. However, both parts could be used alone, and could also be adapted according to your own group, the length of time available, etc. Before you start – make sure you have read the "Definitions and examples" chapter that you will find in the Handbook after part 2. of the workshop.
Helping young people to discover what can cause conflict and introducing the terms "position", "interest" and "need".
Learning outcomes:
* Developing a clearer understanding of conflict.
* Exploring how common conflicts are caused by different values.
42
Intro to the workshop (5 min)
Welcome participants and explain the workshop, the aim and brief agenda.
Energiser (10 min)
Get participants into pairs using your own method or let them choose. Next, the pairs must face each other, palm-to-palm, and then try to push each other off balance without moving their feet. If either of them has to lift or move one of their feet off the floor then the person moving a foot loses. Swap pairs and see how this makes a difference.
Debrief (5 min)
Sometimes a conflict can feel a bit like this exercise: pushing and wrestling, one person winning and one losing!
Definition of Conflict (15 min)
One definition of conflict could be:
"An active disagreement between people with opposing positions or principles."
Brainstorm some words around the subject of conflict in small groups. Give a pack of a few words to each group and ask them to brainstorm the words and try to create some definitions. Allow a few minutes [or more if needed, depending on your participants] and then bring the groups together to compare their answers.
Line up Exercise (15 min)
Participants stand on an imaginary line on the floor. The line shows how much the statement is true about you. If you go to stand at one end of the line it means the statement is totally true 100%. At the other end
43
of the line, it means this is totally not true of me. Debrief each question in turn to identify some of the values involved.
Use the sample statements provided in the "Definitions and examples" chapter. An even better idea is to create your own and choose ones that reflect the real live situations of the participants in your group. If you feel confident, you can ask for example situations from group members.
Group debrief (5 min)
Return to circle and debrief. One frequent reason for conflict is when two sides have different values, such as ideas about the "right" way to do something, personal beliefs, etc. Values are deeply personal, and we hold on to them very strongly. They can provoke very strong emotional reactions if they are challenged or "crossed" by someone or something.
Pairs discussion (5 min)
In pairs or small groups, discuss some of the values that mean a lot to you. Can you share any time that you had a disagreement with someone or a strong reaction to something that challenged your values?
Bring everyone back together into the big group and ask if anyone would like to share one of the examples they were discussing. Ask one or two questions to explore each story further, for example, "How did you feel?", "How did you react?", "What did you say?", "Why did you do or say that?" Do not go too deeply into anything as this will be addressed more in the second part of this workshop.
Brief introduction to the terms "position", "interest" and "need" (5 min)
Introduce the idea and definitions of "position", "interest" and "need" (see further details in the chapter "Definitions and examples"). Use some of the stories and questions of the last exercise to help explain these terms.
44
Small group activity (20 min)
Get participants into small groups and then give them examples of conflicts from magazine articles, news headlines or pictures/photos that you have prepared. Each small group should talk about what they think are the underlying values involved in each conflict.
If you feel the group is confident enough then you could also start to talk about positions, interests and needs. Another idea would be to ask each small group to create a role play of a conflict suggested by the materials, and present it to the other groups.
Final group debrief/evaluation (5 min)
Write up the different values that participants have found at the heart of the various conflicts explored during the workshop. Ask some interesting, probing questions such as: "Is it always 'black and white' regarding who is right?" or "How might the conflicts be resolved?" or "What have you learned about conflicts, disagreements, fights, etc.?".
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ОЛИМПИАДНЫЕ ЗАДАНИЯ 7-8 КЛАСС АНГЛИЙСКИЙ ЯЗЫК
I READING (25 minutes)
PART 1
Read about the illness Norovirus. Choose the correct question (A-M) for each paragraph (1-13).
Questions:
B) Should I go and see my doctor?
A) How can I avoid dehydration?
H) Should I eat anything?
C) What if my children are infected?
E) What are the signs that I am dehydrated?
D) When should I see a doctor?
I) How can I stop the disease spreading?
J) How long should I stay at home?
F) Should I take any medication?
K) Can I get it again if I've already had it?
G) What is Norovirus?
L) What are the symptoms?
M)What are the risks?
1. Norovirus is a common stomach bug. It is also called the Winter Vomiting Bug because it is more prevalent in winter. It is caused by a very small virus and it is easily passed on from one person to another.
3. Norovirus causes sickness and diarrhea. You may also feel headaches, abdominal pains, or you may have a high temperature.
2. If you recover from norovirus, there is no reason why you should not catch it again. The virus changes constantly, so your body cannot build up resistance.
4. Although unpleasant, norovirus is not dangerous. Most people make a full recovery within a couple of days. The biggest danger is from dehydration.
6. Obviously, you will feel thirsty and your mouth will be dry. You may get headaches or feel dizzy. Your urine will be dark and the quantity of urine small.
5. Drink plenty of water. You should drink more than usual to replace fluids lost in vomit and diarrhea. An adult should drink around 1.2 liters per day.
7. You can take Paracetamol or other pain-killers for any aches and pains, but there are
8. No. Because it is highly contagious, you risk passing it on to other people who are already in a weak state. Stay at home and rest.
no drugs that eradicate the virus.
9. Take care to give them plenty of water or fruit juice. You can also use rehydration salts. Babies can drink milk as usual. Pregnant women needn't worry, as there is no risk to the unborn child.
11.Yes, but stick to foods which are easy to digest such as soup, bread, rice and pasta. Avoid spicy foods.
10.Only if your symptoms last longer than a few days, or if you are already suffering from a serious illness.
12.Wash your hands frequently, and avoid putting your fingers in your mouth. Be aware that the virus can also spread via towels and flannels, so don't share them. Keep all surfaces clean and disinfected, not just in the bathroom but in other areas too.
13. You will be infectious for a few days after your symptoms have passed, so avoid direct contact with people for at least 48 hours after your symptoms pass. Stay away from work and keep young children out of school.
PART 2
Read the text about the climate in Madagascar on a travel website. Then choose True or False for the sentences after the text (14-23).
Madagascar – When to go
Madagascar has two seasons, a warm, wet season from November to April, and a cooler dry season between May and October. However, different parts of the country have very different weather.
The east coast is hotter and wetter, with up to 4,000 mm of rainfall per year. In the rainy season, there are strong winds, and these can cause a lot of damage. Avoid visiting eastern Madagascar between January and March because the weather can make road travel very difficult. The dry season is cooler and more pleasant.
The high, central part of the country is much drier and cooler. About 1,400 mm of rain falls in the rainy season, with some thunderstorms, but the summer is usually sunny and dry, but it can be cold, especially in the mornings, with freezing showers,
and it may snow in mountain areas above 2,400 m, and even stay there for several days.
The west coast is the driest part of the island. Here, the winter months are pleasant with little rain, cooler temperatures and blue skies. The summers can be extremely hot, especially in the southwest. This part of the country is semi-desert, and only gets around 300 mm of rain per year.
14. Madagascar has four seasons: spring, summer, autumn and winter.
15. There is more rain in January than in June.
16. The wet season is colder than the dry season.
17. It hardly ever rains in central Madagascar.
18. The wettest part of the island is the east.
19. January-March is a good time to visit eastern Madagascar.
20. The centre of Madagascar is the coldest part.
21. Snow sometimes falls in Madagascar.
22. The west coast has the best weather in December.
23. The north-east is hotter than the south-east.
TRANSFER YOUR ANSWERS TO YOUR ANSWER SHEET.
II USE OF ENGLISH (20 minutes)
PART 1 Read the text and decide which answer (A, B, C or D) best fits each gap (24 – 34).
Easter Island
Easter Island is a small triangle of rock situated in the Pacific Ocean. It’s about 2,000 miles 24) ______ the nearest city. Easter Island is 25) ______ for its statues. Hundreds of these huge, stone faces can be 26) ______ all over the island. Who made them? How 27) ______ they move these giant pieces of rock? What happened 28) ______ the people who lived there? Studies show that people 29) ______ arrived on the island about 1600 years ago. They had a very advanced culture. They made many objects and they had their 30) ______ written language. However, the number of people on the island grew and grew 31) ______ it reached about 10,000 people. Soon there were too many people and there wasn’t 32) ______ food to eat. A terrible war started and 33) ______ of the statues were broken. When western explorers 34) ______ the island on Easter Day in 1722, the huge rock statues were the only sign that a great society had once lived there.
24 A) for
B) from
C) on
D) by
25 A) important
B) interesting
C) famous
D) fascinating
26 A) found
B) located
C) situated
D) looked
27 A) have
B) were
C) had
D) did
28 A) to
B) with
C) about
D) for
29 A) once
B) already
C) just
D) first
30 A) only
B) own
C) clever
D) self
31 A) so
B) until
C) although
D) because
32 A) many
B) too
C) some
D) enough
33 A) few
B) enough
C) many
D) lot
34 A) invented
B) discovered
C) sailed
D) came
PART 2
Complete the sentences (35-41) using the prepositions given in the box. There is one preposition you do not need.
A) aside; B) away; C) in; D) on; E) out; F) up; G) up with; H) off.
35. I always put ______weight during the winter.
36. One thing I can’t put ______ is rudeness.
37. You shouldn’t put ______ the meeting with Mr. Brown.
38. Luckily the first brigade came quickly and put _______ the fire.
39. Every summer I put ______ my friends who come from Australia.
40. You can play with the toys as long as you put them ______ after you’ve finished playing with them.
41. I always put money _______ for the holidays.
TRANSFER YOUR ANSWERS TO YOUR ANSWER SHEET.
III WRITING (25 minutes)
Read these two ways of telling the same story. Text A is a complete story and Text B is the beginning of the same story. Continue the story given in Text B.
Write 100-150 words. Base your story only on the events mentioned in Text A. Do not copy the beginning given.
TEXT A
One day Robert Barnes was in his garden and was planting flowers. He heard a voice behind him. The voice said 'Leave us alone'. He turned around. There was no one there. He looked into the history of the house and found that the house had a long history. Many bad things happened there.
TEXT B
One beautiful sunny day last week, I was at home, just relaxing in my garden. I knew that spring was on its way, and I felt like planting some flowers. I started digging the hole. It was hot work, but I felt happy and optimistic. Suddenly, even though I was hot, and the sun was burning down on my back, I felt the air around me go cold. The hairs on my arms stood up. I stood there, spade in hand, knowing with a feeling of dread, that I was not alone…
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Mathematics Model Teaching Unit
Pow wow Trails
Created by: Angel Greenley
Grade3
Stage 1 Desired Results
Established Goals:
Number Sense and Operation Mathematics Content Standard 1: A student, applying reasoning and problem solving, will use number sense and operations to represent numbers in multiple ways, understand relationships among numbers and number systems, make reasonable estimates, and compute fluently within a variety of relevant cultural contexts, including those of Montana American Indians.
- 1.2 Estimation and Operations: Estimate sums, differences, products, and quotients when solving problems. Add, subtract, multiply (three-digit by two-digit factors), and divide (two-digit dividends by one-digit divisors) to solve problems. Demonstrate fluency with basic facts.
IEFA Essential Understanding 1: There is great diversity among the 12 tribal Nations of Montana in their languages, cultures, histories and governments. Each Nation has a distinct and unique cultural heritage that contributes to modern Montana.
IEFA Essential Understanding 3: The ideologies of Native traditional beliefs and spirituality persist into modern day life as tribal cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs.
Understandings:
Additionally, each tribe has its own oral histories, which are as valid as written histories. These histories pre-date the "discovery" of North America.
- Pow wows are an important part of some Native American lifestyles.
Essential Questions:
- Some families travel many miles across the state to attend different pow wows.
- What are the different reasons that families travel on the pow wow circuit?
Students will be able to…
- What is the history of pow wows in Native American culture?
- calculate the miles traveled on the pow wow circuit.
- locate different towns of Montana on the map.
- pow wows are still in existence and that families use them as a time of gathering and sharing with other families and friends.
Students will know…
- pow wows are a source of competition and there are many different types of contests at each pow wow.
Stage 2 Assessment Evidence
Performance Tasks:
- Students will complete a table that calculates the distance traveled on a particular pow wow circuit.
Other Evidence:
- Students will track the pow wow circuit on a map of Montana.
Stage 3 Learning Plan
Learning Activities:
1. Introduce the history of powwows and the different competitions held within a pow wow. Some American Indian families travel from pow wow to pow wow on what is called the "pow wow circuit" in Montana, using the time to camp and compete.
2. Today we are going to trace a circuit that will take us throughout the state of Montana. We will mark the places of the pow wows on a map, compute the miles traveled, the amount of gas used, and the total money spent on gas. Pow wows are typically held on the weekends, but people traveling the circuit do not go home between each celebration. Instead they travel from one town to the next. That is how we will find out the miles traveled.
3. Give students a map of Montana and introduce the circuit to be traveled. Ask students to locate each town on the map and trace the main highways between the cities. Start at your own town and travel from there. Students will need to fill in your town in the first cell of the table and the last stopping point of the table.
4. There are 3 options for finding the mileage – choose whichever one is appropriate for your class (or have different students use different methods)
b. Have students use the internet and Google maps (www.google.com) and have them fill in the table on their own.
a. Give the mileage information on a piece of paper
c. Use a map and using the scale, figure the mileage on their own
5. Have students complete the table. As they find the mileage between each town, have them look at the map so they can see the distance on the map in relation to the mileage reported. Also, at each stop, have students choose one competition to research and give a brief description of the event. Each powwow needs to have different competitions, so that students become more familiar with the competitions.
6. Once students have found the mileage, go to the next step of computing the amount of gas used on the trip.
7. The final step is to compute the amount of money spent on gas using a rounded amount. (For students that need differentiation, you can change the price of gas.)
Mathematics Grade 3 - Pow Wow Trails (continued)
Materials/Resources Needed:
- Your Guide to Understanding and Enjoying Pow Wows –
available at http://www.opi.mt.gov/pdf/IndianEd/Resources/PowWows.pdf
- Student worksheet
- Map of Montana
Mathematics Grade 3 - Pow Wow Trails (continued)
Name: ______________________________________________________________________________
| Stopping Town | Total Miles Traveled | Subtotal of Miles Traveled |
|---|---|---|
| Bozeman | | |
| Havre | | |
| Billings | | |
| Custer | | |
| Arlee | | |
The car you are traveling in gets 20 miles to the gallon. The gas tank holds 10 gallons. How many miles can you travel on one tank of gas? __________________________________________________________________
Gas costs $3.00 per gallon. What will the total cost of gas be for your powwow trip? ____________________
Explain how you got your answer. _____________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
Mathematics Grade 3 - Pow Wow Trails (continued)
Answer Key: (answers are based on leaving from Great Falls, MT)
| Stopping Town | Total Miles Traveled | Subtotal of Miles Traveled |
|---|---|---|
| Bozeman | 188 miles | 188 miles |
| Havre | 301 miles | 489 miles |
| Billings | 247 miles | 736 miles |
| Custer | 55 miles | 791 miles |
| Arlee | 422 miles | 1213 miles |
The car you are traveling in gets 20 miles to the gallon. The gas tank holds 10 gallons. How many miles can you travel on one tank of gas? 200 miles
Gas costs $3.00 per gallon. What will the total cost of gas be for your pow wow trip? Approximately $210.00
Explain how you got your answer. You need to get gas every 200 miles. When you fill a tank, it costs $30. There are 7 groups of 200 in the total miles, so you will need to fuel up 7 times. 7 x $30 = $210
Mathematics Grade 3 - Pow Wow Trails (continued)
Dances:
Men's Traditional Dance: A traditional dance where war parties dance out the story of the battle or hunters dance their story of tracking an enemy or prey.
Men's Fancy Dance: Relatively new dance where dancers have colorful outfits
Men's Grass Dance: Popular dance where the outfits feature a colorful fringe, replacing the grass dancers originally tucked into their belts.
Sneak-up Dance: Follows the definite pattern of drum rolls. Dancers shake their bells and make gestures of either following or seeking out the enemy.
The War Dance: Demonstration of dancing ability and is a major contest dance category
Traditional Women's Dance: Consists of remaining stationary and bending the knee with a slight up and down movement of the body.
Women's Fancy Shawl Dance: Outfit consists of a decorative knee-length cloth dress, beaded moccasins with matching leggings, a fancy shawl, and various pieces of jewelry.
Jingle Dress Dance: The dress is made from cloth with hundreds of metal cones or jingles covering it.
Team Dancers: Three or four members make up a team and they all dance in the same style.
Owl Dance: Can be considered as the Indian version of the waltz.
Round Dance (Friendship Dance): Dance of friendship and is performed by all ages. Everyone is encouraged to dance.
The Crow Hop: Developed in the 1900s and done with a specific rhythm of the drum beat
Intertribal Dance: Everyone is welcome to dance in the Intertribal Dance – even tourists. Dancers move around the arbor sunwise – clockwise.
The Blanket Dance: Means of gaining contributions from the audience for certain causes.
Dropped Eagle Feather Dance: To most Native Americans, the eagle feather is sacred. So when a feather falls from the dancer's outfit, the powwow must stop and a special ceremony must be performed.
Honoring Veterans: Veterans are honored because they were willing to give their lives so people could live.
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Memphis, TN
657,457
TOTAL POPULATION
total AREA(sq. miles)
339.21
10 Building blocks of a bicycle friendly community
POPULATION DENSITY
1,938
# of local Bicycle friendly businesses
4
# of local Bicycle friendly universities
0
| Arterial Streets with Bike Lanes | 45% |
|---|---|
| Total Bicycle Network Mileage to Total Road Network Mileage | 30% |
| Public Education Outreach | GOOD |
| % of Schools Offering Bicycling Education | 43% |
| Bike Month and Bike to Work Events | Good |
| Active Bicycle Advocacy Group | Yes |
| Active Bicycle Advisory Committee | YES |
| Bicycle–Friendly Laws & Ordinances | some |
| Bike Plan is Current and is Being Implemented | YES |
| Bike Program Staff to Population | per 70k |
| ENGINEERING Bicycle network and connectivity | 5 /10 |
|---|---|
| Education Motorist awareness and bicycling skills | 5 /10 |
| Encouragement Mainstreaming bicycling culture | 5 /10 |
| Enforcement Promoting safety and protecting bicyclists' rights | 6 /10 |
| Evaluation & planning Setting targets and having a plan | 3 /10 |
CATEGORY SCORES
key outcomes
| ridership Percentage of daily bicyclists | 3.5% | 0.40 |
|---|---|---|
| safety measures Crashes Crashes per 10k daily bicyclists | 180 | 322 |
| safety measures Fatalities Fatalities per 10k daily bicyclists | 1.4 | 3.8 |
Key Steps to silver
» » Aggressively increase the amount of high quality bicycle parking throughout the community.
» » Continue to expand the bike network, especially along arterials. On roads where automobile speeds exceed 35 mph, it is recommended to provide protected bicycle infrastructure such as cycle tracks or buffered bike lanes.
and secondary education, and schools and the surrounding neighborhoods should be particularly safe and convenient for biking and walking. Work with your local bicycle groups or interested parents to expand the Safe Routes to School program to all schools.
» » Develop a system of bicycle boulevards, utilizing quiet neighborhood streets, that creates an attractive, convenient, and comfortable cycling environment welcoming to cyclists of all ages and skill levels.
» » Implement the proposed bike share program.
» » Bicycle-safety education should be a routine part of primary
LEARN MORE www.bikeleague.org/communities
»
» » Have your Bicycle Advisory Committee meet monthly to step up your Bicycle Friendly Community efforts.
» » Encourage the University of Memphis, Rhodes College and other local institutions of higher education to promote cycling to students, staff, and faculty and to seek recognition through the Bicycle Friendly University program.
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Delaware PBS Key Features
The vision of the Delaware Positive Behavior Support Project is to create safe and caring learning environments that promote the social-emotional and academic development of all children. This vision requires comprehensive, systemic, and individualized interventions and supports.
1. Recognize that a positive and safe school climate promotes not only positive behavior, but also academic, social, and emotional development.
2. Recognize that ALL students benefit from positive behavioral supports. This includes students with and without behavior problems or disabilities, and requires sensitivity to individual and cultural differences.
3. Recognize the critical importance of preventing behavior problems. This is evident throughout school policies and evidence-based practices, especially in preventive classroom management, clear school-wide expectations, and schoolwide teaching and recognition of positive behaviors. It also is seen in positive teacher-student, student-student, and school-family relations.
4. Recognize the critical importance of developing self-discipline. Achieving this long-term goal requires much more than strategies for preventing and correcting behavior problems. Thus, schools implement evidence-based programs in character education and social and emotional learning and/or infuse lessons throughout the curriculum that teach such social and emotional competencies as positive peer relations, empathy, resisting peer pressure, conflict resolution, and social and moral responsibility.
5. Recognize the critical importance of correcting misbehavior using a combination of evidence-based techniques for increasing appropriate behavior and decreasing use of inappropriate techniques. This is seen throughout school disciplinary policies and practices and in the recognition of the limitations of the use of harsh, frequent, or unfair punishment.
6. Recognize the critical importance of providing students who exhibit serious or chronic behavior problems with comprehensive and intensive evidence-based interventions and supports. They should be provided early, when behavior problems first appear. Where appropriate, they should be individualized and linked to functional behavioral assessments and person-centered planning.
7. In translating these beliefs into practice, Delaware PBS schools adopt a problemsolving team process for planning, development, implementation, and evaluation of evidence-based practices across all three levels of prevention and intervention (primary, secondary, and tertiary). The team is representative of the school staff and community including students and parents as active participants.
8. In translating these beliefs into practice, schools demonstrate sustained commitment, participation, and implementation with fidelity by the majority of staff, administrators, district leadership, and school community in a shared approach to the dynamic and evolving PBS process.
9. In translating these beliefs into practice, schools value the importance of databased decision making, as reflected in the on-going evaluation of program effectiveness and modification of program components, interventions and supports based on multiple sources of data.
10. In translating these beliefs into practice, schools provide on-going professional development and support to school staff that corresponds closely with the needs of the schools and individual staff members. | <urn:uuid:e3176a7f-77d9-4619-a780-d6487d5f39a4> | CC-MAIN-2022-21 | https://www.delawarepbs.org/wp-content/uploads/2011/11/ES_MS_HS_013_DE-PBS_Key_Features.pdf | 2022-05-29T07:50:52+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00325.warc.gz | 810,173,159 | 564 | eng_Latn | eng_Latn | 0.995841 | eng_Latn | 0.996239 | [
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Science Model Teaching Unit Rocks as Tools
Created by Marne Oaas
Kindergarten - Approximate Duration: 150 minutes
Stage 1 Desired Results
Established Goals
Science Content Standard 1: Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.
Science Content Standard 4 Benchmark 4.2: Describe and measure the physical properties of earth's basic materials (including soil, rocks, water and gases) and the resources they provide
Essential Understanding 1: There is great diversity among the 12 tribal Nations of Montana in their languages, cultures, histories and governments. Each Nation has a distinct and unique cultural heritage that contributes to modern Montana.
Understandings
Essential Question
s
- How did people use rocks as tools long ago?
- Rocks are non-living (Western science define rocks as being non-living, however living and non-living is not defined in the same way for Indigenous science. Some cultures view rocks as living).
- Rocks have different textures, colors, weights, and uses as tools and structures.
Students will be able to…
- How do people use rocks as tools today?
- classify rocks by attributes: flaky, crumbly, hard, soft, smooth, rough, colors, weight, etc.
Students will know…
- demonstrate the use of rocks as tools; for scraping, mashing, crushing, sanding, cleaning, staining, etc.
- rocks have different textures, hardness, weight and uses.
- rocks have a variety of uses.
Stage 2 Assessment Evidence
Performance Tasks
- Students will play the Rock Counting Game
- Students will collect, sort, and chart samples of rocks.
Other Evidence
- Students will participate in class activities, discussions, and ask appropriate questions.
Science Kindergarten Rocks as Tools (continued)
Stage 3 Learning Plan
Preparations
- Collect pictures of tools made from rocks. A good place to find some is: http://mhs.mt.gov/education/footlocker/Prehistoric.pdf, on pages 4 and 5; you may also want to check this footlocker out from the Montana Historical Society. You may also find some appropriate images and resources at http://mhs.mt.gov/education/footlocker/ancientteachings.asp.
- Several weeks before beginning this lesson collect rocks you will need. You'll need a variety of assorted rocks. The teacher should crack open some rocks or find them split or cracked so the class can compare the inside to the outside.
- Set up your "cooperative learning groups." Groups should be no larger than four students.
- Assemble "Rock Counting Game," one for each cooperative learning group.
Learning Activities
Introduction: Read and discuss "Tunka-shila, Grandfather Rock" (Lakota [Sioux]-Great Plains story) or "Old Man Coyote and the Rock" (Pawnee-Great Plains story). Both Stories can be found in "Keepers of the Earth Native American Stories and Environmental Activities for Children" by Michael J. Caduto and Joseph Bruchac. Another option is a contemporary Crow story in the book I Am a Rock & My Name is Pop, distributed to all elementary school libraries by OPI.
1. Brainstorming activity: Ask and record answers from a discussion using the following questions as a guide. Record on a large poster or piece of paper.
"Do you think rocks are living or non-living?"
"What is a rock?"
"How have people used rocks in the past?"
"How do these Native American stories present rocks?"
"How do we use rocks today?"
"Are the rocks considered living or non-living within the stories?"
3. Vocabulary: With the students, make a list of words that describe rocks. Post the list in the classroom.
2. Extend the discussion on rocks as living or non-living things. Explain that in the Pend d'Oreille and Salish perspective, the Creator is present in all things. Everything has a purpose, and anything with a purpose is considered to be living. See pages 8 and 9 of "A Brief History of the Salish and Pend d'Oreille Tribes." (Available from the Salish & Pend d'Oreille Culture Committee.)
4. Display the gathered rocks and get student input on ways to describe the rocks. How are they the same or different? Discuss the properties of rocks (size, shape, texture, color). Referring back to the posted list. Give each child a brown lunch bag to bring to class 1-3 small (not too small) or medium-size rocks. They can also find rocks outside in the school yard. Add students' rocks to class collection.
6. Using a variety of objects (nails, plastic picks, cloth, small stiff brushes, etc.) let the students pick, poke, and explore the attributes of the rocks to determine if they are hard, soft, crumbly, smooth, rough, different on the inside when cracked open, etc. Add to the classroom list more ways to describe rocks.
5. Give each group of students a bin of rocks to explore and sort. They can sort by size, shape, texture, color. Have students chart and draw the sorted rock types, count, and label how many of each type they have in their container. Remind them to use the posted list as a reference. Walk around and monitor/discuss with the groups how they are sorting their rocks.
Science Kindergarten Rocks as Tools (continued)
7. Rocks as Tools – students will brainstorm and discuss the use of rocks as tools. Have pictures or actual tools for students to view. Pass around the pictures of indigenous' tools made from rocks or project the Montana History Societies' website photos. What were the tools used for and what type of rock would be best for that use? Hammering, pestles, scraping, mashing, scrubbing, cutting, cooking, etc.
9. Students will classify the tools by how they would be used.
8. Students will pick a rock and decide how it could be used as a tool. If possible have the children actually use the rocks as tools to scrape, mash, pound, etc.
10. Optional: Continue exploring the American Indian Traditional uses of the environment by inviting a tribal representative to demonstrate ancestral skills and technology.
Closing activity: Rock Counting Game(using pebbles as math tools)
Materials:
Five smooth pebbles. Paint a half moon shape on one side of each of four pebbles and a star shape on one side of the remaining pebble. Pea gravel and paper cups for keeping track of points.
Play:
Place the pebbles in a container (shoe box or a basket).
Let one child at a time hold the basket and give it a shake.
Then have the child count the number of shapes that turn up.
Scoring:
You can have a point system game by allotting one point for each moon and two points for the star. Children can use pea gravel placed in a paper cup to keep track of their points.
Who Wins:
After each child has five turns they count their pea gravel counters. The one with the most gravel wins. First one to a given number wins.
Materials/Resources Needed
- Large nails, plastic pick, cloth, small, stiff brushes, etc.
- A good mix of rocks for student use
- Plastic bins/boxes to hold sets of rocks
- Keepers of the Earth Native American Stories and Environmental Activities for Children by Michael J. Caduto and Joseph Bruchac
- Pictures of stone tools
- I Am a Rock & My Name is Pop, distributed to all elementary school libraries by OPI.
- Montana History Society "Prehistoric Life in Montana" resource trunk http://mhs.mt.gov/education/HandsonHistory.aspx
- "A Brief History of the Salish and Pend d'Oreille Tribes" by the Salish-Pend d'Oreille Culture Committee of the Confederated Salish and Kootenai Tribes, Salish-Pend d' Oreille Culture Committee, 81 Blind Barnaby Street, P.O. Box 550, St. Ignatius, Montana 59865
- Materials for one Indian counting game
- 1 container for the smooth pebbles
- 5 smooth pebbles: 1 with a star painted on one side, 4 with a moon painted in each side
- A handful of pea gravel for scoring
- 1 small container or paper cup for each player to put their pebbles in
Science Kindergarten Rocks as Tools (continued)
Extending the Lesson
This basic lesson can be extended to include exploration of sand and soil/dirt found in local landscapes as a place-based connection. Students could grind stones together to see if they can make sand. They could also use sand to scrub cloth and other materials to see the effects. Students could try dyeing cloth with red dirt. The extension on soil/dirt could also introduce the concept of how soil/dirt is made from rocks and sand. | <urn:uuid:bc7d1207-0cdf-4d8a-8f72-1689ca028318> | CC-MAIN-2022-21 | https://www.nisnindigenousresourcehub.com/_files/ugd/e70d20_93f4c30086604d4c934331a28f231120.pdf | 2022-05-29T09:06:02+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00328.warc.gz | 1,071,520,420 | 1,873 | eng_Latn | eng_Latn | 0.996714 | eng_Latn | 0.997326 | [
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Vermont Language Justice Project (VLJP) Video Resource List
Below you will find links to YouTube playlists for each of VLJP's multilingual videos. The YouTube playlist will include all the different languages for each video.
Videos are divided into 16 topics (some videos fall under multiple topics). Topics (listed alhabetically) are: 1) Children; 2) Climate and Weather; 3) Education; 4) Employment; 5) Finances; 6) Food; 7) Health; 8) Health Testing; 9) Healthy Living; 10) Housing; 11) Life in the US; 12) Mental Health; 13) Safety; 14) Transportation; 15) Vermont; and 16) Your Rights.
VLJP updates this list as we produce new videos. Videos are listed under each topic from newest to oldest.
Visit vtlanguagejustice.org for more info and reach out to email@example.com with questions.
| Topic | Languages |
|---|---|
| 1. Children | |
| Supporting Your Child During a Needle Poke | 18 |
| Car Seat Laws in VT | 17 |
| Summer Meals Program for Kids 0-18 | 17 |
| Staying Safe in a Dangerous Situation | 19 |
| Getting up to Date on Your Vaccines | 17 |
| A Tradition Celebrated in the US Called Halloween | 16 |
| Talking With and Listening to Our Children | 18 |
| Do Your Children Get Enough Sleep? | 16 |
| Helping Vermont's Youngest Children: Children's Integrated Services | 18 |
| Staying safe near lakes, rivers and the swimming pool | 15 |
| 2. Climate & Weather | |
| Prevent Mosquito Bites | 17 |
| Climate Change in Vermont | 17 |
| Coping with Stress after a Disaster | 19 |
| Get Help after a Disaster from SOS-VT | 19 |
| Total Solar Eclipse April 8, 2024 | 18 |
| Wildfires and Your Health | 18 |
| Water Safety After a Flood | 17 |
| Returning To Your Home After A Flood | 6 |
| Flood water on fruit and vegetables | 10 |
| Flooding can contaminate your drinking water | 4 |
| Staying safe during a flood and very heavy rainfall | 18 |
| When you see this sign, do NOT swim (cyanobacteria) | 16 |
| Taking care of yourself and others in hot weather | 16 |
| What You Need to Know About Ticks | 15 |
How to Stay Healthy Through the Winter
16
2022
| 3. Education | | |
|---|---|---|
| Staying Safe in a Dangerous Situation | 19 | 2024 |
| Welcome to Edmunds Middle School | 3 | 2023 |
| Professional Licensing Through the Vermont Office of Professional Regulation | 7 | 2022 |
| 4. Employment | | |
| Getting Unemployment Benefits | 19 | 2024 |
| How to Contact the VT DOL | 19 | 2024 |
| Professional Licensing Through the Vermont Office of Professional Regulation | 7 | 2022 |
| 5. Finances | | |
| Getting Unemployment Benefits | 19 | 2024 |
| How to Contact the VT DOL | 10 | 2024 |
| How to Pay Your Burlington Electric Department Bill | 14 | 2024 |
| Get Extra Money to Spend at the Farmers Market WhenYou Use SNAP/3 Squares VT | 18 | 2024 |
| Get Help Buying Food (SNAP) | 18 | 2024 |
| Vermont Tax Credits | 17 | 2024 |
| How to Open a Bank Account | 16 | 2023 |
| How to Use an ATM | 19 | 2023 |
| Different Types of Health Insurance | 7 | 2022 |
| Health Insurance Costs | 7 | 2022 |
| Paying for Your Health Care | 7 | 2022 |
| 6. Food | | |
| Summer Meals Program for Kids 0-18 | 18 | 2024 |
| Get Extra Money to Spend at the Farmers Market WhenYou Use SNAP/3 Squares VT | 18 | 2024 |
| Get Help Buying Food (SNAP) | 18 | 2024 |
| Flood water on fruit and vegetables | 10 | 2023 |
| Energy Drinks are Not Good for Your Health | 15 | 2023 |
| 7. Health | | |
| Supporting Your Child During a Needle Poke | 18 | 2024 |
| Prevent Mosquito Bites | 17 | 2024 |
| Calling 911 | 19 | 2024 |
| What is diabetes? | 18 | 2024 |
| Calling the Hospital When You Need an Interpreter | 13 | 2024 |
| Everything to Know about the Emergency Department | 16 | 2024 |
| Medicine May Help When You Are Having a Hard Time | 17 | 2024 |
| Getting up to Date on Your Vaccines | 17 | 2023 |
| How to Use an Emergency Treatment That Can Save Someone's Life (Narcan) | 16 | 2023 |
Do Your Children Get Enough Sleep?
Wildfires and Your Health
16
18
2023
2023
| What is genetics? (3 videos) | 6 | 2023 |
|---|---|---|
| Taking care of yourself and others in hot weather | 16 | 2023 |
| What You Need to Know About Ticks | 15 | 2023 |
| How to Stay Safe in Very Cold Weather | 17 | 2023 |
| How to Measure Your Medication Correctly | 16 | 2023 |
| Energy Drinks are Not Good for Your Health | 15 | 2023 |
| How to Stay Healthy Through the Winter | 16 | 2022 |
| Understanding Your Medicine Bottle/Medication Safety | 15 | 2022 |
| Different Types of Health Insurance | 7 | 2022 |
| Health Insurance Costs | 7 | 2022 |
| Paying for Your Health Care | 7 | 2022 |
| Picking up Medication from the Pharmacy | 17 | 2022 |
| Human Monkeypox Virus | 16 | 2022 |
| The Office of the Health Care Advocate and How They Can Help You | 14 | 2022 |
| 8. Health Testing | | |
| Supporting Your Child During a Needle Poke | 18 | 2024 |
| What is Diabetes? | 18 | 2024 |
| Understanding Genetics and Genetics Testing (3 videos) | 6 | 2023 |
| How to do a Stool (Poop) Test | 16 | 2023 |
| How to Do a Flowflex Test for COVID 19 | 15 | 2022 |
| How to Do an On-Go Test for COVID-19 | 15 | 2022 |
| How to Do an iHealth Covid-19 Rapid Antigen Test | 16 | 2022 |
| How to Use the QUICKVUE Rapid Antigen Test | 15 | 2022 |
| How to Do a Lucira Test for COVID-19 | 15 | 2021 |
| How to Do a BinaxNOW COVID-19 Test | 16 | 2021 |
| 9. Healthy Living | | |
| What is diabetes? | 18 | 2024 |
| Taking care of yourself and others in hot weather | 16 | 2023 |
| Energy Drinks are Not Good for Your Health | 15 | 2023 |
| How to Stay Healthy Through the Winter | 16 | 2022 |
| 10. Housing | | |
| How to Pay Your Burlington Electric Department Bill | 14 | 2024 |
| Home Fire Safety | 17 | 2023 |
| Learn About Your Home | 15 | 2023 |
| 11. Life in the US | | |
| What to Do if You Are Stopped by the Police | 19 | 2024 |
Climate Change in Vermont
14
2024
| Calling 911 | 19 |
|---|---|
| Everything to Know about the Emergency Department | 16 |
| Emergency Alert Sounds and Messages on Your Phone or TV | 16 |
| A Tradition Celebrated in the US Called Halloween | 16 |
| Picking up Medication from the Pharmacy | 17 |
| 12. Mental Health | |
| What is the Howard Center? | 12 |
| Staying Safe in a Dangerous Situation (Lockdowns) | 19 |
| Coping with Stress after a Disaster | 19 |
| How to get help when you are struggling with difficult feelings | 7 |
| Everything to Know about the Emergency Department | 16 |
| Get Help after a Disaster from SOS-VT | 19 |
| Medicine May Help When You Are Having a Hard Time | 18 |
| How Difficult Experiences Can Affect Us | 18 |
| Talking With and Listening to Our Children | 18 |
| Life can be so hard. Lets talk about it. | 16 |
| Finding Ways to Deal with Stress or Sadness | 15 |
| 13. Safety | |
| What to Do if You Are Stopped by the Police | 19 |
| Prevent Mosquito Bites | 17 |
| Car Seat Laws in VT | 17 |
| Staying Safe in a Dangerous Situation (Lockdowns) | 19 |
| Calling 911 | 19 |
| Everything to Know about the Emergency Department | 15 |
| Total Solar Eclipse April 8, 2024 | 18 |
| Home Fire Safety | 17 |
| Emergency Alert Sounds and Messages on Your Phone or TV | 16 |
| How to Use an Emergency Treatment That Can Save Someone's Life (Narcan) | 16 |
| Driving in Winter | 17 |
| Wildfires and Your Health | 18 |
| Water Safety After a Flood | 17 |
| Returning To Your Home After A Flood | 6 |
| Flood water on fruit and vegetables | 10 |
| Flooding can contaminate your drinking water | 4 |
| Staying safe during a flood and very heavy rainfall | 18 |
| When you see this sign, do NOT swim (cyanobacteria) | 16 |
| Staying safe near lakes, rivers and the swimming pool | 15 |
| Taking care of yourself and others in hot weather | 16 |
What You Need to Know About Ticks
How to Stay Safe in Very Cold Weather
15
17
2023
2023
| Understanding Your Medicine Bottle/Medication Safety | 15 | 2022 |
|---|---|---|
| 14. Transportation | | |
| What to Do if You Are Stopped by the Police | 19 | 2024 |
| Car Seat Laws in VT | 17 | 2024 |
| Burlington-Winooski Bridge Replacement | 17 | 2024 |
| Green Mountain Transit Bus Fairs | 17 | 2024 |
| Driving in Winter | 17 | 2023 |
| 15. Vermont | | |
| What is the Howard Center? | 12 | 2024 |
| What to Do if You Are Stopped by the Police | 19 | 2024 |
| Car Seat Laws in VT | 17 | 2024 |
| Burlington-Winooski Bridge Replacement | 17 | 2024 |
| Register and Vote in VT Elections | 14 | 2024 |
| Getting Unemployment Benefits | 19 | 2024 |
| How to Contact the VT DOL | 19 | 2024 |
| How to Pay Your Burlington Electric Department Bill | 14 | 2024 |
| How to get help when you are struggling with difficult feelings | 7 | 2024 |
| Get Extra Money to Spend at the Farmers Market WhenYou Use SNAP/3 Squares VT | 18 | 2024 |
| Restorative Justice: An Alternative to Going to Court | 17 | 2024 |
| Calling 911 | 18 | 2024 |
| Calling the Hospital When You Need an Interpreter | 13 | 2024 |
| Get Help Buying Food (SNAP) | 18 | 2024 |
| Get Help after a Disaster from SOS-VT | 19 | 2024 |
| Vermont Tax Credits | 17 | 2024 |
| New Voting Rules in Burlington | 8 | 2024 |
| How to Navigate the Vermont Department of Health Website | 16 | 2024 |
| Helping Vermont's Youngest Children: Children's Integrated Services | 18 | 2023 |
| Different Types of Health Insurance | 7 | 2022 |
| Health Insurance Costs | 7 | 2022 |
| Paying for Your Health Care | 7 | 2022 |
| The Office of the Health Care Advocate and How They Can Help You | 14 | 2022 |
| 16. Your Rights | | |
| What to Do if You Are Stopped by the Police | 19 | 2024 |
| Register and Vote in VT Elections | 19 | 2024 |
| Getting Unemployment Benefits | 19 | 2024 |
| Restorative Justice: An Alternative to Going to Court | 17 | 2024 |
| Vermont Tax Credits | 17 | 2024 |
| New Voting Rules in Burlington | 8 |
|---|---|
| The Office of the Health Care Advocate and How They Can Help You | 14 |
| List updated Sept 24 2024 | | | <urn:uuid:438beea6-dc44-4d5d-ba44-c53be0c19b74> | CC-MAIN-2024-42 | https://www.vtlanguagejustice.org/_files/ugd/1937e3_66d3b521bf7849a5afda244a0c5200d5.pdf | 2024-10-14T02:17:22+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00161.warc.gz | 899,499,395 | 2,975 | eng_Latn | eng_Latn | 0.938026 | eng_Latn | 0.938142 | [
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Time: 3 Hours
SCIENCE
CLASS IX (THEORY) SAMPLE QUESTION PAPER-I
Maximum Marks: 75
Multiple Choice Questions
1. On converting 25 °C, 38 °C and 66 °C to kelvin scale, the correct answer will be
(a) 298 K, 311 K and 339 K
(b) 298 K, 300 K and 338 K
(c) 273 K, 278 K and 543 K
(d) 298 K, 310 K and 338 K
(1)
2. Choose the correct statement of the following
(a) conversion of solid into vapours without passing through the liquid state is called vapourisation.
(b) conversion of vapours into solid without passing through the liquid state is called sublimation.
(c) conversion of vapours into solid without passing through the liquid state is called freezing.
(d) conversion of solid into liquid is called sublimation.
(1)
3. Rusting of an article made up of iron is called
(a) corrosion and it is a physical as well as chemical change
(b) dissolution and it is a physical change
(c) corrosion and it is a chemical change
(d) dissolution and it is a chemical change
Which of the following are homogeneous in nature?
(i) ice (ii) wood (iii) soil (iv) air
(a) (i) and (iii)
(b) (ii) and (iv)
(c) (i) and (iv)
(d) (iii) and (iv)
5. Following are a few definitions of osmosis
Read carefully and select the correct definition
(a) Movement of water molecules from a region of higher concentration to a region of lower concentration through a semipermeable membrane
(b) Movement of solvent molecules from its higher concentration to lower concentration
16-04-2018
4.
(1)
(1)
6.
8.
9.
11.
(c) Movement of solvent molecules from higher concentration to lower concentration of solution through a permeable membrane
(d) Movement of solute molecules from lower concentration to higher concentration of solution through semipermeable membrane.
Which among the following has specialised tissue for conduction of water?
(a) Thallophyta
(b) Bryophyta
(c) Pteridophyta
(d) Fungi
(1)
7. Which of the following is not a criterion for classification of living organisms? (a) Body design of the organism
(b) Ability to produce one's own food
(c) Membrane bound nucleus and cell organelles
(d) Height of the plant
Which of the following is not important for individual's health?
(a) Living in clean space
(b) Good economic condition
(c) Social equality and harmony
(d) Living in a large and well furnished house
Chromosomes are made up of
(a) DNA only
(b) protein only
(c) DNA and protein
(d) RNA only
(1)
10. A particle is moving in a circular path of radius (r). The displacement after half a circle would be
(a) Zero
(b) π r
(c) 2 r
(d) 2 π r
(1)
In case of negative work the angle between the force and displacement is
(a) 0°
(b) 45°
(c) 90°
(d) 180°
(1)
12. An object moving at a speed greater than that of sound is said to be moving at (a) infrasonic speed
(b) sonic speed
(c) ultrasonic speed
(d) supersonic speed
SAMPLE QUESTION PAPER-I
(1)
(1)
(1)
157
13. Before playing the orchestra in a musical concert, a sitarist tries to adjust the tension and pluck the string suitably. By doing so, he is adjusting
(a) intensity of sound only
(b) amplitude of sound only
(c) frequency of the sitar string with the frequency of other musical instruments
14. Ozone - layer is getting depleted because of
(a) excessive use of automobiles
(b) excessive formation of industrial units
(c) excessive use of man-made compounds containing both fluorine and chlorine
15. To solve the food problem of the country, which among the following is necessary?
(a) Increased production and storage of food grains.
(b) Easy access of people to the food grain.
(c) People should have money to purchase the grains.
16. Which one of the following nutrients is not available in fertilizers?
(a) Nitrogen
(b) Phosphorus
(c) Iron
(d) Potassium
(1)
Short Answer Questions
17. A student heats a beaker containing ice and water. He measures the temperature of the contents of the beaker as a function of time. Which of the following would correctly represent the result? Give justification for your choice. (1+1= 2)
158
EXEMPLAR PROBLEMS
18. An element is sonorous and highly ductile. Under which category would you classify this element? What other characteristics do you expect the element to possess? (½ + 1½ = 2)
19. What information do you get from the following figures about the valency, atomic number and mass number of atoms X, Y and Z? Give your answer in a tabular form. (1+ ½ + ½ = 2)
20. One electron is present in the outer most shell of the atom of an element X. What would be the nature and value of the charge on the ion formed if this electron is removed from the outer most shell? (1+1 = 2)
21. Cells of onion peel and RBC are separately kept in hypotonic solution, what among the following will take place? Explain the reason for your answer.
(a) Both the cells will swell.
(b) RBC will burst easily while cells of onion peel will resist the bursting to some extent.
(c) a and b both are correct
(d) RBC and onion peel cells will behave similarly. (½+1 ½ = 2)
22. Name the different components of xylem and draw a living component of it.
(1 + 1 = 2)
23. Classify the following organisms based on the absence/presence of true coelom (i.e. acoelomate, pseudocoelomate and coelomate)
Spongilla,
Sea anemone
Planaria,
Liver fluke
Wuchereria,
Ascaris
Nereis,
Scorpion
Earthworm,
Birds
Fishes,
Horse
(2)
24. Which cell organelle controls most of the activities of the cell?
(2)
159
160
25. Draw well labelled diagrams of various types of muscles found in human body
(2)
26. The following velocity-time graph shows the motion of a cyclist. Find (i) its acceleration, (ii) its velocity and (iii) the distance covered by the cyclist in 15 seconds.
27. A ball is dropped from a height of 10 m. If the energy of the ball reduces by 40% after striking the ground, how much high can the ball bounce back? (2)
28. Draw a graph for a wave representing wave disturbance and time for a sound changing from low pitch to high pitch, keeping the amplitude of the sound same. (2)
29. Why lichens do not occur in Delhi whereas they commonly grow in Manali or Darjeeling? (2)
30. Lichens are called pioneer colonisers of bare rock. How can they help in formation of soil? (2)
31. What is a GM crop? Name any one such crop which is grown in India.
(1+1= 2)
32. If there is low rainfall in a village throughout the year what measures will you suggest to the farmers for better cropping? (2)
33. In agricultural practices, higher input gives higher yield. Discuss how? (2)
Long Answer Questions
34. The mass of one steel screw is 4.11g. Find the mass of one mole of these steel screws. Compare this value with the mass of the Earth (5.98 × 10 24 kg). Which one of the two is heavier and by how many times?
(1½+ 2½ + 1= 5)
Or
In photosynthesis, 6 molecules of carbon dioxide combine with an equal number of water molecules through a complex series of reactions to give a molecule of glucose having a molecular formula C 6 H 12 O 6 . How many grams
EXEMPLAR PROBLEMS
of water would be required to produce 18 g of glucose? Compute the volume of water so consumed assuming the density of water to be 1 g cm –3 .
(4 + 1= 5)
35. Explain giving reasons
(a) Balanced diet is necessary for maintaining healthy body.
(b) Health of an organism depends upon the surrounding environmental conditions.
(c) Our surrounding area should be free of stagnant water.
(d) Social harmony and good economic conditions are necessary for good health. (1 + 1 + 1 + 2 = 5)
Or
Why is AIDS considered to be a 'Syndrome' and not a disease? (5)
36. (a) Explain the meaning of inertia with the help of an example.
(b) Two balls of same size but of different materials, rubber and iron are kept on the smooth floor of a moving train. The brakes are applied suddenly to stop the train. Will the balls start rolling? If so, in which direction? Will they move with the same speed? Give reasons for your answer.
Or
(a) A ball of mass m is thrown vertically upward from the ground with an initial speed v, its speed decreases continuously till it becomes zero. Thereafter, the ball begins to fall downward and attains the speed v again before striking the ground. It implies that the magnitude of initial and final momentum of the ball are same. Yet, it is not an example of conservation of momentum. Explain why?
(b) A bullet of mass 20 g is horizontally fired with a velocity 150 m s –1 from a pistol of mass 2 kg. What is the recoil velocity of the pistol?
37. (a) With the help of Second Law of Motion and the Universal Law of Gravitation derive an expression for acceleration due to gravity 'g'.
(b) The weight of any person on the moon is about 1/6 times that on the earth. He can lift a mass of 15 kg on the earth. What will be the maximum, mass, which can be lifted by the same force applied by the person on the moon? (1+1+1+2=5)
(a) Identical packets are dropped from two aeroplanes, one above the equator and the other above the north pole, both at height 'h'. Assuming all conditions are identical, will these packets take same time to reach the surface of the earth? Justify your answer.
(b) It is seen that a falling apple is attracted towards the earth. Does the apple also attract the earth? If so, we do not see the earth moving towards the apple. Why? (2 + 1 + 1 + 1 = 5)
38. A motor car, with its glass totally closed, is parked directly under the sun. The inside temperature of the car rises very high. Explain why? (5)
Or
What are the causes of water pollution? Discuss how can you contribute in reducing the water pollution. ( 2½ + 2½ = 5)
1. (a)
2. (b)
3. (c)
4. (c)
5. (a)
6. (c)
7. (d)
8. (d)
9. (c)
10. (c)
11. (d)
12. (d)
13. (c)
14. (c)
15. (d)
16. (c)
Short Answer Questions
17. The correct option is (d). Since ice and water are in equilibrium, the temperature would be zero. When we heat the mixture, energy supplied is utilised in melting the ice and the temperature does not change till all the ice melts because of latent heat of fusion. On further heating the temperature of the water would increase.
18. This element is a metal. Other characteristics that the element may possess are–lustre, malleability, heat and electrical conductivity.
| Valency | Atomic No. |
|---|---|
| X 3 Y 2 Z 3,5 | 5 8 15 |
SAMPLE QUESTION PAPER-I
ANSWERS
Multiple Choice Questions
20. + 1
21. (b), Onion peel has cell wall and RBC does not have cell wall
22. Hint—Xylem consists of tracheids, vessels, xylem parenchyma and xylem fibres.
23. Spongilla —Acoelomate
Sea anemone—Acoelomate
Planaria—Acoelomate
Liver fluke—Acoelomate
Wuchereria—Pseudocoelomate
Ascaris—Psudocoelomate
Nereis—Coelomate
Scorpion—Coelomate
Nucleus
Cytoplasm
Xylem parenchyma
Earthworm—Coelomate
Birds, Fishes and Horse—Coelomate
24. Hint— Nucleus
25.
Nuclei
Striations
(a)
Striated muscle
Spindle shaped
muscle cell
Nucleus
(b)
Smooth muscle
(c)
Cardiac muscle
Striations
Nuclei
26. (a) Since velocity is not changing, acceleration is equal to zero.
(b) Reading the graph, velocity = 20 m s -1
(c) s = area of the figure enclosed under v – t graph Distance covered in 15 s, s = u × t = 20 × 15 = 300 m
Energy with which it struck the ground = 60% of the total energy
∴ Height to which the ball will bounce back
29. Hint— It is a bio-indicator and sensitive to SO 2 pollution from automobiles. Delhi has maximum number of automobiles, hence has a highly polluted environment.
30. Lichens release chemical substances to break the rocks into smaller particles and hence make soil.
31. Crop which has been developed by introducing new gene from any other source, to obtain the desired character, is called as genetically modified (GM) crop. Bt Cotton is an example of GM crop which is made insectresistant by introducing a new gene from a bacteria.
32. Farmers of low rainfall area will be suggested to
(a) practice farming with drought resistant and early maturing varieties of crops.
(b) to enrich the soil with more humus content as it increases the waterholding capacity and retains the water for longer duration.
33 . In agricultural practices, higher input gives higher yield, means higher money input raise the yield. Financial conditions of the farmers allows them to take up different farming practices and technologies. The farmer's purchasing capacity for input decides cropping system and production practices.
165
Long Answer Questions
34. One mole of screws weigh 2.475 ×10 24 g
= 2.475×10 21 kg
Mass of earth is 2.4×10 3 times the mass of screw The earth is 2400 times heavier than a mole of screw.
Or
1 mole of glucose needs 6 moles of water 180 g of glucose needs (6×18) g of water
35. (a) Food is necessary for the growth and development of the body. Balanced the substances likes proteins, carbohydrates, fats, minerals etc which in
diet provides raw materials and energy in appropriate amount needed for turn are essential for the proper growth and functioning of the healthy body.
(b) Health is a state of being well enough to function well physically, mentally and socially and these conditions depend upon the surrounding environmental conditions. For example, if there is unhygienic conditions in surrounding area, it is likely we might get infected or diseased.
(c) This is so because many water borne diseases and insect vectors flourish in stagnant water which cause diseases in human beings.
(d) Human beings live in societies and different localities like villages or cities, which determines the social and physical environment and hence both are to be kept in harmony. Public cleanliness is important for individual health. For better living conditions lot of money is required. We need good food for healthy body and for this we have to earn more. For the treatment of diseases also, one has to be in good economic condition.
EXEMPLAR PROBLEMS
AIDS causing virus— HIV that comes into the body via, the sexual organs or any other means like blood transfusion will spread to lymph nodes all over the body. The virus damages the immune system of the body adversely. Due to this the body can no longer fight off many minor infections. Instead, every small cold can become pneumonia, or minor gut infection can become severe diarrhoea with blood loss. The effect of disease becomes very severe and complex, at times killing the person suffering from AIDS. Hence there is no specific disease symptoms for AIDS but it results in complex diseases and symptoms. Therefore, it is known as syndrome.
36. (a) Hint— Explain inertia with certain examples
(b) Yes, the balls will start rolling in the direction of the displacement of the train.
No, they will not move with the same speed, because their masses (inertia) are different. The lighter ball will move faster than the heavier ball.
Or
(a) Yes, it is not an example of conservation of momentum because momentum remains conserved when no external force is acting on the object. In this case, force of gravity is acting on the ball.
37. (a) Newton's Second Law of Motion F = m × a ; F = mg
Universal Law of Gravitation
Force applied to lift a mass of 15 kg, at the earth F = m g e .= 15 g e N Therefore, the mass lifted by the same force on the moon,
(a) We know that the value of 'g' at the equator of the earth is less than that at poles. Therefore, the packet falls slowly at the equator in comparison to the poles. Thus, the packet will remain in air for longer time interval, when it is dropped at the equator.
(b) The apple also attracts the earth with equal and opposite force (Newton's Third Law).
∴maga=mEgE
As the mass of the apple is negligible when compared to the mass of earth, the acceleration produced in the apple will be much greater than that produced in the earth.
38. Infra-red radiations in sunlight pass through the glass and heat the interior of the car. The radiation emitted by upholstry and other inner parts of the car cannot pass out of the glass, so the heat trapped inside raises the temperature of the interior. This is because glass is transparent to infrared radiation from the sun having smaller wavelength than that emitted by the interior of the car which are of longer wavelength to which the glass is opaque.
Or
Water pollution can be caused by addition of
(i) undesirable substances like fertilisers and pesticides or any poisonous substances.
(ii) sewage directly entering a water body.
(iii) hot water from the power plant that increases the temperature and reduces the dissolved oxygen in water thus killing the aquatic organisms.
(iv) industrial effluents or radioactive substances in water body.
We can take following measures to check water pollution
(i) The sewer lines should not be directly connected to the water body.
(ii) We should not throw our garbages or domestic wastes into the water body.
(iii) Prevent dumping of toxic compounds in the water bodies.
(iv) Washing of clothes should be avoided near water bodies as it adds a lot of detergents to it.
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Potassium Iodide (KI) Fact Sheet
Does this information apply to me?
This information is for you if you live or work within 10 miles of a nuclear power plant in Michigan.
Why is the State of Michigan providing free KI?
Those who already have tablets should check the expiration date on the KI box. If it has expired, go to the pharmacy to replace it.
The State of Michigan received a free supply of KI from the Nuclear Regulatory Commission (NRC). The State began making it available at no cost to people living or working near Michigan's nuclear power plants in October 2009.
What is KI?
KI (the chemical name for the drug "potassium iodide") is a non-prescription iodine pill. Iodine is an element that is found in nature and is also an important part of your diet. Because iodine is so important for your health, it is added to table salt. However, the iodine in the KI pill is much stronger than the iodine in table salt. Table salt cannot be used as a replacement for KI.
How does KI work?
In the unlikely event of a serious accident at a nuclear power plant, one form of radiation, radioactive iodine, could be released into the air. This type of radiation can be stored in your thyroid gland. This can cause thyroid cancer or other thyroid problems over time. Children are most at risk of thyroid injury from exposure to radioactive iodine. KI protects your thyroid by filling it up with a safe form of iodine so that it can't take in radioactive iodine.
Keeping your thyroid gland healthy is important because it produces hormones that manage your heart rate, blood pressure, temperature and other essential body functions. It is important for you to know that KI does not protect your whole body from radioactive material. KI only protects your thyroid gland.
How can I get KI?
You can download a voucher from www.michigan.gov/ki. Also, a voucher is included with the emergency information your local nuclear power plant mails to you each year. Take the voucher to one of the participating pharmacies. The pharmacy will give you the amount of KI that you need. Place it in a safe, dry location and keep it in its foil packet. You should keep it on hand as part of your emergency supply kit. Be sure to get your KI now. You will not be able to get it from the pharmacy during a nuclear power plant emergency.
When should I take KI?
Take KI only if a "General Emergency" has been declared at the nuclear power plant near you.
If the emergency sirens sound for three minutes or more, tune to your local radio or television station. Follow the instructions given by emergency officials. You may be instructed to shelter-in-place or evacuate. You should only take KI if the radio or TV announcements say that the power plant has declared a "General Emergency", the most serious type of plant emergency. If you are told to evacuate and don't have your KI
August 14, 2015
readily available, don't waste time searching for it. Evacuating or sheltering-in-place is the best way to protect yourself from harm due to radiation.
How much KI should I take?
One dose protects the thyroid for 24 hours. You should be safely evacuated within the 24 hour time period. Taking more than the recommended dose will not help you and may increase the risk of side effects.
Use the information in this chart to take the correct amount for one dose.
- Adults over 18 years of any weight including pregnant or breastfeeding women should take two 65 mg tablets
- Children over 12 years to 18 years who weigh at least 150 pounds should take two 65 mg tablets.
- Children over 12 to 18 years who weigh less than 150 pounds should take one 65 mg tablet.
- Children over 3 years to 12 years should take one 65 mg tablet.
- Children over 1 month to 3 years should take 1/2 of a 65 mg tablet, crushed into liquid. (Instructions for crushing and mixing will be provided by the pharmacy.)
- Babies at birth to 1 month should be given 1/4 of a 65 mg tablet, crushed into liquid. (Instructions for crushing and mixing will be provided by the pharmacy.)
Note! Newborn babies (less than one month old) that have been given KI should have their thyroid levels checked by a doctor very soon after taking KI. Their thyroid levels could drop too low and cause serious health problems.
Note! Pregnant and breastfeeding women should never take more than one dose (two 65 mg tablets).
Call your doctor's office as soon as possibleafter taking KI to let them know that you've taken it.
65 mg.
65 mg.
65 mg.
65 mg.
65 mg. 65 mg.
Instructions on how to prepare liquid KI can be found at www.michigan.gov/ki.
What side effects could I have from taking KI?
KI can cause minor side effects. You could have an upset stomach or swelling in your mouth. If you have a serious reaction such as fever, joint pain, swelling of the face or body or trouble breathing, get medical help right away!
Who should NOT take KI?
You should not take KI if:
[x] You are allergic to iodine. A shellfish allergy may not mean that you are allergic to iodine. Talk to your physician or allergist if you have a shellfish allergy and are unsure if you should take KI.
[x] You have dermatitis herpetiformus (DH) or hypocomplementemic urticarial vasculitis syndrome (HUVS), very rare skin conditions.
Check with your doctor if:
[x] You already have a thyroid condition.
[x] You are unsure whether or not to take KI.
How does this program apply to businesses?
Businesses can obtain KI for their employees, clients or patients. Businesses with more than 200 employees/clients/patients should call or e-mail MDHHS to arrange for delivery of KI. If your business chooses to participate in the program, it is responsible for having a dispensing plan that complies with these instructions. If your business chooses not to participate, you can provide a copy of this mailing to your employees to obtain their personal supply of KI at one of the designated pharmacies.
For more information call the Michigan Department of Health and Human Services at 1-800-648-6942 between 8:00 a.m. and 5:00 p.m., send an e-mail to firstname.lastname@example.org or go to our website, www.michigan.gov/ki.
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CV/Resume builder
Curriculum Vitae (CV) is Latin, loosely meaning "the course of my life". We use this term in Australia – but often use Resume instead.
You will log all of your activities and achievements on your CV/Resume. You add to this throughout life as employers ask for your CV/ Resume when you apply for work experience, volunteering, part time/full time jobs. Your CV/ Resume can become the foundation for a personal statement, sometimes necessary when you apply to university or TAFE.
* Maximum 2 pages
* Clearly organised with dates of achievements
* List most recent first and work back in time
What are your personal details?
Your name as the title
Add your email address
Include your mobile number
Enter your home address
Aim to take up as little space as possible with these details. Writing your mobile number and email address on the same line or writing your home address horizontally, can reduce the number of lines used.
* Make sure your email address is not silly, immature or offensive. If yours is – leave it for your friends and get a new one for employment or applications.
Record your information here:
What is your educational history?
Write the name and town of your secondary school on the left hand side of the page, and the dates you have attended on the right hand side of the page.
Then, use bullet points to explain any qualifications you have gained. You can also use bullet points to outline any other school-related achievements. Positions of responsibility such as school leader, house captain or mentor/peer support leader, SRC representative can be entered later on your CV/Resume, under the experience heading.
You should use bolding and/or capitals to highlight heading such as EDUCATION, or for sub-headings such as school name, town name and dates.
You do not need to enter your Primary School.
Example:
EDUCATION
Geelong Secondary School, Geelong
Sept 2016 - current
B
Record your information here:
What are your main achievements?
Achievements could be a section on their own or could be combined with the interests section (below). When writing some detail about the achievement, keep this brief; give an interesting piece of information or some detail so the employer can understand why it was such an achievement for you.
Again, use bolding for sub-headings to help the details stand out, and use active verbs which relate to skills to show the employer you have the skills they seek. Achievements could be sporting, performing arts, creative (art or music), mooting or public speaking… or anything you feel has been an achievement.
Example:
ACHIEVEMENTS
Second Place Award, Monthly 3D Design Competition, Makers Empire June 2019
* Led a team of four students to develop a digital design of a flexible school shoe, acceptable to school staff, suiting school uniforms and appealing to students
* Identified a key problem at Geelong Secondary School - the issue of student resistance to traditional leather footwear
* Ensured that all members of the team understood and addressed the Design process to incorporate key principles of design in our development (Unity, Balance, Hierarchy, Scale, Emphasis, Similarity and Contrast)
* Collaborated with, motivated and organised the design team to meet the project deadline, delivering an on-line 3D design of the shoe.
Volleyball Captain, Geelong East Club
Sept 2018 - current
* Motivated and led team to win three league titles
Record your information here:
What is your experience?
Experience includes paid and unpaid work and might include:
* Work experience or voluntary work
* Part time or casual jobs
* Voluntary experiences, including Duke of Edinburgh
* Positions of responsibility, such as school leader, peer support leader, sports captain, class captain, SRC representative. Set it out neatly, including:
* Bolding for headings and sub-headings
‒ Sub-headings should include job title, employer name, location and dates
* Bullet points to demonstrate skills, roles and responsibilities and outcomes (where possible)
* Skills written as active verbs, which directly relate to the skills required by the employer for the job you are applying for (use your examples from the question above)
Example:
EXPERIENCE
Customer Assistant, K-Mart Photography Counter, Geelong Jan 2020 current
* Communicated with customers, helping them with their photography related queries, serving up to 80 customers per day
* Managed monetary payments and took responsibility for closing the photography counter at the end of the day
Peer Support Leader, Geelong Secondary School Feb 2020 - current
* Built relationship with Year 7 students to help them settle into school, which resulted in receiving a thank you card from them at the end of the school year
* Organized weekly lunch meetings with the students to discuss and address any issues they faced.
* Assisted with the running of a Year Peer Support Round Robin sports competition for Year 7 groups
Babysitter, Suburb/Town Name March 2018 – December 2019
* Cared for two children under seven, and ensured they went to bed at time agreed with their parents
* Negotiated rate of pay with employer and discussed responsibilities in their absence
Record your information here:
What skills does the employer want from you?
In their job descriptions or on their website, employers will mention skills they would like their employees to have, either generally or for a specific job. Always read the job description or website and list any skills they seek from you, as an applicant. Skills might include (written as active verbs):
* Communicated, Liaised, Explained, Taught, Wrote
* Problem solved, Initiated, Instigated, Adapted
* Managed, Led, Organised, Prioritised, Negotiated, Influenced
* Designed, Created, Planned
* Worked as part of a team, Collaborated
* Analysed, Evaluated, Interpreted
You will have used these skills at some point, and should think about specific tasks, problems or events that you have faced which used these skills; these come from paid and unpaid work, work experience or shadowing, volunteering, DofE, positions of responsibility at school. Then use these as examples on your CV/Resume - usually in the EXPERIENCE and ACHIEVEMENTS sections.
If there is no job description or their website does not mention what skills they seek in their employees, you could search online for a similar job description, or use your initiative about skills the employers would want from you.
List the skills your employer seeks, below, and an example of where you have used that skill (be specific with your example!):
Skill required:
My example:
Skill required:
My example:
Skill required:
My example:
What are your interests?
The last area of a CV, interests, can give the employer a flavour of who you are outside of work and education. Keep this section brief.
Example:
INTERESTS
* Enjoy taking photographs of wildlife, and posting these on Instagram
* Enthusiastic about imagining and designing new and innovative products to address needs of the environment
* Like to travel around Australia and neighbouring countries to learn about people's lifestyle and the challenges they face.
Who will you ask for a reference?
When you are offered a job, employers will ask for a reference from a previous employer, family friend or teacher/academic. It is not essential to list these referees on your CV, unless the job asks you to. However, do get these details for your own records so you can give them to your employer if you are asked for them during the recruitment process. Record the details below.
On your CV, you can simply write:
REFERENCES AVAILABLE ON REQUEST
Academic referee:
Job title:
Email address:
Referee outside of school:
Job title/how you know them:
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FAMILY PHONICS WORKSHOP
AIMS FOR THE SESSION
Progression of phonics from Reception to Year 1
Phonics screening assessment end of Year 1
Resources for you to use at home
WHAT IS PHONICS?
Children are taught to read by breaking down words into separate sounds or 'phonemes'. They are then taught how to blend these sounds together to read and write the whole word.
Children have a 20 minute phonics lesson each day and they are encouraged to use these strategies to read and write in other lessons.
[x]We use a synthetic scheme called 'Letters and Sounds' as our teaching resource.
Reading and Writing
Phonics from the very beginning
What is?
CVC
Segmenting and blending
Decoding and encoding
Digraph
Trigraph
Split digraph
Phoneme
Grapheme
Tricky bit words
Terminology
Letters and sounds Phonic Phases- EYFS + Year 1
Phase 1 – environmental, instrumental, body percussion and rhyme
Phase 2 – phonemes plus words
Phase 3 – phonemes, digraphs and words
Phase 4 – recap phase 2 and 3 with additional words
Phase 5 - split digraphs and alternative sounds and graphemes
Remember moving forward children need
Reading and Writing
Pure sound
High Frequency Words
Tricky bit words
Alternative digraphs/trigraphs
Reading and spelling of two syllable words
Punctuation and letter joining
ELG and ELG+
Writing ELG
Writing ELG+
How is phonics taught in EYFS?
Phoneme Spots
Phoneme Frame
Supporting Materials
Year 1 Phonics- Phase 4 and Phase 5
Recapping Phase 4 and moving into Phase 5:
During Phase 5:
Learn new graphemes
Introduced to split diagraphs
Alternative pronunciations
Phase 5: New Graphemes
The children are introduced to 1 new grapheme everyday during Autumn term.
Phase 5
What is a split digraph?
tie Joe
Phase 5
Alternative spellings of graphemes.
Phase 5
Word Families- alternative spellings.
KS1 Phonics Check
WHY DO THE CHILDREN COMPLETE THE SCREENING?
The aim of the check is to ensure that all children are able to read by the end of year two.
This 'midpoint check' will ensure that we have a clear understanding of what the children need to learn in year 2 to ensure they do not fall behind.
WHAT IS IN THE PHONICS SCREENING CHECK?
[x] There will be two sections in this 40-word check and it will assess their phonics skills and knowledge.
[x] There will be 8 practice words at the start.
[x] Your child will read up to four words per page to their teacher. There will be 20 real words and 20 'alien words'
WHO WILL COMPLETE THE CHECK?
The children will complete the check one at a time in a quiet area of school.
Miss Palmer will conduct all of the screening tests with the children.
We will make it as low-key as possible – the children will not be informed it's a "test" – it only takes 5/10 minutes.
WHEN WILL THE SCREENING TAKE PLACE?
The phonics screening will take place during the week commencing 15 th June.
If your child does not pass the phonics screening, they will be given extra Phonics support in school and re-checked in Year 2.
Here is a video showing what children can expect to experience.
HOW TO SAY THE SOUNDS
[x]This is a helpful video showing all 44 phonemes https://www.youtube.com/watch?v=BqhXUW_v-1s
WHAT CAN I DO TO HELP MY CHILD?
Useful Websites to use at home:
[x] http://www.phonicsplay.co.uk go to Free Phonicsplay Parents page and access games and information to help you and your child. Phonics Apps
[x] https://www.bbc.co.uk/bitesize/topics/zcqqtfr
[x] Dinosaurs Eggs-
*Hairy letters (additional cost)
https://www.ictgames.com/dinosaurEggs_phonics/mobile/
*Read with phonic games
*AGO Phonics
Sound pad
[x] Spooky Spellings-https://www.ictgames.com/mobilePage/spookySpellings/index.html
Phonics Play Example
RESOURCES TO USE AT HOME
Phonic Family Games
Reading Suitcase
Reading for 5 minutes a day
Family Phonics Sessions
We will be holding two Family Phonics Sessions in school next week to give you the opportunity to experience a phonics lesson with your child.
Thursday 5 th March
Wednesday 4 th March
Please sign up to the one session you would like to attend to secure your place (one adult per child).
QUESTIONS?
Please feel free to take any extra resources from the tables, sign out a phonics game, sign up to a phonics session or ask us any questions.
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March, 2009
Volume 25, No. 5
Next Meeting – March 9 Room 150, Becker Hall Social – 6:30 p.m. Program – 7:00 p.m.
Backyard Wildlife Habitat Presented by Pete Dalby
ete Dalby is providing a National Wildlife Federation program entitled "Backyard Wildlife Habitat" at the March meeting. To complete his presentation, Pete is requesting you to find one to several of your favorite habitat (NOT bird) photos. If you don't have any yet, then take a photo or two before the meeting. If you have a digital camera, send your photos to Gary Edwards at email@example.com as an attachment to your email and Gary will prepare them for the meeting in a power point mode. Please don't wait until the last minute to send the photos to Gary. P
If you have actual photos, Deb Freed has offered to scan any photos sent to her after which she will email them on to Gary. Deb's phone number is 814226-4719.
Mark your Calendar Marcia Bonta in April
e are eagerly looking forward to our April 13 program, to be presented by well-known naturalist and author Marcia Bonta. She is the author of nine books and the popular "Naturalist's Eye" column in Pennsylvania Game News. Marcia is an old friend of Seneca Rocks – she presented a wellreceived program here several years ago. Also, in April 2005, Marcia invited our chapter to an outing at her property, Plummer Hollow, near Tyrone. We enjoyed a beautiful spring day while observing and learning about many species of native plants. Marcia also gave us some insight into how they are managing the property. W
Conneaut Marsh Field Trip
Saturday, April 4, 2009 Trip Leader ?
~ Jim Wilson, Field Trip Chair
We begin this outing at the spillway bridge at Custards, off Route 285 at 9:00 a.m. Follow Route322 west from Clarion, through Franklin, to Route 173 near Cochranton. Turn left and follow Route 173 south about 1 mile, through Cochranton and across French Creek, to Route 285. Follow Route 285 about 6 miles to Custards and turn right on Mercer Pike Road. Follow Mercer Pike Road
about a half mile to the bridge. The drive from the Clarion area is as long as to Meadville.
Oil Creek State Park Warbler Walk
Saturday, April 25, 2009 at 8:30 A.M. Leader – Gary Edwards
~ Jim Wilson, Field Trip Chair
We meet inside Oil Creek Park. Go north on Route 8 out of Oil City, through Rouseville. The park entrance is on the right about a mile north of Rouseville, immediately after you cross Oil Creek. The park entrance sign is about thirty-two miles or fifty minutes from the Court House in Clarion. We meet in the Blood Farm day use area parking lot, on the right less than a mile into the park.
Restrooms are available in the day use area and at the park office approximately three miles away. Food is available in Oil City and near the Cranberry Mall.
Coming up - Presque Isle – Joint outing, SRAS & Todd Bird Club – May 2.
Other Events in May
* May 1-3, Birding Festival -Third Annual Oil Region Bird & Nature Festival.
*
May 8 – PAMC Pennsylvania Migration Count
* On May 16, Fran Williams will be leading "Birding at Riverstone Farm" in Foxburg. There is a fee for this event, which includes lunch.
The Drummer is the monthly newsletter of Seneca Rocks Audubon Society (SRAS), PO Box 148, Clarion, PA 16214. SRAS is a chapter of the National Audubon Society. The Drummer is published 8 times per year – September through December, and February through May.
The Drummer is available on our website in color in Adobe pdf and may be read or downloaded from the site – www.senecarocksaudubon.org.
Members are encouraged to contribute announcements, articles, photos, etc. to Editor Flo McGuire, 609 Ponderosa Lane, Tionesta, PA 16353 (814 755-3672) or email at firstname.lastname@example.org.
CHRISTMAS BIRD COUNT 2008 REPORT
~ Fran Williams n the morning of January 3, 2009 fortyfour members and friends of SRAS took to their perches, feet, or cars and began our annual Christmas Bird Count. It started out as a very cold, overcast day for most participants. However, by early afternoon, some participants reported that they had perfectly clear blue skies. Reported temperatures for the day were between a low of 12 degrees and high of 34. O
In the field we had 14 teams with 31 participants, and 10 feeder watches with 13 participants.
Field team participants:
* Carl & Joan Rowe, and Wayne Meier
* Gary Edwards & Jim Wilson
* Pokey and Kathy Pokrifka
* Walt Fye, Shirley Monrean, & Evelyn Meyers
* Ruth Schurr; John, Gretchen, Emily & Peter Lugthart
* Ron Montgomery, Pat Conway, Ann Hunt
* Carole & Alan Winslow
* Flo & Jim McGuire
* Mike Leahy, Paulette Colantonio, Janice Horn & Erik Dowlan
* Jack & Fran Williams
* Gil Twiest
* Deb Freed
* Peter Dalby
* Erik Dowlan (Erik was part of Mike's team, and also birded on his own, as a separate team.)
Feeder watchers:
* Bonnie & Ron Black
*
Hendrika Bohlen
* Margaret Buckwalter
* Mary Emerick
* Harry & Jeanne Hakenson
* Bob & Edith Hays
* Sally Hockman
* Dixie Humphrey
* Rheba Klinger
* Charles Marlin
Total count of birds for the day was 9915 individuals and 63 species. Last year we had 10,936 individuals and 55 species. Some of us who were "out in the sticks" noticed that many previous bird feeding stations were not in operation this year and we feared that the total count would be lower than last year. However, as our total shows, it appears that better weather conditions helped us prevail.
Those who kept track of mileage logged a total of 766 miles by car, and 6.5 miles by foot. Driving time totaled 88 hours and walking was 7.5 hours.
Most abundant: (500 or more individuals)
* European starlings
* Dark-eyed juncos
*
Canada geese
* American crow
* American goldfinches
* Pine siskins
* Black-capped chickadees
* Mourning doves
Least abundant: (species in which only one
individual was reported)
* Ring-necked pheasant – Carl's team
* Great blue heron – Jack & Fran
* Bald eagle – Pete
* Eastern screech owl – Ron's team
* Great horned owl – Carl's team
* Yellow-bellied sapsucker – Carl's team
* Common raven – Flo & Jim
* Hermit thrush – Erik
* Northern mockingbird – Carole & Alan
* Lincoln's sparrow – Carole &Alan (Rare indeed!)
* White-crowned sparrow – Ron's team
* Common grackle – Carl's team
* Common redpoll – Margaret Buckwalter
* Evening grosbeak – Carl's team
Other species with ten or less individuals:
* Common merganser – 2 – Carole & Alan only
* Ruffed grouse – 10 – Ron & Erik teams
* Sharp-shinned hawk – 5 – Pokey, Carole, Walt teams, & Feeder watch
* Cooper's hawk – 5 – Carl & Walt teams
* Red-shouldered hawk – 3 – Gary, Walt & Schurr teams
* Rough-legged hawk – 3 – Ruth & Ron teams
* American kestrel – 9 – Gary, Walt, Ron, Carole, Williams teams
* Barred owl – 5 – Carl, Erik, Mike teams
* Short-eared owl – 5 – Ron & Carole teams
* Northern flicker – 5 – Carl & Ron teams
* Northern shrike – 2 – Carole & Alan only
* Red-breasted nuthatch – 2 – Ron & Mike teams
* Brown creeper – 5 – Walt & Erik teams & Feeder watch
* Carolina wren – 4 – Flo & Twiest teams & Feeder watch
* Golden-crowned kinglet – 6 – Carole & Alan only
* Eastern towhee – 2 – Carole & Mike teams
* Song sparrow – 4 – Carole & Erik teams
* White-winged crossbill – 6 – Deb only
Species found by only one team or individual:
Snow buntings – 12 – Ron's team White-winged crossbills – 6 – Deb Freed
Other Noteworthy Sightings:
* Walt's team – 425 Canada geese – 55 Mallards – 94 Red-winged blackbirds
* Carl's team – 139 Rock pigeons – 469 European starlings
* Ron's team – 26 Wild turkeys – 102 American tree sparrows
* Erik – 120 American robins – 325 Cedar waxwings – 21 Purple finches
Pileated woodpeckers were in short supply. It required 9 teams and one feeder watch to find 13 birds. Similarly, with White-throated sparrows; only 19 were found by 5 teams and several feeder watches.
Many thanks to Ruth Schurr and Fran Williams for all of their work in assembling and compiling our CBC data.
Clarion CBC History
~ Flo McGuire
The young Seneca Rocks Audubon Chapter held its first Christmas Bird Count on January 2, 1988, and the young-at-heart chapter held its 22 nd CBC on January 3, 2009. Using a data chart compiled by Ron Montgomery, the CBC website, and Ruth and Fran's help, some
comparisons could be made of our CBCs through the years.
This year's total number of species, 63, is our second highest ever! The highest was in 2001, when we tallied 72 species; our average was 52. The total number of birds, 9906, was our fourth highest total, and also exceeded our average of 7986.
This CBC saw the first occurrence of Lincoln's Sparrow; it was only the third time that Whitewinged Crossbills were found; the third time for a Bald Eagle; only the fourth time that Common Mergansers or Snow Buntings were reported. This was also a High Count for Snow Buntings, at 12. This year's CBC was the sixth time Yellow-bellied Sapsucker (1), Common Raven (1), or Eastern Towhee (2) were found.
Although we did not have much variety of waterfowl, the total of Canada Geese at 853 was considerably higher than the average of 436, and Mallards at 70 far exceeded the average of 13. Only 34 Wild Turkeys were spotted, while our average for previous years was 102. The Northern Harrier count at 19 was tied with 1999 for a High Count; our average was 6.7. It was interesting that 3 Redshouldered Hawks were found; these were reported in 8 prior CBCs, but only 1 or 2 each time. Red-tailed Hawks are apparently doing well; 63 were reported, while our average was 38. Five Barred Owls was a High Count; our previous high was 3, and average only 1. Red-breasted Nuthatch numbers were disappointing, with only 2 reported, compared to our average of 10, and only 6 Golden-crowned Kinglets were found this year, compared to our average of 27.
Eastern Bluebirds had a good showing of 71, the third highest in our CBC history, while their average number was 37. Song Sparrow numbers were our third lowest, at 4; their average was 14. Only 19 White-throated Sparrows were found, while their average over the previous 21 years was 32. The Red-winged Blackbird total of 94 was a High Count, well over our average of 14. The chart shows that House Finch numbers peaked in the early 1990's, and this year's count of 146 was not even half of the average, 389. Pine Siskins are enjoying a banner year; 613 were counted, vs. our average of 19. American Goldfinch numbers have varied a lot over the years, but last year we had a High Count of 1205, and this year was the second highest at 687. The single Evening Grosbeak was the only one reported since our 1999 CBC.
Many thanks to Ruth Schurr and Fran Williams for handling the project of compiling our CBC data. Thanks to Ron Montgomery for sharing his data chart, which included most of the CBC history.
Averages were calculated on the first 21 years. Any errors in calculations or comparisons are mine.
RECYCLING IN CLARION COUNTY
~ Pete Dalby
As most Clarion folks know, the county arranges a recycling day in the spring and fall at the Clarion County Park. At Leeper, the local Boy Scout group maintains a recycling facility. But there is a relatively new but largely unknown recycling center in the county, the Veolia Environmental Services Transfer Station, located on Rte. 66 between Rt. 322 and I-80.
Veolia's transfer facility is set back and hidden from Rt. 66, but there is a large sign at its service road. I checked Veolia out recently and found their recycling area rather disappointing. First, the Rt. 66 sign has a half dozen lines of information on it, and the fact that the company has a recycling center open to the public is not readily visible to someone
driving by. A stand-alone sign or a different color for the recycling information would make for better visibility. Second, the recycling center has limited hours: Mon-Fri 7am-4pm. Third, I visited during a period of deep snow and it was obvious that Veolia had not removed any from the collection container area for quite some time.
Before visiting Veolia, I had hopes that it might be comparable to the recycling centers at Leeper, Brookville or Center County (off Rt. 144), three recycling facilities which I have visited; however, I was disappointed. Accepted are HDPE and PET plastic, corrugated cardboard (flattened), glass containers (clear, green, brown), aluminum and bimetal cans, and newspapers (no glossy inserts). Magazines, glossy inserts in newspapers, and office paper are not accepted.
Veolia's local telephone number is 814-226-4602.
Bird Books to be Placed in Elementary Schools
~ Janice Horn
For many years the Clarion County Garden Club has donated generously to SRAS for placing Audubon Adventures in the elementary schools. As demands on classroom time have increased the requests for the Audubon program have declined. Also, last year Deb
Freed applied for a grant from Audubon for a different approach of using the program and placed Audubon Adventures in the libraries of several schools. We still had the Garden Club donations and are obligated to use them for education.
Paulette Colantonio, SRAS member and librarian in the Keystone elementary school compiled a list of 6 titles on birds that are appropriate for elementary schools. The schools in Clarion and Forest counties as well as Cranberry and Brookville, 13 in all, have chosen some or all of the books for their libraries. The books are being ordered and will be given to the schools this spring -- a gift from the Clarion County Garden Club and SRAS.
Campbells Receive Forestry Award
Audubon members Dr. John Campbell and his wife, Beverly, were recognized recently for their strong commitment to sustaining their 81 acres of forest lands for the long-term benefit of future generations. The Campbells reside in southeastern Forest County. They were presented the Maurice K. Goddard Forest Sustainability Award at the PA Forestry Association Annual Meeting and Awards Banquet this past September in St. Marys, PA. This award is sponsored by the PA Sustainable Forestry Initiative Program and recognizes a PA forest landowner who, through exemplary management practices has demonstrated their intent on maintaining their property as a working forest. Additionally, the landowner must make the property available for tours and educational purposes.
John and Beverly have owned their property since 1994 and initiated a formal management plan for the property through the Forest Stewardship program in 1996. The land is enrolled in the American Tree Farm System as well. The Campbells have undertaken several research activities on the property, including an American Chestnut orchard and a demonstration orchard of trees and shrubs for wildlife. Their property is heavily utilized for seminars, workshops and tours.
This July, the Campbells will be hosting the statewide meeting of the PA Forest Stewards at their home.
Nature abhors a vacuum, and if I can only walk with sufficient carelessness I am sure to be filled. ~ Henry David Thoreau
Bluebird/Purple Martin Programs at McKeever
Saturday, March 7, 2009
Harry Schmeider, the Ambassador for the Bluebirds will speak on bluebirds. Harry's presentation will cover history, biology, courtship, nest site, egg laying, brooding and fledgling. Nest box construction and tips for attracting bluebirds will be highlighted. Harry's presentation will be 9 AM - 10:30 AM.
Joe Arnett has been attracting purple martins for 8 years and is forming a Purple Martin Club in the Conneaut Lake area. Joe's presentation will cover proper housing locations, predator guards, nest check, sparrow and starling control and parasites. Joe's talk will go from 10:45 AM to NOON.
These programs are free and open to the public. See www.mckeever.org or call (724) 3761000 for more information. McKeever Center is near Sandy Lake, PA, about an hour's drive from Clarion
Nature As A Guide for Dooryard Gardens
A program at McKeever Center - May 8 & 9, 2009 Act 48 – 12 hours
Gardening is currently undergoing a new emphasis; a return to nature. This field workshop, intended for homeowners, master gardeners, teachers and others who are open to new approaches and challenges in gardening, stresses the ecological value of bringing nature into your home, school or business garden. Learn what, how, when, where and why nature is such an appropriate guide for our home, school or business garden. Learn how to identify neotropical birds on your property and choose the native plants that attract these special species to your garden. Learn to make our gardens more bird and butterfly friendly.
Dr. Gene Wilhelm, retired Professor of Environmental Sciences at Slippery Rock University and Vice President of Education, National Audubon Society, will be our presenter for this event. Gene has taught numerous workshops on natural history topics on five continents. He is currently Volunteer Station Master for the international hawk watch program at Santa Ana NWR, Alamo, Texas, for the U.S. Fish & Wildlife Service.
The cost is $95.00 per participant and includes Friday night lodging, meals (supper on Friday, breakfast and lunch on Saturday), instruction and materials. Registration is required for this workshop. See www.mckeever.org or call (724) 376-1000 for more information.
Monumental Land Acquisition for America's Everglades
Florida approved a contract in December to purchase at least 180,000 acres in the Everglades Agricultural Area from U.S. Sugar for an estimated $1.34 billion. U.S. Sugar will continue its operations for 7 years through a lease from the State. This tract of land, nearly 300 square miles, is slated to be converted from sugar cane fields to reservoirs and water-filtering areas, to finally help restore the original flow of water from Lake Okeechobee to the Everglades. The deal must be finalized before September. This is a long term endeavor that will go a long way toward revitalizing the stalled restoration of the Everglades.
Help Requested: Heritage Program
Our chapter members enjoyed Dr. Andrew Keth's program at the February meeting, when he discussed the Clarion County Pennsylvania Natural Heritage Program and his role in leading this project.
Dr. Keth has a request of our chapter members; he is looking for one or two volunteers willing to serve in an advisory role for the inventory project. It would amount to sitting down with him once in a while so that he can provide updates and the volunteer(s) can let him know what areas or information are missing. Anyone interested can email Dr. Keth at email@example.com.
Global Warming and the Top Ten Things You Can Do
from the National Audubon Society
Individual choices can have a significant impact on global climate change. Reducing your family's heat-trapping emissions does not mean forgoing modern conveniences; it means making smart choices and using energy-efficient products.
Americans' per capita emissions of heattrapping gases is 5.6 tons—more than double the amount of western Europeans. We can all make choices that will greatly reduce our families' global warming impact.
1. Reduce, Reuse, Recyle! Do your part to reduce waste by choosing reusable products instead of disposables. Buy products with minimal packaging. Recycle paper, plastic, newspaper, glass and aluminum cans. Aim to recycle half of your household waste. CO2 reduction = 2400 lbs/year
2. Conserve Water
Try to use less hot water.
* Wash clothes in cold or warm water, never hot. CO2 reduction = 500 lbs/year. When it's time to replace your washing machine, choose a new highefficiency front-loader.
* Buy low-flow showerheads to save hot water. CO2 reduction = 350 lbs/year
3. Tame the Fridge Monster
New refrigerators use about 50% less energy than those made just 10-15 years ago. Refrigerators account for 10-15% of total home energy consumption. Cleaning the condenser coil regularly can improve the efficiency of your refrigerator by a third.
4. Conserve Home Heating and Cooling
Reduce excessive use of home heating and cooling. You'd be amazed at how effective ceiling fans alone can be in making you feel cooler.
* Wrap your hot water heater in an insulating blanket. CO2 reduction = up to 1000 lbs/year
* Set your thermostat just 2 degrees lower in winter and higher in summer. CO2 reduction = 2000 lbs/year
5. Change Your Light Bulbs
Switch from conventional incandescent bulbs to energy-efficient compact fluorescents. If every U.S. family replaced one regular light bulb with a CFL, it would eliminate 90 billion pounds of greenhouse gases, the same as taking 7.5 million cars off the road.
6. Think Before You Drive
Consider taking public transportation, walking, bicycling, or carpooling. Drive a more energyefficient vehicle. Every gallon of gas you save keeps 20 pounds of CO2 out of the atmosphere.
7. Plant a Tree
Plant leafy trees around your house. Each year, the average yard tree cleans 330 pounds of carbon dioxide from the atmosphere. An average tree absorbs ten pounds of pollutants from the air each year, including four pounds of ground level ozone and three pounds of particulates.
8. Buy Locally
As much as possible, buy local produce and other goods. The fewer miles your fruits and vegetables have traveled, the less energy has been used for refrigeration and transportation. Whenever possible, select organic produce. The pesticides used to kill pests also kill the organisms that help keep carbon dioxide in the soil.
9. Stand Tall
Yes, your individual actions do add up! You can do a lot to press local and state government, and Congress to curb global warming. Stay informed, write letters to your leaders, raise the issue at Town Hall or district meetings, and support candidates who promise to take the aggressive and farsighted actions necessary to curb global warming.
10. Cut Emissions in Your Yard
Gasoline mowers are big polluters and greenhouse gas emitters. Try a manual or cordless electric mower, or be sure to tune up and maintain your gas mower so it runs with fewer emissions. Reduce the amount of lawn you need to mow by planting native species of ground covers, plants and wildflowers, or vegetables.
Hosting upcoming meetings… Mar 9 – Deb Freed April 13 - Ruth Schurr and Barb Songer
Things to do as we wait for Spring…
* Make sure you are caught up on Feederwatch and GBBC data-entry
* Clean and maintain birdhouses
* Conserve water – shower once a week
* Complete any "Special Species Report Forms" for the PBBA
* Get ready for the migrants - listen to Birding by Ear CD's
* Start now and walk to the next meeting
Consider the environment and sign up for eDrummer today! Call or email Deb Freed at firstname.lastname@example.org
SRAS Board Members
Spring Bird Seed Sale
Official pick-up dates are March 10 to March 14 but you may pick up your seed at any time. Remember that Agway has offered us a 10% discount on bird-related items in the store when you pick up your seed! | <urn:uuid:a40c5939-54b4-4cde-a588-864701cbf793> | CC-MAIN-2022-21 | https://www.senecarocksaudubon.org/_files/ugd/6fa9e1_ac796e071a3248b29b8f7fc098053d8c.pdf | 2022-05-29T07:41:17+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00328.warc.gz | 1,160,107,989 | 5,459 | eng_Latn | eng_Latn | 0.994522 | eng_Latn | 0.997044 | [
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84
IOLOGY
B , E
XEMPLAR
P
ROBLEMS
CHAPTER 15
PLANT GROWTH AND DEVELOPMENT
MULTIPLE CHOICE QUESTIONS
1. Ethylene is used for
a. Retarding ripening of tomatoes
b. Hastening of ripening of fruits
c. Slowing down ripening of apples
d. Both b and c
2. Coconut water contains
a. ABA
b. Auxin
c. Cytokinin
d. Gibberellin
3. The affect of apical dominance can be overcome by which of the following hormone:
a. IAA
b. Ethylene
c. Gibberellin
d. Cytokinin
4. Match the following:
A. IAA
B. ABA
C. Ethylene
D. GA
E. Cytokinins
i. Herring sperm DNA
ii. Bolting
iii. Stomatal closure
iv. Weed-free lawns
v. Ripening of fruits
Options:
a A – iv, B – iii, C – v, D – ii, E – i
b A – v, B – iii, C – iv, D – ii, E – i
c A – iv, B – i, C – iv, D – iii, E – ii
d A – v, B – iii, C – ii, D – i, E - iv
5. Apples are generally wrapped in waxed paper to
a. Prevent sunlight for changing its colour.
b. Prevent aerobic respiration by checking the entry of O 2
c. Prevent ethylene formation due to injury
d. Make the apples look attractive
6. Growth can be measured in various ways. Which of these can be used as parameters to measure growth
a. Increase in cell number
b. Increase in cell size
c. Increase in length and weight
d. All the above
7. The term synergistic action of hormones refers to
a. When two hormones act together but bring about opposite effects.
b. When two hormones act together and contribute to the same function.
c. When one hormone affects more than one function.
d. When many hormones bring about any one function.
8. Plasticity in plant growth means that
a. Plant roots are extensible
b. Plant development is dependent on the environment
c. Stems can extend
d. None of the above
9. To increase sugar production in sugarcanes, they are sprayed with
a. IAA
b. Cytokinin
c. Gibberellin
d. Ethylene
10. ABA acts antagonistic to
a. Ethylene
b. Cytokinin
c. Gibberlic acid
d. IAA
11. Monocarpic plants are those which
a. Bear flowers with one ovary
b. Flower once and die
c. Bear only one flower
d. All of the above
12. The photoperiod in plants is perceived at
a. Meristem
b. Flower
c. Floral buds
d. Leaves
VERY SHORT ANSWER TYPE QUESTIONS
1. Fill in the places with appropriate word/ words.
a. A phase of growth which is maximum and fastest is __________.
b. Apical dominance as expressed in dicotyledonous plants is due to the presence of more ________ in the apical bud than in the lateral ones.
c. In addition to auxin, a ________ must be supplied to culture medium to obtain a good callus in plant tissue culture.
d. ________ of a vegetative plants are the sites of photoperiodic perception.
2. Plant growth substances (PGS) have innumerable practical applications. Name the PGS you should use to
a. Increase yield of sugar cane.
b. Promote lateral shoot growth.
c. Cause sprouting of potato tuber.
d. Inhibit seed germination.
3. A primary root grows from 5 cm to 19 cm in a week. Calculate the growth rate and relative growth rate over the period.
4. Gibberellins were first discovered in Japan when rice plants were suffering from bakane (the foolish seedling disease) caused by a fungus Gibberella fujikuroi.
a. Give two functions of this phytohormone.
b. Which property of Gibberellin caused foolish seedling disease in rice?
5. Gibberellins promote the formation of ______ flowers on genetically _____ plants in Cannabis whereas ethylene promotes formation of _______ flowers on genetically ______ plants.
6. Classify the following plants into Long-Day Plants (LDP), Short Day Plants (SDP) and Day Neutral Plants (DNP) Xanthium, Henbane (Hyoscyamus niger), Spinach, Rice, Strawberry, Bryophyllum, Sunflower, Tomato, Maize.
7. A farmer grows cucumber plants in his field. He wants to increase the number of female flowers in them. Which plant growth regulator can be applied to achieve this?
8. Where are the following hormones synthesized in plants
a. IAA
b. Gibberellins
c. Cytokinins
9. In botanical gardens and tea gardens, gardeners trim the plants regularly so that they remain bushy. Does this practice have any scientific explanation?
10. Light plays an important role in the life of all organisms. Name any three physiological processes in plants which are affected by light.
11. In the figure of Sigmoid growth curve given below, label segments 1, 2 and 3.
12. Growth is one of the characteristic of all living organisms? Do unicellular organisms also grow? If so, what are the parameters?
13. The rice seedlings infected with fungus Gibberlla fujikuroi is called foolish seedlings? What was the reason behind it?
SHORT ANSWER TYPE QUESTIONS
1. Nicotiana tabacum, a Short Day Plant, when exposed to more than critical period of light fails to flower. Explain.
2. What are the structural characteristics of
a. Meristematic cells near root tip
b. The cells in the elongation zone of the root
3. Does the growth pattern in plants differ from that in animals? Do all the parts of plant grow indefinitely? If not, name the regions of plant, which can grow indefinitely.
4. Explain in 2-3 lines each of the following terms with the help of examples taken from different plant tissues
a. Differentiation
b. De-differentiation
c. Redifferentiation
5. Auxins are growth hormones capable of promoting cell elongation. They have been used in horticulture to promote growth, flowering and rooting. Explain the meaning of the following terms related to auxins.
a. auxin precursors
b. anti-auxins
c. synthetic auxins
6. The role of ethylene and abscissic acid is both positive and negative. Justify the statement.
7. While experimentation, why do you think it is difficult to assign any affect seen to any single hormone?
8. What is the mechanism underlying the phenomenon by which the terminal/apical bud suppresses the growth of lateral buds? Suggest measures to overcome this phenomenon.
9. In animals there are special glands secreting hormones, whereas there are no glands in plants. Where are plant hormones formed? How are the hormones translocated to the site of activity?
10. Many discoveries in science have been accidental. This is true for plant hormones also. Can you justify this statement by giving an example? Also what term is used for such accidental findings?
11. To get a carpet like grass lawns are mowed regularly. Is there any scientific explanation for this?
12. In a slide showing different types of cells can you identify which type of the cell may be meristematic and the one which is incapable of dividing and how?
13. A rubber band stretches and reverts back to its original position. Bubble gum stretches, but it would not return to its original position.
Is there any difference between the two processes? Discuss it with respect to plant growth (Hint: Elasticity (reversible) Plasticity (irreversible))
14. Label the diagram
a. This is which part of a dicotyledonous plant?
b. If we remove part 1 from the plant, what will happen?
15. Both animals and plants grow. Why do we say that growth and differentiation in plants is open and not so in animals? Does this statement hold true for sponges also?
16. Define parthenocarpy. Name the plant hormone used to induce parthenocarpy.
17. While eating watermelons, all of us wish it was seedless. As a plant physiologist can you suggest any method by which this can be achieved.
18. A gardener finds some broad-leaved dicot weeds growing in his lawns. What can be done to get rid of the weeds efficiently?
19. On germination a seed first produces shoot with leaves, flowers appear later,
a. Why do you think this happens?
b. How is this advantageous to the plant?
20. Fill in the blanks:
a. Maximum growth is observed in ________ phase.
b. Apical dominance is due to ____________
c. ___________ hormone initiate rooting
d. Pigment involved in Photoperception in flowering plants is ______
LONG ANSWER TYPE QUESTIONS
1. Some varieties of wheat are known as spring wheat while others are called winter wheat. Former variety is sown, and planted in spring and is harvested by the end of the same season. However, winter varieties, if planted in spring, fail to flower or produce mature grains within a span of a flowering season. Explain, why?
2. It is known that some varieties of wheat are sown in autumn but are harvested around next mid summer.
a. What could be the probable reason for this?
b. What term is used for this promotion of flowering under low temperature?
c. Which plant hormone can replace the cold treatment?
3. Name a hormone which
a. is gaseous in nature
b. is responsible for phototropism
c. induces femaleness in flowers of cucumber
d. is used for killing weeds (dicots)
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FACTFILE: GCE CHEMISTRY
A2 5.1 MASS SPECTROMETRY
Learning Outcomes
Students should be able to:
5.1.1 recall the meaning of, and identify base peak, molecular ion peak, M+1 peak and fragmentation ions in a mass spectrum;
5.1.2 suggest formulae for the fragment ions in a given mass spectrum;
5.1.3 distinguish between molecules of the same RMM/mass using high resolution mass spectrometry;
In a mass spectrometer a molecule is bombarded by electrons and positive ions are formed. A molecular ion is formed by loss of one electron. This ion is detected in the recorder of the mass spectrometer, and a peak is printed on the spectrum.
M
M
e
–
A molecular ion is an ion formed by the removal of an electron from a molecule.
A molecular ion peak is the peak produced by an ion formed by the removal of one electron from a molecule.
This peak has the highest value of m/e and it gives the relative molecular mass of the molecule. Sometimes there is a small peak 1 unit to the right of the molecular ion peak – this is called the M+1 peak. It has low abundance.
An M+1 peak is a peak produced by a molecular ion with an increased mass due to the presence of one carbon-13 atom.
Other peaks are printed on the spectrum - this is due to bonds breaking in the molecule and the molecule breaking up, forming positively charged fragment ions which have different masses and so different peaks.
A fragmentation ion is a positively charged ion produced when the molecular ion breaks apart.
The base peak is the peak of greatest abundance in a mass spectrum.
In a mass spectrum the y axis generally gives the abundance (usually %) – the more common a particular mass of a particle, the higher the abundance, and the higher the peak
The x axis gives the mass/charge ratio (m/e or m/z) – in a spectrometer the ions formed have a 1 charge, hence the m/e is the same as the mass.
The mass spectrum of pentan-2-one is shown above. The molecular ion peak is at 86 and the base peak is at 43. The other peaks are for fragment ions.
There are two molecular ion peaks in the mass spectra of compounds containing a single chlorine atom. This is because chlorine exists as two isotopes, 35 Cl and 37 Cl. The mass spectrum of 2-chloropropane, CH3CHClCH3, has a peak at m/z ratio 78 due to the molecular ion [CH3CH 35 ClCH3] + containing an atom of 35 Cl. The peak at m/z relative abundance ratio 80 is due to the molecular ion [CH3CH 37 ClCH3] + containing an atom of 37 Cl. The ratio of the peaks is 3:1. This ratio reflects the relative abundance of the chlorine isotopes; 35 Cl: 37 Cl 3:1.
High resolution mass spectrometry
Low resolution mass spectra give masses to the nearest whole number. High resolution mass spectrometry measures masses to 4 or 5 decimal places.
It can be used to distinguish between molecules. For example a low resolution mass spectrum which shows a molecular ion peak at 72, could be the mass spectrum for pentane, butanone or butanal, all of which have a relative molecular mass of 72. Using a high resolution mass spectrometer the molecular ion peak is at 72.0936.
A more accurate value of relative molecular mass of the molecular ions can be worked out using precise relative atomic masses, as shown below.
1H= 1.0078
16O= 15.9949
12C= 12.0000
| pentane | C H 5 12 | 72.0936 |
|---|---|---|
| butanone | CH COCH CH 3 2 3 | 72.0573 |
| butanal | CH CH CH CHO 3 2 2 | 72.0573 |
The molecular ion peak indicates that the molecule is pentane.
Revision Questions
(ii) Suggest the formulae of the species responsible for the peaks at 31 and 57.
(i) What is the m/z value of the base peak?
31
57
[2]
[1]
[1]
(iii) Explain why there is a peak at 89.
2 Oxygen has three isotopes, 16 O, 17 O and 18 O. A sample was oxygen was analysed in a mass spectrometer and three groups of peaks were obtained.
group P corresponding to the ion O 2 group Q corresponding to the ion O 2+ group R corresponding to the ion O +
Which one of the following is the order on the mass/charge axis, from left to right, of the groups?
A) P Q R
B) P R Q
C) Q P R
D) Q R P
3 The structure and mass spectrum of succinic acid are shown below.
H H
Relative intensity
i) Explain the term base peak.
[1]
[1]
ii) Identify the base peak.
iii) Suggest formulae for the following m/z values of the fragment ions.
45
100
4 Chlorine has two isotopes, chlorine-35 and chlorine-37.
Which one of the following is the number of peaks found in the mass spectrum of chlorine gas?
A 2
B 3
C 4
D 5
The mass spectrum of methanol is shown below. Which one of the following is the base peak? 5
[1]
© CCEA 2020
[1]
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Safe Touch Policy
Safe Touch Policy
Aim
To take into account the extensive neurobiological research and other empirical studies relating to attachment theory and child development that identify safe touch as a positive contribution to brain development, emotional regulation, mental health and the development of pro-social skills.
To whom does it apply?
It applies to all staff and children working within the School. As a Thrive Licensed Practitioner, these trained delegates are then trained by Thrive staff to combine their practice with the Thrive Approach so they can identify and use safe touch as a developmental intervention. The Thrive Practitioners will deliver regular training sessions on Thrive to all staff. Within the School there are named members of staff who will receive specific 'Manual Handling' and 'Team Teach' training and all staff will be trained in 'Positive Touch' to know how and when to hold children in safe ways within governmental guidelines.
Why have a policy on touch?
In order to protect children and school staff from allegations under Child Protection procedures many academies have adopted 'No Touch' policies. However, such policies do not address the emotional health and social wellbeing needs of children.
The Inspire Education Trust is adopting an informed, evidence-based decision to allow safe touch in special cases as a developmentally appropriate intervention that will aid healthy emotional growth and learning.
Research (see Appendix 2) shows clearly that healthy pro-social brain development requires access to safe touch as one of the means of calming, soothing and containing distress for a frightened, sad or angry child. It is essential for all children to learn the difference between safe and unsafe touch and to experience having their strongest emotions contained, validated, accepted and soothed by a significant adult.
If children are behaving in unacceptable, threatening, dangerous, aggressive or out of control ways, they have not yet learned how their strongest emotional reactions can be contained, channelled and communicated safely.
In recognition of this, under special, agreed and supervised conditions, staff who have been trained with Thrive will consider using safe touch as one of the means available to them, for example to calm a distressed child, to contain an angry or wild child and/or encourage or affirm an anxious child or to support a child with low self-esteem.
Safe touch when used to calm, soothe and regulate a child's emotions is a needed developmental experience. The brain does not develop neuronal pathways to initiate calming and self-soothing unless and until this safe emotional regulation has been experienced within a positive relationship with a significant adult. Where children have had insufficient experience of safe touch and calming regulation, this may be a priority to help their brains to develop access to thinking, judging, evaluating and choosing mechanisms. These are sometimes known as 'higher executive skills' and they are an intrinsic part of cognitive regulation.
Safe touch is one of the key ways of regulating children's emotions, but it is a strategy that staff will use only under supervision and in line with a whole school Policy on Touch.
Ways of regulating children's emotions
Other means of calming, soothing and containing children's strong emotions include:
- Slowing one's pace
- Lowering the voice
- Breathing more deeply
- Talking slowly, firmly and quietly in an unhurried, unflustered way
- Providing clear predictable consistently held boundaries.
The developmentally appropriate (and reparative) use of safe touch is defined by situations in which abstinence would actually be inhumane, unkind and potentially psychologically or neuro-biologically damaging. Examples include the empirically backed beneficial use of touch in the comforting of a child who is in an acute state of distress and/or out of control. Not to reach out to the child in such circumstances could be re-traumatising and neuro-biologically damaging as well as confirming or inviting anti-social behaviour patterns.
Refraining from physically and safely holding a child in the face of their intense grief, stress and/or rage reactions can lead to a state of hyper-arousal, in which toxic levels of stress chemicals are released in the body and brain. The severely damaging long-term effects of this state have been intensively researched worldwide and are well documented.
Moreover, gentle safe holding is appropriate if a child:-
- Is hurting himself/herself or others,
- (or is likely to hurt himself/herself and/or others) or
- Is damaging property, and/or
- Is incensed and out of control, so that all verbal attempts to engage him/her have failed.
Staff trained in Thrive are able to use the safest and gentlest means of holding a child that is entirely designed to enable the child to feel safe and soothed, and to bring him or her down from uncontrollable states of hyper-arousal.
Whilst limits and boundaries in such circumstances can be a vital corrective emotional experience, without such an intervention (holding) the children can be left at risk of actual physical or psychological damage.
Such necessary interventions are fully in line with guidelines set out in the Government Document, 'New Guidance on the Use of Reasonable Force in School.' (DfEE 1998) and 'Use of Reasonable Force' (2013).
What about other physical contact with pupils?
It is not illegal to touch a pupil. There are occasions when physical contact, other than reasonable force, with a pupil is proper and necessary.
Examples of where touching a pupil might be proper or necessary:-
- Holding the hand of the child at the front/back of the line when going to assembly or when walking together around the school;
- When comforting a distressed pupil;
- When a pupil is being congratulated or praised;
- To demonstrate how to use a musical instrument;
- To demonstrate exercise or techniques during PE lessons or sports coaching; and
- To give first aid.
Appropriate and inappropriate touch
We are highly aware of the current atmosphere where due to fears of abuse, touch as a natural and important form of human connection has been almost vetoed in some school contexts. Our policy rests on the belief that every member of staff needs to appreciate the difference between appropriate and inappropriate touch. Hence, all staff members need to demonstrate a clear understanding of the difference. They need to show themselves to be highly aware of both the damaging and unnecessary uses of touch in an educational context. Touch is not be used as an ill-thought out or impulsive act of futile reassurance/gratification or as a block to referral for psychological assessment.
Equally, when a child is in deep distress, the Thrive Licensed Practitioner is trained to know when and how sufficient connection and psychological holding have been or can be provided/established without touching.
Guidelines for the use of Safe Touch
To ensure touch is only used appropriately the following guidelines are to be followed:
- Parents/carers should be informed of the school policy on Touch.
- Parents/carers should provide signed consent for their child to be part of the thrive program.
- Parents/carers wherever possible should be involved in the Thrive Assessments and Action Plans and be regularly updated as to their child's progress through the program.
- Teachers/support staff should be trained in the Thrive approach.
- Teachers/support staff should be trained in all aspects of safe touch.
- Staff members should agree the use of safe touch in discussions between the Thrive Practitioners, Executive Head Teacher and Head Teachers.
- Child should be consulted, appropriate to their understanding, and involved in the development of a plan, based on a comprehensive risk assessment.
- Strategies should be rehearsed and practised (as is possible) with the child in preparation.
- An Individual Behaviour Management Plan or Safety Plan should be completed and its use recorded and monitored. This will supplement the Thrive Action Plan which will also include the use of safe touch as a strategy.
- TWO Adult rule: No adult should use safe holding when alone with a child. Both adults should have the closest/best relationship with the child.
Where touch is used, contact should be brief and gentle, on clothed or publically visible parts of the body: hands, arms, shoulders, head, hair, shoes.
Unsafe touch
- At no point and under no circumstances should staff members use touch to satisfy their own need for physical contact or reassurance.
- All staff are trained to be fully cognisant of touch that is Invasive or which could be confusing, traumatising or experience as eroticising in any way whatsoever. THIS IS NEVER TO BE USED.
- Serious Breach: If an unsafe touch is used then it would be deemed as the most serious breach of the Code of Ethics warranting the highest level of disciplinary action.
Date approved by Local Governing Body:
Date to be reviewed:
Signed: _______________________________
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Cooper, Anne - Interviewed 3/25/76
I: ( ) oral history tape. This interview was conducted on Miss Anne Cooper. She lives at 220 Newfield Street, and I'm Leta Pittman.
Q: Miss Cooper, when did you come to Middletown, Connecticut?
A: I don't know the year, but I just talked to my son. It's been about forty-seven years.
Q: Uh-huh. And where did you live before you moved to Middletown, Connecticut? Were you in another part of Connecticut?
A: No, I was in South Carolina.
Q: Oh, I see.
A; Columbus, South Carolina.
Q: And what made you move to Middletown?
A: Well, I didn't really move. I come up here to work.
Q: I see.
A: I had a friend here. She got me a job. And you know the Pierson, the greenhouse?
Q: Uh-huh.
A: They sent for me to come up and work.
Q: So you came.
A: When I got here, I liked it and when I was goin back but when I got here then all of my friends, my family wanna come up here.
Q: So your family came up also.
A: I got one by one up here to be all together.
Q: How many all together came up with your family?
A: Well, I had two brothers and two sisters and my brother had three, two children, and my sister had three. And I had one sister, she didn't have any children, and one brother with no children. But I sent for all of them after I got here. ( ).
Q: Were all of them able to get jobs also?
A: Not all at once. They stayed with me until they got jobs.
Q: Was, I know that a lot of people, that said when they came to Middletown, that the wages were very much better than what they could have made down South.
A: Well, that's one reason I came up here. My mother died, and I was the oldest one in the family, and with three of them want to go to college, and I come up here to work to send money back to get them in college. ( ). I was making, I guess, five dollars a week in the South. I come up here, I made twenty-five.
Q: Yea, that's a very big difference. And how was it for living conditions? Was it easy for you to find a good place to live in?
A: Well, I stayed in. I worked right here and I stayed in about two years. And I have one son. And I boarded my son out ( ). And when I left there, I went to another place, and I stayed there. No, I didn't have no trouble getting a place. They was old houses, but there was no trouble getting them and they wasn't expensive. I lived on one floor on Union Street.
Q: On Union Street?
A: On Union Street.
Q: So, in general, for blacks, when you came up, it was pretty good.
A: Yea, cause you know, it was old houses, it wasn't expensive. I think, I stayed there in that house, with five rooms, for fourteen dollars a month. It was so good. And I lived on a place you call Water Street for fourteen dollars a month. It wasn't expensive.
Q: And how long did you work for Pierson?
A: Well, it must have been, I got here the first day in January and I stayed there from then until the next July and I left and went to Millane and I stayed there about five, six years ( ). I can't tell you all the places I worked. Those are the two main places, Millane and Pierson. Pierson sent for me.
Q: Was it, did you think it was different as far as how whites treated blacks? Do you think it was different as far as how relations were between? Were there many blacks in Middletown?
A: No, there wasn't too many.
Q: Not too many at all. When do you think a lot of blacks started coming into Middletown?
A: Yea, they started coming in from the South.
Q: And was it was around what time? Around what time?
A: What'd you say?
Q: I'm sorry, around what time?
A: What time?
Q: Yea, around what year?
A: When they started comin in?
Q: Uh-huh
A: Well, I don't know. I'd guess maybe two or three a year. Since I, well, they been coming, lately they've been coming very recently, families.
Q: You said that your younger brothers and sisters wanted to go off to college. Were they able to do that?
A: Yes. If I sent the money to them. I didn't sent the money and they wanted to come where I was.
Q: How was schooling though, in Middletown? How was the educational system?
A: Well, they didn't, I have one son. He finished high school. He took two years trade. Of course, one of my brothers was married, school. The rest of them don't get no ( ) the other one go in the service.
Q: Did he find it difficult, your son, in school? Like, was it much discrimination?
A: Well no, my sister had three children, my brother had two. They went to the same school. That was different in the South. They had colored school, teachers, college and everything, a colored movie.
Q: In Middletown, everybody was able to go to the same school?
A: The same, that's right.
Q: So there must not have been any in housing or trying to get housing. There wasn't no discrimination.
A: No, no. You live in one apartment, somebody's in another one, was all the same. In the South, they have a colored section and white one and they ride the bus or the train. Colored people got in the back and white people got in the front. People here ( ).
Q: So you pretty much find it a very nice group to live in Middletown?
A: Well, I tell you, we were born and raised there. We didn't know any different. My mother and father were there when we were born and we didn't know any different. We might have had a colored school and the colored teacher.
Q: No, I mean, when you came to Middletown, did you, you liked it much better?
A: Well, it didn't bother me, no. () It sure didn't make much difference.
Q: As far as, like, your experiences in Middletown, Middletown was a good place in the North to start.
A: Well, the only thing that interested me was the money. That's what I came for, the money, and to get the younger children through college and go back home and maybe buy a home down there. And then I went home once and things were different. I come back. I thought I was going to stay but I didn't. I like it here. Me, I can get along with anybody and I don't know much the difference. In the South you cook and you had to eat in the kitchen. You go to the white peoples houses and knock on the back door, you're not supposed to go to the front door, and I come up here I eat at the table with the white people. That was a little difficult for me. And I said, they offer me a plate and I said, no, we all eat together. That's the only thing ( ). I set the table and the food on the table at the side, and I'm supposed to help my plate ( ). We had barbecues, we would have it out on the platform, wasn't cooking inside. We made Kool-Aid, well, it was lemonade by the barrel, five cents a glass. We would dance on this platform, go to a dance, there wasn't no hall there. There was a lot of old empty houses, nobody didn't live in and they would have a lamp or lantern that would lit up that old house and we'd have a party and dance. I don't think we had anything to eat. We just danced and had something to drink. That was all there was to it. There was always something to do. And my mother and father didn't allow us to go out too much at night and there would be a dance and my sister and I used to sleep on the first floor. My older sister and I used to put a chair out the window. And a board that was out the window and we walk five miles and dance till almost sunrise cause my father was a farmer and it didn't make much notice of windows cause he didn't know we was gone. And Thursday it was ladies and gents. They take you to the dance and bring you back to the house. ( ). I loved dancing! You get back and you go to the field the next day on the farm and you so tired and stiff you can hardly work! My father never knowed we did, never know we got out of that room.
Q: How was it in Middletown? Was there much like that?
A: Well, I didn't bother since I've been here. I was a lot younger. I was about twenty, twenty-five.
Q: When you came? You was about twenty when you came over?
A: ( ). I've been here about half of my life now. I'm eighty-six years old, eighty-five years old. I've been here over forty years. ( ) about half and half, you know, with me. I was about twenty, I suppose, worked all the time. Matter of fact, I was in the church ( ).
Q: What church was it that you belonged to?
A: Well, when I was in the church we was a Methodist.
Q: Oh, was that the one on Court Street?
A: You mean here? You mean when I first come up here. No, Cross Street, Cross Street. I went there. I lived in Cromwell with the lady I worked for and of course I stayed there. I didn't know where no church was. The lady ( ) she was going to that Cross Street and she took me up there with her. Then I met the, a church in Portland, that's where Barbara Ann found me, and that became my church. So when I found them, and
I've been going there ever since.
Q: And that's the Methodist?
Q: Were there many blacks in the church at that time?
A: Yes, there were quite a few there. There was a nice chorus. When I came up here they had a brick yard, they call it. There was a lot of people. That's why there was so many people, working in the brick yard. ( ). Most of them people belonged to this church. ( ).
Q: Since you've been in Middletown, have you seen any blacks in politics or on social committees or councils in Middletown?
A: Well, yes, a few of them. You know Rev. Babbidge? He was a pastor there. He died and a friend of mine, of course I call him my nephew, his mother is the one sent for me up here, (Sneed), he took his place.
Q: What position is it that he holds now?
A: Well, now, I can't tell you. That's something I don't know. But I think he took Rev. Babbidge's place. ( ) Some of the colored girls work in the bank. And you couldn't hardly march in the bank in the South. And I have some friends work in the bank (). But I can't just remember now. ( ) one by one had opportunities.
Q: Even in Middletown, do you notice a change? Isn't it much better now from what it was?
A: Well, I guess, maybe the living is better but the peoples are worse. So I guess it's like that everywhere, the peoples are worse. I guess it's like that in the South, so everybody says, mean to one another, do mean things, kill each other, that's the only thing that I can see. And people used to be so nice and friendly! But I don't think they're friendly. ( ) They're mean to one another. They hate to see somebody have a little more than they do.
Q: Were there, did you see any blacks going to school in Wesleyan?
A: No, no there was not. I don't remember if ( )
Q: You mentioned before that you lived in a project. About how long did you live in this project?
A: Well, I lived in the project, must have been sixteen-seventeen years. They had a place they call the Veteran's Terrace, no, they built them for the veteran, little shacks, and they tore down my house on Water Street to make the road go to Hartford, and we had to move. And there weren't enough houses over there. So over by the harbor they built houses for the veterans and they put them up real cheap. And then, before they tore them down they let us live there until we got enough room in the project. So I must have stayed up in the little Veteran's Terrace about two years. And we moved out to the Village.
Q: The Village? And how's living out in the Village? Did you like it?
A: Well I liked it better. In the Village you didn't pay anything, just your telephone. And where we lived up there the gas, we had to pay our light and buy our oil. ( () So we went down there we didn't have to pay, no lights, no gas. I liked it better in the house. In those shacks it was very cold. The project was warm and I lived on the second floor.
Q: Do all your brothers and sisters still live in Middletown?
A: Yes, well, yes, I got one brother live right up near Professor Snow, one brother live right back there. And the other one, I don't know where he is, but he went somewhere and bought a home, but I can't tell you where. He live I don't know where. But my brother, David, he live right over there up the street. They are the only two brothers I have. And my sister live in the other, you know, Sbona Towers. She lives in Sbona Towers, my other sister, Matty. There were only four of us, two girls and two boys. My brother David, he got three boys and two girls, he got five children. My brother, Arthur, don't have any children, just a little step-son, and my sister, Matty, got three children, and I can't count the grandchildren. But she lives in Sbona Towers. Her son lives in Bloomfield. She's got one son, and he bought a home in Bloomfield.
Q: What type of work does your brother David do?
A: My brother David work up at Wesleyan. He go up to Wesleyan. He been up there about thirty years.
Q: About thirty years?
A: When they first saw him he be married and got two children.
Q: And your sister, what type of work did she do?
A: Well, she retired from the state hospital.
Q: Well before, when all of them first came up, what type of work was she doing?
A: Well, she was () by doing days work. Well, I don't know how long she worked. I think she retired, I think, in '67.
Q: Well, overall then, you pretty much enjoyed your life in Middletown.
A: Well, I did, I work hard, I had a nice time. My biggest trouble, pleasure was going to church. I go to church Sunday and sometimes during the week and I take good care of myself. By late October I be eighty-six years old. There were twelve of us children, 6 girls and 6 boys, and I'm the oldest one. In (~~) days and I'm here. All of my jobs I had.
Q: Okay, here.
A: I worked in a restaurant, I worked on day's work, I worked in a jewelry shop, I worked in Russell's Factory and I worked in New Departure, and I went to the seashore with people during the summer.
Q: When was it that you worked at the restaurant?
A: Well, that's been quite a while ago. It was a restaurant on Court Street. Well, let's see, what was that name now? Well let's see, it had a shorthand cook. It had a cook named Harry and he did the cooking' and make the sandwiches and coffee and something like that, what you'd call the shorthand, I did that. Ranch be the restaurant, that's right. I worked there and I guess I would have stayed there because I liked to cook but I went home on vacation and while I was gone the restaurant got burnt down. The ( } Restaurant on Court Street. I started cooking when I was about six years old and I would get a pot like this and stand up there and make up biscuit dough and from then on I've been working and I done everything, and course I wouldn't tell you everything that I've done. It would take me all night, and just have a book and have my picture in there and my life. I could fill it up. And I have a friend his mother lived there, [Warmester].
Q: [Art Warmester]. I've heard his name mentioned.
A: [Art Warmester]. Yea, he went to Wesleyan. He was the first colored boy I know went up there. He used to work for the Hartford Courant and he's a writer and he takes pictures. Well, I wanted Art to write my life. He'd do it now, but I wouldn't bother with it, but I often wanted my life, I could fill it up! FILL IT UP, six years old and we had a fireplace like that and you set little poles in there and you set a pot on there, and that's the way we cooked. And we had a thing you pull out there, we called a () and you put the pot over there and when the stick of wood would break and the pot turned over you made another pot full. Oh, I could write it, I could write it!
Q: What was the first time you worked for the Russell Company? When was that?
A: I don't know the year I went to Russell. Russell was a, I had been sick. They wouldn't let me go in the shop because there was too much dust. They let me work around in the ladies room and take care of the office and I didn't like that cause I did that already, so then I had to go on the third shift, the second shift, and I didn't like that shift. So when I got an opening in New Departure I went there.
Q: And what was New Departure?
A: Well, it made things for the Army. And I was an inspector for some of those things, you know, what do you call it, you know, those little round things like a wheel, and I was an inspector. That was 4 to 11 o'clock. I liked that shift. They had a bus going. And I'd go there, I'd sit up to the table on a stool and a man would bring my work and take it away. I ), it was something going to the Army. pick out the good ones from the bad and I liked it and I was so sorry that I didn't retire. I would have been getting a good pension. Some of my friends worked there and they get the pension. But people got to talking and they said the war going to soon cease, quit, and that everybody be running and looking for a job like you're all getting out of school. So then, I got an opportunity for a good job, cooking job, and I quit and went to cooking and I'm so sorry. I hate to talk about it, I didn't get that pension. [ ] father was there and he gets his pension. He retired from there. I didn't retire from there. I stayed there about five years, and then they didn't want you to stop because the war was going on and they needed you. In the meantime, when I had overtime, I never made so much money in my life. Saturday night was the time for liked that. I don't know what you call those ( But that all I had to do was sit on that stool and overtime. And they had the bus going Sunday night (~).
Q: That New Departure, that was in Middletown?
A: In Meriden.
Q: That was in Meriden?
A: Uh-huh.
Q: So, a lot of people during the war from Middletown got jobs
A: Oh, they had a bus, that bus ran every night, and I guess, three times a day, was three buses, one for the seven o'clock in the morning, one for the three o'clock, one for eleven o'clock at night. But the eleven o'clock one I liked because you had all day off, you get to work at eleven and get off at seven. And I'd just go there and sit on that stool and sometime I'd be sitting up there sleeping and the boss would catch me and he wouldn't even touch me, and I would thank the Lord waking me up. And that's the best job I ever had. Barbara Adam's sister just retired from there, Dorothy, her father. I don't think Barbara ever worked there. | <urn:uuid:3ac3678e-d3cd-43c1-9f2e-7f143feb490a> | CC-MAIN-2024-42 | https://russelllibrary.org/wp-content/uploads/2023/02/COOPER-TRANSCRIPTION.pdf | 2024-10-14T01:21:58+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00163.warc.gz | 450,100,233 | 4,602 | eng_Latn | eng_Latn | 0.999631 | eng_Latn | 0.999725 | [
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Our Curriculum
At Highweek Primary School, we deliver a curriculum underpinned by the 5Cs:
Collaboration
Connection Making
Curiosity
Creativity
Challenge.
We ensure that these five learning dispositions are at the heart of our curriculum.
Introduction
Every child is an individual. We aim to teach the National Curriculum in a way that recognises how children learn best so that they all have an opportunity to develop to their potential.
The subjects of the National Curriculum are:
English (including reading, writing, speaking and listening); Mathematics; Science; Art; History; Design & Technology; Music; Geography; Physical Education; Religious Education (not a national curriculum subject but required by law)
The framework for the national curriculum at key stages 1 and 2 includes:
* contextual information about both the overall school curriculum and the statutory national curriculum, including the statutory basis of the latter
* aims for the statutory national curriculum
* statements on inclusion, and on the development of pupils' competence in numeracy and mathematics, language and literacy across the school curriculum
* programmes of study for key stages 1 and 2 for all the national curriculum subjects that are taught at these key stages.
Parents whose religious beliefs may lead them to consider withdrawing their child from religious education lessons are invited to discuss the content and teaching of the curriculum with the Headteacher before making a final decision.
Intent
At Highweek Primary School we offer a broad, balanced and academically rigorous curriculum for all our learners. Our curriculum is shaped and defined to meet:
* the needs of our children here at Highweek
* the needs of our wider community
* the values of our school
* the location of our school.
The curriculum is tailored to the needs of all children and is aspirational, engaging relevant, challenging, enjoyable and enriching. We are a very inclusive school and strive for all pupils' to make maximum progress from their starting points.
Our curriculum provision has been developed with a clear intent to:
* Provide a broad and balanced programme of study that meets the needs of all of our children.
* Enable all of our children to make progress in their learning and achieve their full potential
* Equip our children with the knowledge and cultural capital they need to succeed in life.
* Support the acquisition of knowledge, vocabulary and language of learning.
* Promote good behaviour and safety
* Support children's spiritual, moral, social and cultural development We do this through the 5C's – Collaboration, Curiosity, Connection making, Creativity and Challenge
Our Curriculum Aims at Highweek Primary School
It is our aim that by the time the children leave Highweek Primary School to embark on the next stage of their education, they are equipped with academic attitudes, skills and knowledge, and have developed the personal attributes needed to enable them to become successful citizens of the future.
Highweek children are encouraged to be active learners by being inquisitive, motivated and resilient learners. Our work around developing children into positive learners with a Growth Mindset, that embrace challenge, show great resilience and are able to reflect on their learning is at the forefront of our approach. This makes the school environment a dynamic and exciting place to be.
The school puts high importance on sport and healthy lifestyles. We are committed to ensuring that pupils can access a broad range of provision and sports through our curriculum and extended school provision. We have a full time sports coach and a good range of facilities. Sporting activities are also set up at lunchtimes to encourage purposeful physical activity. Year 5 children support this in their leadership roles as playleaders, encouraging participation and collaboration. Daily Physical Activity (DPA) for all pupils supplements our PE curriculum.
A Knowledge, Skills and learning Attitudes-based Curriculum
Our curriculum is designed with knowledge, skills and learning attitudes at its heart to ensure that children develop a strong vocabulary base and understanding of the world. The curriculum promotes long term learning and we believe that progress means knowing more and remembering more. We have developed a curriculum inspired by current research on how memory works, to ensure that children are taught in a way in which they can remember the content in future years. Our subject curriculum is designed and delivered in a way that allows pupils to transfer key knowledge to longterm memory. It is sequenced so that new knowledge and skills build on what has been taught and pupils can work towards clearly defined end points.
This is achieved by our teaching of how we become the best learners that we can be, focussing around the 5Cs: Collaboration, Connection Making, Curiosity, Creativity and Challenge.
Our approach to teaching and learning is clearly defined and its components are set out in Highweek's Teaching and Learning Expectation and Standard document.
Our Curriculum Drivers
We have, developed a set of 'drivers' for our curriculum which we believe support us in meeting the needs of our pupils.
Our curriculum drivers are Aspiration, Resilience, Learning Pit, Preview and Feedback. Our school drivers are at the heart of each topic and the themes develop coherently throughout the school year. We use these drivers alongside our values programme and weekly Growth Mindset themes underpin the development work we undertake in all areas of school life and to ensure that our curriculum offer is enriched and personalised to our children and their families.
Implementation
Curriculum Organisation:
The curriculum in each year group at Highweek is taught through six exciting half termly topics. Children in the Early Years Foundation Stage are taught using the EYFS framework with an emphasis on developing key skills, knowledge and understanding through direct teaching and purposeful play. The statutory National Curriculum is taught across Key Stages 1 and 2. We use a variety of published schemes of work, national and County Syllabus' and planning resources and tools to ensure that all programmes of study are fully covered. Our curriculum is organised around subjects and, where feasible, relevant and efficient, subjects are integrated to make meaningful connections, whilst maintaining the integrity of each subject discipline.
We use a 2 year rolling programme of planning to accommodate any mixed year groups in classes and to ensure that there is clear progression and depth of learning. Some subjects or aspects of subjects, such as Music and Art, require frequent re-visiting and continuous practice and are appropriately taught discretely on a daily or weekly basis.
We plan work for each class to cover all areas in a balanced way. Some of the work is taught in separate subject lessons and some aspects are built around themes or topics, because for young children it can be very artificial to separate the work into different subjects. (For example; children can develop language skills through discussing a scientific experiment, use measurements when studying an aspect of Geography, or have to read instructions in Maths.) When using a thematic approach, we use a 'WOW' event, either a visit or experience, as a hook for learning, as part of the introduction or as a culmination of the theme.
The learning in knowledge-led subjects, such as History, Geography and Science, is organised into units of work called projects and each one develops the knowledge, skills and understanding of the area under study in the subject. These are of varying length, depending on the content to be taught and learned. The projects are usually taught in blocks, so that pupils can fully immerse themselves in the project and see the results of their learning as the work progresses. Over the course of study, teaching is designed to help pupils to remember long term the content they have been taught and to integrate new knowledge into larger ideas.
We use a variety of teaching methods including whole class lessons, group work and independent learning. Each has its place. We place high importance on developing pupils learning dispositions in order that they have an active curiosity in the curriculum and desire to learn and make good progress. We have realised that creating a Growth Mindset in both our children and staff is the key to creating happy, successful individuals who embrace challenge, celebrate their mistakes and learn from them and finally preserve and show resilience in all they do. Our curriculum incorporates developing these learning traits through our Achievosaurs in EYFS and then in Key stages 1 and 2 the use of Growth Mindset. This is core to how we deliver the curriculum at Highweek.
Subjects and lessons are sometimes introduced to the class as a whole through discussion, dialogue or factual presentation. The end of a lesson can include a plenary during which the class can consider what they have learned and the progress they have made. The class may also come together for 'dialogue time' supporting personal, social development and citizenship. Other areas which bring the whole class together include for stories, music, P.E. and games, drama and dance.
Themed-days are based around our curriculum priorities, such as Science or Art week and involve the school with an opportunity to work across year groups and classes capitalising on different teachers' expertise. From time to time, a day event - whole school, class or year group- will be organised to celebrate an occasion, promote an idea or consolidate learning, for example, World Book Day or Esafety, Sports Day, charity events such as Comic relief.
Learning goes beyond the classroom, taking advantage of the locality and school grounds, and is enhanced by visitors with specific expertise and wide experiences. These include day trips, extracurricular clubs and residential visits. We call this our 11 before 11 Curriculum.
Impact
The impact of the curriculum is measured in progress made and attainments achieved and personal qualities acquired.
The impact of our curriculum is seen in:
* The progress our children make in relation to their starting points
* High standards and expectations for each year group as they move through the school.
* Quality learning experiences which are memorable, worthwhile and challenging.
* Teaching which is rigorous, personalised, innovative and learning-centred.
* Children that are curious, embrace challenge, engaged, resilient, questioning, resourceful, independent and collaborative. .
* Children with high levels self-efficacy and belief, with well-formed characters, who have a thirst for learning and are aspirational for their futures and see learning as a route to maximising their life's chances.
* Individuals who value and respect one another and demonstrate Highweek's values.
Means of Measuring Impact:
The curriculum is regularly reviewed, developed, monitored and evaluated by the Headteacher, Senior Leadership Team, external advisers and Governors, leading to improvements and innovation. Subject leaders take responsibility for ensuring coverage, progression and standards through long and medium-term planning, promoting the subject and developing the teaching methodology and securing high quality resources. They regularly monitor and evaluate learning, teaching and the curriculum.
Planning is detailed, regular and collaborative and prepares teachers so they provide a coherent, personalised learning experience.
Assessment is both formative and summative and progress and attainment are regularly tracked and followed up in termly Pupil Progress meetings. Our assessment policy sets out how we use assessment to measure impact.
The school puts high importance on sport and healthy lifestyles. We are committed to ensuring that pupils can access a broad range of provision and sports through our curriculum and extended school provision. We have a full time sports coach and a good range of facilities. Sporting activities are also set up at lunchtimes to encourage purposeful physical activity. Year 5 children support this in their leadership roles as playleaders, encouraging participation and collaboration. Daily Physical Activity (DPA) for all pupils supplements our PE curriculum.
EYFS
On-going formative assessment is at the heart of effective early years practice. Teachers observe children as they act and interact in their play, everyday activities and planned activities, and learn from parents about what the child does at home (observation). They observe what children can do to help identify where the child may be in their own developmental pathway (assessment). They consider ways to support the child to strengthen and deepen their current learning and development (planning and interaction). Teachers will develop many other approaches in response to the children with whom they work and use the development statements to identify possible areas in which to challenge and extend the child's current learning and development (planning and interaction). Please see EYFS Curriculum policy 2021.
Work at home
From the earliest days in school parents are encouraged to share books with their children and later to hear them read as they become more able to read for themselves. Parents can also help by showing an interest in paintings and other work brought home. Older children will often request to take work home to finish or might sometimes be encouraged to do so.
In addition to the above, "preview learning" is given to children with the aim of developing work in class and building a partnership between parents and the school. Preview learning is to allow children and parents to research topics and areas of the curriculum that they will next access, giving the children the opportunity to have a "head start" in their knowledge and understanding of that area, allowing the learning to move on at a quicker pace. The length of the preview learning will depend on the area of the curriculum. It can be set on a weekly basis, or one area can last several weeks. Preview learning is always celebrated throughout the school on display in the class room and corridors. This could include learning spellings and mental arithmetic skills such as tables.
Curriculum information
At the beginning of each term, parents are sent a newsletter explaining the work that their child will be covering and how they can help. Early in the autumn term parents are invited into school to meet the teacher and discuss the year ahead.
Complaints
Any complaints about the curriculum should be first brought to the school (class teacher and Headteacher). If a parent is not satisfied with the answers given there is a formal procedure to be followed, a copy of which is available from the Headteacher on request.
Assessment and testing
Assessment forms a daily part of our work. To help the children to learn we need to know what each child can do so that we can plan for the next stage. We are making assessments when we hear a child read, when they read what they have written, when they talk about their work, when we watch them in P.E. or when they are building a model and so on. Sometimes these assessments are recorded for later use. Often they are acted upon straight away, for example by asking a question to help a child understand an idea more clearly. Our effective feedback and marking policy demonstrates how we assess work. Teachers check pupils' understanding systematically, identify misconceptions accurately and provide clear direct feedback, in doing this they are able to adapt their teaching where necessary. Our Assessment Policy explains our processes and procedures in more detail.
Special needs
The school has a special needs policy written in the light of the national code of practise and approved by the governors. (It is available in school should parents wish to read a copy.)
Every school has a minority of children with 'Special Needs'. That is, children who are in need of particular help or supervision if they are to make good progress and benefit from the whole curriculum. At Highweek we try to make sure that all children are working to their potential and get extra help if they need it. All classes have access to assistants who are employed largely to enable extra help to be given to individuals and small groups.
We also discuss and consider the needs of children who show special abilities in particular areas of the curriculum. We include in our planning, activities designed to stretch the most able.
Equality Statement
This policy is compliant with the Equality and Cohesion Policy. This Policy is based on best practice to ensure a consistent and effective approach. The Governing Board and the Headteacher (Chair of Governors) have a particular responsibility to ensure that the processes are managed fairly, equitably, objectively and must not discriminate either directly or indirectly on the grounds of a person's race, sex, gender reassignment, sexual orientation, marriage or civil partnership, disability, age, pregnancy and maternity or religion or belief.
Signed:…………………………………………Chair of Committee
Date of review and adoption by Governing Board: 23 rd March 2021
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Breastfeeding Following a Natural Disaster
This sheet is about exposure to natural disasters in pregnancy and while breastfeeding. This information should not take the place of medical care and advice from your healthcare providers.
What could I be exposed to in a natural disaster?
While many substances enter breast milk, most are not likely to harm a breastfed baby. In most cases, the benefits of breastfeeding far outweigh any risk from an exposure. However, if you notice anything unusual in your nursing baby, tell your healthcare providers right away. This is especially important after a natural disaster, when you or your baby could be exposed to things you wouldn't usually be around.
Vaccinations
Vaccinations are given to protect people from serious diseases. Vaccinations are important for both the person who is breastfeeding and the nursing baby for their individual health. Vaccines can be "live" or "inactivated". Inactivated vaccines do not contain a live virus. This means they are noninfectious and cannot give a person the disease that it is given to prevent.
Vaccinations that you might be given following a natural disaster include hepatitis A, hepatitis B, and/or tetanus. In most cases, these vaccinations are compatible with breastfeeding. Other vaccinations might be needed after some disasters. Check with your healthcare provider and local health officials about which vaccines are recommended if a natural disaster has occurred in your area.
Infections
Some infections are common after a natural disaster. A local infection on the skin of a person who is breastfeeding is not usually dangerous to a breastfeeding baby. More serious infections such as those caused by methicillin-resistant Staphylococcus aureus (MRSA), Vibrio, West Nile virus, hepatitis A virus, hepatitis B virus and others can be more complicated. If you think you have an infection, talk to a healthcare provider right away.
In general, a person who has an infection can continue to breastfeed. Be sure to drink plenty of liquids when you have an infection or other illness to help keep you hydrated. If you become severely dehydrated, you may become ill and it might reduce the amount of milk you are able to make.
Medication
There are many reasons why a person may need to take medication after a natural disaster, such as having an infection or other illness. Many medications are compatible with breastfeeding. Other medications might affect a breastfeeding baby. If you need to take medication, for any reason, be sure to tell your healthcare provider that you are breastfeeding, so you get the medication that is right for you and your baby. Watch the baby for side effects while you are taking any medication. If your baby develops a rash, hives, or if you notice anything else unusual, tell your healthcare provider right away.
Insect Repellant
Using insect repellant is an important way to help protect from infections spread by mosquitoes and ticks. A bite from an infected mosquito could give you a serious illness such as West Nile virus or Zika virus. Lyme disease comes from an infected tick. The most common active ingredient in insect repellant is DEET. It is not known whether the DEET you put on your skin passes into breast milk. However, only about 6-8% of the DEET put on your skin gets into your body. This means that very little DEET is expected to get into your breast milk. A person who is breastfeeding should follow the same recommendations that are given for the use of DEET in children. These include applying the insect repellant with DEET to your clothing and then only putting it on exposed skin such as your hands and face. Never apply insect repellant to the breast area. Wash your hands after applying insect repellant and before handling your baby or breastfeeding so that the baby's mouth is not exposed to DEET.
Other ways to lower your chance of being bitten by a mosquito or tick include staying indoors with proper screens during peak times of mosquito activity (usually overnight from dusk through dawn) and wearing long pants, longsleeved shirts, a hat, and shoes with socks while outdoors when possible.
Cleaning Agents
Typical household use of cleaning agents is not expected to produce levels in breast milk that could hurt a baby. To help protect yourself, wear gloves when using cleaning agents; also keep fresh air moving into your work area (open windows/doors and/or run a ventilation fan). Wash hands well after handling cleaning supplies.
Pollutants
Exposure to low levels of environmental chemicals is usually not a reason to stop breastfeeding. If you think that you may have been exposed to high amounts of a harmful chemical, contact your healthcare provider as soon as possible.
If you have been exposed to lead, a blood test can tell if the level is high. The level of lead in breast milk is usually lower than what is measured in the person's blood. Usually, a person does not have to stop breastfeeding unless the level of lead in their blood is very high.
What if I need to give my baby formula?
If you give your baby formula, it is best to use single serving containers of ready-to-feed formula whenever possible. This is especially important if the water supply is not clean or safe to drink or if the electricity is off. Ready-to-feed formula does not need added water and it does not need to be kept in a refrigerator. Local authorities will tell you if your water supply is safe to drink or to use for cooking or bathing.
If ready-to-feed formula is not available, use bottled water to mix powdered or concentrated formula. If bottled water is not available, use boiled water. Bringing water to a rolling boil for 1 minute will kill most disease-causing organisms, but it will not remove chemicals.
Do not use water that has been treated with iodine or chlorine tablets to prepare formula unless you do not have bottled water and cannot boil your water. Be sure to clean bottles and nipples thoroughly with bottled, boiled, or treated water before every use. Always wash your hands before preparing formula and before feeding your baby. If you do not have clean water for washing hands, use alcohol-based hand sanitizers.
Where can I find more information on specific exposures through breast milk?
MotherToBaby has fact sheets about many exposures which include information about breastfeeding (https://mothertobaby.org/fact-sheets-parent/). The International Lactation Consultant Association maintains a directory of individual lactation consultants who can help with breastfeeding concerns such as reduced milk supply. (https://www.ilca.org/main/home).
Please click here for references.
Questions? Call 866.626.6847 | Text 855.999.3525 | Email or Chat at MotherToBaby.org.
Disclaimer: MotherToBaby Fact Sheets are meant for general information purposes and should not replace the advice of your health care provider. MotherToBaby is a service of the non-profit Organization of Teratology Information Specialists (OTIS). OTIS/MotherToBaby encourages inclusive and person-centered language. While our name still contains a reference to mothers, we are updating our resources with more inclusive terms. Use of the term mother or maternal refers to a person who is pregnant. Use of the term father or paternal refers to a person who contributes sperm. Copyright by OTIS, September 1, 2022. | <urn:uuid:19319ca8-905d-4249-9419-218320d64399> | CC-MAIN-2024-42 | https://rightanswerknowledge.com/M2B/Environment%20and%20Natural%20Disasters/breastfeeding-following-a-natural-disaster_en.pdf | 2024-10-14T02:59:39+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00164.warc.gz | 440,076,873 | 1,489 | eng_Latn | eng_Latn | 0.998315 | eng_Latn | 0.99848 | [
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Metacognition and the Social Animal
9
Lisa K. Son, Nate Kornell, Bridgid Finn, and Jessica F. Cantlon
Introduction
Here we consider the link between self-knowledge and knowledge of others and distinguish between three types of metacognition: metamemory, self-awareness, and other-awareness. Using data from a range of populations, including nonhuman animals, adult humans, children, and individuals with autism, we present evidence for a distinction between fast, heuristic-based metacognition and slower, more deliberate metacognition. We claim that without fast, heuristic metamemory processes, which do not necessarily depend on language or self-awareness, our memory systems would be of little value. Moreover, we postulate that metamemory is a key step in allowing individuals to develop into social beings. Taken together, the findings suggest that metacognition is crucial for an understanding of our own uncertainties, as well as the knowledge and intentions of others.
M etacognition, at its most basic level, is cognition about cognition. For instance, metamemory involves judgments and beliefs about memory. In an ideal world, metacognitive processes would provide a perfect reflection of the mind's contents, the way a mirror does. But research has shown repeatedly that metacognition is, at best, a distorted mirror: Predictions of future knowledge and judgments of current knowledge are subject to bias and are frequently inaccurate. The current chapter seeks to answer why, with all of its inaccuracies, metamemory survives as one of the most critical mental processes for any individual in a social world.
The Role of Metamemory
Over the past century, memory science has focused on how experiences are inscribed in memory, how these traces of the memories are stored in the mind,
and how knowledge that has been committed to memory can be recalled at a later time. Over the past few decades, metamemory research has emerged as a new psychological subfield. And while the features of metamemory are linked to those of memory, the two faculties have been thought to be distinct. Consider the following illustration of the difference. Imagine that you learn that Emily Brontë wrote Jane Eyre and judge that you are confident that you will always remember this. Your metamemory may be absolutely accurate; that is, you thought you would remember the author and, when asked later, you do. Unfortunately (for you), Charlotte Brontë, not Emily, wrote Jane Eyre. Thus, your metamemory can be accurate when your memory is inaccurate. The reverse can also be true: You might know that Charlotte was the author of Jane Eyre, but be mistaken, at the metamemory level, in thinking that you will be able to remember that information later.
In line with the preceding examples, empirical research on metamemory has relied on introspection and verbal self-reports. In a typical metamemory experiment, participants study information and give numerical ratings of how sure they are to remember that information later. It is well known, of course, that selfreport data can be inaccurate, unreliable, and difficult to interpret (e.g., Nisbett & Wilson, 1977). However, this inaccuracy may be the essence of metamemory. That is, metamemory is what people believe about their own memories, whether it is accurate or not.
The use of metamemory is ubiquitous in everyday communication. For example, in response to a question about how well one did on a test, the answer, "I got a perfect score," is very different from "I'm not certain, but I may have gotten a perfect score" because "I'm not certain" and "may" signal uncertainty. They are, in other words, indicators of one's confidence, or lack thereof, in one's knowledge. We constantly produce such signals without much thought, and we understand them just as automatically. The simple act of saying, "I don't know," which many preschool children can do fluently and accurately, signals that people can report a lack of memory confidence from an early age. (Note, however, that the ability to say "I don't know" accurately depends on the child's age and the question the child is asked; for example, children sometimes say they can name an object, or know what it is, even when they do not; see Marazita & Merriman, 2006.)
What is the role of metamemory? A memory is essentially a belief. Metamemory is one's strength or conviction in that belief. Retrieving a memory that is divorced from a feeling of confidence is like receiving a message from an unreliable source. A memory system that endorsed everything with equal confidence would be of little value unless it was free of gaps and errors. Metamemory allows us to recognize—and express—the gaps and errors in our memories. As a result, metamemory can be a check, or restraint, on memory. We learn not to trust our memories when we are not sure that they are accurate (for example, if someone looks only sort of familiar, we restrain ourselves from running toward them and giving them a big hug). In addition, we do not communicate false information to others (or, at least, we qualify the information by saying "I think" or "maybe"). And while metamemory is not perfect either, it serves the vital function of monitoring situations in which memory is not perfect so that the contents of the memory may be interpreted and conveyed to others appropriately.
Metamemory requires knowledge about our own knowledge. The ability to understand our own internal states may serve as a stepping stone to a variety of other higher level cognitive functions. Consider theory of mind, which refers to an awareness of our own mental states as well as an understanding that others have similar mental states. It is thought that theory of mind allows us to make inferences about the minds and behaviors of others. The major difference between metamemory and theory of mind is that the former refers to knowledge about the self, while the latter refers to knowledge about another. The two types of metacognition seem to be intimately related. For example, feelings of uncertainty may allow us to recognize that others can have similar feelings of doubt. Perhaps the universal ability to assess one's own uncertainty is a precursor for the complexities of human society, where individuals make room for debate, persuasion, sarcasm, humor, and even deception.
In the remainder of the chapter, we review some of the research on knowledge about the self, knowledge about others, and the link between the two. We begin with a discussion of the basic metamemory abilities that humans share with nonhuman animals.
Metamemory Without Language
Within the science of metamemory, participants have typically reported their metamemory judgments verbally. But is language necessary for metamemory? And how did metamemory evolve? Did it coevolve with language, or is the ability linked to other prelinguistic cognitive abilities? These questions have led some to explore metamemory abilities in nonhuman animals. For the remainder of this chapter, we shall use the term "animals" to refer to nonhuman animals.
The most fundamental method of exerting control over one's internal representations is to decide which representations to acknowledge and which to ignore. One example of this kind of cognitive control is directed forgetting, in which an individual selectively chooses not to remember something. There is good evidence that animals engage in directed forgetting in order to reallocate memory to more important information. Roper, Kaiser, and Zentall (1995) presented pigeons with a delayed match-to-sample task in which a sample stimulus was presented, followed by a cue that indicated whether or not they would be tested on the sample color. If a "remember" cue was presented, after a delay the animal was shown the sample stimulus and a distractor stimulus. Correct responses produced a reward. If a "forget" cue was presented, the animal was not tested on the sample; instead, there was an unrelated discrimination task after the delay.
Understanding metacognition in the animal mind is of theoretical interest for a number of reasons. First, if an animal can make metamemory judgments, we can conclude that metamemory does not require language. Second, examining a nonverbal species allows for a relatively pure assay of metamemory mechanisms, without concurrent contamination by an interior monologue (at least the type of monologue that can exist in humans). Finally, discovering the mental capacities in animals can help unravel the development of human behaviors and abilities.
Occasionally, however, there was a "pop quiz," which tested the pigeons' memories for the "to-have-been-forgotten" sample. On these pop quiz trials, the
pigeons' memories for the sample were much worse than on the standard "remember" trials, indicating that they had abandoned the memory when they were presented with the "forget" cue but not after the "remember" cue. Similar evidence of directed forgetting in animals has been reported in studies that used a variety of other task manipulations (e.g., Roper, Chaponis, & Blaisdell, 2005; Zentall, Roper, & Sherburne, 1995). These data illustrate that even animals can actively control their memory processes. More generally, these animals appear to possess an ability to manipulate their own mental states. The question then becomes: Do the animals know it?
A task that involves making judgments about stimuli that are currently being presented may qualify as metacognition, but it does not involve making a judgment about one's internal memory state. Hampton's (2001) prospective task directly investigated metamemory. Monkeys were shown sample pictures; after a delay, they saw the sample picture again, along with distractor pictures. The subjects' task was to select the sample. However, after seeing the sample and prior to receiving the test, the monkeys could sometimes opt out of taking the test. On mandatory trials, they had to take the test. The monkeys were more accurate on self-selected test trials than on mandatory trials, suggesting that the monkeys opted out when they knew they did not know the answer. Crucially, they did so when no external stimuli were available as cues at the time of their decision (see also Smith & Washburn, 2005, for metamemory performance using the escape procedure).
How might one test metamemory in a nonverbal species? One approach has been to ask animals to perform a task in which they choose between two stimuli (such as a square densely populated with dots compared to a sparsely populated square) and are given a third option: to skip or "escape" the trial and move on to another trial. These tasks have shown that Rhesus macaque monkeys and other animals tend to escape on particularly difficult trials (see Smith & Washburn, 2005), such as when the target stimuli are not easily distinguishable due to having similar dot densities. This suggests that animals might know that they "do not know."
Another approach has been to ask animals to make retrospective judgments after they take a memory test. In one such task, monkeys performed a memory task and were then asked to "bet" on the accuracy of their memories (Kornell, Son, & Terrace, 2007). They first studied six images that were presented sequentially on a touch-sensitive computer screen. After viewing these images, one of the six images was presented along with eight distractors and the task was to touch the picture that had already been seen in the initial exposure sequence. Once a monkey had touched his choice, he placed a bet. Betting high risk meant that he would earn three tokens if his recognition response had been right, but lose three tokens if it had been wrong. Betting low risk meant that he would earn one token, regardless of accuracy. Tokens were accumulated at the bottom of the screen and could be exchanged for food pellets when a criterion was reached.
The monkeys in this task acted metacognitively; that is, they tended to choose high risk after correct responses and low risk after incorrect responses. Moreover, they did so within the first few trials of transferring to this task. (The monkeys had previously been trained to respond metacognitively in other, perceptual, tasks; see Son & Kornell, 2005.) It seems, then, that they had learned a broad metacognitive
skill that could generalize to new circumstances. They appear to have represented two internal responses: a recognition response and a confidence judgment. These data do not necessarily imply that the monkeys had conscious awareness of their confidence in their memories. But they do imply that the animals could monitor their confidence in their own memories (for recent reviews of animal metacognition research, see Kornell, 2009; Smith, 2009; Terrace & Son, 2009).
Consciousness and Metacognition
Does metacognition—and metamemory in particular—require consciousness and/or self-awareness? Historically, metacognition has often been interpreted as a conscious introspection into the mind linked to language and to self-reflection. As Aristotle said, "Remembering, as we have conceived it, essentially implies consciousness of itself" (350 BC). Clearly, some metamemory judgments are conscious—for example, one can be irritatingly aware of feeling that a lost answer is "on the tip of my tongue"—but do all metamemory states require consciousness? If so, the fact that nonverbal animals exhibit accurate metamemory has important implications.
Remember however, that Kornell and colleagues' (2007) metamemory task required monkeys to bet on their responses. Recently, Persaud, McLeod, and Cowey (2007) have argued that the ability to make appropriate wagers after completing a task is an objective measure of conscious awareness. They used three tasks that generally do not involve conscious awareness: blindsight, artificial grammar learning, and the Iowa gambling task. Their participants performed the tasks well, but they could not make appropriate post-task wagers; that is, they rarely bet more after correct responses than they did after errors. Once the conditions were changed to elicit conscious decision making, participants made appropriate wagers. The authors conclude: "This double dissociation suggests that placing a wager is a special sort of decision, one that is closely related to being aware" (p. 260).
The simple answer appears to be no. Even humans are not always conscious of their metacognitive judgments. In one study, participants were presented with questions and were asked to judge as quickly as possible whether they knew the answer. In another condition, participants had to retrieve the answer. The data demonstrated that people were able to make the judgments—which were accurate—prior to having retrieved the answer and thus too quickly to have made a conscious assessment of its accuracy (Reder & Schunn, 1996). We have argued that these findings, in addition to the monkey data, suggest that some metacognitive processes do not require consciousness (e.g., Son & Kornell, 2005).
As described previously, Kornell et al. (2007) found evidence that monkeys could make accurate wagers about their memories. Does that mean that monkeys have conscious awareness? A monkey's experience is clearly very different from a human's, in part because it is not linguistic. Consciousness is a kind of continuum: Humans have extremely flexible, creative conscious experiences, including the ability to reexperience past events and imagine future events. However, monkeys, though they may be aware of their surroundings and the recent past, seem to be stuck in the moment.
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Proving anything about another being's experience—even another human— is not possible. In the absence of proof, what is needed is converging evidence of awareness in animals. For example, a hemianopic monkey (i.e., a monkey with blindsight) that can discriminate between stimuli presented in an area of its visual field will, nonetheless, fail to report seeing a stimulus presented in that area in a signal detection task, as though it lacks awareness of what it sees in that area (Cowey & Stoerig, 1995). At this stage, it seems clear that moneys have metacognitive abilities. Evidence is accumulating that monkeys have their own sort of awareness; it is not a sure thing, but it may be worth a wager.
Heuristics Versus Analytical Processes
All metamemory is not created equal (Kornell, 2009). For instance, a "tip of the tongue" experience is clearly conscious. The ability to decline to answer a question because of a lack of confidence, though, does not appear to require self-awareness. Moreover, the mechanisms underlying various metamemory processes may differ. Some judgments may be based on a very fast assessment of how familiar one is with the cue or question (Metcalfe & Schwartz, 1993). Other judgments may be based on a slower, but more direct, retrieval of the target from memory (Koriat & Levy-Sadot, 2001). Imagine, for instance, that you had practiced the problem 27 + 41 repeatedly. If you are then presented with the problem 27 × 41, you may judge (too quickly) that you know the answer and, as a result, choose not to calculate but rather to retrieve the answer from memory. Unfortunately, having based your judgment on only the rapid familiarity of the numbers and not the operation and having limited your time, the likelihood of solving the problem accurately is close to nil (Reder & Ritter, 1992).
In humans, at least, there are effortful metacognitive processes that are slower, perhaps more likely to involve language, and more likely to become conscious. That is, humans have the luxury of mulling over thoughts and judgments, even after having made numerous quick (and maybe less than accurate) judgments. Furthermore, how much humans mull over their own thoughts can vary from very little interpretation to extensive interpretation (see Petty & Brinol, 2009). And it is this deeper type of metacognition that may give rise to an understanding of the self and of others.
It appears that some metacognitive processes require effort. Others are based on heuristic processes (e.g., based on familiarity), and these processes allow humans and other animals to make metacognitive judgments (such as "I know" or "I don't know") quickly and automatically. One negative result of this could be that experts, in situations within their own area of expertise, display a larger degree of overconfidence (or the belief that they know more than they actually do) than do novices. After all, experts are bound to be more familiar with the context (e.g. Oskamp, 1965; Son & Kornell, 2010).
Self-Awareness and Other-Awareness
Like many other primates, humans are an intensely social species. We spend much of our time, effort, and resources on fostering and manipulating social relationships
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with kin and others. Successfully creating alliances is crucial for our well-being and survival. Theory of mind, or an awareness of another's mind, is a key ability because it allows us to predict what others will do, how they will react to what we do, and how we can manipulate them.
One way to approach this question is to examine the relationship between selfawareness and other-awareness in animals. In 1970, Gallup challenged the notion that animals lacked self-awareness by publishing his classic studies on mirror selfrecognition. In the study, when preadolescent chimpanzees encountered a mirror for the first time, they made social gestures to the image they saw. After a few days of experience with the mirror, however, such other-directed responses began to wane. At the same time, self-directed responses began to increase. After being marked with a red, odorless dye while unconscious, the chimpanzees touched the marked area on their own bodies (rather than on the mirror) a significant number of times, suggesting that they understood the reflection to be themselves. Remarkably, when Gallup followed up on his original study using chimpanzees raised in isolation, none showed signs of mirror self-recognition (Gallup, McClure, Hill, & Bundy, 1971). One interpretation is that because chimpanzees have had experience with others, they were able to view themselves as another might view them.
Psychologists have long debated whether self-awareness or other-awareness comes first. In his comprehensive review, Carruthers (2008) summarizes four different possibilities for the emergence of self- and other-awareness. As a first possibility, he proposes that the two skills—dubbed metacognition and mind reading—are independent. In the second, he proposes that they come from the same fundamental faculty. In the third, he provides evidence for self-awareness being a necessity for other-awareness, and in the fourth model, vice versa. While there are mixed conclusions, we examine a fundamental question raised by Carruthers's review: Could metacognition have evolved to allow for an awareness of others?
The view that other-awareness comes before self-awareness is not a recent one. In 1912, Cooley wrote that the concept of the self was dependent on social interaction. Mead (1934) also proposed that a self-concept is formed as one experiences how others view oneself.
Not all social animals have been able to pass the mirror self-recognition test. While great apes (Gallup, 1970), elephants (Plotnik, de Waal, & Reiss, 2006), dolphins (Reiss & Marino, 2001), and pigs (Broom, Sena, & Moynihan, 2009) have passed, monkeys (who were able to express metamemory) have failed (see Roma et al., 2007). This supports the theory that metamemory—at least the kind that monkeys possess—does not depend on being self-aware. Rather, the ability to express certainty and uncertainty allows monkeys to be cautious and perceptive in an uncertain world. In other words, monkeys may not be self-aware, but they may still have metamemory abilities.
Ultimate Metacognition: Knowledge of Others
Even animals that are not considered to be self-aware can be spectacularly good at responding to the behaviors of others. The ability to know the contents of another's mind may be the most sophisticated level of metacognitive skill—and also
among the most useful for a social animal. Take, for instance, the complex acts of deception, cheating, and stealing. Researchers have suggested that these malicious behaviors were the evolutionary catalyst for metacognitive processes, especially within the social domain (Cosmides & Tooby, 1994). The data from social reasoning studies of nonhuman primates seem to support this view.
A related study by Flombaum and Santos (2005) further supported these findings by showing that rhesus monkeys selectively steal food from humans who cannot see them stealing. Thus, although monkeys and apes are notoriously bad at inferring mental states from eye gaze during traditional theory-of-mind tasks (cf. Povinelli & Eddy, 1996), they succeed at using eye gaze to predict another animal's behavior in a competitive task. In short, deception, cheating, and stealing are three competitive behaviors that seem to play a privileged role in metacognitive reasoning within the social domain.
A study by Hare, Call, Agnetta, and Tomasello (2000) showed that subordinate chimpanzees follow the gaze of dominant chimpanzees in order to decide whether or not to raid a food cache that is equidistant between them. In the study, animals were held in enclosures on opposite sides of a large room. Caches of fruit were placed in the middle of the room either in plain view of both animals or in view of only one of the animals (due to the clever placement of a visual barrier). The important finding was that subordinate chimpanzees would not approach the food cache when the dominant chimp had seen it. But, when the dominant chimpanzee had not seen the food cache, subordinate animals readily approached the cache.
Though less frequently observed than competitive behaviors in animals, the three altruistic behaviors of helping, informing, and sharing have recently been studied in chimpanzees and in human children (Warneken & Tomasello, 2009). These studies have revealed important similarities in the cooperative acts of these groups. For example, when children and chimpanzees observe a human companion drop a pen or a sponge, they will rush to retrieve it for the companion, even in the absence of any reinforcement or feedback (Warneken & Tomasello, 2006). Thus, both children and chimpanzees understand the immediate intention of their human companion to maintain possession of an object, and both groups are motivated to participate in that goal.
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But there are important differences in the altruistic behaviors of children and chimpanzees. Sharing and informing are two behaviors in which human children engage much more frequently than other primates. From 12 months of age, when they know the location of an object lost by an adult, children will actively lead the adult to that object (Liszkowski, Carpenter, & Tomasello, 2006). Brownell, Svetlova, and Nichols (2009) showed that 25-month-olds who are given a choice between delivering food only to themselves or to themselves and a companion will choose to share. In contrast, chimpanzees tested in a comparable paradigm do not exhibit the same sharing instinct and instead choose randomly between the selfish and sharing options (which give them the same payoff). These findings indicate that chimpanzees have a deep lack of familiarity with or faith in a system of cooperation. In fact, some have argued that even the cooperative and altruistic behaviors in which chimpanzees do engage, such as proximal helping, have selfish origins (see Warnecken & Tomasello, 2009).
Studies that permit chimpanzees to behave cooperatively or altruistically toward kin or other conspecifics have yielded slightly more evidence for altruism in chimpanzees (see de Waal, 2008, for a review). These studies suggest that the natural behaviors of chimpanzees might include more unselfish acts and emotions, such as empathy, than can be observed in artificial experiments with human agents. However, regardless of the testing modality, the extent to which apes engage in spontaneous altruistic and cooperative acts differs from that observed in human behavior. And, importantly, nonhuman primates interact competitively more than they interact cooperatively (Muller & Mitani, 2005). However, some of the differences between humans and nonhuman primates might be linked to the uniquely human ability to communicate large amounts of information efficiently (Warnecken & Tomasello, 2009).
One possibility is that metacognition emerged earliest within the competitive social domain because the information within that domain had more "meaningful" content and better organization (and was more easily afforded metacognitive assessments). Social relations, kin relations, mating, and dominance are considered the central focus of a primate's existence. Overall, many more competitive exchanges have been reported in observations of ape and monkey social interactions than cooperative exchanges. Thus, based on sheer frequency, nonhuman primates would be expected to have more detailed (and therefore more "meaningful") representations of competition than of altruism or cooperation.
The explanation of why nonhuman primates do not engage in a level of cooperative and altruistic behavior that is comparable to their competitive abilities is an open pursuit. Different social interactions could rely on qualitatively different metacognitive mechanisms (Warnecken & Tomasello, 2009). Alternatively, quantitative differences in the amount or kind of information that serves as the input to metacognitive reasoning could be a crucial factor. Informing, for example, requires the representation of the goal states of others, whereas stealing only requires that another's gaze be tracked. Thus, there may be broad differences in "difficulty" between the metacognitive inferences required by competitive and cooperative acts. Such differences could contribute to asymmetries in the forms of nonhuman primate metacognition.
Whether competitive social behaviors were the catalyst for the evolution of metacognition is a matter of speculation because it is impossible to reconstruct our evolutionary history. Social information may have played a role in the emergence of metacognition because it emerged earliest as a sufficiently rich knowledge system, or metacognitive processes might have emerged independently within social and nonsocial domains (rather than emerging from a single core process). In that regard, evidence from studies of the development of social and nonsocial forms of metacognition in human children might better reveal the relations among varieties of metacognitive reasoning.
Self-Awareness and Other-Awareness in Children
What can we learn from the development of a self-awareness and theory of mind in young children? An early and ongoing line of inquiry has been directed toward
the development of children's metamemory abilities, or the understanding of one's own memory processes and its contents (e.g., Brown, 1987; Finn & Metcalfe, 2010; Metcalfe & Kornell, 2003). Data have shown that, compared to adults, children make relatively poor use of their judgments (e.g., Bisanz, Vesonder, & Voss, 1978), particularly because young children often have an unrealistic self-concept about the capacity of their memories. For example, a study by Kreutzer, Leonard, and Flavell (1975) found that kindergarteners were convinced that they always remembered well, with 30% of the children convinced that they never forgot anything. (In normal conversation, however, many children in kindergarten or younger can accurately report that they forgot something.) Much research has shown that children are overconfident in their memories (e.g., Flavell, Friedrichs, & Hoyt, 1970) and remain overly optimistic even after experience and feedback on a similar task (Finn & Metcalfe, 2010).
Beyond age 4, children do seem to have a better grasp of the distinction between mental verbs (e.g., remembering versus forgetting; Johnson & Wellman, 1980; Kreutzer et al., 1975; Wellman, 1985), but research suggests that they are still developing a clear understanding of their mental worlds. For example, Flavell, Green, and Flavell (2000) tested 5-year-olds, 8-year-olds, and adults on tasks designed to investigate their ability to introspect. The 5-year-old children showed some ability to report their introspections, but in comparison to the older children and the adults, their reports reflected that they were less aware of their thoughts. Indeed, the 5-year-olds often denied having had thoughts at all.
In parallel, research on metacognition has focused on how and when children begin to understand the mental world. This area of research dates back to the work of Piaget and Vygotsky and targets the development of theory of mind. Children's understanding of mental concepts, like thinking, understanding, and belief, has been a focus of theory-of-mind research (Wellman & Estes, 1986). By around 2.5–3 years of age, children begin to use the words "think" and "remember" (Limber, 1973; Shatz, Wellman, & Silber, 1983), suggesting a nascent awareness of their mental world. However, theory of mind continues to coalesce throughout childhood. For example, Wellman and Johnson (1979) showed that 3-year-olds were not able to distinguish between remembering and forgetting, but that children were usually able to make this distinction by the age of 4.
It would be hard to overstate the importance of understanding one's own mental states. But the ability to understand and respond to the mental states of others is equally important (Jost, Kruglanski, & Nelson, 1998). It is crucial in allowing people to create the rich social and interpersonal relationships that help to define the Homo sapiens, or Homo psychologicus as characterized by Humphrey (1984). Some have postulated that how we think about thinking itself should also be considered within the context of our assessments about the mental states of others (Nelson, Kruglanski, & Jost, 1998; Perner, 1991). Thus, as noted in the context of animal research, self-awareness and other-awareness seem to be strongly connected.
The relationship between self-awareness and other-awareness is complicated by a rapid development in language and complex behaviors in children between the ages of 3 and 5. Some behaviors, while seemingly correlated with theory of mind, may simply be conditioned responses. Thus, it is important to distinguish between
theory of mind and "theory of behavior." If I am able to predict that you will give me a candy bar if I give you a dollar, does that imply theory of mind? Or does it just mean that I've learned from experience that my behavior leads to yours? Clearly, if you are a vending machine, I do not need (nor should I use) theory of mind to predict your behavior. Yet it can be difficult to distinguish between theory of mind and theory of behavior in another actor. This difficulty has led many researchers to employ false-belief tasks in which a theory of behavior would lead to one prediction, but a theory of mind would lead to the opposite.
False-belief tasks assess a person's understanding that others can have beliefs that are different from one's own or distinct from reality. In one of the classic tasks testing false belief—often called the Sally–Anne task (Wimmer & Perner, 1983)—a child is shown a doll named Sally and a doll named Anne. Sally puts her marble in a basket and then leaves the room. After Sally leaves, Anne moves the marble from Sally's basket into her own box. Then Sally returns to the room. The children are asked where they think Sally will look for her marble. The question can only be answered correctly if the children understand that Sally believes something different from what the child knows to be true. The literature on false-belief tasks suggests that children younger than 3.5 years are not able to represent others' beliefs appropriately (Wellman, Cross, & Watson, 2001). The ability to make the correct assessment about what the other person will believe is thought to be in place around 4 years of age (Wellman, 1993). In a sense, such tasks put selfawareness and other-awareness in conflict with each other.
By adulthood, most people interpret others' behavior in mentalistic terms effortlessly (Baron-Cohen, 1995). Indeed, our inclination to think in terms of others' minds is so strong that we attribute beliefs and intentions to inanimate objects (Adolphs, 1999; Heider & Simmel, 1944). Our ability to "read minds" helps us make predictions about others' behaviors and helps us to understand why they do what they do. It also helps us to avoid being deceived and to deceive others (Byrne & Whiten, 1988). In essence, theory of mind allows us to be more certain about our unfolding social world.
What if an adult did not have the ability to read other mental states? This is the case for the subset of individuals with autism, who are not able to ascribe minds to others in a usual manner. Researchers like Gopnik (1993) discussed how frightening they imagine such "mindblindness" to be. Gopnik writes:
This is what it's like to sit round the dinner table.…Around me bags of skin are draped over chairs, and stuffed into pieces of cloth, they shift and protrude in unexpected ways…Imagine that the noisy skin bags suddenly moved toward you and their noises grew loud and you had no idea why, no way of explaining them or predicting what they would do next. (quoted in BaronCohen, 1995, p. 5)
Children with autism are much less likely to pass false-belief tasks than typically developing children or even children with Down syndrome (e.g., BaronCohen, Leslie, & Frith, 1985; Leslie & Frith, 1988). They are also less likely to engage in spontaneous pretend play (Lewis & Boucher, 1988) and to predict what
kinds of emotions someone might have given their beliefs (Baron-Cohen, 1995). Thus, lacking an awareness of others can often reduce an individual's ability to participate in society.
There are two main competing theories regarding the development of theory of mind. The modular class of theories proposes that there is a special, innate structure implicated in theory of mind (see, for example, Baron-Cohen, 1995; Leslie, 1991, 1994). Developmental differences in theory-of-mind tasks arise because the brain structures involved in theory-of-mind judgments are still maturing. The second class of theory proposes a general mechanism that supports, but is not specifically designed for, theory of mind. Perner and colleagues (e.g., Perner & Lang, 1999) have argued that theory-of-mind abilities are tied to the development of executive control, including the inhibition of irrelevant thoughts. Research in support of this theory has shown that there is a positive correlation between executive control— which is implicated in much metacognitive function—and performance on a theory-of-mind task (for a review, see Moses, Carlson, & Sabbagh, 2005). Underlying both theories is a deep connection between self-awareness and other-awareness.
The Role of Language and Society
Metamemory is often inaccurate (Dunlosky & Bjork, 2008). Overconfidence, or not knowing that you do not know, is among the most common human biases (Son & Kornell, 2010). We began the chapter by likening metacognition to a distorted mirror that provides a somewhat distorted picture of one's mind. One way to support metacognition is to improve how accurately it reflects actual memory. Do language abilities support metacognition? Studies have shown that when people are trained to use verbalization strategies (e.g., Beurhing & Kee, 1987) or to be more aware of their own thinking (Moreno & Saldana, 2005), overall metamemory accuracy and performance improve. Thus, perhaps human metamemory is more sophisticated when it is entwined with language and self-awareness.
We have suggested that no single mechanism underlies all types of metamemory. For humans, the metamemory process is often entwined with language. Animal metamemory clearly develops independently of language. It is important to keep in mind that, at the end of the day, decision making is the reason metacognition is important. Animals, as well as humans, make decisions all the time, and most decisions are made without language. While humans can take advantage of the benefits that language offers, we should not diminish the need for a fundamental metamemory ability to assess what we do and do not know. Indeed, data have shown that monkeys, like humans, are more likely to seek information particularly when they lack information (Kornell et al., 2007). Thus, even the most primitive type of metamemory plays a role in affecting subsequent decisions.
Conclusion
Human metacognition develops gradually. The data, ranging from nonhuman animals to children to individuals with autism, have shown that an awareness of our own thoughts can stem from the awareness of others in the world and their actions.
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Similarly, by knowing what we know and what we do not know, we can learn to understand the uncertainties of others.
To thrive in an intensely social world requires humans (and perhaps other animals) to know themselves and to find ways to know the secret thoughts of others. Metamemory, in the form of certainty monitoring, helps us to distinguish accurate memories from false ones, which allows us to be truthful. Theory of mind helps us to deceive, cheat, and manipulate, as well as to communicate, cooperate, share, and empathize.
Animals appear to make decisions based on a rudimentary type of metamemory. Humans seem to share this level of metamemory, but human metacognition has evolved beyond the simple metamemory abilities of animals. On the whole, humans seem to possess at least three levels of metacognition: automatic metamemory, self-awareness, and other-awareness. Each of these levels may have different, if overlapping, underlying mechanisms. And perhaps timing could be used as a proxy for various levels: A fast/familiar response could indicate an automatic metacognition that does not require conscious thought; a slower and deliberate response would indicate that consciousness—either of oneself or another—was present. While the levels may differ mechanistically, they are equal in importance for the individual.
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Thibault MAJCHRZAK, Première S/Euro
Poland was a great experience ! It's different from France but it's a great country. When we were there, in late September, the weather was warmer than in the north of France. However, it was already dark at 7 pm. The food is different too, there are specialities, such as pierogi, pierniki, kluski na parze, they were all very good !
The people are friendly, my host family was very nice, we talked about France, Poland, our families and relatives.
We got on very well with the Greek, Spanish, Italian and Polish students from the Comenius project. We talked a lot !
The visits were interesting. Yet the guided tours in English were sometimes a challenge. We discovered a country with a different architecture and admired the colourful blocks of flats. There were lots of green spaces with flowers.
Lubin is a pleasant city, with little pollution thanks to the green spaces, I was impressed by the large brand-new shopping mall, and the stadium. The city of Lubin has a very good football team. When were in Lubin, there was an important Lubin v. Warsaw match. It was a draw: 2/2.
The School is very large. In the morning they start later than we, and in the afternoon they knock off earlier.
With this trip to Poland, and thanks to the European Comenius project, I was able to know a little more about the country of my ancestors. And to speak with teenagers of other European countries. We were able to share our tastes, favourite music, opinions on Poland and the other countries.
I'll miss Poland, that's why we plan to see if it is possible for me to go to Poland again, and for my Polish host-family to come and visit us in France again.
Pierre-Marie APPOURCHAUX, Première ES/Euro
26 September :
Around noon, we took a minibus from Lillers to Charleroi Airport Belgium). After checking in, the seven of us flew to Wroclaw. The flight was quite short : one hour and a half ! When we arrived in Poland, one of the Polish students was there to welcome us at the airport and we took a minibus again to Lubin. Everyone of us met their host-families. So I met Kamil who had visited our Lycée Anatole France in Lillers last February for the previous Comenius meeting.
27 September.
Kamil took me to his school, and met all the other Comenius partners, students and teachers, in a large assembly hall. All the participants introduced themselves, and showed to the others the activities they had prepared. After the working session, we visited the school. Kamill took me to a kantor to change my euros into zlotys and we went home.
28 September.
In the morning, we visited a Christmas bauble factory. They said it was the largest in the world. They make beautiful things ! Then we visited a former Nazi concentration camp , we saw a film and walked around the site. In the afternoon Kamil suggested we played a football match with his friends.
29 September;
A daytrip to the Regional Capital – Wroclaw ! The Polish teachers took us to a Museum where we could see a huge historical panoramic painting on an important battle in the history of the country.
Then we went for a guided tour of the city centre. We saw plenty of beautiful buildings and monuments.
30 September.
After waking, I had to say goodbye family, then went to the school to say goodbye to the Polish students and started for Wroclaw Airport. We had a safe journey back to France.
That was a really good stay in Poland, THANKS A LOT !
Thomas BAYART
My trip to Poland was terrific, not only because I discovered a new country, and a new way of life, but because I met a lot of nice people coming from other Eruopean countries.
We enjoyed very great moment thanks to our Polish hosts.
I can only say that Polish culture is really interesting and should be known by everybody.
Marine SIX
I went to Poland from September 26 th to September 30 th . We flew from Charleroi Airport in Belgium. I was the only girl student in the group but it was not a problem because the three boys were good friends of mine.
I felt a bit nervous when arriving in Poland at 7 pm, but also excited at the prospect of seeing our Polish friends again, so I felt very happy when I saw them.
I was put up at Lukasz's home, his family was very nice, though I didn't see a lot of them.
During the stay, I met a lot of fabulous people, Greek, Spanish, Italian and Polish people with whom I spent a lot of time, especially every night when we met in a pizzeria bar. We had a lot of fun there, ate very big pizzas – a Polish pizza is the equivalent of four French ones ! We could dance because there was some music, and spoke together in English.
I enjoyed the numerous visits during our trip, the largest Christmas factory in Europe, it was very interesting, we also visited a concentration camp – a very impressive and moving visit. During our stay, we also visited various churches, in different towns, two commercial centres, could see a huge painting (a panorama) representing a great event in Poland's history.
During the Comenius sessions, we could discover new very interesting songs, we also discovered Polish pastry, excellent ! and ate Polish traditional food.
We flew back on Sunday. I was happy to return home, but also I felt sad at leaving my Polish friends, whom I will perhaps never see again. For me this trip was a wonderful experience and I am very happy I went to Poland and met other European youngsters.
The experience enabled me to discover a lot of things about another country and other European people. I also found out that French students speak bad English compared to the students of the other European countries and it's too bad ! | <urn:uuid:ce62cc28-606e-4525-88ea-d26c2e6b7430> | CC-MAIN-2024-42 | http://3lyk-evosm.thess.sch.gr/wp-content/uploads/polognecommentaireseleves.pdf | 2024-10-14T03:17:43+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00166.warc.gz | 344,885 | 1,273 | eng_Latn | eng_Latn | 0.99946 | eng_Latn | 0.999467 | [
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Focused Compliance and Educational Quality Inspection Report
St Mary's School, Henley
January 2023
Contents
School's Details
1. Background Information
About the school
1.1 St Mary's School is an independent co-educational day school. The school was founded in 1926 in a residential area of Henley-on-Thames. In 2006, the school became part of the Cognita Schools group. Governance and oversight are provided by a team appointed by the proprietor, which is led by a general manager of the group, who acts as chair of governors. The current chair of governors has been in post since September 2022.
What the school seeks to do
1.2 The school aims to encourage a lifelong love of learning within a broad and balanced curriculum alongside extra-curricular opportunities. It seeks to nurture pupils' self-respect and consideration for others and enable them to become well-balanced and healthy individuals, preparing them for the next stage in their education.
About the pupils
1.3 Pupils come from a range of professional and business families, predominantly living in and around Henley-on-Thames. Standardised test data provided by the school indicate that the ability of the pupils is above the national average compared with pupils taking the same tests nationally. The school has identified 32 pupils as having special education needs and/or disabilities (SEND), including dyslexia and other conditions, 26 of whom receive additional specialist help. One pupil has an education, health and care (EHC) plan. English is an additional language (EAL) for 3 pupils, who receive additional support for their English. The school has identified 46 pupils as being the most able in the school's population; the curriculum is modified for them and they receive specialist subject teaching as well as extracurricular activities.
2. Regulatory Compliance Inspection
Preface
The Independent Schools Inspectorate (ISI) is approved by the Secretary of State to inspect schools which are, or whose heads are, in membership of the associations which form the Independent Schools Council (ISC) and report on the extent to which they meet the Independent School Standards ('the standards') in the Schedule to the Education (Independent School Standards) Regulations 2014. Inspections of schools with early years settings not requiring registration also report whether the school complies with key provisions of the Early Years Foundation Stage (EYFS) statutory framework, and for registered settings the full range of the Early Years Foundation Stage provisions is considered. Additionally, inspections report on the school's accessibility plan under Schedule 10 of the Equality Act 2010 and the ban on corporal punishment under section 548 of the Education Act 1996. Inspections also comment on the progress made to meet any compliance action points set out in the school's most recent statutory inspection.
ISI inspections are also carried out under the arrangements of the ISC Associations for the maintenance and improvement of the quality of their membership.
This is a FOCUSED COMPLIANCE INSPECTION which was combined with an inspection of EDUCATIONAL QUALITY. The FOCUSED COMPLIANCE inspection reports only on the school's compliance with the standards. The standards represent minimum requirements and judgements are given either as met or as not met. All schools are required to meet all the standards applicable to them. Where the minimum requirements are not met, this is clearly indicated in the relevant section of the report and the school is required to take the actions specified. In this focused compliance inspection, key standards have been inspected in detail. These are the standards on safeguarding; measures to guard against bullying; arrangements for pupils' health and safety; arrangements to check the suitability of staff; the provision of information; the handling of parents' complaints; and other related aspects of leadership and management. The remaining standards and requirements are deemed to continue to be met unless evidence to the contrary has been found.
Inspections do not include matters that are outside of the regulatory framework described above, such as: an exhaustive health and safety audit; compliance with data protection requirements; an in-depth examination of the structural condition of the school, its services or other physical features; contractual arrangements with parents; an investigation of the financial viability of the school or its accounting procedures.
Inspectors may be aware of individual safeguarding concerns, allegations and complaints as part of the inspection process. Such matters will not usually be referred to specifically in published reports in this document but will have been considered by the team in reaching its judgements.
Links to the standards and requirements can be found here: The Education (Independent School Standards) Regulations 2014, Early Years Foundation Stage Statutory Framework.
Key findings
2.1 The school meets the standards in the schedule to the Education (Independent School Standards) Regulations 2014, and relevant requirements of the statutory framework for the Early Years Foundation Stage, and associated requirements, and no further action is required as a result of this inspection.
PART 1 – Quality of education provided
2.2 The school's own framework for assessment confirms that teaching enables pupils to make good progress in the context of Part 1 paragraph 3(a).
2.3 The curriculum is documented, supported by appropriate plans and schemes of work for the pupils and covers the required breadth of material. The teaching enables pupils to make good progress, encompasses effective behaviour management and is supported by suitable resources. A suitable framework for the assessment of pupils' performance is in place.
2.4 Pupils receive relationships education. The school has consulted parents and published a written statement of its policy which has regard to the relevant statutory guidance.
2.5 The standards relating to the quality of education [paragraphs 1–4] are met.
PART 2 – Spiritual, moral, social and cultural development of pupils
2.6 Principles and values are actively promoted which facilitate the personal development of pupils as responsible, tolerant, law-abiding citizens.
2.7 The standard relating to spiritual, moral, social and cultural development [paragraph 5] is met.
PART 3 – Welfare, health and safety of pupils
2.8 Arrangements are made to safeguard and promote the welfare of pupils by means that pay due regard to current statutory guidance; good behaviour is promoted; bullying is prevented so far as reasonably practicable; health and safety requirements are met, including those relating to fire safety; provision is made for first aid. Pupils are properly supervised; admission and attendance registers are maintained, as required, and there is a strategic approach to risk assessment. A disability access plan is in place.
2.9 The standards relating to welfare, health and safety [paragraphs 6–16], the requirement of Schedule 10 of the Equality Act 2010, and the ban on corporal punishment under section 548 of the Education Act 1996 are met.
PART 4 – Suitability of staff, supply staff, and proprietors
2.10 The school makes appropriate checks to ensure the suitability of staff, supply staff and proprietors, and a register is kept as required.
2.11 The standards relating to the suitability of those in contact with pupils at the school [paragraphs 17–21] are met.
PART 5 – Premises of and accommodation at schools
2.12 Suitable toilet and changing facilities, and appropriate accommodation for pupils' medical and therapy needs are provided. The premises are maintained to a standard commensurate with health and safety;
acoustics and lighting are appropriate; water provision is adequate. Suitable outdoor space is provided for physical education and outdoor play.
2.13 The standards relating to the premises and accommodation [paragraphs 22–31] are met.
PART 6 – Provision of information
2.14 A range of information is published, provided or made available to parents, inspectors and the Department for Education. This includes details about the proprietor, the ethos of the school and the curriculum, and of the school's arrangements for admission, behaviour and exclusions, bullying, health and safety, first aid, details of the complaints procedure, and the number of complaints registered under the formal procedure during the preceding school year, and the provision for any with education, health and care plans or English as an additional language. It also includes particulars of the school's academic performance during the preceding school year, inspection reports and (for parents only) a report at least annually of their own child's progress. The safeguarding policy is posted on the school's website.
2.15 The standard relating to the provision of information [paragraph 32] is met.
PART 7 – Manner in which complaints are handled
2.16 Parental complaints, if any, are handled effectively through a three-stage process, (informal, formal and a hearing before a panel of three, one of whom is independent of the school). Each stage has clear time scales, and at the third stage the panel can make findings and recommendations which are communicated to the complainant. Records are kept appropriately, including of any action taken, whether or not a complaint is successful.
2.17 The standard relating to the handling of complaints [paragraph 33] is met.
PART 8 – Quality of leadership in and management of schools
2.18 The proprietor ensures that the leadership and management demonstrate good skills and knowledge, and fulfil their responsibilities effectively, so that the other standards are consistently met, and they actively promote the well-being of the pupils.
2.19 The standard relating to leadership and management of the school [paragraph 34] is met.
3. Educational Quality Inspection
Preface
The EDUCATIONAL QUALITY inspection reports on the quality of the school's work. It focuses on the two key outcomes:
- The achievement of the pupils, including their academic development, and
- The personal development of the pupils.
The headline judgements apply one of the ISI descriptors 'excellent', 'good', 'sound' or 'unsatisfactory'.
Where necessary, National Curriculum nomenclature is used to refer to year groups in the school.
Key findings
3.1 The quality of the pupils' academic and other achievements is excellent.
- Pupils develop excellent levels of competence in information and communication technology (ICT), using this to great effect across the curriculum to enhance their learning.
- Pupils are outstanding communicators. They are attentive listeners and highly articulate. Their reading and writing skills are of a high standard.
- Pupils' numeracy skills are a great strength; their enjoyment for this subject is wholly apparent.
- Pupils' gains in attainment over time are excellent.
3.2 The quality of the pupils' personal development is excellent.
- Pupils respect for diversity is well-developed; they embrace others' individuality and are proud of what makes each of them unique.
-
Pupils across the school are extremely socially aware.
- Pupils are well-balanced, confident individuals.
- Pupils are proactive in contributing to the lives of others within their school and the wider community.
Recommendation
3.3 The school is advised to make the following improvement.
- Enhance pupils' decision-making skills by enabling them to exercise more choice in how they record their learning.
The quality of the pupils' academic and other achievements
3.4 The quality of the pupils' academic and other achievements is excellent.
3.5 Pupils develop excellent levels of competence in ICT. From the Early Years Foundation Stage (EYFS) onwards, they demonstrate a growing confidence when using ICT to enhance learning across the curriculum as well as in discrete computer lessons. This was evident in their workbooks which recorded Reception children's proficient use of digital devices and applications (apps) to scan a quick response (QR) code as well as their clever programming of floor robots to follow commands. Younger pupils skilfully composed tunes digitally and demonstrated their ICT expertise when using apps to support their learning, for instance when independently extending their knowledge of number bonds.
Older pupils create high-quality computer-generated presentations on topics such as endangered species. The school's leaders have ensured pupils can develop digital skills so well because they have invested purposefully in computer technology. This includes the provision of tablets for all pupils in the EYFS and Years 1 and 2, and a laptop for every pupil in Years 3 to 6. They have also ensured teaching supports pupils' digital skill development.
3.6 Pupils are outstanding communicators. They are attentive listeners and highly articulate. From the earliest age they are typically eager to share their thoughts and ideas. Children in the EYFS concisely explained what tornadoes are. Year 3 pupils made thoughtful contributions during a discussion where they planned what would happen next in their science fiction stories. Pupils in Year 5 succinctly outlined their opinions in a letter writing activity to either oppose or support the building of a new stadium. Pupils' reading skills are well developed. In the EYFS children read menus in the role play restaurant. Year 4 pupils quickly immersed themselves in their books during independent reading time. Pupils who require additional support with their communication skills make considerable progress. They benefit hugely from the support they receive from specialists, including valuable sessions before school, where pupils work on laptops to help improve their skills in reading and spelling. Pupils display great pride and enjoyment in their written work. Year 6 pupils were delighted to show inspectors their highly creative poetry and stories.
3.7 Pupils' numeracy skills are extremely well developed. Pupils demonstrate an excellent understanding of numerical concepts and apply them confidently across the different areas of learning. Reception children counted ball throws with ease in a physical education lesson. Year 3 pupils ably calculated the mass of permeable rocks in grams. In mathematics lessons, pupils in Year 2 competently applied times tables skills to add in 2s, 5s or 10s to make different amounts. Pupils in Years 6 relished the challenge of solving algebraic equations and explained how their mathematical skills help them solve problems when using educationally based computer games. Pupils' confidence and interest in mathematics is extended in Years 5 and 6 when they enter national competitions designed for senior school pupils, with great success. Pupils' mathematical skills across the age range are a real strength, helped by the challenging activities that enthuse and stretch their learning.
3.8
Pupils' gains in attainment over time are excellent. Evidence from external and nationally standardised tests, as well as the schools' own assessment data, show how attainment is above national age-related expectations in all subjects. The individual attention paid to all pupils helps ensure they achieve their very best. Most children in the EYFS meet the expected levels of development. Pupils with SEND and pupils with EAL make good progress because they are well supported by their class teachers as well as specialists. More able pupils are challenged by being provided with more complex work in class and encouragement to develop their skills in areas that interest them. Pupils consistently receive offers from their first-choice schools, with several gaining scholarships and awards, academically and for sport and arts.
3.9 Pupils exhibit excellent knowledge, understanding and skills across all areas of learning, facilitated by teachers who endeavour to bring the curriculum to life, making learning fun and relevant. Children in the EYFS demonstrate an advanced awareness of facts as observed during their discussions with staff during their play. Those in Nursery explained what X-rays are for and knew the names of different construction vehicles. Pupils in Year 3 demonstrated excellent recall of facts linked to their topic on the Egyptians during a drama session where they acted out stories. They quickly got into character, embracing their roles fully. Year 4 pupils showed great ability when exploring textures in art, using the appropriate terms to describe their ideas. Pupils write assuredly whether that be in English or French, as seen in their workbooks. Pupils say they learn a lot in their lessons. In the questionnaire, all pupils responding agreed that teachers know their subjects well.
3.10 Pupils' highly enthusiastic approach to learning enables them to make excellent progress across the curriculum. As pupils grow older, they demonstrate increasing levels of independence and initiative. For example, older pupils started a coding group that has evolved into a highly popular club for those who are younger. Pupils exhibit an outstanding attitude to their studies and were enthusiastically
animated when explaining their learning. Nursery children freely shared and took turns. Pupils in Year 2 persevered unreservedly when trying to solve money problems in mathematics. Across the school, pupils work collaboratively, with commitment, and accept challenges undaunted. Older pupils reflected on how they felt the school has helped them develop confidence, work together and try new things.
3.11 Pupils demonstrate excellent study skills. They can analyse effectively, such as in science, when Year 6 pupils compared diets and calorie intake expertly, succinctly explaining their respective effects and outcomes. Pupils confidently draw their own conclusions and hypothesise from a young age. In the EYFS, children were able to recognise each other's emotions very well, while pupils in Year 1 used excellent deduction skills when trying to identify mystery objects from the past. Pupils draw on a range of sources, building on these skilfully. Year 2 pupils explained concisely how they use their reasoning skills to solve problems and persevere to reach conclusions. All parents who responded to the questionnaire agreed that the school equips their child with the team working, collaborative and research skills they need in later life.
3.12 Pupils enjoy great success in sport and in the performing and other arts. Teams frequently win matches in netball, football, rugby, hockey and cross country. Pupils have been finalists in national arts competitions, participate regularly in the national Young Voices Choir in London and compete successfully in a national mathematics challenge. Examination results in instrumental music are strong. Pupils succeed in these extra-curricular activities, developing their interests so well, because the school works diligently to fulfil its aim to nurture and celebrate their individual talents.
The quality of the pupils' personal development
3.13 The quality of the pupils' personal development is excellent.
3.14 Pupils are highly respectful of the diverse world in which they live, in line with the school's aims. This is a great strength of the school. Pupils enjoy learning about their own and others' cultures and understand the importance of appreciating backgrounds and traditions different to their own. Pupils were absolutely clear that everyone should be treated equally and that it is perfectly acceptable to be different; these sentiments were reiterated by pupils in a school display related to the pride movement. Pupils learn about and express the embedded school value of respect through a broad and rich personal, social and health education (PSHE) curriculum, assemblies, visiting speakers, as well as posters around the school celebrating neurodiversity. Pupils demonstrate a mature understanding of equality, reinforced through school leaders' decision to adopt a gender-neutral uniform, as well as encouraging mixed gender teams for sport where appropriate.
3.15 Pupils of all ages are strongly socially aware, engendered by the family ethos that permeates the school. Pupils help each other and work collaboratively in class and extra-curricular activities, such as when Nursery children worked together to build a giant marble run. In a Year 2 English lesson, pupils acted out a story as animal characters, demonstrating strong teamwork. Pupils are kind and generous in attitude, as seen when Year 3 and 4 pupils attending the after-school art club praised others' designs. Pupils from different year groups play happily together during break times.
3.16 Pupils are proactive in contributing to the lives of others within their school and the wider community. They play an active role in making their school a better place by working together to solve problems and presenting ideas through the school council which includes representatives from Year 1 to Year 6. Pupils explained how playground equipment was increased and lunches improved as a result of their suggestions. Pupils fund-raise and support many charities, both nationally and locally. They take the lead in charity fundraising, such as by organising a sunflower sale for Ukraine. Pupils embrace community initiatives for example by litter picking. Year 1 pupils visited a local care home to sing at Christmastime. EYFS children hugely benefit from having Year 6 buddies who have developed excellent relationships with them, acting as positive role models. Buddies were observed encouraging children to complete an obstacle course which meant they completed the activity successfully and
enjoyed it all the more. All pupils in Year 6 take on at least one role of responsibility, which cultivates their leadership skills at the same time as enhancing younger children's experiences. These include playground monitors, librarians and ambassadors.
3.17 In line with the school's aims, pupils display high levels of self-respect and are well-balanced, confident individuals. Children in the EYFS enter their classroom eagerly and take great delight in relating with their Year 6 buddies as they play. Pupils show resilience and a clear desire to keep trying when faced with challenges. In a Year 5 English lesson pupils demonstrated robust perseverance when formulating phrases and sentences using modal verbs, augmenting their initial ideas. Pupils know how to improve on their own learning, through their understanding and engagement with the school marking system. They are consistently self-disciplined, knowing and living the school values. They appreciate it is alright to make mistakes and explained that these help them learn. Pupils in Year 6 confirmed they feel well prepared for the next stage in their education. They value their meetings with the school's leaders which help them choose their senior school, as well as the opportunity to attend an exam club. All parents who responded to the questionnaire agreed that the school helps their child to be confident and independent.
3.18 Pupils are strongly aware of how to stay safe and the importance of adopting a healthy lifestyle. In the EYFS, children understand how to stay safe, such as by learning how firefighters help us in an emergency as a result of their trip to the local fire station. Pupils are highly aware of how to stay safe online and to whom they can turn for support, if necessary, as this is reinforced regularly within the PSHE and ICT curriculum. They fully understand that regular exercise keeps them fit and that eating a balanced diet is important for their physical and mental well-being. Year 3 and 4 pupils explained that in the back of their planners there is a food guide about what you should eat. Pupils make sensible choices at mealtimes, understanding it is important to include different food groups. They know the importance of telling a trusted adult should they have any concerns and said this is made easy for them because there are worry boxes and online messaging arrangements in place. The everyday presence of Year 6 peer supporters means that younger pupils can also speak to a trusted school friend with a role of responsibility. The peer supporters were observed taking their roles seriously, helping others where required. Pupils agree that the school listens to them caringly and helps them if they are sad. The school's care for pupils is enhanced by its provision of regular opportunities to share their views via questionnaires and online surveys. Pupils understanding of well-being is further strengthened through initiatives such as the annual 'Global Be Well Day'; this is an event created by the proprietor which provides opportunities for pupils in different schools to engage with one another through a range of well-being activities.
3.19 Pupils demonstrate an excellent sense of right from wrong, instilled by school's values that are embraced by all. Throughout the school, behaviour is of a high standard. Older pupils and staff act as excellent role models to those who are younger, and a family atmosphere pervades throughout the school. Pupils recognise how taking responsibility positively impacts on their learning. They organise themselves efficiently so that they are well-prepared for lessons. EYFS children understand the concept of sharing toys, and willingly do so. Pupils value the rewards they receive in recognition of their good behaviour, especially those given in the celebration assemblies. Whilst sanctions are used rarely, pupils understand why they are required and how any inappropriate behaviour may affect others adversely. In the questionnaire, all pupils agreed that the school expected them to behave well. Year 6 pupil leaders are excellent role models for the younger pupils and take on a variety of monitor roles with eagerness and dedication.
3.20 Pupils show a strong awareness of the non-material aspects of life. Pupils readily explain how they learn about different world religions and the positive impact this has on their ability to show respect and reflect. Pupils respond thoughtfully to music, reflecting on how it makes them feel, as was seen in Year 2 work linked to Gustav Holst's The Planets. Children in the EYFS shared how they respond to different emotions and the consequent effects on their bodies. Pupils in Year 6 were amazed by the beauty of a sheep's retina, which led to reflective poetry and excellent mixed media artwork. Pupils
demonstrate high levels of enjoyment in drama lessons linked to topic work. They talked enthusiastically about the preparations that are underway for their end of year performance. Younger pupils singing in assembly were clearly uplifted by the happy tunes and lyrics. This appreciation for the performing arts is due to the importance the school's leaders have placed on drama within the curriculum.
3.21 From an early age, pupils exhibit a very secure understanding of how the decisions they make have an impact on their own success and well-being, as well as on others. Older pupils greatly appreciate opportunities to make decisions in their learning, such as whether they would like to take part in a dissection during a science experiment. Pupils demonstrate proficiency in choosing alternative ways of recording their learning when provided with a suitable range of options. However, in some lessons the predominant method of recording what they have learned is on worksheets and this restricts their ability to make choices in this aspect of their schoolwork. Children in the EYFS capably choose the activities that interest them, such as painting outdoors on a large role of cling film or experimenting with binoculars in the role play bird hide. Pupils are clear regarding the importance of making the right choices, for example by opening doors for others. Pupils understand the positive impact that right decisions make. Their thoughtful responses to questions raised during the regular 'Big Question' assemblies, demonstrate how they are highly competent in discussing and reflecting on decisions and outcomes.
4. Inspection Evidence
4.1 The inspectors observed lessons, had discussions with pupils and examined samples of pupils' work. They held discussions with members of staff and with a group of governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended assemblies. Inspectors visited the facilities for the youngest pupils, together with the learning support and educational resource areas. Inspectors considered the responses of parents, staff and pupils to preinspection questionnaires. The inspectors examined curriculum and other documentation made available by the school.
Inspectors
Miss Jacqueline Scotney
Reporting inspector
Mrs Susan Bonell
Compliance team inspector (Former bursar, SofH school)
Mr Chris Wardle
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chaptER
3
Establish a spEnding plan and sEt asidE REsERvEs
Before approving a mortgage loan, lenders will review factors like the amount of money you have available for a down payment and your ability to repay the loan. But once your loan is approved, it's up to you to make sure that you'll have enough money set aside to cover closing costs and the expense of home maintenance.
The information in this chapter will show you how to track and review your actual spending, figure out reasonable spending/savings amounts and decide on how to best set up an emergency fund.
"More people should learn to tell their dollars where to go instead of asking them where they went."
-Roger W. Babson
Section 1: Reviewing Your Spending Habits
A great time to get your spending and savings habits in order is before you apply for a mortgage loan.
Why is it important to review my spending habits?
Have you ever been sure you lost a $20 bill…only to stop, add up all your purchases, and find that you spent every penny of it? Knowing how and where you spend can help you take control of and successfully manage your money. It can also help you develop the habit of planning and saving for the purchases you'll need to make as a homeowner.
As a homeowner, your spending and saving needs will vary from those of a renter. The process of closing, moving and settling into your new home will generate immediate costs, so you'll need to begin planning and saving far in advance of your actual home purchase. By learning to track your spending and making adjustments to increase your savings, you'll be in a better position to buy a home and to maintain a comfortable, financially sound lifestyle.
Creating a budget and fine-tuning it will help you:
* See where you may be wasting money.
* Increase monthly contributions to savings.
* Build a solid emergency fund.
How can I track my spending?
No tricks here, just write down everything you spend. To get a real picture of your spending, everyone in your family should track their expenses at the same time. You can keep track of your spending any way you like. For example:
* Start with an expense chart and fill in an explanation and amount each time you spend money.
* Record all purchases, and then transfer everything to a chart every few days.
* Use a computer program to help track expenses.
Whether you use cash, checks or credit cards, be sure to record all of your spending. To see where your money is going, you'll probably want to monitor your spending for a full month. Don't worry if you miss a day, as long as you don't get off track for too long. Try to avoid picking a month with a big holiday, planned vacation, or another large expense because it can affect your spending records.
What are the basic spending categories?
Everyone spends money differently. By identifying your spending categories, you'll be able to see how you can cut expenses. Here's a list of common expenses:
Housing and utilities
Food (groceries and restaurants)
Cars and transportation
Insurance
Clothing
Savings
Health and medical
Personal
Gifts
Education and personal development
Charitable contributions
Recreation and entertainment
Penalties and fees
Loans and debt payment
Taxes
Cigarettes and alcohol
Professional dues
Children's expenses (i.e. day care)
Cable/satellite/Internet
Phone and/or cell phone
What can I learn from tracking my spending?
* Chances are you'll be surprised. You may find you're spending more than you think on eating out, entertainment, clothes or other things.
* You'll discover how well you're funding your priorities. For example, if your goal is to purchase a house within the next year, you may be spending in other areas instead of applying the money toward saving a down payment.
* There's a difference between tracking and reviewing your spending. Detailed, short-term tracking of your expenses can give you the information you need to do a broad review of how you're spending your money.
How often should I review my spending habits?
You should review your spending on a monthly basis. Make sure you stay within targeted amounts for each category. Don't wait until the end of the month to add money to savings. Pay yourself first. By thinking of savings as a regular, fixed "expense," you will build a healthy emergency fund.
Maintaining a written budget becomes especially important under the following circumstances:
* You decide to transition from renting to buying a home.
* You need to make a major purchase.
* Your financial priorities change.
* You're looking for new ways to save.
* You set financial goals and you want to monitor your progress toward them.
By keeping organized records of your spending, you'll be able to review and compare past expenditures.
Summary
Tracking household spending can uncover areas where you can make budget cuts that can be transformed into savings.
* Reviewing your spending habits helps you control your money.
* Some of the basic spending categories for tracking expenses are housing, transportation, personal items, and debt payments.
Section 2: Preparing Your Spending Plan
The best way to plan and manage your finances is to establish a budget. It can put you in control of your money, help you meet your goals, and help you achieve financial wellness. The first step to creating a budget is to compare your monthly spending habits with your monthly income.
"To acquire wealth is difficult, to preserve it more difficult, but to spend it wisely most difficult of all."
-Edward Day
Why is a budget important?
A budget can shed light on and improve your finances in the following ways:
* Reveal your current financial condition by comparing your earnings to your expenses.
* Help you prepare for the new expenses of owning a home.
* Help to avoid overspending by identifying items that are costing too much.
* Break down your expenses into helpful categories.
* Help establish financial control and direction by showing where you can save.
* Help budget for emergencies or large anticipated needs.
* Help you achieve your goals.
A good budget can help you avoid the following potentially dangerous financial situations:
* Too much debt - more than you can pay off in one year.
* Lack of cash - a habit of using credit for small daily purchases.
* Emergencies - no available cash or credit to cover emergencies.
* Making minimum payments - little or no cash to pay down principal balances.
* Cash advances - a habit of using credit cards to pay other debts.
* Skipping payments - juggling bills and paying late
* Borrowing from friends and relatives - depending on loans to pay bills.
Steps in creating a budget:
Your first step is to list your net income (your take-home pay, or the money you have after taxes). This may include:
* Full/part-time job income.
* Pension or other retirement income.
* Child support or alimony income.
* Dividends or interest.
* Bonuses, commissions, or tips.
* Tax refunds.
* Welfare or other government entitlement programs.
It's easy to calculate your disposable income. Take a look at the following example.
Table 3-1: Calculating Disposable Income
*Note: Disposable income is defined as the money you have available for spending, saving, and investing.
The next step is listing your monthly expenses. There are two types of expenses: fixed and variable.
* Fixed expenses - Don't change each month. Examples of fixed expenses are your mortgage or rent payments, auto loans and insurance premiums.
* Variable expenses - Can change each month. What you spend for groceries, entertainment, transportation, credit card bills and utilities, can vary every month.
If you put some money in savings each month, be sure to include that amount as an expense in your budget. Also, be sure to include in your spending plan monthly amounts for events that may occur infrequently. For example, if you spend $600 a year on holiday gifts, divide that amount by 12 to get a monthly figure of $50.
The next step is to compute the difference between your income and expenses. Add up your income from all sources. Add up your expenses. Then subtract your expense total from your income total. You'll discover one of the following situations:
* A surplus ("In the black") - Congratulations! If your net income exceeds your expenses, your biggest worry will be how to handle your savings.
* A deficit ("In the red") - You'll get a negative dollar figure if your expenses exceed your net income. To fix this, first review both your income and expenses making certain nothing has been left out. If you've recorded everything and you still show a deficit, you'll need to balance your budget. You can do this by increasing your income, decreasing your expenses, or doing both.
Now, take a look at the following example of a spending plan.
MONTHLY EXPENSES
MONTHLY INCOME
Savings
Net take-home pay (self)
| Savings | Net take-home pay (spouse) |
|---|---|
| 401K/Retirement | Part-time pay (self) |
| Other | Part-time pay (spouse) |
| Subtotal: | Retirement Pay |
| Housing | Child support/Alimony |
| Rent/Mortgage | Social Security |
| Fees/Maintenance | AFDC |
| Subtotal: | Food Stamps |
| Transportation | Investment income |
| Car payment 1 | Total Monthly Income: |
| Car payment 2 | |
| Auto Insurance | |
| Gas | |
| Tolls/Parking | |
| Maintenance | |
| Subtotal: | |
| Utilities | |
| Telephone | |
| Cell Phone | |
| Water | |
| Electricity | |
| Gas | |
| Trash Service | |
| Subtotal: | |
| Monthly Debt Payments | |
| Credit Cards | |
| Student Loans | |
| Personal Debt | |
| Subtotal: | |
| Food & Clothing | |
| Grocery | |
| Dining Out | |
| Clothing | |
| Laundry/Dry Cleaning | |
| Subtotal: | |
| Health Care | |
| Insurance | |
| Medical/Dental | |
| Medication(s) | |
| Subtotal: | |
| Other Expenses | |
| Tobacco/Alcohol | |
| Recreation | |
| Childcare/Eldercare | |
| Education | |
| Alimony/Child Support | |
| Life Insurance | |
| Gifts | |
| Other | |
| Subtotal: | |
Page|
Total Income – Total Expenses = Surplus/Deficit
Look at each expense and figure out how to reduce it. For ideas on reducing your expenses, visit www.incharge.org.
Besides scrutinizing your spending for ways to cut costs, or you can consider ways to supplement your earnings.
Granted, you may not be able to reduce the costs of your fixed expenses, but you might have some leeway with what's known as your discretionary income - the money you have left after paying all your bills and fixed expenses. You may find some immediate savings results by cutting costs in discretionary-income areas such as restaurant meals, clothing, and recreation.
How do I know if my expense allocations are realistic?
As a helpful step, compare your personal expense allocations with the following Expense Allocation Chart. Look to cut back in areas where you're spending more than what's suggested on the chart.
*Note: The chart offers recommended guidelines for expense allocations but may not be appropriate for your financial situation. Use it as a starting point to get a good idea for tracking your own expenses.
How do I keep my spending plan up-to-date?
It's smart to review it every month. You should also make adjustments to your budget if you come into some additional income, make large purchases or incur emergency expenses. For example, your refrigerator conks out and you're forced to spend $800 to replace it. You'll know to make adjustments in your discretionary spending and make any other modifications you're able to on your spending plan to stay "in the black."
Each time you make a change in your spending plan, consider how that will affect the achievement of your goals.
Summary
Preparation and review of your budget will help you as you steer a course toward financial stability. Developing and sticking to your budget can help you achieve your financial goals.
* Your spending plan lets you compare your income to your expenses.
* Include all sources of income when you develop your spending plan.
* Include all expenses - fixed and discretionary - when putting together your spending plan.
* Be sure that your spending allocations are reasonable, accurate, and within your means. (Refer to the Expense Allocation Chart.)
Section 3: Setting Up Reserves
With a reserve account, you'll be able to take care of major expenses or emergencies as they occur, without delay and without having to use credit. Homeownership involves three types of costs:
* One-time costs associated with the down payment, closing cost and moving expenses.
* Scheduled monthly costs such as mortgage, insurance payments, utility bills, and taxes.
* Unscheduled or occasional costs, such as maintenance, repair or replacement of systems and appliances.
By reviewing your household's spending habits and developing a budget, you'll be in shape to cover two of these spending categories one-time costs and scheduled monthly payments. However, the third category, unscheduled costs, will require more planning and saving.
What is an emergency fund?
An emergency fund is your rainy-day fund. It is money you save to protect yourself against financial distress in the event of job loss, unexpected medical expenses, major appliance breakdowns or the need for emergency renovations. Your emergency fund should be kept in a no-fee, interest bearing savings account. You should aim to have six months of expenses saved in your emergency fund.
Why do I need to keep money in reserve?
With an emergency fund, you'll have immediate access to money for some or all unforeseen or occasional outlays. You'll be able to take care of problems as they arise, instead of waiting to get a loan approved. You'll earn money from interest payments and you'll also avoid the expense of borrowing because the funds in your reserve account will be available to you interest free.
How do I decide how much money to keep in reserve?
By simply calculating how much you'll need for normal upkeep, replacement and repair you can develop a plan for saving that amount.Another factor to consider is the length of time you plan to live in the home. For example, if you purchase a newly-built home, but plan to live in it for less than five years, you can safely forego the need to build up financial reserves to pay for storm window replacements fifteen years from now. Moreover, with careful use and proper maintenance, many items will last far beyond their projected useful lives.
Chapter 10, Responsibilities of a New Homeowner, will discuss in detail the type of action you'll need to take to keep your home and all its components running safely, efficiently, and economically.
What kind of account should I use for my reserve?
The purpose of a reserve account is to save money for emergencies and large occasional expenses. Therefore, you will need an account that pays you interest while your money is on deposit, yet allows you to withdraw funds on demand - without penalties. You can begin with a regular savings account, money market account or mutual fund. As the size of your reserve fund grows, you may consider investing part of it in a time deposit account that bears higher interest, such as a certificate of deposit or bonds.
Summary
Keeping a reserve fund separate from your other savings can help to provide peace of mind and financial security for homeowners.
* A reserve fund is a savings account you establish to pay for household repairs, replacements or renovations.
* A reserve fund will protect you from the financial consequences of having to pay for major household emergencies. | <urn:uuid:dc60b181-19c2-4eef-a037-3803a741cfe3> | CC-MAIN-2024-42 | https://www.incharge.org/wp-content/uploads/2015/07/3_inchargehomeownership.pdf | 2024-10-14T02:13:02+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00162.warc.gz | 709,149,978 | 3,275 | eng_Latn | eng_Latn | 0.920252 | eng_Latn | 0.999204 | [
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This story is brought to you by Ririro.com for free. Our mission is to give all children in the world free access to a variety of stories. The stories can be read, downloaded and printed online and cover a wide range of topics, including animals, fantasy, science, history, diverse cultures and much more.
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The windflower's story
One day a little Windflower growing in a garden heard the Rosebush say to the Pansies, "What a quiet little creature the Windflower is! She seems to be a modest little thing, but she never stays here long enough to get acquainted; so I do not know whether she hides her ignorance by keeping quiet or is a deep thinker." "I think she is deep, Miss Rose," said the Hollyhock, near by. "You know I can see farther than anyone here, and it is my opinion that the Windflower is deep, and I think, too, she has a story."
"A story!" cried the Pansies, turning up their pretty faces to the Hollyhock. "Oh, how interesting."
"What do you mean by a story?" asked the Rosebush.
"Oh, I mean she is deep and knows things of which we little dream. There is something between her
and the Wind, but I cannot learn her secret." Rosebush held up her head, the Pansies turned their little faces around and looked at the modest little Windflower to see if they could read her secret. "I have no secret the world cannot know," said the Windflower. "All my family love the Wind; this all the world would know if they knew our history."
Rosebush and the Pansies and Hollyhock began to question the little Windflower, and this is what she told them:
"Oh, a long, long time ago some beautiful goddess grieved very much over the death of some one she dearly loved, and she created in memory of this friend a beautiful flower which she named Anemone. That is our real name."
"Oh, how grand is sounds!" said the Rosebush. "Such a big name, too, for such a little flower."
"Yes, it is big," replied the little Windflower, "but you see we had nothing at all to do with our name; the Wind fell in love with us and opened our blossoms—that is the way we happened to be named, I am told."
"Oh, how interesting!" said the Rosebush, beginning to look with envy upon the little Windflower.
"But you are a small family, I think," said the Rosebush.
"I have seen very few of your kind in our garden."
"No, we are a numerous and beautiful family," said the Windflower.
"Oh, how conceited she is!" said the Rosebush in a whisper to the Pansies. "Think of calling herself beautiful. For my part, I think her white and purple quite plain-looking."
But in spite of the low voice of the Rose the little Windflower heard her. "Oh, you are quite mistaken if you think I feel I am beautiful!" she said. "It is of our family I speak; you should see some of my sisters; they are wonderful, purple and so silky they are beautiful.
"And other sisters are a beautiful blue. Oh, I am by far the plainest of our family. But the Wind has no favorites; he takes us all along with him, though, of course, my sisters that grow in mountain pastures go oftener with the Wind than others."
"Oh, here comes that horrid breeze!" said the Rosebush. "He always spoils everything." And she gathered her petals closer to her and leaned back among the leaves.
When she opened her petals
to look around the garden
"Why, where has the Windflower gone?" she asked.
again the little Windflower was not there.
"Oh, you missed it!" said the Pansies, nodding very knowingly. "That breeze came to tell the Windflower that the Wind would be along in a minute. We heard him, so we watched, and in a little while the Wind came and took the Windflower away with him. She went up high right over Hollyhock's head."
Hollyhock, who had been gazing about, lowered his head. "She is out of sight," he told the Rosebush and the Pansies. "The Wind came this morning and whispered to her, but I could not hear what he said; but she opened wide her blossom and nodded." "Now, what do you suppose there is between the Windflower and the Wind?" asked Rosebush.
"Just what she told us," said Hollyhock. "He is in love with the Windflowers."
"I should prefer a more tender lover," said Rosebush. "I think him quite rude at times. The way he blows through our garden is far from gentle."
"Some like strong lovers that can master them," said Hollyhock, lifting his head and standing very straight. "I suppose so," sighed the Rosebush; "but it is just as I have always said. You never can tell about the quiet, modest ones. Think of the little Windflower having such a story and flying away with the Wind. My, my! What a world!" | <urn:uuid:a393459a-cc10-4cc7-8483-fa2a67a67de5> | CC-MAIN-2024-42 | https://ririro.com/wp-content/uploads/2023/02/The-windflowers-story_CompressPdf_1_2_CompressPdf-1.pdf | 2024-10-14T01:51:17+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00164.warc.gz | 440,579,425 | 1,111 | eng_Latn | eng_Latn | 0.999538 | eng_Latn | 0.999764 | [
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Sunday Club at Home – St Peter's
Hi Everyone,
Sunday 31 st May
Hope you are still well. Today we are celebrating Pentecost. This is the Birthday of the Church, Happy Birthday St Peters!
Story – from the Bible Acts 2: 1-11
Pentecost is when the gift of the Holy Spirit came down
onto the disciples, the bible describes the Spirit as wind, flames and a dove. If we were in church, there would have been a party like you have when it's your birthday and defiantly a cake to celebrate. It can be difficult to explain what happened at Pentecost so let's watch the video and see what happened.
For everyone –
Acts of the Apostles: What is Pentecost? | What's in the Bible?
https://www.youtube.com/watch?v=xtokHQOmFu0
God Sends the Holy Spirit https://www.youtube.com/watch?v=OMQKy1Mx49M
For Younger Children – The Holy Spirit Comes from the Play along bible - written by Bob Hartman This is an interactive story follow the instructions in Red
Acts 1:4-8, 21-41
Jesus didn't want his friends to feel sad and alone (Make a sad face)
So after Jesus went to heaven (Look Up)
He sent them the Holy Spirit.
His friends were all together when suddenly they heard a rushing of wind!
(Take a deep breath and blow it out like the wind)
Then something that looked like fire rested on each of them (Say, Whoosh!)
And they could speak in different languages that they had never learned!
(SAY, "Bonjour! Ni Haol")
Soon other people heard the noise and came running (Run in place)
Peter told them about Jesus and the Holy Spirit
And lots of people believed! (Shout, "Hooray")
Song – Shine on me – the children will know this from school
https://www.youtube.com/watch?v=gURAcHTSsN4
+++++++++++++++++++++++++++++
Puzzle Sheet – print off the puzzle sheet about today’s story.
+++++++++++++++++++++++++++++
Time to Pray –
Airplane prayers
You will need - As many pieces of paper as prayers you want to make.
Colouring pencils or felts
What to do - Then write or draw your prayers on the paper . This list may help -
Thank you Sorry
Please Sick People who help us
Family
Me
Animals
Then fold the paper into an aeroplane
Then gather them all together and then take them into the garden and send them flying shouting Amen after every one.
Balloon Prayers
What you will need - A selection of balloons / A piece of paper / Colouring pencils or felts Scissors
What to do - Cut the paper into slim strips / Then draw or write your prayers using this list
Thank you
Sorry
Please Sick
People who help us
Family
Me
Animals
Then fold the piece of paper into tiny pieces small enough to go into the neck of a balloon
Place the prayer inside the balloon. Then blow the balloon up (do not tie the end)
Then let the balloon go and shout AMEN see how far it travels
Do this with all the balloons
Then if you want to you can blow them up again and tie them this time and use them as decorations for you Pentecost party.
Activities – lots of activities to choose from today.
Have a birthday party! Sing Happy Birthday to the church. Play your favourite party games.
BIRTHDAY CAKE as it's a Birthday there has to be a cake and this can be done as a big cake or little fairy cakes. Recipe at the end of the session.
+++++++++++++++++++++++++++++++++++++++++++++++++
Flame Headband
You will need – 2 pieces of A4 Card / Colouring pencils or felts Stapler / Sticky tape / Scissors
What to do
Take one piece of card and cut into strips about, 8 centimetres deep
Join the strips together using a stapler to fit around your head, when you have the right measurement join the ends by using a stapler to put them together to make a circle.
Then cut out as many flame shapes as you like and colour them in flame colours Red, Orange, Yellow for example.
Then staple them around the headband that you have made
Then use the sticky tape to cover all the staples on the inside of you headband, this prevents children scratching themselves on the staples.
Here is an example
+++++++++++++++++++++++++++++++++++++++++++++++++
Wind Soc - This is easy
You will need - Some card / Some tissue paper of ribbons / Hole punch / pencil and blue tac or playdough / String / or ribbon / Stapler
What to do - Take the card and cut the card, 9 inches / 24 centimetres in depth
Then punch holes along the bottom and two holes on the top at a distance from each other.
(if you haven't got a hole punch you can use a pencil and blue tac o playdough and place the card on top of the blue tac and then use the point of the pencil to make the hole by pushing it through the cad into the blue tac ) Then put strips of ribbon or tissue through the holes and tie into a not (if you are using tissue you may want t staple it onto the card instead of the holes)
Then join the card together and thread ribbon or string through the two holes on the top and tie into a knot. It will look something like this.
/
Kite
If you have a kite you could take it to the park and fly your kite to experience how strong the wind can be. Or maybe you could make a kite with your parents the instructions are at the end of the session.
+++++++++++++++++++++++++++++++++++++++++++++++++
Dove of Peace
You will need - 2 paper plate / Scissors / Glue / Pencil / Colouring pencil or felts What to do
Get aN adult to help you draw a doves body and a doves wings (separately)
Then place the template of the body and wings on one plate and draw round them
Then place the same templates onto the second plate and do the same
Then cut out both body's and wings.
Then draw on one side of the dove his eyes and beak
Then put glue on the other side of the body's and glue together
Then put glue on the wrong side of the wings and arrange them on the each side of the body
You can then punch a hole in the top of the body and add some string and hang it up.
You could use you templates to create another dove and put a straw in the middle enabling you to hold it.
+++++++++++++++++++++++++++++++++++++++++++++++++
Tea light holder
This is a very simple craft but you must use a battery operated candle in the middle
You will need - Card / Tissue paper or cellophane / Glue / Scissors / Stapler
Colouring pencils or felts / Battery operated Candle ( do not use a real candle )
What to do
Cut the card into a 23 centimetre depth
Then decorate the card in the flame colours
Then cut out flame shapes from the tissue paper (if white colour it in first before cutting) or out of the cellophane.
Then glue the shapes to the other side of the card along one edge.
Then take the card and either glue the two edges together to make a circle or staple (if stapling use sticky tape over the staple)
Then place battery operated candle in the middle
+++++++++++++++++++++++++++++++++++++++++++++++++
How to make a kite -
https://www.youtube.com/watch?v=mc3AUuuj9_I
BIRTHDAY CAKE
Recipe
115g Butter
115g Caster Sugar
2 eggs lightly beaten
1 tsp vanilla extract (optional)
115g self-raising flour
1 tbsp milk
Equipment
Tin of your choice (if muffin tin you will need cake cups to place in & if a large tin you may need to line it.
Bowl / Wooden spoon and metal spoon / Sieve / Scales
Method
Pre-heat the oven 180C/350F Gas mark 4
Your chosen tin
Put the butter and sugar in a bowl and mix until smooth pale and fluffy
Gradually mix in the beaten egg and the vanilla extract
Using a large metal spoon fold in the flour (sieve flour if you can) add a little milk till you have a smooth consistency and the mixture drops of the spoon.
Topping - You can choose whipping cream or frosting or butter cream
Here is the recipe for butter cream
Recipe
150g unsalted butter, softened
1tsp vanilla extract
280g icing sugar
1-2tbsp milk
Strawberries
Equipment
Bowl
Electric mixer Handheld or whisk or spoon (wooden)
Sieve
Method
Place butter in bowl and vanilla extract, whisk or beat butter until very soft and pale
Gradually sift in the icing sugar beating well after each addition (the more you beat at this stage the lighter and fluffier the buttercream will be.
Then beat in the milk to make it softer to spread or pipe.
When buttercream is ready spread on cool cake/s
Then take a strawberry for each cake or if large cake enough to decorate the top and turn the strawberry so the point of the strawberry is up and slice down both sides of the strawberry so it looks like a flame. And place on the cake. You could also add a birthday candle and sing happy birthday.
You could also make biscuits and cut a template of the shape of a flame when the biscuits are cool you could use icing sugar and food colouring to make flame coloured biscuits (recipe can be found on line here is a picture | <urn:uuid:14f491fe-e606-4469-bf49-f4dc4447423e> | CC-MAIN-2024-42 | https://stpetersformby.co.uk/wp-content/uploads/2020/05/Sunday-Club-at-Home-31st-May-2020.pdf | 2024-10-14T02:06:23+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00168.warc.gz | 486,188,624 | 2,002 | eng_Latn | eng_Latn | 0.993145 | eng_Latn | 0.996497 | [
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Priory Press
Module 6 - Edition 1
Environmental News
Rachel Ballantyne
De-extinction: is it necessary, is it a good idea?
A large effort for the environment currently is conservation; people have been putting in more and more effort into preserving species which are in danger of extinction in order to maintain biodiversity. One step further than conservation is de-extinction – the process of bringing an extinct animal back to life. To clarify, de-extinction is not currently creating complete replicas of extinct animals, as the DNA would not be exactly the same.
However, selective DNA splicing is a relatively new method which would mix DNA from an extinct animal with a living species, creating a hybrid that would have genetic similarities to the extinct animal. A prominent example of this is happening in the US; the company Colossal Biosciences aims to resurrect the woolly mammoth by 2027. It's closest living relative is the Asian elephant, which it shares approximately 99.6% DNA with. DNA editing and splicing (mammoths frozen in ice can have DNA preserved) would hypothetically create an embryo that resembles the woolly mammoth. The long term goals of the project involve eventually reintegrating the woolly mammoth into its original home of the Arctic. In this case, reintegration may not be a massive problem. Mammoths were known as gardeners, because as well as being herbivores, their presence led to increasing plant life, as mammoth droppings acted as fertilizer. But in other cases, reintegration can be tricky. If habitats have evolved over time, extinct animals may not slide back into the food web so easily. Even with herbivores it can creates an increase in competition for food. So that begs the question – is de-extinction a good idea? Colossal Biosciences have invested hundreds of millions of dollars into their efforts, but if de-extinction may be as likely to cause environmental problems as benefits, is it worth it?
Social News
Poppy Willoughby-Crow
The Stonewall Riots
As Pride month begins, it is important we celebrate whilst knowing the harsh roots that this powerful movement has stemmed from. The Stonewall Riots took place from June 28 th to July 3 rd 1969, following a police raid of the Stonewall Inn in the Greenwich village in lower Manhattan. Patrons of Stonewall, also backed by lesbian and gay bars, trans-activists and unhoused LGBT people, were involved in these riots, as well as protests and marches for LGBT rights. It is commonly referred to as the catalyst for gay rights in America. On the night of 28 th June 1969, the bar was raided by police officers that had come with a warrant. They beat up patrons and arrested thirteen people, including employees and people violating the state's so-called 'gender-appropriate clothing'. People who were suspected to have committed this crime were taken to bathrooms and checked. Rather than leaving as initially demanded, protestors stayed outside, tired of the constant harassment by police and they made a stand against it all: against the abuse, harassment and discrimination within society. Surrounding passers-by heard the shouts from people being forced into police vans and threw pennies and other objects they had on them at police officers. These riots lasted for 5 days, and although this did not directly begin the Gay Rights movement, it is seen as a pivotal moment in LGBTQ+ history. In 2016, President Barack Obama declared the Stonewall Inn and the surrounding streets a national monument, recognising its role in progressing LGBTQ+ rights and gay history.
Natural News
Max Stothard
Asian hornets beat the cold as they survive UK winter for the first time in their species' history
Genetic analysis carried out by the National Bee Unit has found three Asian hornet Queens were the offspring of a nest destroyed on 15 th November.
Asian hornets threaten honey bees and insect pollinators – and can eat up to fifty honeybees a day – but their risk to human health is not greater than our native hornets.
The Department for Environment, Food & Rural Affairs had already indicated the insects' survival over the winter could be a possibility ahead of the Chelsea flower show last month.
"National Bee Unit continues to take action to eradicate the Asian Hornet in the UK , and this spring rolled out trapping in areas where there was an increased risk That Asian Hornet Queens may have overwintered," a spokesperson said at the time. This is supported by the genetic analysis now confirming overwintering for the first time. Last year, there were record sightings of the hornet in the UK. The Wildlife and Countryside Link, a network representing 83 British nature organisations, say recent flooding and warming temperatures have increased the risk of 'problem species' populations in the UK growing and spreading .
Space News
Kacper Ciuba
New most distant and oldest galaxy to date discovered
Recently, on 30 th May, scientists using NASA's James Webb Space Telescope (JWST) have been enabled to discover a new galaxy. This has been named JADES-GS-z14-0, with JADES derived from the JWST Advanced Deep Extragalactic Survey (JADES) team who made this discovery. However, this is not your typical galaxy, due to the fact that it is the furthest galaxy to Earth ever discovered. Due to the way light travels, this means it is also the oldest galaxy discovered. More specifically, it is speculated that the galaxy was made a mere two-hundred and ninety million years after the Big Bang, which may initially seem like a lot, but when taking into account the fact that the Big Bang happened almost fourteen billion years ago, it makes this galaxy unfathomably ancient. This is quite a big step up compared to the previous record holder, which is believed to have been created three-hundred and twenty five million years after the Big Bang.
Languages News
Isaac Eccles
Do Duolingo and Babble actually work?
Many people across the world use Duolingo and other language learning apps to improve their understanding of a foreign language – however, it is often debated how effective this is at helping people to learn a language. The apps are often described as too much of a game and there are also many reports of apps teaching unimportant material. With Duolingo, there is a running joke about how it is threatening and forces you to continue your daily streak. Something that you may notice is that almost all of the apps use a streak system. This is because it is a very effective method to promote consistency, as it is difficult to remember to practise at the start. Eventually, it becomes part of daily life and finds its way into your routine. This is useful because daily practice in small quantities adds up. By practising just eighteen minutes per day, you could rack up to a hundred hours per year. Duolingo promotes this by stating that just six minutes a day, thirty four hours per year, could get you to a conversational level where you can speak on multiple topics with confidence. This is obviously useful, and its effect can be even more effective when paired with other methods such as watching shows in the other language or moving or visiting to the country where the language is spoken. So what do you think? Are language apps effective?
Psychology News
Isaac Eccles
Do people spend too much time on their phones?
How long is your daily screen time? If you said over six hours then you would be about average.
What do you think the recommended time is? The answer is under two hours.
This statistic shows how much people use devices (mostly phones) without even realizing. Picture this, you have 365 dots each representing a day, 122 of them are the time you spend sleeping, 53 of them are about the time you spend at school, 18 of them you spend eating, 8 of the days is the time spent in the bathroom, and 91 of them are on your phone (this is if you use your phone for six hours a day). This is a shocking visual. The total amount of time in the bathroom, at school and eating is still less than the total time you spend on your phone. If you accumulate the times, you get 292 of the 365 days in a year, leaving you with just seventy three days. If you reduce your daily screen time to two hours a day then you will only spend the equivalent of thirty days using your phone across the year. From this, you would have an extra sixty one days to do other activities. These could include: studying, mastering a new skill, playing a sport or anything else. This could all lead to increased quality sleep, lower chance of having vision problems and an overall improved wellbeing. This change is obviously not easy to do, so it is often useful to set time limits on your phone and have someone else set the password or do some other activity to distract yourself. Many of the hours spent on screens are on social media apps, which have negative effects on mental health, such as a lower attention span and lower self esteem.
Geography News
Finley Wilkes and Poppy Willoughby-Crow
Who truly owns Antarctica?
Antarctica. The home of penguins, the South Pole and loads of scientists. But who truly owns this massive landmass? There isn't quite a single answer to this. This continent is owned by multiple countries which are…
* Australia
* Argentina
* France
* Norway
* New Zealand
* Chile
* United Kingdom
France originally claimed the Adelie Land in Antarctica it in 1840, making it the first to own this snowy wasteland. This came as a result of French explorer Jules Dumont d'Urville discovering the coastline, and naming it after his wife! The newest member of the Antarctic club is Argentina, claiming it 1943. There are also large areas of land on the continent that are owned by nobody; if any countries wanted it, they could, in theory, just claim it right now. Despite this, most countries, including the USA, do not recognise these claims.
Space News
Max Stothard
Astronauts could be on Mars by July
A NASA-funded Pulsed Plasma Rocket concept aims to send astronauts to Mars around mid-July this year. An innovative rocket system could revolutionize future deep space missions to Mars; this is now reducing travel time to the red planet to being just a few months time. The goal of humans being sent to Mars has been greatly difficult to achieve due to all the necessary safety precautions and challenges needing to be overcome. These include the need to transport large payloads to and from the distant planet in quick time, which depending on the position of Earth and Mars, could take an increasingly long time. It has been estimated to take up to two years for even just a round trip using the current propulsion technology of today. The Pulsed Plasma Rocket (PPR), under Howe Industries development, is a propulsion system designed to be way more efficient and enabling the long journey to the rocky planet from Earth to be made in just two months time. The rocket will have a high specific impulse. This improvement in technology could therefore mean astronauts and cargo are enabled to travel to and from the red planet in a more efficient and speedy manner than existing spacecraft, according to a statement from NASA themselves who are in charge of the whole project. They say: "The exceptional performance of the PPR, combing high specific impulse and high thrust, holds the potential to revolutionize space exploration." The statement reads: "The system's high efficiency allows for manned missions to Mars to be completed within a mere two months". The concept itself of the PPR is now being moved to phase II of the NASA Innovative advanced concept (NIAC) study, having moved past Phase I after completion, which focused on the neutronics of the propulsion system, the designing of the spacecraft, power system and necessary subsystems, analyzing the magnetic nozzle capabilities, determining benefits and trajectories. | <urn:uuid:f9ae90df-75d8-4d95-a658-0946cc3a5457> | CC-MAIN-2024-42 | https://www.priorylsst.co.uk/_site/data/files/lsst/B4298420921D4637FBD5A59E131680FE.pdf | 2024-10-14T01:14:44+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00166.warc.gz | 813,365,079 | 2,468 | eng_Latn | eng_Latn | 0.998969 | eng_Latn | 0.999256 | [
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Due: 18 June 2015
Language Myths
Common ideas about language are pervasive in society. You can read them in blogs or in talking with friends. You are to find one of those myths and give a persuasive speech 2:30 minutes arguing against a common (popular) myth of language.
You should pitch the presentation to a non-linguist while being professional (e.g. not reading, speaking clearly without fillers, making eye contact with the audience). The presentation should include appropriate examples. You should not use the handout or make reference to it while giving your speech. One should be able to close one's eyes and still be able to follow the talk.
You need to use anecdotal evidence as well as cite at least one scholarly article from the Linguistics and Language Behavior Abstracts database (LLBA) accessed through the Queens College Library website. You need to have a strong thesis that you should be able to state in terms of a frame: “ Although many people say/believe ________; this is false because: 1) _____________, 2) _____________, and 3) _____________.” You need to have three main points that support your thesis.
Be sure to state the myth, where you heard it, and research proving it is wrong. You will need to make an outline of the speech and bring to class on Monday 8 June 2015. You may and I encourage you to do the speech in your L1 (e.g. Spanish, Kreyòl Ayisyen, Guyanese) as it will be an interesting experience for the class.
Example language myths:
- Kids these days are ruining the language
- Youth have limited vocabularies because they can't speak proper
- The standard/proper variety is more logical and can convey more information
- Language constrains the things you can talk about
- Animals have language
- Bilinguals (who are claimed to speak two languages just like a native monolingual) don't really command both languages as well as someone who only speaks one language.
- Bilinguals don't speak both languages well.
- They system of communication that animals use is just as complex and rich as human language. The only reason why "linguists" don't refer to animal communication systems as language is because they are human centric. The "linguists" want to treat humans as being different or special but we are just like other animals so if we have language, so do other animals
- Standard English is the only proper way to talk in professional settings in America.
Mid-term Project –Speech
- Standard English is the best language for business, critical thinking, education, law, etc for a number of reasons.
- African-American vernacular English (AAVE) is not a fully developed language and is incomplete.
- AAVE is a degenerate version of English. Any distinct features of AAVE are merely incomplete or not correct attempts as speaking proper English. | <urn:uuid:e11db66d-31cd-4bbd-9f4f-bd63ef457227> | CC-MAIN-2024-42 | https://cmadsen.commons.gc.cuny.edu/wp-content/blogs.dir/2089/files/2015/05/SpeechHandout_LCD102.pdf | 2024-10-14T03:02:48+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00169.warc.gz | 148,090,319 | 609 | eng_Latn | eng_Latn | 0.994653 | eng_Latn | 0.998599 | [
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Arithmetic
Understanding and writing numbers, pp. 5, 6, 7 and 8
A. Natural numbers, pp. 5-6
| | Cycle One | | Cycle Two | | Cycle Three | Reminder |
|---|---|---|---|---|---|---|
| Numbers covered: less than 1000 | | Numbers covered: less than 100 000 | | Numbers covered: less than 1 000 000 | | |
| p. 5, no. A-2 Counts collections (using objects or drawings) c. counts a collection by grouping or regrouping | | p. 5, no. A-2 Counts collections (using objects or drawings) c. counts a collection by grouping or regrouping d. counts a pre-grouped collection | | p. 5, no. A-2 Counts collections (using objects or drawings) c. counts a collection by grouping or regrouping d. counts a pre-grouped collection | | |
| p. 5, no. A-4 Represents natural numbers in different ways or associates a number with a set of objects or drawings | | p. 5, no. A-4 Represents natural numbers in different ways or associates a number with a set of objects or drawings | | p. 5, no. A-4 Represents natural numbers in different ways or associates a number with a set of objects or drawings | | |
| p. 6, no. A-5 Composes and decomposes a natural number in a variety of ways | | p. 6, no. A-5 Composes and decomposes a natural number in a variety of ways | | p. 6, no. A-5 Composes and decomposes a natural number in a variety of ways | | |
| | B. Fractions (using objects or drawings), pp. 6-7 | | | | | |
|---|---|---|---|---|---|---|
| | Cycle One | | Cycle Two | | Cycle Three | Reminder |
| p. 6, no. B-1 Identifies fractions related to everyday items (using objects or drawings) p. 6, no. B-2 Represents a fraction in a variety of ways, based on a whole or a collection of objects | | p. 6, no. B-2 Represents a fraction in a variety of ways, based on a whole or a collection of objects p. 7, no. B-3 Matches a fraction to part of a whole (congruent or equivalent parts) or part of a group of objects, and vice versa p. 7, no. B-6 Reads and writes a fraction p. 6, no. B-5 Distinguishes a numerator from a denominator p. 7, no. B-4 Identifies the different meanings of fractions (sharing, division, ratio) | | p. 6, no. B-2 Represents a fraction in a variety of ways, based on a whole or a collection of objects p. 7, no. B-4 Identifies the different meanings of fractions (sharing, division, ratio) | | |
| Cycle One | | Cycle Two | | Cycle Three |
|---|---|---|---|---|
| | Second year of the cycle (Grade 4) p. 7, no. B-9 Matches a decimal or a percentage to a fraction | | p. 7, no. B-9 Matches a decimal or a percentage to a fraction | |
| | p. 7, no. B-7 Compares a fraction to 0, or 1 Second year of the cycle (Grade 4) p. 7, no. B-10 Orders fractions with the same denominator | | First year of the cycle (Grade 5) p. 7, no. B-10 Orders fractions with the same denominator Cycle Three p. 7, no. B-11 Orders fractions where one denominator is a multiple of the other(s) p. 7, no. B-12 Orders fractions with the same numerator p. 13, no. D-1 Expresses a decimal as a fraction, and vice versa | |
| C. Decimals up to . . . ,pp. 7-8 | | | | | | |
|---|---|---|---|---|---|---|
| Cycle One | | Cycle Two | | Cycle Three | | Reminder |
| | Numbers covered: up to the second decimal place | | Numbers covered: up to the third decimal place | | As they move from one cycle to the next, students add to their repertoire of decimals studied, which they will use to perform the mathematical actions indicated in nos. C-1, C-2, C-3, C-5, C-6, C-7, C-8, C-9, C-10 and C-11 on pp. 7-8. | |
| Decimals are not covered in Cycle One. | | | | | | |
| D. Integers, p. 8 | | | | | | |
| Cycle One | | Cycle Two | | Cycle Three | | Careful |
| | p. 8, no. D-1 Second year of the cycle (Grade 4) Represents integers in a variety of ways (using objects or drawings) (e.g. tokens in two different colours, number line, thermometer, football field, elevator, hot air balloon) | | p. 8, no. D-1 Represents integers in a variety of ways (using objects or drawings) (e.g. tokens in two different colours, number line, thermometer, football field, elevator, hot air balloon) | | Grade 4 students are introduced to the concept of representing an integer using everyday situations that involve objects or drawings. Students are asked to represent, locate on a number line, compare and order positive integers (natural numbers) and their opposites as well as negative integers. They do not work with negative rational numbers (negative fractions and decimals). | |
| Integers are not covered in Cycle One. | | | | | | |
Meaning of operations involving numbers, pp. 9-10
A. Natural numbers, pp. 9-10
| | Cycle One | | Cycle Two | | Cycle Three | | Careful |
|---|---|---|---|---|---|---|---|
| Numbers covered: less than 1000 | | Numbers covered: less than 100 000 | | Numbers covered: less than 1 000 000 | | As they move from one cycle to the next, students add to their repertoire of natural numbers studied, which they will use to perform the mathematical actions indicated in nos. A-1 to A-6, p. 9. | |
| p. 9, no. A-2 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction) | | p. 9, no. A-2 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction) | | p. 9, no. A-2 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction) | | Using all these concepts of addition and subtraction is essential. Students should develop their own representations of these structures, but are not required to know what they are called. | |
| p. 9, no. A-3 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division) N.B. (using objects and drawings) | | p. 9, no. A-3 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division) N.B. (using concrete objects, diagrams or equations) | | p. 9, no. A-3 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division) N.B. (using concrete objects, diagrams or equations) | | In Cycle One, students only use objects or drawings to represent situations (concepts s of multiplication and division). Only in Cycle Two do students begin to use equations to represent situations. Using all these concepts of multiplication and division is essential. Students should develop their own representations of these structures, but are not required to know what they are called. | |
| | | | | p. 9, no. A-6 Translates a situation using a series of operations in accordance with the order of operations | | Order of operations is introduced in Cycle Three using simple sequences of operations with only one level of parentheses. | |
| A. Decimals up to . . . ,p. 10 | | | | | | |
|---|---|---|---|---|---|---|
| Cycle One | | Cycle Two | | Cycle Three | | Careful |
| | Numbers covered: up to the second decimal place | | Numbers covered: up to the third decimal place | | As they move from Cycle Two to Cycle Three, students add to their repertoire of decimals studied, which they will use to perform the mathematical actions indicated in nos.B-1 to B-4, p. 10. | |
| Since decimals are not covered in Cycle One, | | | | | | |
| they are not used to represent situations. | | | | | | |
| | | | p. 10, no. B-4 Translates a situation into a series of operations in accordance with the order of operations | | Cycle Three students represent situations using simple sequences of operations (only one level of parentheses) containing decimals, but they do not use processes for written computation* to solve the sequence of operations. *They may use technology (calculator). | |
| C. Fractions, p. 10 | | | | | | |
| Cycle One | | Cycle Two | | Cycle Three | | Careful |
| | | | p. 10, no. C-1 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition, subtraction and multiplication by a natural number) | | Students do not multiply and divide fractions until secondary school. | |
| Fractions are not used to represent situations in Cycles One and Two. | | | | | | |
| Integers | | | | | | |
| | | | | | In elementary school, students simply develop their understanding of integers and learn to write them. | |
| Integers are not used to represent situations in Cycles One, Two and Three. | | | | | | |
Operations involving numbers, pp. 11, 12 and 13
A. Natural numbers, pp. 11-12
| | Cycle One | | Cycle Two | | Cycle Three | Careful |
|---|---|---|---|---|---|---|
| Numbers covered: less than 1000 | | Numbers covered: less than 100 000 | | Numbers covered: less than 1 000 000 | | |
| p. 11, no. A-2 Builds a repertoire of memorized* addition and subtraction facts a. Builds a memory of addition facts (0 + 0 to 10 + 10) and the corresponding subtraction facts, using objects, drawings, charts or tables *terms less than 11 b. Develops various strategies that promote mastery of number facts and relates them to the properties of addition c. Masters all addition facts (0 + 0 to 10 + 10) and the corresponding subtraction facts | | p. 11, no. A-2 First year of Cycle Two (Grade 3) Builds a repertoire of memorized addition and subtraction facts b. Develops various strategies that promote mastery of number facts and relates them to the properties of addition c. Masters all addition facts (0 + 0 to 10 + 10) and the corresponding subtraction facts | | | | |
| | Cycle One | | Cycle Two | | Cycle Three |
|---|---|---|---|---|---|
| | | p. 12, no. A-6 Builds a repertoire of memorized multiplication and division facts a. Builds a memory of multiplication facts (0 0 to 10 10) and the corresponding division facts, using objects, drawings, charts or tables b. Develops various strategies that promote mastery of number facts and relates them to the properties of multiplication c. Masters all multiplication facts (0 0 to 10 10) and the corresponding division facts | | p. 12, no. A-6 First year of the cycle (Grade 5) Builds a repertoire of memorized multiplication and division facts b. Develops various strategies that promote mastery of number facts and relates them to the properties of multiplication c. Masters all multiplication facts (0 0 to 10 10) and the corresponding division facts | |
| p. 11, no. A-3 Develops processes for mental computation | | p. 11, no. A-3 Develops processes for mental computation | | p. 11, no. A-3 Develops processes for mental computation | |
| | | p. 12, no. A-7 Develops processes for written computation (multiplication and division) | | p. 12, no. A-7 Develops processes for written computation (multiplication and division) | |
| | Cycle One | | Cycle Two | | Cycle Three | Careful |
|---|---|---|---|---|---|---|
| p. 12, no. A-13 Using his/her own words and mathematical language that is at an appropriate level for the cycle, describes: a. non-numerical patterns (e.g. series of colours, shapes, sounds, gestures) b. numerical patterns (e.g. number rhymes, tables and charts) c. series of numbers and family of operations | | p. 12, no. A-13 Using his/her own words and mathematical language that is at an appropriate level for the cycle, describes: c. series of numbers and family of operations | | p. 12, no. A-13 Using his/her own words and mathematical language that is at an appropriate level for the cycle, describes: c. series of numbers and family of operations | | |
Fall 2011
| B. Fractions (using objects or diagrams), p. 12 | | | | | | |
|---|---|---|---|---|---|---|
| Cycle One | | Cycle Two | | Cycle Three | | Careful |
| | | | p. 12, no. B-3 Adds and subtracts fractions when the denominator of one fraction is a multiple of the other fraction(s) p. 12, no. B-4 Multiplies a natural number by a fraction | | The multiplication and division of fractions is not covered in elementary school. | |
| Operations involving fractions are not covered | | | | | | |
| in Cycle One. | | | | | | |
| C. Decimals, p. 13 | | | | | | |
| Cycle One | | Cycle Two | | Cycle Three | | Careful |
| | Numbers covered: up to the second decimal place | | Numbers covered: up to the third decimal place | | As they move from Cycle Two to Cycle Three, students add to their repertoire of decimals, which they will use to perform the mathematical actions indicated in nos. C-1 to C-3, p. 13. | |
| Operations involving decimals are not covered | | | | | | |
| in Cycle One, because decimals are not | | | | | | |
| studied in Cycle One. | | | | | | |
| | p. 13, no. C-2 Develops processes for mental computation | | p. 13, no. C-2 Develops processes for mental computation | | In each cycle, students develop processes for mental computation using the numbers appropriate for their cycle. The computations must be “doable” using the mental computation strategies developed by the students. | |
| | p. 13, no. C-3 Develops processes for written computation | | p. 13, no. C-3 Develops processes for written computation | | Even if students understand decimals up to the third decimal place and are able to write them, their answer must not go beyond the second decimal place when they perform computations that involve the addition, subtraction, multiplication and division of decimals. | |
Mathematics Program Team
10
a
| In Cycles One, Two and Three, integers are not used when performing mathematical operations. | | |
|---|---|---|
| Cycle One | Cycle Two | Cycle Three |
Fall 2011
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WATER CRISIS AND CHOLERA OUTBREAK IN YEMEN (QUICK REVIEW)
Date: 27MAR2018
Executive Summary: The Republic of Yemen, a country located in a dry and arid region of the Middle East, was already struggling with a severe water crisis before the current armed conflict. Disruptions of the public health system, together with collapsing water, sanitation and hygiene (WASH) services are worsened by the armed conflict and blockade to the country. In this environment, cholera, which is spread mostly by unsafe water and unsafe food, appears as an epidemic affecting thousands and aggravating the humanitarian crisis in Yemen. The conflict, the humanitarian needs and the cholera outbreak are clearly interlinked. The study of these links is beyond the scope of this product.
Key words: Yemen Civil War, humanitarian crisis, water crisis, food crisis, cholera outbreak, water sanitation and hygiene clean water WASH
Highlights:
- Humanitarian crisis figures in Yemen: estimated 17.8 million are food insecure, 16 million lack access to safe water and sanitation, and 16.4 million lack access to adequate healthcare. In addition, as a result of the ongoing armed conflict, 9,000 deaths have been reported, with around 50,000 people injured and over three million people forced to flee from their homes.
-Education has been disrupted and two million children are out of school. The discontinuation of the payment of teacher salaries has created an education crisis, risking a generation of illiterate children if no mitigation measures are put in place.
-In the current armed conflict in Yemen, water plays a significant role: 13 million Yemenis (50% of the population) struggle daily to find or buy enough clean water to drink or grow food. This lack of clean water triggers many health problems such as cholera and diphtheria.
-Cholera is spread mostly by unsafe water and unsafe food that has been contaminated .The risk of death among those affected is usually less than 5% but may be as high as 50% it is not treated.
- In October 2016 a cholera outbreak was declared in Yemen. In 2017 resurged, and between April and November 2017 there have been 900,000 suspected cases and 2,192 associated deaths.
-In addition to the cholera outbreak, the World Health Organization (WHO) reported in January 2018 that 48 diphtheria-related deaths had been recorded and 610 suspected cases have also been reported across the country.
- Currently, 191 humanitarian partners are working in Yemen including 147 national Non-Governmental Organisations (NGO's), 36 international NGO's and eight UN agencies.
BACKGROUND IN WATER SCARCITY.
Yemen is a country with one of the highest rates of population growth in the world. Unlike other MiddleEastern countries such as Lebanon, Syria, Iraq and Egypt, it has no rivers and depends on rainwater as well as underground water. Yemen's water shortage is far worse than that of any other country in the Middle East. It is also the country with the highest rate of exhaustion of water sources in the region.
Surface water is considered to be an important source for irrigation in Yemen. Surface water consists of seasonal spate water and springs, with differing quantity and quality depending on the area. This source of water is less affected by drought and other natural and geographical factors. Surface water in Yemen is estimated to be about 1,500 M m 3 / year.
1
Groundwater resources are also vital for Yemen's agriculture. For their recharge they depend mainly on spate running water and rainfall. There are estimated to be more than 50,000 active wells in Yemen. These wells have relatively low levels of production. It is clear that there is a big gap between the demand for water and the size of the renewable resources. The deficit is covered from the deep underground aquifers. The annual water share is under 125 m 3 per person, which is below the water poverty line.
The combination of high population growth (which was around 5% in early 90's and 2. 5 % annually by 2016) and exhaustion of water by misguided agricultural development and policies, the use of water to grow khat (a plant that needs vast amounts of water to grow), a lack of law enforcement to regulate water use and a high vulnerability to climate change has contributed to a severe water crisis in Yemen that may be one of the most catastrophic in the world. Sana'a is the only capital city in the world that may run out of water within the next decade.
HUMANITARIAN SITUATION IN YEMEN
Almost three years of armed conflict in Yemen have devastated the lives of millions of people. The UN named the situation as "the worst man-made humanitarian crisis". According to United Nations Office for the Coordination of Humanitarian Affairs (UNOCHA) more than 60 % of the total population is food insecure while almost 3 million people are internally displaced. An estimated 10.4 million people lack access to basic healthcare, including 8.8 million living in severely under-served areas. Medicine and medical supplies/materials are in chronically short supply. The blockade since the beginning of November 2017 to Yemen's ports (sea, land and airports), is making things a lot worse; prices of basic supplies have risen significantly throughout the country, making them unreachable for most of the population.
According to WHO, more than 1,900 out of 3,507 health facilities in 16 governorates are either non-functional or partially functioning which leads to a result of having only 1.5 primary health care units and centres per 10,000 people. A child under 5 dies in Yemen every 10 minutes from preventable causes. In addition, 1.8 million children and 1.1 million pregnant or lactating women are suffering from Moderate Acute Malnutrition (MAM), while Global Acute Malnutrition (GAM) rates are as high as 31 % in some locations – more than twice the emergency threshold. Because almost only 50 % of health facilities are fully functioning, the actual figures are likely to be higher.
An estimated 16 million Yemenis need humanitarian assistance to establish or maintain access to safe water, basic sanitation and hygiene (WASH) facilities, out of which 11.6 million are in acute need. Water and sewage networks require increased support to continue providing a minimum level of services. Humanitarian actors are working to repair infrastructure, but reliable fuel imports are critical to maintaining filtration systems, and this cannot be guaranteed as long as the blockade is maintained. Following these developments, WASH is likely to remain a priority need also in 2018.
Yemen is now also in the world's largest man-made food security crisis. However, this crisis is not driven by a lack of food in the country. Rather, Yemen's food crisis is driven by factors constraining the supply, distribution and people's diminishing purchasing power. Ongoing conflict and economic decline have steadily eroded people's coping mechanisms, leaving large parts of the population at the risk of famine. 17.8 million people are now food insecure – a 5 % increase over 2017 UNOCHA Humanitarian Needs Overview-HNO estimates.Out of this, approximately 8.4 million people are severely food insecure and at risk of starvation, an increase of 24% since 2017.
CHOLERA OUTBREAK.
As a consequence of all these factors, an epidemic of any disease was inevitable and after less than 2 years since the beginning of the conflict a cholera outbreak was declared in Yemen in October 2016.
The trend of the outbreak and case-fatality rate (CFR) declined during January to March 2017, though more than 25,000 suspected cases, including 143 associated deaths (with a case-fatality rate of 0.44 %) were reported by the end of March 2017. A resurgence of the outbreak was identified by the end of April 2017, followed by an unprecedented spike of 900,000 suspected cases and 2,192 associated deaths (0.25 % CFR) between 27 April and 5 November 2017.
(Source: WHO Monthly Report on Cholera Situation in Yemen)
VIOLENCE, HUMANITARIAN NEEDS AND CHOLERA.
The unsafe environment makes difficult for humanitarian partners to perform their activities, and for national institutions to work on the water conservation solutions. There is a blockade on the Yemen's sea, air and land borders which hamper humanitarian aid entry and distribution and import essential goods and equipment. Yemen highly depends on imported products such as bottled water, food and fuel.
The graphic below shows that people living in the west side of the country are those that experience most conflict related incidents. We may also observe that those are also the ones with the highest severity of needs and suffering more cases of cholera.
We know that cholera is spread mostly by unsafe water and unsafe food, so it seems that the reason behind this geographical overlapping is that this unsafe water and food environment is mainly found in the zone of conflicts. This situation is exacerbated by the military blockade (that hamper humanitarian arrival) and the lack of security (that hamper distribution). The detailed interaction of violence, humanitarian need and cholera needs a more dive analysis and it is not the scope of this short product.
The spread of the outbreak has quickly surpassed Haiti as the biggest one since modern records began in 1949. While there were 815,000 cases of cholera in Haiti between 2010 and 2017, Yemen has exceeded that number in just six months.
The main factors contributing to the outbreak are contaminated water sources and disruptions to the public health system, collapsing water, sanitation and hygiene (WASH) services, most of which are increasing because of the armed conflict and blockade.
FINAL REMARKS
If the fighting sides don't fulfill their responsibilities according to International Humanitarian Law, the humanitarian situation is likely to deteriorate in 2018 particularly in the Southern, Western, and Northern governorates. Food security will continue to deteriorate, and cholera, diphtheria or other epidemic diseases are likely to continue to spread.
UNOCHA, UNICEF, WHO and many other organizations are doing their best to reverse the humanitarian disaster in Yemen. In addition, the UN High Commissioner for Refugees is leading an initiative called Global Protection Cluster, which coordinates and provides global level inter-agency policy advice and guidance, for addressing the humanitarian situation in Yemen.
After a solution for armed conflict is found all these massive efforts should be directed in a way to solve the challenge of water conservation.
The NSDS HUB has been established at Allied Joint Force Command Naples in order to improve NATO's awareness and understanding of the opportunities and challenges from the South, while contributing to the overall coordination of NATO's activities and efforts. The NSDS HUB products are developed with open-source information from governmental organisations, non-governmental organisations, international organisations, academic institutions, media sources and military organisations. By design, the NSDS HUB products or links to open sourced and independently produced articles do not necessarily represent the opinions, views or official positions of any other organization.
REFERENCES:
A.M. Al-Asbahi, Q. (2018). Water Resources Information in Yemen. [online] Available at:
https://unstats.un.org/unsd/ENVIRONMENT/envpdf/pap_wasess3a3yemen.pdf [Accessed 8 Feb. 2018].
Data.worldbank.org. (2017). Population growth (annual %) | Data. [online] Available at:
https://data.worldbank.org/indicator/SP.POP.GROW?locations=YE [Accessed 6 Feb. 2018].
Emro.who.int. (2018). WHO EMRO | Yemen | Countries. [online] Available at:
http://www.emro.who.int/countries/yem/index.html [Accessed 5 Feb. 2018].
Glass, N. (2010). The Water Crisis in Yemen: Causes, Consequences and Solutions. [online] 1(1), p.17. Available at: http://www.yemenwater.org/wp-content/uploads/2013/03/Global_Majority_e_Journal_1-1_Glass.pdf [Accessed 8 Feb. 2018].
Humanitarian Overview-2018. (2017). [ebook] ACAPS. Available at:
https://www.acaps.org/sites/acaps/files/products/files/acaps_humanitarian_overview_analysis_of_key_ crises_into_2018.pdf [Accessed 7 Feb. 2018].
Lyons, K. (2018). Yemen's cholera outbreak now the worst in history as millionth case looms. [online] the Guardian. Available at: https://www.theguardian.com/global-development/2017/oct/12/yemen-cholera-outbreak-worst-in-history1-million-cases-by-end-of-year [Accessed 7 Feb. 2018].
Protection Cluster Yemen Key Advocacy Messages. (2018). [online] Global Protection Cluster. Available at:
https://reliefweb.int/report/yemen/yemen-protection-cluster-key-advocacy-messages-january-2018 [Accessed 8 Feb.
2018].
UNOCHA Yemen Humanitarian Needs Overview-2018. (2017). [ebook] UNOCHA. Available at:
https://reliefweb.int/report/yemen/yemen-2018-humanitarian-needs-overview-enar [Accessed 6 Feb. 2018].
Unocha.org. (2018). Crisis Overview | OCHA. [online] Available at: http://www.unocha.org/country/yemen/crisisoverview [Accessed 5 Feb. 2018].
WHO Monthly Report on Cholera Situation in Yemen. (2018). [online] WHO East Mediterranean Regional Office. Available at: http://applications.emro.who.int/docs/EMROPub_2018_EN_16788.pdf?ua=1 [Accessed 8 Feb. 2018]. | <urn:uuid:d70371e8-4e14-4136-9046-fdd160a8e96e> | CC-MAIN-2024-42 | https://thesouthernhub.org/systems/file_download.ashx?pg=315&ver=4 | 2024-10-14T03:24:25+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00167.warc.gz | 501,061,896 | 2,915 | eng_Latn | eng_Latn | 0.972679 | eng_Latn | 0.997058 | [
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What do Water and Wastewater Systems Operators Do?
Water and wastewater treatment plant and system operators manage a system of machines, often using control boards to transfer or treat water or wastewater. They must pay close attention to safety procedures because of hazardous conditions, such as slippery walkways, the presence of dangerous gases, and malfunctioning equipment. Operators are trained in emergency management procedures and use safety equipment to protect their health, as well as that of the public.
Some Duties Include:
Water and wastewater treatment plant and system operators typically do the following:
* Add chemicals, such as ammonia or chlorine, to disinfect water or other liquids
* Inspect equipment on a regular basis
* Monitor operating conditions, meters, and gauges
* Collect and test water and sewage samples
* Record meter and gauge readings and operational data
* Document and report test results to regulatory agencies
* Operate equipment to purify and clarify water or to process or dispose of sewage
* Clean and maintain equipment, tanks, filter beds, and other work areas
* Follow U.S. Environmental Protection Agency (EPA) regulations
* Ensure safety standards are met
It takes many steps to get water from natural sources—reservoirs, streams, and groundwater—into people's houses. Similarly, it is a complicated process to convert the wastewater from drains and sewers into a form that is safe to release into the environment.
The specific duties of plant operators depend on the type and size of the plant. In a small plant, one operator may be responsible for maintaining all the systems. In large plants, multiple operators work the same shifts and are more specialized in their duties, often relying on computerized systems to help them monitor plant processes.
Water and wastewater treatment plant and system operators must be able to manually operate the equipment if there is a plant malfunction due to power outages or electrical issues.
Water treatment plant and system operators work in water treatment plants. Fresh water is pumped from wells, rivers, streams, or reservoirs to water treatment plants, where it is treated and distributed to customers. Water treatment plant and system operators run the equipment, control the processes, and monitor the plants that treat water to make it safe to drink.
Wastewater treatment plant and system operators remove pollutants
from domestic and industrial waste. Used water, also known as wastewater, travels through sewer pipes to treatment plants where it is treated and either returned to streams, rivers, and oceans, or used for irrigation.
Water and wastewater treatment plant and system operators need long-term on-the-job training and in class study to become fully qualified. Water and wastewater treatment are
complex processes. In the NCRWA Registered Apprenticeship Program, trainees, while being paid, learn their skills on the job under the direction of an experienced operator/mentor. The trainees learn by observing and doing routine tasks, such as recording meter readings, taking samples of wastewater and sludge, and performing simple maintenance and repair work on plant equipment. They also learn about industrial safety and how to use personal protective equipment or PPE.
Larger treatment plants usually combine this on-the-job training with formal classroom or self-paced study programs. As plants get larger and more complicated, operators need more skills before they are allowed to work without supervision.
Licenses, Certifications, and Registrations
Water and wastewater treatment plant and system operators must be licensed by the state in which they work. Requirements and standards vary widely depending on the state.
State licenses typically have multiple levels, which indicate the operator's experience and training. Although some states will honor licenses from other states, operators who move from one state to another may need to take a new set of exams to become licensed in their new state
It Helps To...
Enjoy the sciences, math, and computers. You also need to stay calm in an emergency and work well under pressure, and comfortable using machines/computers, and tools.
Did You Know?
The government establishes standards for clean water, and operators must keep up with these regulations.
Career Outlook
Government economists expect jobs for water- and wastewatertreatment-plant operators to grow about as fast as the average for all careers through 2025. A growing population will require more waterand wastewater-treatment services. New treatment plants and the expansion of current plants will create jobs for operators. Also, operators will be needed to help treatment plants follow new safety and environmental rules.
Job prospects are excellent, not only because of job growth but also because many of these workers will retire soon.
For more information about the North Carolina Rural Water Association Registered Apprenticeship for water and wastewater operators, visit: www.ncrwa.org or email: email@example.com
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COUNSEL
Values for Living—Cadet Character Development Forum (For Online Delivery)
INTRODUCTION
Each Values for Living helps Civil Air Patrol members explore a virtue from multiple angles and practice that virtue through a hands-on activity. The combination of analysis and practice helps members internalize the virtue so it stays with them beyond the end of the squadron meeting.
Counsel is the consideration that comes before deciding. We all know how easy it is to make decisions, even important decisions, without thinking things through. But how do we "think things through?" What questions should we ask to help ourselves make more informed and responsible decisions? How can we make a habit of asking ourselves these questions?
This lesson is suitable for either online or in-person delivery.
PRECLASS CHECKLIST
Prior preparation is essential to success. Please prepare the following well ahead of time:
All media installed and checked out
Phase Three cadet orientation/training completed
Participation awards such as candy or granola bar treats available
Room arrangements complete
ATTENTION GETTER
LARGE GROUP FACILITATED BY CHAPLAIN/CDI/COMMANDER ( 5-10 MINUTES.)
Option 1: Media Clip: Decisions: The Cairo Flood(with curriculum downloads).
Option 2: If multimedia resources are unavailable, please read the video transcript:
In 2011, the Army Corps of Engineers faced an impossible decision. The worst flood in a century swelled the Ohio and Mississippi Rivers. Floodwaters would soon overflow the levees built to protect communities along the rivers. The water had to go somewhere, which meant someone was going to get flooded. The Corps had to decide who would lose their homes.
Cairo (pronounced CARE-o), Illinois, sits as the confluence of the Ohio and Mississippi Rivers. In the days of steamboat trade between New Orleans and Chicago, Cairo flourished. During the Civil War, Cairo provided a base of operations for training and supplying troops in the Mississippi
Theater. After the war, railways brought even more trade and prosperity to Cairo. Its population surged to 16,000. However, as automobiles replaced steamboats and railways found shorter routes around the town, Cairo's fortunes turned. Racial violence, boycotts, and civil unrest further ravaged the community. By 2011, Cairo had a population of 2,800, with many living in poverty.
Because flooding had long threatened Cairo, the Army Corps of Engineers built and maintained a floodwall to protect the town and a system of levees to protect surrounding farmland. The levees had a backup plan involving a "floodway." In the event of a catastrophic flood, the Corps could destroy part of the levees. This opening would release flood waters into an area of about 200 square miles across the river in Missouri. In 1928, the federal government paid the residents of these lands about $17 per acre for the right to flood their lands in the event of an emergency. Meanwhile, as Cairo's fortunes fell, the Missouri farmlands flourished. Though only a few hundred people lived there, they tended some of the most fertile farmland in the region. The state of Missouri depended on these farmlands as a source of income.
Now, in the spring of 2011, floodwaters reached a record height of 61 feet. The levees showed signs of impending failure. The Army Corps of Engineers had to make a grave decision. If they opened the floodway, the Mississippi would cover hundreds of miles of Missouri farmland. The river would flood dozens of farmhouses and threaten the state's economy. If they didn't open the floodway and the waters continued to rise, Cairo could be submerged and 2,800 residents left homeless.
How would you decide?
When faced with a choice like this, most of us will stop to think through our options before deciding. In 2011as the floodwaters rose, thousands of people's homes and livelihoods, and millions of dollars in property at were stake. A situation like this is, we hope, a once-in-a-lifetime decision. Yet we make thousands of decisions every day, often without careful consideration. Some decisions are routine and don't require much thought. A study from Cornell University estimated that we make almost 300 decisions each day just about food!
But many of the decisions we face result in consequences that affect our own lives and the lives of others. How often do you stop to think about your decisions? If you do stop to weigh your options, what questions do you ask yourself? What procedures do you follow before making a difficult choice?
Counsel is the activity of thinking before deciding. Developing the habit of good counsel requires asking illuminating questions. Strengthening the virtue of counsel requires improving and refining your questions.
In your small groups, you'll reflect on how you make decisions. Next, we'll explore several kinds of questions that can help you make better decisions. Use this discussion to start developing your own list of questions. Finally, we will return to our scenario. You will decide whether to flood the farmland or risk submerging the town.
NOTE: Please do not use a personal story as the attention getter for this lesson.
UNDERSTANDING THE DESIRED BEHAVIOR
ONLINE GROUP OR SMALL GROUP FACILITATED BY PHASE III CADET (15 MINUTES.)
Let's start by thinking generally about our decision-making.
* What is the greatest amount of time you have spent thinking before making an important decision? What did you have to decide?
* What questions do you ask yourself before making an important decision?
* What strategies have you used to avoid making decisions?
Now let's come back to the flooding scenario.
* We learned in a previous lesson that effective leaders need to be aware of their own perspectives. Before we get too far into this case study, let's get a gut check. Would you flood the farms or the town? Why?
* Our experiences shape our perspectives. What personal experiences might be affecting the way you understand this situation? For example, do you have any first-hand experience of floods?
* Do you think you're more like the farmers or the residents of Cairo?
* Do you trust the government to make this decision?
* What would it take to change your mind?
APPLICATION OF THE BEHAVIOR TO THEIR LIVES
LARGE GROUP FACILITATED BY CHAPLAIN/CDI/COMMANDER (15 MINUTES)
For this discussion, all participants should have a piece of paper and a writing utensil. We will explore several kinds of questions that could help you make better decisions. Although we focus on the floods, you can easily adapt these questions to other contexts. Write down the questions that seem most revealing or helpful to you. They will be useful later!
Facilitators should choose questions appropriate to the needs and abilities of their units. You may use the questions below or propose your own. Adult leaders may also wish to refer to the "PLUS" model described in CAPP 80-3 Core Values for Seniors.
* The purpose of the character development program is to align our thoughts and behaviors with the Core Values. How do the Core Values apply to this situation?
* We learned in our lesson on humility that humble leaders know their duties and priorities. If you are a member of the Army Corps of Engineers, what are your duties in this situation? What are your priorities? Do the residents of Cairo have a duty to the farmers? Do the farmers have a duty to the residents of Cairo?
* Our understanding improves when we define relevant terms.
o What exactly is a levee and what is a floodplain? What do they do and what are they for?
o What exactly is "catastrophic flooding"?
* We can also ask questions of comparison.
o How is Cairo like the farmland? How are they different?
o How is this flood like earlier floods or floods yet to come?
o How would you compare the future prospects of Cairo and the farmland?
o Does it matter that the floodway agreement between landowners and the government was made 83 years earlier when the land was far less valuable?
o Does it matter that Cairo is mostly low-income and the surrounding farmland is mostly higher income?
o Does it matter that Cairo is mostly African American and the farmers are mostly White? 1
* Questions of circumstance ask what else is happening at the same time that might inform our decision. How would you approach this decision differently…
o … if some leaders, recalling Hurricane Katrina, argued that the federal government had previously failed to protect African American communities from flood damage?
o … if the nation were in the midst of a food shortage?
o … if the state of Missouri faced bankruptcy?
* Questions of relation ask about causes and effects.
o What led to this situation? Will it happen again?
o What will happen if Cairo is flooded?
o What will happen if the farmland is flooded?
o How will this look in one month, one year, or one decade?
* Questions of testimony use the knowledge or insights of others to help us make informed decisions.
o What are trustworthy or informed people saying about this situation?
o Who would you choose to help you make this choice and what would that person say?
o What laws or precedents should inform your decision?
o What historical, scientific, or statistical information would help you decide?
* In our lesson on patience, we learned to be aware of negative emotions that come from hardships. Often, the principal negative emotion is fear. What are you afraid might happen? Is this a reasonable fear? When should we allow fear to influence our decisions?
* In our lesson on gratitude, we saw the importance of focusing on positives and opportunities. Is there any opportunity hidden in this looming tragedy? Are there options we haven't considered?
These questions may seem overwhelming. Start with a short list you can use. Practice and familiarity will make asking them second nature. Over time, you will refine your own list, adding and subtracting according to your experience and judgment. Remember, there is no perfect list of questions for making good decisions.
1 Note to facilitators: Questions of racial justice are fundamental to this dilemma. In 2011, Cairo was overwhelmingly African American; the Missouri farmers were overwhelmingly White. Ideally, questions of racial justice are considered in discussing this dilemma. However, we recognize that not all units are prepared for such a discussion. Moreover, we understand that controversies about racial justice, given the current political climate, could derail the lesson and hinder the lesson's objectives. We strongly encourage you to introduce questions of race if your unit is prepared to discuss those questions fruitfully and trust you as a facilitator to know the needs and capabilities of your members.
ACTIVITY
LED BY SMALL GROUP FACILITATORS OR ONLINE INSTRUCTOR (10-15 MINUTES.)
Allow your participants to use their questions to address the dilemma facing the Army Corps of Engineers. Structure this activity to meets the needs of your unit. Here are two possibilities:
* Give each small group ten minutes to debate and decide whether to flood the farms or risk flooding Cairo. Each group will appoint a representative to address the unit. The representative should explain how the group reached its decision. Which questions had the greatest influence on the group?
* Divide participants into three groups. One group will represent the residents of Cairo. A second group will represent the Missouri farmers. A third group will assume the role of the Army Corps of Engineers. Allow the residents of Cairo and the farmers five minutes to make their case the Engineers. Give the Engineers another five minutes to deliberate and decide.
In all cases, insist that participants articulate the reasons for their decisions. Which questions clarified the situation and helped them reach a decision? This lesson should help participants develop a process for considering difficult choices. A list of helpful questions is a first step toward developing that process.
LESSON SUMMARY AND WRAP-UP
LARGE GROUP FACILITATED BY CHAPLAIN/CDI/COMMANDER (2 MINUTES)
Option 1: Media Clip: Wrap-up: The Cairo Flood (with curriculum downloads).
Option 2: If multimedia resources are unavailable, please read the video transcript:
You are probably wondering what happened with the flood. By 02 May 2011, the waters reached nearly 62 feet and had already breached the levee in two places upstream of Cairo. Maj Gen Michael Walsh of the Army Corps of Engineers ordered three detonations to open the levees. Floodwaters covered hundreds of square miles of farmland. Instead of being praised for saving Cairo, General Walsh was criticized for failing to open the floodway sooner.
Today, Cairo remains a struggling small town. It has lost another 25% of its population since the 2011 flood. Over half of its children live in poverty. The surrounding farmland suffered millions of dollars in damages but less than 1% of the farmland was permanently damaged. Some farmers are still seeking compensation for their losses.
Although you may never have to make such a grave decision, you will make thousands of decisions every day. We all want to make better decisions. The key to making better decisions is practicing counsel, making a habit of asking deliberative questions. You can practice counsel even when facing simple, everyday decisions. Should I have dessert tonight? Should I send a thank you card? Should I seek a leadership position in the squadron? Should I wake earlier to exercise or stay up later to practice a musical instrument? Should I post this to a social media account? Use your questions from this lesson to improve your deliberation.
Practicing counsel doesn't guarantee that you'll make the right decision every time. However, as you practice asking questions, you'll tend to make better decisions and make them more consistently. You'll also be better prepared to explain your decisions. Practicing counsel will help you become a responsible and trustworthy leader.
QUOTABLE QUOTES
"Plans fail when there is no counsel." ― Proverbs 15:22
"In the midst of shouting, the advantageous course is not to be seen, but as one reasons with oneself, it shines out clear." ― Menander
"On an important decision one rarely has 100% of the information needed for a good decision no matter how much one spends or how long one waits." ― Robert K. Greenleaf
"Not making a decision means forgoing an opportunity." ― Oscar Auliq-Ice
"Counsel woven into the fabric of real life is wisdom." ― Walter Benjamin
"Deliberation and debate is the way you stir the soul of our democracy." ― Jesse Jackson | <urn:uuid:692b8e1a-845b-4f56-9ac6-e59c0e4dcc04> | CC-MAIN-2024-42 | https://www.gocivilairpatrol.com/media/cms/Counsel_3862C1B2CF7E4.pdf | 2024-10-14T01:39:43+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00167.warc.gz | 683,868,925 | 2,966 | eng_Latn | eng_Latn | 0.997199 | eng_Latn | 0.997837 | [
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Echium plantagineum
Common name:
Patersons Curse, Salvation Jane,
Murrumbidgee bluebell,
Palatability to Livestock:
Moderate at flowering.
Toxicity to Goats:
Moderate risk.
Toxicity to Other Species:
Horses, pigs, cattle, and in excess to sheep.
Poisonous Principle:
Pyrrolizidine alkaloids.
Echiumine and echimidine alkaloids.
Effects:
Signs and symptoms;
. Loss of condition and depression.
. Acute jaundice,
. Photosensitisation.
. Colic and staggers.
Health and Production Problems;
. Chronic ingestion may lead to liver, gall bladder and spleen damage.
. May accumulate excess copper, which can kill the animal.
. Convalescence takes time.
Treatment;
. None.
Integrated Control Strategy:
. Use goats to prevent seeding.
. Cultivate, spot spray with glyphosate, or 2,4-D at the rosette stage of growth in autumn and spring.
. Biological control agents are being tested. Try a combination of these, herbicides and cultivation, but do not kill the "bugs".
. Declared "Noxious" in most states.
Comments:
. Sheep in general are tolerant of this weed.
. If there is sufficient alternate fodder, and copper/cobalt/molybdenon salt licks, goats will demolish this weed, preventing the biennial growth and flowering.
. For sheep and goats it can be a useful fodder plant, but toxicity varies between areas, and years.
. There are two growth stages, rosette, and flowering stages; forms rosettes, with broad oval leaves, later forming a stem.
. An erect annual, or biennial herb, up to a metre high, with a high seeding rate, seeds can live for up to 7 years.
. Seeds can germinate at any time, and may stay dormant in the soil for up to 5 years.
. Several stems rise from a rosette, covered with hairs; it has a long deep red taproot.
. Leaves are alternate, hairy and long.
. Purple flowers in spring and early summer.
. All plants die after flowering, in summer.
. In horses, a loss of condition, appetite and circling, known as "Walkabout Disease"
. Used by beekeepers as a source of pollen and nectar.
. Called "Salvation Jane" in SA.
Picture: Echium plantagineum Weeds of the Hunter and Central Coast.
Further Reading:
. Blood. Environmental Weeds for SE Australia. CRC Weed Management Systems. 2003
. Cunningham, Mulham, Millthorpe and Leigh, Plants of Western NSW. 1999
. Huggins and Lucy. Weeds of Southern Qld. 1997
. Kohnke. Feeding and Nutrition of Horses. 1998
. McBarron. Poisonous Plants, Handbook. 1983
. Adult goats graze the flowers first, preventing seeding.
. Parsons and Cuthbertson. Noxious Weeds of Australia. 2001 Wilson. Some Plants are Poisonous. 1997
Information included in this Info Sheet was obtained from the source documents, and no responsibility will be accepted by the compiler. | <urn:uuid:dd69102b-2e6f-428a-ba4e-82b0a70d5371> | CC-MAIN-2024-42 | https://weeds.mangrovemountain.net/data/Echium%20plantagineum%20-%20Patersons%20Curse.pdf | 2024-10-14T01:29:15+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00167.warc.gz | 536,538,817 | 678 | eng_Latn | eng_Latn | 0.992495 | eng_Latn | 0.992495 | [
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Effective Teaching at RHHS
Our policy for Teaching and Learning
At Ribston Hall, we provide an education that gives students opportunities to develop:
Cognitive Fluency
Students become effective, autonomous learners who have developed skills that enable them to learn with cognitive fluency. They will have high aspirations and will work hard to achieve their goals;
Personal Character
Students develop their personal character. They will have high expectations of themselves and their behaviour. They will show good judgement, confidence and self‐belief;
Compassion & Tolerance
Students develop compassion, tolerance and a strong social conscience. In both the local and global community, they will take opportunities to improve the world through their careers and relationships.
Aim: to unlock academic potential and ignite intellectual curiosity
This will be realised through:
- Studying a powerfully diverse and inclusive knowledge centred curriculum
Our Curriculum has been designed in order to provide a deep and broad academic experience within each Key Stage. High quality teaching and learning strategies have been deliberately sequenced to enhance the acquisition, retention and transfer of subject knowledge / skills.
- Cultivating cognitive fluency through developing effective learning behaviours
Academic excellence is cultivated through the explicit teaching and regular assessment of cognitive qualities. Students and teachers share a common language that empowers students to articulate how and why they are learning.
- Supporting Recovery through regular diagnostic assessment that identifies and then acts upon misconceptions and knowledge / skills gaps
Our flexible and adaptable curriculum provides regular formative assessment opportunities that consolidate, strengthen and deepen subject knowledge / skills. After receiving specific feedback on how to improve, students complete a Directed Improvement and Reflection Task that moves learning forward.
Effective Teaching at RHHS
Our policy for Teaching and Learning
Positive Learning Climate
- The teacher has high expectations of all students and their capabilities
- The physical classroom environment is organised and presented in a way which supports learning and development of knowledge, skills and understanding
- Specific SEND, PP, HPA, LPA and EAL data informs teaching strategies in order to secure an inclusive environment where all students can achieve their potential
- Teacher uses behaviour policy to facilitate learning of all students
- Students invest in the learning intentions and are effectively managing themselves
- Students demonstrate perseverance and resilience when faced with challenge
- Culture of mutual respect, consistency of treatment and fairness established
- Effective and targeted use of praise
Acquisition of knowledge / skills
- Current knowledge is linked to prior knowledge in order to build extensive schemata
- Prior assessment or baseline data informs teaching strategies
- Success criteria of task(s) is explicitly shared with the students
- Lesson is placed within wider context of the curriculum map in order to strengthen connections
-
A variety of challenging tasks are placed within the zone of desirable difficulty and are sensitive to cognitive load implications
- Challenging tasks facilitate cognitive fluency within the discipline and provide opportunities to develop cognitive qualities
- Students are given opportunities for structured pair / group work / independent work that strengthens, broadens and deepens schemata
- Opportunities are utilised for strengthening literacy, numeracy and cultural capital
Teachers use a variety of questioning techniques within the lesson to check the understanding of all learners
-
- Probing questions are used to promote elaboration and connected, flexible thinking among learners
- Teachers demonstrate a deep and fluent knowledge and flexible understanding of the content they are teaching
- Teachers generate varied explanations and multiple representations/analogies/examples for the ideas they are teaching
- Hinterland knowledge is employed to strengthen core knowledge to cultivate epistemic curiosity
- Teachers demonstrate knowledge of common student strategies, misconceptions and sticking points in relation to the content they are teaching
- A range of model responses and a range of modelling strategies are used to facilitate learning
- Scaffolds / worked examples are employed to support all students in the production of high-quality responses
- Scaffolds / worked examples are removed at the appropriate time in order to prevent expertise reversal effect
- Teacher metacognitive talk explicitly states the most effective cognitive strategies required for the tasks
Maintenance of knowledge / skills
- Using a variety of activities, prior knowledge is activated in order to build extensive schemata
- Teacher tests students using cognitive science principles in order to improve the retention of subject knowledge
- Teacher ensures the active retrieval of the most effective cognitive strategies prior to completion of tasks
- Teacher explicitly provides strategies that facilitate independence within learning (specifically in relation to the organisation, management and adaptability of learning)
Transfer of knowledge / skills
- Teacher cultivates self-efficacy through regular activities that enhance the planning, monitoring and evaluation of work
- Guided practice / independent practice within class is being employed according to the needs of the learner
- Teacher facilitates a culture of feedback that moves learning forward and activates learners as owners of their own learning
- Through specific guidance, students are confident when delivering academic judgments in peer and self-assessment
- Detailed feedback is given in order for specific student action(s) to be completed in a Directed Improvement and Reflection Time (DIRT) task
- Self-reflection tasks facilitate pupils' ability to set their own targets
- Within feedback, variety of model responses used as gateways to improvement
- Link between attainment and Ribston Cognitive Qualities explicitly stated
Effective Teaching at RHHS
Our policy for Teaching and Learning
Shared Language
Everyday, across all subjects and in all classrooms, learners hear the same language being used within their lessons. These terms strengthen our community of practice and facilitate reflective metacognitive learning.
| | Acquisition of | | knowledge (Attend / Access / Acquire) |
|---|---|---|---|
| Scaffold | | Temporary support in order to assist you in the completion of | |
| | | task or the acquisition of a skill | |
| Long term memory | | Where the subject knowledge and skills are stored in your mind | |
| Working memory | | Where the subject knowledge and skills needed for a particular | |
| | | task are stored in your mind | |
| Cognitive Load | | How much information the working memory can hold | |
| Models | | The use of completed responses / partial responses to | |
| | | demonstrate what the success criteria looks like in practice | |
| Schema | | Connected web of knowledge | |
| Knowledge Organiser | | | |
| Mnemonics / acronyms | | | |
| | | assists in remembering something | |
| Success criteria | | The standards by which to judge whether an outcome has bee | |
| | | achieved/successful | |
| Guided practice | | Practise of the skills or concepts learnt from a lesson with teacher | |
| | | support | |
| | Maintenance of knowledge (Retrieve / Revisit / Retain) | | |
| Self-testing | | | |
| Mapping | | | |
| Dual coding | | | |
| Interleaving | | | |
| Spaced practice | | | |
| | Transfer of knowledge (Explore / Evaluate / Extend) | | |
| Independent practice | | Practise of the skills or concepts learnt from a lesson without | |
| | | teacher support | |
| Self-regulation | | Controlling your emotion, thoughts and behaviour to help you | |
| | | learn independently | |
| Self-reflection | | Ability to review work, reflect on learning and measure progres | |
| Self-efficacy | | | |
| Editing | | | |
| | | product | | | <urn:uuid:9b835904-9201-4aa0-b3f7-07d8bba1581d> | CC-MAIN-2024-42 | https://www.ribstonhall.gloucs.sch.uk/attachments/download.asp?file=2902&type=pdf | 2024-10-14T02:17:38+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00166.warc.gz | 823,297,646 | 1,719 | eng_Latn | eng_Latn | 0.994553 | eng_Latn | 0.994763 | [
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NEWHAM PRIMARY SCHOOL
Green Purchasing Policy
INTRODUCTION
The purpose of this Green Purchasing Policy is to provide a purchasing structure that will reduce Newham Primary School's negative impact on the environment and promote the sustainable use of resources. Newham Primary School aims to do this by supporting all staff in selecting products that minimise waste, pollution, habitat loss, toxicity and soil degradation and maximum water efficiency. This policy aims to establish a green purchasing culture in our school's work environment.
RESPONSIBILITIES
Currently both teaching and administration staff are responsible for purchasing. Purchasing decisions are to be made on the basis of environmental considerations and value for money, rather than just the cheapest up-front purchase price. Our purchasing decisions can improve markets for environmentally preferred products, enhance environmental quality, be resource responsible and contribute to progress toward sustainability.
GUIDELINES
Newham Primary School prefers to purchase environmentally preferred products whenever they perform satisfactorily and are available at a reasonable price. Purchasing decisions shall be made in the context of the waste hierarchy to avoid, reduce, reuse and recycle.
AVOID – Identifying ways of carrying out a function or task without using materials that generate waste. An example is sending information electronically instead of on paper.
REDUCE – Using less in the first place and avoiding waste. Examples of this include purchasing in bulk to reduce packaging and the purchase of printing equipment that prints double sided copies.
REUSE – Using the same item more than once, and extending the useful life of products and equipment before replacing an item. Aim to re-use or repair an existing product. Ensure that new purchases are durable, have a long service life and are easy to maintain and upgrade.
RECYCLE – Purchasing products that contain recycled materials or those that have or can be remanufactured or recycled.
Newham Primary School will minimise greenhouse gas emissions, habitat destruction, toxicity, soil degradation and maximize water efficiency by purchasing:
* Energy efficient products and materials by checking that the energy rating and efficiency features are the best available for the cost over the lifetime of the product;
* Goods that are produced locally in preference to those that have high kilometers associated with them.
* A preference for paper and wood products obtained from post-consumer recycled, plantation, salvaged or renewable sources as well as being FSC (Forestry Stewardship Council) approved.
*This policy is written in consultation with DET Guidelines.
* Green cleaning products that don't result in discharges of toxic chemicals to waterways.
* Materials and products that are free of toxic or polluting materials;
* Products that conserve water or use water in an efficient way.
OBJECTIVES
The objectives of this Green Purchasing Policy are to:
A. Eliminate unnecessary purchasing;
B. Reduce our impact on the environment;
C. Reduce our impact on human health;
D. Create a better market for environmentally preferred products;
E. Develop a green purchasing culture throughout our school.
IMPLEMENTATION
To achieve the above objectives, Newham Primary School will:
A. Establish a staff education program to raise awareness about this policy;
B. Ensure that all staff, where appropriate have access to information on environmentally preferred products;
C. Require that all contractors and consultants are aware of the current purchasing policy and green purchasing options and work with our school community to meet the objectives of the Green Purchasing Policy within their contracts;
D. Establish a system to track and report on the outcomes of this policy;
E. Actively promote environmental purchasing to the community.
F. Encourage staff to find and share information about recycled and environmentally preferable products and specifications;
G. Encourage innovativeness among staff for environmental purchasing.
REVISION HISTORY
| | Name Policy | | | | |
|---|---|---|---|---|---|
| Version | | Date Created | Date Ratified at School Council (if required) | Revisions Made | Leader of Policy |
| 1 | | 22/6/2015 | 22/6/2015 | | Sam Harrison |
| 2 | | 8/6/2018 | 18/6/2018 | | Sam Harrison |
| 3 | | 11/8/2022 | | | Libby Fullard |
*This policy is written in consultation with DET Guidelines. | <urn:uuid:fe503f11-6b79-4085-aaee-7b4ed58a18d4> | CC-MAIN-2024-42 | https://www.newhamps.vic.edu.au/_files/ugd/f1142a_73da6bf054f644bfbc3591a7af4d4709.pdf | 2024-10-14T02:56:14+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00171.warc.gz | 767,126,720 | 890 | eng_Latn | eng_Latn | 0.993798 | eng_Latn | 0.994606 | [
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| Diocese of Wheeling-Charleston | |
|---|---|
| CASE Unit Planner | |
| Name of Teacher: Erika Maynard | Grade Level: 5th Grade |
| Subject Area: Reading/Language Arts | Cross Curricular Opportunities: Social Studies, |
| | Spelling |
| Unit Title: Learn from the past, to have the ability to take action in the future! | Estimated Duration of Unit (between 2-9 weeks): |
| | 5 weeks |
Overview of Unit: Students will read the novel Number the Stars by Lois Lowry within cooperative learning groups. As students read the book within their designated groups, students will complete the job description of their assigned role. Every four chapters, students will rotate their responsibility (Discussion director, Travel tracer, Content connector, Vocabulary enricher, etc.) so as to increase understanding. A portfolio of the work completed will be compiled to serve as a review for the students to refer back to. Students will apply critical thinking skills to connect the story with what occurred during World War II and how the time period and setting impacts the novel. Literary elements, such as figurative language, will be addressed within the text. Students will take a deeper look at the history of World War II, the causes, and those involved. Timelines and maps will also be utilized to allow students to comprehend the time period and the places that were affected during the events of World War II. Primary sources, such as FDR's address to congress and quotes of Anne Frank, and propaganda elements will be reviewed as well. The novel allows for students to see a small glimpse into unfortunate circumstances of the Jewish community in Europe.
Forms of Text (nonfiction/fiction): Number the Stars by Lois Lowry, The Diary of Anne Frank, Grandpa's Angel by Jutta Bauer, The Yellow Star: The Legend of King Christian X of Denmark by Carmen Agra Deedy, The Boy in the Striped Pajamas by John Boyne, War Boy: AWartime Childhood by Michael Foreman, The Churchill Factor: How One Man Made History by Boris Johnson, The Greatest Generation Speaks: Letters and Reflections by Tom Brokaw, World War II Eyewitness Books by Dorling Kindersley
Teaching Strategies: Literature Circles, Student-led activities, Project-based, Direct Instruction, Researchbased, Cooperative groups, Technological skills, Hands-on activities, Critical thinking approach, Discussion, Read-alouds, and Vocabulary enrichment
Catholic Identity Connections: The idea of equality is brought to life when discussing the topic of the Holocaust. Morals and the idea of treating others as one would want to be treated associated with Catholic Identity. The concept that we are all equal in God's eyes is another imperative element addressed throughout the duration of the unit. The idea of all people living together with one another in peace is an essential element. No one person is better than another. War is also another topic that enables students to show compassion for mankind. It allows the opportunity for students to discuss other alternatives, as opposed to instant violence.
Assessment (authentic/published - summative/formative): Authentic, Summative, and Formative -- throughout the duration of the unit, comprehension activities are pulled from various resources: group work, discussion, PowerPoint presentations, and writing samples to name a few. These activities are generally completed in class, or for homework. Students are given a passage on a certain Lexile level and they are expected to be able to go within the text and find the correct answer. Students are then expected to write the correct answer in a complete sentence. Scholastic
Newspapers are utilized as well. Students will be able to constantly recall information as we work through the unit. Each class will start with reviewing information taught the previous day. Being repetitive with facts and encouraging students to repeat the information allows for them to remember crucial details. At the end of each week, students will also take a teacher created spelling tests generated from cross-curricular terms and words utilized in all subject areas. Students will not only be responsible for knowing the appropriate spelling of each word, but the definition of each term as well.
| Standard | Standards | Description of Activity | Resources | Date of |
|---|---|---|---|---|
| Number | | | | Completion |
| ELA.5.SL.C1 | Engaged | To engage student interest in the upcoming unit, allow | | |
| 3.1 | effectively in a | students to utilize the mini iPads, computers, | US War Monuments | |
| | range of | Encyclopedias, and their textbook to examine war | | |
| | collaborative | | | |
| | | memorials with a partner. Students are encouraged to look | | |
| | discussions (one- | | | |
| | on-one, in groups, | at various monuments from the various wars and discuss | | |
| | and teacher-led) | how these war memorials commemorate soldiers, our | | |
| | with diverse | nation, and the community. Does this justify the sacrifices | | |
| | partners, building | that were made? Once students have had a few minutes to | | |
| | on other’s ideas | browse the web on their own and partake in discussion, | | |
| | and expressing | | | |
| | | give each pair a specific monument to look at and | | |
| | their own clearly. | | | |
| | | research. Students will then take turns telling a different | | |
| | [Ongoing | | | |
| | throughout the | partner about their monument and sharing what they | | |
| | entire unit]. | have learned (smaller version of the Jigsaw method). | | |
| | Draw on | | | |
| ELA.5.R.C3. | | The class will then come together as a whole and share | | |
| | information from | | | |
| 3 | | their information, while pictures of the various war | | |
| | multiple print or | | | |
| | | memorials are displayed upon the Smart Board. As | | |
| | digital | | | |
| | informational | discussion ensues, have students compare memorials | | |
| | sources, | from different wars. What materials are the monuments | | |
| | demonstrating the | made of? Size of the monument? Surroundings? | | |
| | ability to locate an | Inscriptions? Why do you think some wars have been | | |
| | answer to a | | | |
| | | better remembered than others? Do all of the memorials | | |
| | question quickly or | | | |
| | to solve a problem | seem to have fulfilled their purpose, are they | | |
| | efficiently. | appropriate? | | |
| | [Ongoing | | | |
| | throughout the | Students will complete an Exit slip to share three things | | |
| | unit] (CCSS RI.5.7) | | | |
| | | they have learned and one thing they are still interested | | |
| | | in learning. | | |
| | Write opinion | | |
|---|---|---|---|
| ELA.5.W.C9 | pieces on topics or | | |
| .1 | texts; supporting a | | |
| | point of view with | | |
| | reasons and | | |
| | information. | | |
| SS.5.E.4 | Assess the | Before getting started, refer back to the previous day(s) | |
| | resources (e.g., oil, | discussion, specifically focusing on WWII. Talk about the | |
| | land, gas, etc.) of | | WWII History Channel Short |
| | | significance of the monument. | |
| | the geographic | | |
| | regions (e.g., | | WWII Timeline |
| | | Within their cooperative learning groups, students will | |
| | Midwest, Middle | | |
| | East, etc.) of the | complete a KWL chart about WWII. Students will then | |
| | United States and | watch a short video from the History Channel about the | |
| | the world and | history of WWII and observe if any of their questions | |
SS.5.G.2
explain their impact on global economic activities.
Summarize the significance of large-scale immigration and the contributions of immigrants to America in the early 1900s, (e.g., the countries from which they came, the opportunities and resistance they faced when they arrived and the cultural and economic contributions they made to this nation, etc.).
have been answered.
Students will then review a timeline of events with WWII. The Britannica Kids site will provide a deeper insight to the chief occurrences during World War II. The related articles listed will be review as well. Students will be asked to pay attention to terms such as, Allies, Axis, surrender, invasion, evacuation, etc. (for spelling/vocabulary test purposes).
ELA.5.R.C1. 5
ELA.5.W.C1 1.1
Determine two or more main ideas of an informational text and explain how they are supported by key details; summarize the text. (CCSS RI.5.2)
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of
Using the Smart Board, students will observe and take notes on WWII. Students will learn the causes of World War II through acronyms. Students will make specific note of terms such as appeasement, fascism, totalitarianism, and dictatorship. The Axis powers: Germany, Italy, and Japan along with their rulers will be addressed. Hitler’s reign in Germany and his invasion of Poland was the lead cause of WWII. Hitler’s tactics were overwhelming to the nations and the Allies declared war on Germany.
With all of the new vocabulary terms, each student will complete a vocabulary booklet complete with a definition and example of how to use the term or a picture. Students will share their work with one another to help build understanding (continuous activity that will be done throughout the duration of the unit to keep adding new
World War II PowerPoint
WWII Mapping Activity and
SS.5.G.4
SS.5.G.9
ELA.5.R.C1. 6
a topic. (CCSS W.5.7)
Measure distances in latitude and longitude using a scale on a variety of maps and globes, and transfer the concept of cardinal and intermediate directions to describe the relative location of countries by hemisphere and proximity to the equator.
Display information on maps, globes, geographic models and in graphs, diagrams and charts (e.g., designing map keys and legends, etc.).
Using an informational text, explain the relationships or interactions between two or more individuals, events, ideas or concepts in a historical, scientific or terms learned).
Students will then complete the Map Activity assignment. Students will read the information at the top of the sheet independently, then with a partner, students will fill out the blank map to label the various countries involved in WWII and more specifically, the Axis and Allie members.
Using the activity, discussion from the past few days, and any other resource students will complete the five questions with the mapping assignment on a separate sheet of paper.
Displayed on the ELMO will be a map with the correct answers, students will check the work on their map to ensure they have completed it accurately. The questions completed will be done so in complete sentences, and students will share their answers with one another and later the whole class.
When discussing WWII and Hitler's rise to power, the Holocaust is a solemn subject that must be addressed. Children recognize prejudices at an early age, but that can quickly turn into hate. Students will look up the term prejudice and explain what it means to them. Discussion should ensue. Why do certain prejudices exist? Can it lead to hate? Can this hate turn to violence? As Christians, how can we ensure this behavior doesn't occur? We should share messages of love and acceptance. We are called to love one another as He loves us.
Questions
Holocaust PowerPoint
Holocaust Survivor Stories
Holocaust Encyclopedia
Copies of the story of the Holocaust (Holocaust Encyclopedia) will be read aloud in groups. Student-led discussion will occur, with higher-level thinking questions being presented. Examine how the Holocaust affected the world. Devise a plan to stop the atrocities. Explain how something like this could happen.
With the Smart board, students will observe the Holocaust Power Point that gives a brief overview of the treatment of Jewish individuals in Europe during WWII. Because of intolerance for a specific religious group, terrible atrocities occurred during the duration of WWII. Students will answer the essay question at the end of the Power Point in paragraph form.
Students will research the idea of victims, perpetrators, bystanders, and rescuers. What do these terms mean, and how do they apply to the Holocaust? In this instance, is being a bystander a bad thing? (Add these terms to the vocabulary booklet).
Holocaust survivor stories will be read by students as well. Students will come together to share what they have read and create a whole class Venn Diagram. This will allow students to compare and contrast the stories that they have read.
Anne Frank is a famous Holocaust survivor. Allow students to look up her quotes about happiness. Students will create a 3x5 essay explaining how one could have such a positive outlook on life with facing unbelievable adversity. Students will choose their own quote, explain what it means, and how they can apply it to their own life (this will be an ongoing assignment throughout the duration of the unit as well). The writing process will also be reviewed (with the document students will be given at the beginning of the year
Writing Process Document
| | defined in | to keep in their binders and continuously refer back to) to | |
|---|---|---|---|
| | objectives 1–3 in | reiterate expectation and proper writing tools. | |
| | Text Types and | | |
| | Purposes.) (CCSS | | |
| | W.5.4) | | |
| ELA.5.W.C | | | |
| 10.2 | With guidance | | |
| | and support from | | |
| | peers and adults, | | |
| | develop and | | |
| | strengthen | | |
| | writing as | | |
| | needed by | | |
| | planning, | | |
| | revising, editing, | | |
| | rewriting, or | | |
| | trying a new | | |
| | approach. | | |
| | (Editing for | | |
| | conventions | | |
| | should | | |
| | demonstrate | | |
| | command of | | |
| | Language | | |
| | objectives up to | | |
| | and including | | |
| | grade 5.) (CCSS | | |
| | W.5.5) | | |
| ELA.5.R.C2. | Determine the | When explaining how something, such as the Holocaust, | Nazi Propaganda |
| 4 | meaning of | could occur the idea of propaganda should be addressed. | |
| | general academic | | Children of Genocide Script |
| | and domain- | Students will analyze WWII posters from a variety of online | |
| | specific words | collections. These posters will help students to understand | Children of Genocide Power Point |
| | and phrases in an | how persuasion and propaganda differ and relate. How do | |
| | informational | the ideas of propaganda relate to the Holocaust? Was this | |
| | text relevant to | | |
| | | one of Hitler’s methods to become elected? Students will | |
a grade 5 topic or subject area. (CCSS RI.5.4)
then read about Nazi propaganda from the Holocaust Encyclopedia.
To ensure students fully understand the concept, students will create their own propaganda posters.
Referring back to the terms of victims and bystanders, students will be assigned various parts to complete in Readers' Theater. The pieces are centered on children of genocide and their literal roles played. Before students carry out their parts, a Power Point will be reviewed to show students that the characters they are playing are actual individuals. It allows for the student to put a face with a name to make the experience more meaningful. The Power Point refers to the multiple instances of genocide that have occurred throughout the world, but the Holocaust will be specifically highlighted. Instances such as Rwanda and Darfur will be mentioned to stress the importance of learning from he past and being informed citizens.
Being that is was a World War, students will learn about America's involvement. Peal Harbor will be the next topic of study.
Students will take notes on the Power Point about Pearl Harbor, while questioning occurs. Students will refer to what they have learned in previous classes to help understand the reasoning behind this attack. Students will then pretend that they are a reporter and it is their job to describe the event to the American public. How will they be able to describe such an enormous loss? What information
Pearl Harbor Power Point
Pearl Harbor Information
FDR's Message to Congress
World War II Information
| | | should they provide about the sinking of the USS Arizona? |
|---|---|---|
| ELA.5.R.C1. | Quote accurately | What about casualties? Students may work in pairs to come |
| 4 | from an | up with a couple paragraphs describing the occurrence. |
| | informational | |
| | text when | Students will also analyze FDR’s message to Congress |
| | explaining what | |
| | | (review process of declaring war: see Constitution unit). |
| | the text says | |
| | | What does he mean by, “a day that will live in infamy?” |
| | explicitly and | |
| | | Why is this primary source document? Should America |
| | when drawing | |
| | | have gone to war with Japan? How does this carry over into |
| | inferences from | |
| | | the war that had been going on? |
| | the text. (CCSS | |
| | RI.5.1) | |
| ELA.5.SL.C1 | Include | To conclude the study on WWII, in pairs, students will read |
| 4.2 | multimedia | the closing information about the end of the war. Some of |
| | components | the information provided will be a review to reiterate |
| | (e.g., graphics, | several points made throughout the unit. |
| | sound) and visual | |
| | displays in | Referring back to the World War II Power Point, students |
| | presentations | will discuss the cost of war (billions of dollars – discuss |
| | when | |
| | | place value) and the number of casualties several countries |
| | appropriate to | |
| | | faced. Why is this information important? What was the |
| | enhance the | |
| | | overall impact/affect of WWII on the United States, and the |
| | development of | |
| | | world? Students will also look at the pictures from these |
| | main ideas or | |
| | | years of war and discuss what the mean. What are they |
| | themes. (CCSS | |
| | | portraying? |
| | SL.5.5) | |
| ELA.5.W.C1 | Draw evidence | To enable students to have a deeper insight into the | |
|---|---|---|---|
| 1.3 | from literary or | occurrences of WWII and what was happening to the | |
| | informational texts | | |
| | | citizens of European countries, students will be placed into | |
| | to support analysis, | | |
| | | cooperative learning groups to read the novel Number the | |
| | reflection, and | | |
| | | Stars. Students will meet with their literature groups every | |
| | research. | | |
| | | couple of days to discuss their readings and complete the | |
| ELA.5.R.C1. | Determine a | various activities assigned. To keep conversation and | |
| 2 | theme of a story, | discuss occurring throughout the novel, each student will be | |
| | drama or poem | given a job to carry out when the group meets (Discussion | |
| | from details in a | director, Travel tracer). Each time the students meet, the job | |
| | literary text, | will change. | |
| | including how | | |
| | characters in a | | Literature Circle Roles Sheet |
| | story or drama | | |
| | respond to | | |
| | challenges or | | |
| | how the speaker | | |
| | in a poem | | |
| | reflects upon a | | |
| | topic; summarize | | |
| | the text. (CCSS | | |
| | RL.5.2) | | |
| ELA.5.L.C15 | Demonstrate | Spelling words will come from the vocabulary booklet | Number the Stars Activities |
| .1 | command of the | created during the unit study and vocabulary terms learned | (The above activities must be |
| | conventions of | | |
| | | from the novel. For example, sabotage, ration, and | purchased before use.) |
| | Standard English | | |
| | | devastating are just a few words used for the twelve to | |
| | grammar and | | |
| | | fifteen word lists. | |
| | usage when writing | | |
| | or speaking. | | |
| | [Ongoing | Comprehension quizzes will be given after every few | |
| | throughout entire | chapters are completed and discussed. | |
| | duration of the | | |
| | unit]. | | |
| | | Students will take into consideration the atmosphere, | |
| | | setting, and time. Why/How does this matter for the story? | |
| ELA.5.R.C3 | Explain how an | | |
| .4 | author uses | | |
| | | Character analysis will occur, as well as literary element | |
ELA.5.R.C1.
3
ELA.5.R.C3.
5
evidence to support particular points in an informational text, identifying which reasons and evidence support which point(s). (CCSS RI.5.8)
Compare and contrast two or
more characters, settings or
events in a story or drama,
drawing on specific details in
the literary text
(e.g., how characters
interact). (CCSS
RL.5.3)
Integrate information from
several informational
texts on the same topic in
order to write or speak about the
subject knowledgeably.
CCSS RI.5.9)
(
review. The reasoning behind the title of the book will also be addressed. Predictions, tone, theme, conflict, climax, and mood are also parts that will be reviewed. Grammar will be brought into the lesson through DOL (Daily Oral Language (Color the Rainbow)/A teaching strategy that is carried out at the beginning of every class). Students will correct sentences that are generated from or about the book. Figurative language will be reviewed as well.
The various activities (besides the quizzes), will be compiled into a portfolio for students to refer back to while the unit study continues and further on.
Upon completion of the novel/unit study, students will complete a project of their choice from the approved list to show their understanding of this time period in history. If a student would like to do a different project, it must first be cleared by the instructor.
Students will create a booklet with four pages. One page will be a facts and opinions page. The top half of the page will include five facts that the students have learned from the unit and the bottom half of the page will require five opinions that the student personally has about the
WWII Unit Study Project
| | Read and interpret | Holocaust, Nazis, Hitler, and Europe during the time period, |
|---|---|---|
| SS.5.G.8 | information from | etc. The remaining pages of the book will be filled with a |
| | photographs, | |
| | | diary entry, novel review, comic strip, etc. The students |
| | maps, globes, | |
| | | may focus solely on Number the Stars or do a compilation |
| | graphs, models and | |
| | | of the unit. The goal is for students to depict their |
| | computer | |
| | programs. | understanding and have the ability to share their finished |
| | | product with their classmates. |
| | | Work completed will be graded by a rubric. |
| | | The final assessment will be a student created test. Every |
| | | student must create a test based off of the information they |
| | | have learned during the unit. The test must contain at least |
| | | twenty questions (this will also be graded with a rubric). |
| | | Students will then trade their test with a peer and once the |
| | | test is returned back to them, they will grade it. |
Differentiated Instruction Opportunities/Overview: Placing students in ability groups will allow for extensions and revisions of what is to be expected. For example, an extension could be having students create a five paragraph essay; while other groups construct a three paragraph essay. The same expectations are present; the only element of change is the required length. Multiple choice questions could have fewer options for some students, also additional tools can be provided to aid the students in finding the correct answer. When given the study guide, an adjusted version can be provided, or a list of the answers and the students must decide where to place them on the study guide. Extra time may also be given to complete assignments. Allowing pacing for certain reading material also provides a great way to differentiate instruction. Accommodations do not equal lower expectations.
Teaching Strategies Checklist
| X |
|---|
| X |
| X |
| X |
| X |
| X |
| X |
| X |
|---|
| X |
| X |
| X |
| X |
| X |
| X |
| X |
| X |
| Technology |
| X |
| X |
| X |
| X |
| Differentiated Instruction |
| X |
| X |
| X |
| X |
| X |
| Assessment |
| X |
| X |
| X |
| X |
| X |
| X |
| X |
| X | Presentation |
|---|---|
| X | Journal |
| X | Think, pair, share |
| X | Summary |
| X | Oral questioning |
| | Analogy |
| | PowerPoint, or movie maker |
| Authenticity | |
| X | Various activities |
| X | Inquiry, research and evidence |
| X | Evidence of time management and planning |
| X | Problem solving strategies |
| Summary of unit upon completion: | | | <urn:uuid:41907da2-e93e-43ec-8481-cff52b01c907> | CC-MAIN-2024-42 | https://wvcatholicschools.org/download/Number-the-Stars-Unit.pdf | 2024-10-14T03:01:05+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00171.warc.gz | 531,859,124 | 6,213 | eng_Latn | eng_Latn | 0.998078 | eng_Latn | 0.998248 | [
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Glossary of Key Terms and Concepts Related to the COVID-19 Pandemic
Asymptomatic: Defined by the National Library of Medicine as individuals who do not have symptoms of an illness or disease. Asymptomatic individuals include those who have been infected with a disease but are not showing symptoms or those who have recovered from a disease. In the case of COVID-19, recent studies show that infected individuals without symptoms can spread the disease to others.
Close contact is defined by the CDC as "a) being within approximately 6 feet (2 meters) of a COVID-19 case for a prolonged period of time; close contact can occur while caring for, living with, visiting, or sharing a healthcare waiting area or room with a COVID-19 case, or b) having direct contact with infectious secretions of a COVID-19 case (e.g., being coughed on)."
Coronavirus: "Coronaviruses are a large family of viruses which may cause illness." They are named for the crown-like spikes on their surface. Several coronaviruses are known to cause respiratory infections ranging from the common cold to more severe diseases such as Middle East Respiratory Syndrome (MERS) and Severe Acute Respiratory Syndrome (SARS). The most recently discovered coronavirus causes coronavirus disease COVID-19." WHO and CDC.
COVID-19: COVID-19 is the infectious disease caused by the most recently discovered coronavirus. This novel (new) coronavirus was first reported in China in December 2019. The World Health Organization announced COVID-19 as the official name of the disease in February 2020. Other names used to refer to COVID-19 include SARS-CoV-2 and 2019-nCoV.
Community spread: means people have been infected with COVID-19 in a particular area, including some who are not sure how or where they became infected. CDC
Disease cluster or infection cluster is a group of similar health events that have occurred around the same time, geographic area, and/or common exposure, according to the CDC and WHO.
Elective procedure/surgery: is defined by the American Hospital Association as any procedure that is "scheduled rather than a response to an emergency." Due to the COVID-19 outbreak, the federal government and several state governments and professional associations are recommending or requiring that hospitals and dentists postpone elective procedures, except in the case of patients whose condition cannot wait until the health care system returns to normal operations.
Epidemic: "An epidemic occurs when an infectious disease spreads rapidly to many people." An epidemic is generally larger and more severe than an outbreak, but less severe than a pandemic. APIC
Flattening the Curve: This concept is the goal of social distancing. Although the overall goal of fighting a pandemic or epidemic like COVID-19 is to stop the spread of the disease entirely, slowing the spread is critical. The virus will spread very fast without measures to reduce transmission, resulting in a high curve or peak in number of cases at one time, and can overwhelm the healthcare system. By decreasing opportunities for transmission by symptomatic and asymptomatic individuals, spread of the disease will be slower and the rate of new cases per day will be lower, hence a flatter curve. Anderson et al., 2020.
Handwashing guidelines: Proper handwashing reduces the spread of COVID-19. "Wash your hands often with soap and water for at least 20 seconds especially after you have been in a public place, or after blowing your nose, coughing, or sneezing. If soap and water are not readily available, use a hand
Last updated: 3/26/2020
sanitizer that contains at least 60% alcohol. Cover all surfaces of your hands and rub them together until they feel dry." CDC
Higher risk populations: individuals who are at a higher risk for developing severe illness from COVID-19 include: older adults age 65 and older, and people of any age with serious underlying conditions such as lung disease, heart disease, diabetes, or who are immunocompromised. CDC
How COVID-19 spreads: COVID-19 is thought to primarily spread through person-to-person contact, either "between people who are in close contact with one another (within about 6 feet)", or through respiratory droplets that are produced when an infected person coughs or sneezes and can land in the mouth, noses, or eyes of nearby people. The virus can also spread through contaminated surfaces, where it may be present for a few hours or even a few days. CDC and van Doremalen et al., 2020.
Immunocompromised: Individuals with a weakened immune system. Immunocompromised individuals "have a reduced ability to fight infections and other diseases" and are more likely to experience severe illness from COVID-19. NIH and CDC
Incubation period is defined by the CDC as the time from exposure to an agent, such as a virus, until the first symptoms develop. Recent studies have found the incubation period of COVID-19 to be 1-14 days and is most commonly around 5 days. WHO
Isolation is "the separation of a person or group of people known or reasonably believed to be infected with a communicable disease and potentially infectious from those who are not infected to prevent spread of the communicable disease. Isolation for public health purposes may be voluntary or compelled by federal, state, or local public health order." CDC
Outbreak: the occurrence of cases in excess of what would normally be expected in a defined community, geographical area or season." An outbreak is similar to an epidemic, but usually occurs in a smaller area. WHO and CDC
Pandemic: A global spread of disease to several countries or continents, usually affecting a large number of people. A pandemic affects a greater geographical area and a greater number of people than a outbreak or epidemic. The World Health Organization (WHO) classified COVID-19 as a pandemic on March 11, 2020. CDC
Prevention methods: The CDC recommends several actions that individuals should take to protect themselves from COVID-19 and to reduce transmission. 1. Clean your hands often (see handwashing techniques) and avoid touching your eyes, nose, and mouth. 2. Avoid close contact (6 ft) with others and practice social distancing. 3. Cover your mouth and nose with a tissue when you cough or sneeze or use the inside of your elbow, and immediately wash your hands. 4. Stay home if you are sick. 5. Wear a facemask if you are sick around other people. Individuals do not need to wear a facemask if they are not sick. 6. Clean and disinfect frequently touched surfaces daily, including tables, doorknobs, light switches, countertops, handles, desks, phones, keyboards, toilets, faucets, and sinks.
Quarantine generally "means the separation of a person or group of people reasonably believed to have been exposed to a communicable disease but not yet symptomatic, from others who have not been so exposed, to prevent the possible spread of the communicable disease." CDC
Last updated: 3/26/2020
Self-Observation: according to the CDC, means "people should remain alert for subjective fever, cough, or difficulty breathing. If they feel feverish or develop cough or difficulty breathing during the selfobservation period, they should take their temperature, self-isolate, limit contact with others, and seek advice by telephone from a healthcare provider or their local health department to determine whether medical evaluation is needed."
Severe illness: Those who develop severe illness from COVID-19 are more at risk of complications from the disease. Complications can include pneumonia in both lungs, organ failure in several organs, and death. Older adults and those with underlying conditions are more at risk of developing severe illness from COVID-19. Mayo Clinic.
Social Distancing is the act of remaining out of crowded public places where close contact with others may occur, "avoiding mass gatherings, and maintaining distance (approximately 6 feet or 2 meters) from others when possible." CDC
Stigma "occurs when people associate a risk with a specific people, place, or thing – like a minority population group – and there is no evidence that the risk is greater in that group than in the general population. Stigmatization is especially common in disease outbreaks." Stigma hurts everyone by creating fear or anger towards other people. Some groups of people who may be experiencing stigma because of COVID-19 include: persons of Asian descent, people who have traveled, emergency responders or healthcare professionals. CDC
Symptoms: The "most common symptoms of COVID-19 are fever, tiredness, and dry cough. Some patients may have aches and pains, nasal congestion, runny nose, sore throat or diarrhea. These symptoms are usually mild and begin gradually." Symptoms range from mild to severe and may appear 1-14 days after exposure. In some cases, infected individuals report no symptoms. CDC and WHO.
Testing and diagnosis of COVID-19: Laboratory tests can identify current infection with the virus that causes COVID-19 in respiratory specimens. These tests are Real-Time Reverse Transcriptase (RT)-PCR Diagnostic Panels, and can produce results in 4 to 6 hours. Testing is performed by state and local health departments, as well as some medical providers. CDC has guidance for who should be tested, but decisions about testing are at the discretion of state and local health departments and/or individual clinicians. Those who test negative for COVID-19 probably were not infected that the time they were tested, but a negative test result does not rule out getting sick later. Another type of test is soon to be available. Blood serum tests are being developed to test for antibodies to COVID-19, which are produced when a person's immune system responds after an infection. This type of test can identify who was previously infected with COVID-19 and has since recovered, as well as those that have an active infection. CDC and AAAS.
Treatment of COVID-19: "While some western, traditional or home remedies may provide comfort and alleviate symptoms of COVID-19, there is no evidence that current medicine can prevent or cure the disease. However, there are several ongoing clinical trials that include both western and traditional medicines." WHO
Underlying conditions are pre-existing health conditions. Persons with serious underlying medical conditions, as well as older adults, are more at risk of developing serious illness from COVID-19 than others. Serious underlying health conditions that make a person more at risk for developing severe
Last updated: 3/26/2020
illness include: chronic lung disease, moderate to severe asthma, heart disease with complications, high blood pressure, diabetes, severe obesity (BMI ≥40), renal disease, liver disease, or those who are immunocompromised due to conditions such as receiving cancer treatment. CDC.
Virus: Viruses are very tiny germs that are made of genetic material inside of a protein coating. Viruses invade living, normal cells inside your body and can kill, damage, or change the cells and make you sick. Different viruses attack certain cells in your body such as your liver, respiratory system, or blood. Viruses cause infectious diseases such as the common cold, flu, warts, and HIV. COVID-19 is a virus that affects the respiratory system. NLM.
Last updated: 3/26/2020 | <urn:uuid:d5551734-130d-4efb-aec7-f2cf9e1038fe> | CC-MAIN-2024-42 | https://patientnavigatortraining.org/wp-content/uploads/2020/03/Glossary-of-Key-Terms-Related-to-the-COVID19-pandemic.pdf | 2024-10-14T02:21:06+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00171.warc.gz | 386,286,224 | 2,334 | eng_Latn | eng_Latn | 0.997517 | eng_Latn | 0.998189 | [
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13078 Feeding chicks
The chicks spend all day pecking at the floor of the henhouse to eat the grain they find. You've been several days observing their movements and have found that they all follow a curious pattern based on the tiles in the floor. They wake up looking in one direction (north, south, east, west) and start walking in that direction following a clockwise spiral movement. The ride ends when they get tired (each chick has a different endurance) or run into the edge of the henhouse, where they are stunned and sleep until the next day.
For each tile they pass (including the one where they wake up) if there is a grain, they eat it before taking the next step. If there is no grain, they just keep moving forward. Since they are small, when they
come together on one point, they eat at the same time without bothering each other and sometimes even sleep in the same place.
To get your chicks grow as quickly as possible without overspend, you decided to distribute the grains in the henhouse so that in every step each chick finds a grain and can eat it. You know the direction in which the chicks wake up, and the number of steps they can take in the spiral before getting tired and stop until the next day. Now you must find the grains that you have to place at each point so that, at the end of the day, none is left and all chicks have eaten as much as possible.
Input
The input begins with the number of test cases to be processed. Each case begins with three numbers, r, c and n meaning, respectively, the size of the chicken coop in the north-south direction, the size in the east-west direction and the number of chicks (1 ≤ r, c ≤ 50; 0 ≤ n ≤ 500). The next n lines contain the chicks information. The first number, v, means the position in the north-south direction (1 ≤ v ≤ r), the second, h, the position in the east-west direction (1 ≤ h ≤ c), next it is the start direction of the chick (N, S, E, W ) and finally the maximum number of steps before falling sleep (at least one).
Output
For each test case r lines are written. In each line c values separated by a blank are written, showing the number of grains needed in each point. After each test case write three scripts (---).
Sample Input
2
7 8 3
1 2 E 2
6 3 N 25
4 6 E 21
4 3 2
1 1 N 3
4 2 W 3
Sample Output
```
0 1 1 0 0 0 0 0 0 0 1 1 1 0 0 0 0 0 0 1 1 1 1 1 0 1 1 2 2 1 1 1 0 1 1 1 1 0 0 0 --1 0 0 0 0 0 1 1 0 ---
``` | <urn:uuid:d672ed12-3165-496d-9bfa-b8d47f690786> | CC-MAIN-2024-42 | http://reh101.hpc.lsu.edu/uva/130/13078.pdf | 2024-10-14T01:39:15+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00175.warc.gz | 28,203,872 | 655 | eng_Latn | eng_Latn | 0.998292 | eng_Latn | 0.997451 | [
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Out and About Program – "Regular Outing"
What is a regular outing?
A regular outing is an excursion undertaken on a regular basis. A regular outing means a walk, to and from a destination that St Mary's visits regularly as part of its educational program, and where the circumstances relevant to the required risk assessment are the same on each outing.
Regular outings provide valuable opportunities for children to explore the wider community and to extend their educational program. The Approved provider and educators at St Mary's are however, mindful of additional risks that may be present and these outings are conducted in a way that:
* ensures the safety, health and wellbeing of the children being educated and cared for by St Mary's Preschool; and
* meets the educational and developmental needs of the children being educated and cared for by St Mary's Preschool
Authorisation for an excursion that is a regular outing
If an excursion is a regular outing the authorisation is required once in every 12 month period however obtaining authorisation in these circumstances more regularly is always considered advisable. St Mary's will obtain authorisation at the beginning of the year on the enrolment form. If there are any changes to the risk assessment surrounding the designated regular outings area St Mary's will seek additional authorisation.
All authorisations for excursions will be kept in the enrolment records for each child enrolled at St Mary's. As in the case for all excursions, St Mary's will take a list of emergency contacts for all children with them on these regular outings in case there is a need to contact the parent/guardian.
Regular Outings Risk Assessment Plan
This Risk Assessment Plan has been developed in consultation with staff and the management committee for St Mary's Preschool. This document will be monitored and reviewed regularly and we are keen to incorporate any ideas, suggestions or concerns not already addressed in the register.
Should you have any questions relating to an out and about then please contact your child's teacher.
St Mary's Preschool Out and About Program Risk Management Plan
| | Regular Outing Details |
|---|---|
| Date(s) of regular outings Not specified | |
Contact number of excursion coordinator Name of Co coordinators
Penguin Group
Emma Rowe, Annie Xu, Lisa Amiet and Robyn Greenhalgh
Koala Group
Tammy Silber, Heather Atkinson & Karen Revill
Mobile contact number
St Mary’s Preschool mobile number will be given to all families to ensure contact can be made at anytime while outside of the kindergarten.
Number of Children attending excursion
The maximum number in each group is 28
Number of educators/parents/ volunteers
2 - 3 educators
(2 if 22 group size)
(3 if group size above 22)
+ parent or volunteer if required
Educator to child ratio, including whether this excursion warrants a higher ratio?
Please provide details.
Session time in our Nature garden area, and walk around our local streets require standard 1:11 ratio educator.
Visits to our local shops, St Finbars, and local parks (Lucas St & Dendy Park) require additional support of at least 1 parent or volunteer.
Excursion Details
First Aid Kit
List of adults participating in the excursion
List of children attending the excursion
Contact Information for each adult
Medical information for each child with medical alert
Mobile phone / other means of communication with the service and emergency services
Medical devices for children with medical alert
Other items, please list
Emergency contact of parents for children attending the excursion
Lucas Street Park
A child's ability to access nature and learn outdoors is fundamental within the National Quality Framework. Learning outdoors promotes a child's health (Quality Standard 2) through relaxation, physical activity and spontaneous experiences. By placing children in a natural outdoor setting (Quality Standard 3), they have the opportunity for independent exploration, to learn about the community they live in, and how to care for the natural world.
Facilities
* Children will be taught road safety and the importance of looking carefully before crossing the road, at all times STOP LOOK LISTEN THINK
* Children will be instructed to walk hand in hand with their partner to ensure the group stay connected at all times
* Educators will always walk on the road side of the children and encourage children to remain on the footpath at all times and not cross onto the nature strip unless otherwise instructed.
* Educators will walk at a pace that enables the group to stay together at all times. and to cater for those slower children.
At Destination:
* A head count will be regularly taken to ensure children are accounted for at all times.
* Educators will be present at all times when the children are participating in organised activities
* Educators will only choose/ allow activities for the children to participate in that are developmentally appropriate, to reduce the risk of a potential injury and incident.
* A mobile telephone will be carried at all times if there is a need to contact a parent/guardian or make an emergency call.
* First aid is carried at all times in case of a fall or accident.
* Educators will walk the boundaries with the children every time they go to the park and explain where they are allowed to play.
* Staff will also be on the lookout for any potentially dangerous objects that may be found in the parks such as broken bottles and syringes.
* Educators will educate and reinforce the children about the dangers of picking up objects in the park and if they see something strange to not touch it.
Describe the risk, consequences.
Dog bite
| Existing Control | Rating | | | | Treatment |
|---|---|---|---|---|---|
| | | | | | Priority |
| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk | Effectiveness of existing controls | Risk Consequences | Risk Likelihood | Overall Rating | |
| µ Dog safety awareness to be incorporated into the program annually. Educators to reinforce µ Protocol established for kinder staff to be on alert for ‘dogs off lead’ and to alert staff and | Unknown | Moderate | Unlikely | Minor | |
vehicle
Child hit by limb/other
serious injury
| µ High visibility clothing for staff in the program to be worn at all times for staff, children, and public to easily identify | | | | |
|---|---|---|---|---|
| µ Selection of appropriate areas for children to play – safety check µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff – Level 2 µ Staff to take into consideration weather conditions before departure. | Satisfactory | Major | Rare | Moderate |
Risk Description
Describe the risk, consequences.
event, causes and
Child falls from tree or equipment
Litter, Pollution, etc
Sunburn/ Heat
Extreme Weather
Exposure / conditions
| Existing Control | Rating | | | | Treatment |
|---|---|---|---|---|---|
| | | | | | Priority |
| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk | Effectiveness of existing controls | Risk Consequences | Risk Likelihood | Overall Rating | |
| µ Adult / child ratio and constant supervision µ Educate children about risk-taking; µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 | Satisfactory | Moderate | Possible | Moderate | |
| µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff – Level 2 µ Wash hands after contact with plants and dirty water prior to eating µ Avoid ingestion of dirty puddle water by advising children and minimizing splashing near faces | Satisfactory | Minor | Possible | Moderate | |
| µ Monitor weather on the days of planned regular outing. µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Protective clothing to be worn if the UV rating is really high such as long sleeves µ Kinder program conducted in shaded areas. µ Children bring water bottles and water available. Hats to be worn at all times µ Apply kinder sun safety policy. µ Sunscreen provided and parents briefed on need to apply sunscreen and dress children appropriate to weather conditions. | Satisfactory | Minor | Unlikely | Moderate | |
Risk Description
Describe the risk, consequences.
event, causes and
Insect bite / sting.
reaction to
Ingestion of or plant/other
material.
Needle stick injury contracting HIV
(The risk of
(the virus that other blood
causes AIDS) or borne viruses by
with a needle injuring yourself
and syringe is very low)
Spider or snake bite
| Existing Control | Rating | | | | Treatment |
|---|---|---|---|---|---|
| | | | | | Priority |
| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk | Effectiveness of existing controls | Risk Consequences | Risk Likelihood | Overall Rating | |
| µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Request allergy information from parents as per normal Kinder/child care procedure. µ Carry Emergency Action Plans and Epi-pens and Asthma Medication for relevant children. µ Use of repellent approved by Parents/Kinder Committee. | Satisfactory | Minor | Likely | Low | |
| µ Staff to carry out site inspection prior to the program starting. µ Any syringes are removed using tongs and placed securely in a sharps container. µ If a needle is difficult to retrieve, staff to contact council to remove. µ Areas that have dense vegetation will require closer inspection to ensure a needle hasn’t been missed. | Satisfactory | Major | Rare | Moderate | |
| µ Stay a recommended distance from long grassed and bushy areas during summer months µ First Aid Kit and operational mobile to be carried at times. µ First Aid trained staff Level 2 µ Emergency contact number for children and staff | Satisfactory | Major | Rare | Moderate | |
Dendy Street Park
A child's ability to access nature and learn outdoors is fundamental within the National Quality Framework. Learning outdoors promotes a child's health (Quality Standard 2) through relaxation, physical activity and spontaneous experiences. By placing children in a natural outdoor setting (Quality Standard 3), they have the opportunity for independent exploration, to learn about the community they live in, and how to care for the natural world.
Facilities
* Educators will always walk on the road side of the children and encourage children to remain on the footpath at all times and not cross onto the nature strip unless otherwise instructed.
* Educators will walk at a pace that enables the group to stay together at all times to cater for those slower children.
At Destination:
* A head count will be regularly taken to ensure children are accounted for at all times.
* Educators will be present at all times when the children are participating in organised activities
* Educators will only choose/ allow activities for the children to participate in that are developmentally appropriate, to reduce the risk of a potential injury and incident.
* A mobile telephone will be carried at all times should we need to contact a parent/guardian or make an emergency call.
* First aid is carried at all times in case of a fall or accident.
* Educators will walk the boundaries with the children every time they go to the park and explain where they are allowed to play.
* Staff will also be on the lookout for any potentially dangerous objects that may be found in the parks such as broken bottles and syringes.
* Educators will educate and reinforce the children about the dangers of picking up objects in the park and if they see something strange to not touch it.
Describe the risk, event, causes and
consequences.
Dog bite
Child Getting lost
Child being hit by a vehicle
| Existing Control | Rating | | | | Treatment |
|---|---|---|---|---|---|
| | | | | | Priority |
| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk | Effectiveness of existing controls | Risk Consequences | Risk Likelihood | Overall Rating | |
| µ Dog safety awareness to be incorporated into the program annually µ Protocol established for kinder staff to be on alert for ‘dogs off lead’ and to alert staff and children if a dog is in range. Staff to ensure children follow appropriate procedure – o Stand still o Arms by side o Look down µ Staff to manage controlled and supervised interactions with dogs where appropriate. | Unknown | Moderate | Possible | Moderate | |
| µ Adult / child ratio and constant supervision. µ Program planning, selection of appropriate location, mobile phone number and centre details number attached to children’s clothing µ Children to be taught procedure if lost - stay in one place (do not move) | Unknown | Major | Unlikely | Moderate | |
| µ Adult / child ratio and constant supervision. µ Selection of location away from parking areas. µ Educate children about road safety and identify areas where cars may be a hazard and incorporate this into the normal educational program µ Practice crossing the road at every possible chance | Satisfactory | Major | Rare | Moderate | |
Child hit by limb/other
serious injury
Child falls from tree or equipment
Litter, Pollution, etc
Sunburn/ Heat Exposure / Extreme Weather conditions
| µ Adult / child ratio and constant supervision. µ Appropriate interactions with other users of The designated areas and to limit contact with other parties that could disrupt the program. µ High visibility clothing for staff in the program to be worn at all times for staff, children, and public to easily identify | Satisfactory | Major | Possible | High |
|---|---|---|---|---|
| µ Selection of appropriate areas for children to play µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff – Level 2 | Satisfactory | Major | Rare | Moderate |
| µ Adult / child ratio and constant supervision µ Educate children about risk-taking; µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 | Satisfactory | Moderate | Possible | Moderate |
| µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff – Level 2 µ Wash hands after contact with plants and dirty water prior to eating µ Avoid ingestion of dirty puddle water by advising children and minimizing splashing near faces | Satisfactory | Minor | Possible | Moderate |
Insect bite / sting.
reaction to
Ingestion of or plant/other
material.
Needle stick injury contracting HIV
(The risk of
(the virus that other blood
causes AIDS) or borne viruses by
with a needle injuring yourself
and syringe is very low)
| µ Protective clothing to be worn if the UV rating is really high such as long sleeves µ Kinder program conducted in shaded areas. µ Children bring water bottles and water available. µ Apply Kinder sun safety policy. µ Sunscreen provided and parents briefed on need to apply sunscreen and dress children appropriate to weather conditions. | | | | |
|---|---|---|---|---|
| µ Protective clothing / education of children as part of regular outing program µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Request allergy information from parents as per normal Kinder/child care procedure. µ Carry Emergency Action Plans and Epi-pens and Asthma Medication for relevant children. µ Use of repellent approved by Parents/Kinder Committee. | Satisfactory | Moderate | Likely | High |
| µ Staff to carry out site inspection prior to the program starting Any syringes are removed using tongs and placed securely in a sharps container. µ If a needle is difficult to retrieve, staff to contact council to remove. µ Areas that have dense vegetation will require closer inspection to ensure a needle hasn’t been missed. | Satisfactory | Major | Rare | Moderate |
Hampton Street:
General walks within the designated area. Visit to the local shops in Hampton Street – example veterinary clinic, post office, dentist Designated perimeter –
All Streets within this perimeter can be
walked during a regular outing
Hughes Street
Marriage Road
Dendy Street
Hampton Street
St Mary’s Preschool
Hampton Street offers many valuable learning experiences such as visiting the post office, veterinary clinic, local fruit shop, etc. Providing opportunities for the children to interact & learn within their own local community. (Quality standard six)
Activity / Program
Route to Destination
Route to Destination
Facilities
Activities to be undertaken
Precaution strategies
Road Safety
* Educators to wear high visibility vests at all times when crossing the road.
* Educators will place themselves at the front and the back of the children to ensure the are being supervised at all times, and no child can move away from the group without being noticed
* The parent/volunteer will enter the road first and when it is safe they will instruct the children to cross.
* Children will be taught road safety and the importance of looking carefully before crossing the road at all times STOP LOOK LISTEN THINK
* Children will be instructed to walk hand in hand with their partner this ensure the group stay connected at all times
* Educators will always walk on the road side of the children and encourage children to remain on the footpath at all times and not cross onto the nature strip unless otherwise instructed.
* Educators will walk at a pace that enables the group to stay together at all times to cater for those slower children.
At Destination:
* A head count will be regularly taken to ensure children are accounted for at all times.
* Educators will be present at all times when the children are participating in organised activities
* Educators will only choose/ allow activities for the children to participate in that are developmentally appropriate, to reduce the risk of a potential injury and incident.
* A mobile telephone will be carried at all times should we need to contact a parent/guardian or make an emergency call.
* First aid is carried at all times in case of a fall or accident.
*
Educators will educate and reinforce the children about the dangers of picking up objects on the path and if they see something strange to not touch it.
Describe the risk, event, causes and
consequences.
Child Getting lost
Child being hit by a vehicle in driveway
Stranger interference
| Existing Control | Rating | | | | Treatment |
|---|---|---|---|---|---|
| | | | | | Priority |
| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk | Effectiveness of existing controls | Risk Consequences | Risk Likelihood | Overall Rating | |
| µ Adult / child ratio and constant supervision. µ Program planning, selection of appropriate location, mobile phone number and centre details number attached to children’s clothing µ Children to be taught procedure if lost - stay in one place (do not move) | Unknown | Major | Unlikely | Moderate | |
| µ Adult / child ratio and constant supervision. µ Selection of location away from parking areas. µ Educate children about road safety and identify areas where cars may be a hazard and incorporate this into the normal educational program µ Practice crossing the road at every possible chance | Satisfactory | Major | Rare | Moderate | |
| µ Adult / child ratio and constant supervision. µ Appropriate interactions with other users of The designated areas and to limit contact with other parties that could disrupt the program. µ High visibility clothing for staff in the program to be worn at all times for staff, children, and public to easily identify | Satisfactory | Major | Possible | High | |
Dog bite
General fall, limb sprain or break,
severe cut or abrasion
| µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Request allergy information from parents as per normal Kinder/child care procedure. µ Carry Emergency Action Plans and Epi-pens and Asthma Medication for relevant children. µ Use of repellent approved by Parents/Kinder Committee. | Satisfactory | Moderate | Likely | High |
|---|---|---|---|---|
| µ Dog safety awareness of children session µ provided annually. µ Protocol established for Kinder staff to be on alert for ‘dogs off lead’ and to alert staff and children if a dog is in range. Staff to ensure children follow appropriate procedure – o Stand still o Arms by side o Look down µ Staff to manage controlled and supervised µ interactions with dogs where appropriate. | Unknown | Moderate | Possible | Moderate |
| µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ One educator to administer first aid µ Other educator to seatchildren in a safe location away from road so everyone’s welfare is maintained during the emergency. µ Once children are seated and headcount complete action treatment plan depending on emergency situation. | Unknown | Moderate | Likely | Moderate |
St Mary's Preschool 'Bush Kinder' – Front Garden
A child's ability to access nature and learn outdoors is fundamental within the National Quality Framework. Learning outdoors promotes a child's health (Quality Standard 2) through relaxation, physical activity and spontaneous experiences. By placing children in a natural outdoor setting (Quality Standard 3), they have the opportunity for independent exploration, to learn about the community they live in, and how to care for the natural world.
We are very fortunate to have access to our very own 'Bush Kinder' experience onsite.
Activity / Program
Route to Destination
Facilities
Activities to be undertaken
Precaution Strategies:
* Medication bags are left indoors on board – and are easily assessable if needed for a medical emergency.
* Ensure side gate to back of kinder is bolted closed
* Two – Three staff members outdoors at all times when whole group in attendance (dependant on Group Size)
* If only one staff outdoors, best supervision spot is by the ramp stairs. When two (or Three) staff are outdoors ensuring both ends are covered.
* Drinks table for drink bottles.
Describe the risk, event, causes and
consequences.
| Existing Control | Rating | | | | Treatment |
|---|---|---|---|---|---|
| | | | | | Priority |
| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk | Effectiveness of existing controls | Risk Consequences | Risk Likelihood | Overall Rating | |
| µ Stocked first aid kit located indoors µ Operational Mobile phone carried at all times µ First aid trained staff –Level 2 µ Medcation and action plans located indoors. | Satisfactory | Moderate | Likely | High |
|---|---|---|---|---|
| µ Stocked first aid kit located indoors µ Operational Mobile phone carried at all times µ First aid trained staff –Level 2 µ One educator to administer first aid | Unknown | Moderate | Likely | Moderate |
Describe the risk, event, causes and
consequences.
Child hit by limb/other
serious injury
Child falls from tree or equipment
Sunburn/ Heat
Extreme Weather
Exposure / conditions
| Existing Control | Rating | | | | Treatment |
|---|---|---|---|---|---|
| | | | | | Priority |
| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk | Effectiveness of existing controls | Risk Consequences | Risk Likelihood | Overall Rating | |
| µ Staff to maintain, and check nature garden before use. µ Stocked first aid kit located indoors µ Operational mobile phone carried at all times µ First aid trained staff – Level 2 | Satisfactory | Major | Rare | Moderate | |
| µ Adult / child ratio and constant supervision µ Educate children about risk-taking; µ Stocked first aid kit located indoors µ Operational mobile phone carried at all times µ First aid trained staff –Level 2 | Satisfactory | Moderate | Possible | Moderate | |
| µ Monitor weather µ Stocked first aid kit located indoors µ Operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Protective clothing to be worn if the UV rating is really high such as long sleeves µ Kinder program conducted in shaded areas. µ Children bring water bottles and water available. µ Hats to be worn at all times µ Apply kinder sun safety policy. | Satisfactory | Minor | Unlikely | Moderate | |
Insect bite / sting.
reaction to
Ingestion of or plant/other
material.
| µ Sunscreen provided and parents briefed on need to apply sunscreen and dress children appropriate to weather conditions. | | | | |
|---|---|---|---|---|
| µ Protective clothing / education of children as part of regular outing program µ Stocked first aid kit located indoors µ Operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Emergency Action Plans and Epi-pens and Asthma Medication for relevant children are located indoors | Satisfactory | Moderate | Likely | High |
St Finbar's Primary School
We are fortunate to be a short walk from St.Finbars Primary School. Providing a link that will benefit all of our children regardless of the primary school that they will attend. Our children will have the opportunity to experience different aspects of school life that will support them in their own school transition. (Quality standard 6)
Route to Destination
Facilities
Activities to be undertaken
* Educators will walk at a pace that enables the group to stay together at all times to cater for those slower children.
At Destination:
* Educators will be present at all times when the children are participating in organised activities
* Educators will only choose/ allow activities for the children to participate in that are developmentally appropriate, to reduce the risk of a potential injury and incident.
* A mobile telephone will be carried at all times should we need to contact a parent/guardian or make an emergency call.
* First aid is carried at all times in case of a fall or accident.
* A head count will be regularly taken to ensure children are accounted for at all times.
Describe the risk, event, causes and
consequences.
Child Getting lost
Child being hit by a vehicle in driveway
| Existing Control | Rating | | | | Treatment |
|---|---|---|---|---|---|
| | | | | | Priority |
| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk | Effectiveness of existing controls | Risk Consequences | Risk Likelihood | Overall Rating | |
| µ Adult / child ratio and constant supervision. µ Program planning, selection of appropriate location, mobile phone number and centre details number attached to children’s clothing µ Children to be taught procedure if lost - stay in one place (do not move) and Notify out. | Unknown | Major | Unlikely | Moderate | |
| µ Adult / child ratio and constant supervision. µ Educate children about road safety and identify areas where cars may be a hazard and incorporate this into the normal educational program µ Teach children to STOP LOOK LISTEN THINK µ Practice crossing the road at every possible chance | Satisfactory | Major | Rare | Moderate | |
Sunburn/ Heat
Exposure / conditions
| µ Adult / child ratio and constant supervision. µ Appropriate interactions with other users of the designated areas, and to limit contact with other parties that could disrupt the program. µ High visibility clothing for staff in the program to be worn at all times for staff, children, and public to easily identify | Satisfactory | Major | Possible | High |
|---|---|---|---|---|
| µ Monitor weather µ Stocked first aid kit located indoors µ Operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Protective clothing to be worn if the UV rating is really high such as long sleeves µ Kinder program conducted in shaded areas. µ Children bring water bottles and water available. µ Hats to be worn at all times µ Apply kinder sun safety policy. µ Sunscreen provided and parents briefed on need to apply sunscreen and dress children appropriate to weather conditions. | Satisfactory | Minor | Unlikely | Moderate |
Dog bite
General fall, limb sprain or break,
severe cut or abrasion
| µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Request allergy information from parents as per µ normal Kinder/child care procedure. µ Carry Emergency Action Plans and Epi-pens and Asthma Medication for relevant children. | Satisfactory | Moderate | Likely | High |
|---|---|---|---|---|
| µ Dog safety awareness of children session provided annually. µ Protocol established for Kinder staff to be on alert for ‘dogs off lead’ and to alert staff and children if a dog is in range. Staff to ensure children follow appropriate procedure – o Stand still o Arms by side o Look down µ Staff to manage controlled and supervised µ interactions with dogs where appropriate. | Unknown | Moderate | Possible | Moderate |
| µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ One educator to administer first aid µ Other educator to seat in a safe locator away from road so everyone’s welfare is maintained during the emergency. µ Once children are seated and headcount complete action treatment plan depending on emergency situation. | Unknown | Moderate | Likely | Moderate |
| Plan prepared by: | Reviewed by: Emma Rowe (Educational Leader) & Sophie Craig (Admin Officer) |
|---|---|
| Prepared in consultation with: | |
| Communicated to: | |
| Venue and safety reviewed and attached | |
| Risk assessment communicated to parents | |
Reminder: Monitor the effectiveness of controls and change if necessary. Review the risk assessment if an incident or significant change occurs.
Attachment 1
TREE CLIMBING RISK BENEFIT ANALYSIS
Source: 'Benefit-Risk Assessment of Tree Climbing' Mind Stretchers Pty Ltd (October 2009)
Benefits of Tree Climbing
§ Knowledge: tree characteristics (bark/wood/branches), seasonal changes, weather implications
§ Develop physical motor skills
§ Build self confidence
§ Risk Taking
| | Risks/Hazards and Strategies to | Precaution |
|---|---|---|
| | Mitigate Risk Hazard | |
| Material on the floor beneath tree | | |
| Dead wood | | |
| Slippery surfaces | | |
| Drop heights | | |
| Protruding branches | | |
St Mary's Preschool – Dogs Policy
(Regular Outings Specific)
Purpose
This policy aims to clearly define:
§ Procedures for dealing with dogs off leads that may enter the regular outings space
§ The appropriate medical response to dog bites
§ Guidelines for dealing with an angry or threatening dog and/or a dog in attack mode
§ A framework for the appropriate education and training of children, staff, parents/guardians and children on how to live safely with dogs.
Values
St Mary's Preschool is committed to:
2. Being respectful of the community space that the regular outings offer, including an awareness of dogs being walked on or off leads.
1. Providing a safe and healthy environment for children and staff participating in the Regular outings program
3. Facilitating appropriate communication and education to staff, parents and guardians to minimise the risk of injury of a dog bite to children and staff during these outings.
Scope
This policy applies to children, parents/guardians, staff, committee members, authorised persons, volunteers and students on placement working at St Mary's Preschool
Background and legislation
Relevant legislation includes but is not limited to:
Education and Care Services National Law Act 2010
Occupational Health and Safety Act 2004
Education and Care Services National regulations 2011
Children's Services Act 1996 (CSA)10
Occupational Health and Safety Regulations 2007
Occupational Health and Safety Act 2004
Occupational Health and Safety Compliance, First Aid in the Workplace (2008)
1. Always supervise children and dogs
2. If you are unable to supervise even for a short time, separate children from dogs.
3. Never approach a strange dog
5. ASK the permission of the owner
4. When approaching dogs, ALWAYS:
6. Always let the dog smell the back of your hand first.
8. Do not pat a dog on its head.
7. Pat dogs gently and calmly from the collar to the tail
9. Stand still if a dog approaches (don't make direct eye contact, hands in fists by your side with thumbs on the inside, stand still, and eyes to the ground)
11. Never disturb a dog that is eating or sleeping
10. Never intervene between dogs that are fighting
The Committee is responsible for:
Running a 'Living Safely with Dogs' education session for each four year old kinder group, parents and staff.
1. Particular attention in the session is given to recognising the 11 warning signs given by dogs, the correct way to approach a dog and what to do if approached by an aggressive dog
2. Supplying a First Aid Kit to administer first aid in response to dog bites or for any other purpose
3. Encouraging parents, through this policy, to practice safe dog behaviours at home and to teach children on an ongoing basis how to behave around dogs to minimise risk of dog bites.
4. Ensuring staff are appropriately educated on procedures in the event of an aggressive or threatening dog approaches a child and in the event of a dog attack.
5. Following all procedures as set out in the Incident and Medical Emergency Management Policy(including notice of notifiable incidents, appropriate record keeping in the event of an incident, maintain first aid kit etc)
Staff are responsible for:
1. If a dog is off a lead Continually educating children on the appropriate behaviours around dogs, including recognising warning signs, the correct way to approach a dog, and what to do if approached by an aggressive dog
3. Follow procedures in the event of a dog in attack mode.
2. administering first aid in the event of a dog attack
4. Ensuring incidents are reported in log
6. Carrying out the following specific procedures in the event of one of the following incidents occurring
5. Ensuring children wash hands if they touch a dog
If a dog approaches a child:
v Remind children to stand still and not to touch or encourage the dog or make any sudden movements
v Locate the owner if possible and encourage the owner to move the dog away from the children and put the dog on a lead
If an aggressive and threatening dog approaches
v Remind children to keep quiet and still, look down (no eye contact with dog), and put arms by sides with hands in fists with thumbs on the inside
v Encourage children to keep calm and not run
v Wait until the dog leaves the area before resuming activities
v Locate the owner if possible and encourage the owner to put the dog on a lead and move the dog away from the area that the children are in
v If staff are concerned please note breed of dog and any identifying details, eg red collar to alert Bayside Council.
If a dog attacks a child and bites
v The following procedures in response to a dog bite are listed on the Victorian Government's Better Health Channel Website
v Calm the child.
v If the skin has been broken, wash the area under cold running water.
v Apply an antiseptic and cover the bite with a clean dressing.
v Notify parents of the need to take the child to the doctor, as a tetanus booster and antibiotics may be necessary.
v If a piece of flesh has been bitten off, call an ambulance.
v Control the bleeding by applying firm pressure to the wound using a sterile dressing or clean cloth until the ambulance arrives.
v If the child is pale or drowsy, lie them down and raise their legs on a pillow or folded blanket.
v Do not give the child any food or water.
v Staff are to follow procedures as set out in Incident & Medical Emergency
Management Policy, including contacting parent/guardian, calling ambulance etc
v Parents/guardians are responsible for:
v Practising safe dog behaviours at home and outside of the kinder
v Teaching children on an ongoing basis how to behave around dogs to minimise risk of dog bites
v If possible, attending the 'Living Safely With Dogs' education session as provided by the committee children, parents and staff
v Collecting their child as soon as possible when notified of an incident or medical emergency involving their child (such as a dog bite)
v Reading and being familiar with the policy
v Bringing relevant issues to the attention of both staff and committee
Evaluation In order to assess whether the policy has achieved the values and purposes the proprietor (committee) will:
Seek feedback regarding this policy and its implementation with parents/guardians of children participating in the regular outing program. This can be facilitated through discussions and the annual centre survey.
Ask staff to share their experiences and observations in relation to the effectiveness of this policy.
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Ordinary Level
HISTORY
Paper 1 World Affairs, 1917–1991
Additional Materials: Answer Booklet/Paper
READ THESE INSTRUCTIONS FIRST
If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Answer five questions.
Section A
Answer at least one question from this Section.
Sections B to F
Answer questions from at least two of these Sections.
The first part of each question is worth 14 marks and the last part is worth 6 marks. Answer each part of the questions chosen as fully as you can.
At the end of the examination, fasten all your work securely together.
All questions in this paper carry equal marks.
2158/01
May/June 2010
2 hours 30 minutes
2
Section A
International Relations and Developments
1 Describe the aims, structure and membership of the League of Nations during the inter-war years.
How far was the League damaged by its policies towards Manchuria in the early 1930s?
2 Describe the policy of appeasement as practised by Britain and France during the years 1936–38. Why did both countries abandon the policy during 1939?
3 Describe three of the following features of the Second World War:
(a) Pearl Harbor;
(b) El Alamein;
(c) Stalingrad;
(d) D-Day landings;
(e) Hiroshima and Nagasaki.
How important for the success of the Allies was the entry of the United States into the war?
4 Give an account of the events leading to the outbreak of war in Korea in 1950 and describe the fighting that took place there in the years 1950–53.
Why, during the years after the Korean War, did Korea remain a divided and troubled land (to 1991)?
5 Give an account of the Cold War during the 1970s and 1980s.
Why had the Cold War come to an end by 1991?
6 Give important examples of the work done throughout the world in the years 1945–91 to improve standards of:
(a) literacy;
(b) health.
Why were only limited improvements achieved?
Section B
Western Europe
7 With reference to the years 1919–25, outline the main factors that enabled Mussolini to increase his power within Italy.
How far might his rule in Italy after those years be described as 'totalitarian'?
8 Describe the policies of Hitler within Germany during the years 1933–39 towards:
(a) the economy;
(b) young people;
(c) the Jews.
Why did Hitler have such strong control over the German people during these years?
9 Either
(a) Outline the development and achievements of the Labour party in Britain during the years 1918–31.
How do you explain the Labour party being out of office for the rest of the 1930s?
Or (b) Outline the main domestic achievements of the Thatcher governments during the years 1979–90.
How justified were criticisms made of Margaret Thatcher and her policies?
10 Outline the history of the Federal Republic of Germany (West Germany) from its creation in 1949 to the destruction of the Berlin Wall in 1989.
How do you explain the success it achieved during these years in economic growth and political stability?
11 Outline the events that led in the late 1950s to the creation of the Fifth Republic by Charles de Gaulle, and his achievements as President to 1969.
Why was de Gaulle's rule subject to criticism both within and outside France during these years?
4
Section C
The Americas
Section D
The Soviet Union and Eastern Europe
17 Write an account of the following features of Russian history during the years 1917–21:
(a) the Provisional Government;
(b) the Red Army;
(c) Lenin’s economic policies.
Why had communism triumphed in Russia by 1921?
18 Describe the steps taken by Stalin to:
(a) increase his own power within the Soviet Union during the 1920s;
(b) increase the economic power of the Soviet Union during the 1930s.
How strong was his position as leader of Russia at the end of the 1930s?
19 Describe the rise to power of Khrushchev and indicate the main features of his domestic and foreign policies during the years 1956–64.
Why did he fall from power in 1964?
20 Describe how Poland was treated by the victorious Allies at the end of the Second World War and trace the main features of Poland’s history from then until 1991.
How do you explain the eventual success of the Poles in removing Soviet dominance from their country?
21 Outline the main features of the internal history of the Soviet Union during the years 1964–85.
Why was the Soviet Union so weak towards the end of these years?
Section E
Africa and the Middle East
22 Give an account of the rise to power and of the foreign and domestic policies pursued by Mustafa Kemal as ruler of Turkey during the years to 1938.
Why was his rule so highly regarded by many Turkish people?
23 Describe the main features of the crisis concerning the Suez Canal as they developed during the years 1954–56.
Why was the 'Suez Crisis' of 1956 important for the Middle East and for other countries involved in it?
24 Give an account of events in the former Belgian Congo (later Zaire) during the years 1960–65.
To what extent was the subsequent rule of Mobutu (to 1991) a dictatorship?
25 Give an account of the progress made in Kenya:
(a) towards independence in 1963;
(b) towards creating stability and prosperity within Kenya during the years since independence (to 1991).
How strong have been relations between Kenya and other ex-colonies in East Africa in the years since independence?
26 Write an account of relations between Israel and its neighbours during the 1970s and 1980s.
How important was the influence of the United States and the Soviet Union in these relations during those years?
7
Section F
Asia
27 With reference to China in the years before 1945, indicate the main features of:
(a) the ideals of Sun Yat-sen;
(b) the activities of the warlords;
(c) the leadership of Chiang Kai-shek.
Why did the Communist party increase its power within China during the 1930s?
28 Outline the main features of the conquests made by Japan in the 1930s and early 1940s.
Explain Japan's desire to expand with such vigour during those years.
29 Describe each of the following features in the history of China:
(a) the Civil War of 1945– 49;
(b) changes in agriculture during the 1950s;
(c) the Great Leap Forward (1958).
Why did Mao Zedong embark on the Cultural Revolution in the 1960s?
30 Outline the main features in the history of the Indian sub-continent during the 1920s and 1930s.
For what reasons did Britain withdraw from the sub-continent in 1947?
31 Describe the part played by Sukarno in:
(a) the achievement of independence by Indonesia;
(b) ruling an independent Indonesia thereafter.
Why was his rule of Indonesia during the years 1950–67 subject to criticism from within and outside the country?
8
BLANK PAGE
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Central Board of Secondary Education
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India) 'Shiksha Sadan', 17-Rouse Avenue, New Delhi – 110 002
CBSE/EO(SD)/ 2011/
Dated:23.12.11 Circular No. 91
All the Heads of Institutions Affiliated to the Board
Dear Principal,
With reference to Circular No. 68/2011 dated 16.09.2011, you are already aware that in order to facilitate visually impaired candidates to take Science subjects at Senior Secondary Level, CBSE has decided to provide separate question papers in lieu of Practicals to visually impaired students, containing Multiple Choice Questions, based on practical content, in the subjects of Physics, Chemistry and Biology. You are also aware that this new scheme will be implemented for students of Class XI from 2012 March Examination and for students of Class XII from 2013 Board Examination.
In this regard, the guidelines for the question paper in Practicals for visually impaired students in the subjects of Physics, Chemistry and Biology alongwith the list of practicals and a Sample Question Paper is enclosed herewith for ready reference of teachers and students for the present batch of Class XI.
It may be reiterated here that this provision of alternate question paper in lieu of practicals at Sr. Secondary level for visually impaired students is given only for CBSE Board Examination. Students should also carefully refer to the requirements of the admitting Organization/College/University for further upward mobility in their academic career related to these subjects.
You are requested to disseminate this information to all concerned.
Yours faithfully, (Dr. Srijata Das) Education Officer
Copy to:
1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg, New Delhi-110 016.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110 054.
2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh-160 017.
6. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
7. The Director of Education, Govt. of A&N Islands, Port Blair-744 101.
9. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the affiliated schools of the Board in their respective regions.
8. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre, Sector 3, Rohini, Delhi-110 085.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
12. The Library and Information Officer, CBSE
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
13. EO to Chairman, CBSE
15. PA to Secretary, CBSE
14. PA to CE, CBSE
16. PA to Director (Acad.)
18. PA to HOD (Edusat)
17. PA to HOD (AIEEE)
19. PRO, CBSE
(Dr. SRIJATA DAS) EDUCATION OFFICER
CHEMISTRY PRACTICALS Class XI
Guidelines for preparing question paper
In lieu of the practical examination for regular students, visually impaired students will give written exam consisting of 25 MCQ's each of one mark and five marks will be provided for viva voce.
- The time duration for the written exam will be 1 hr 30 minute.
- Candidates are not required to submit any practical record file at the time of practical examination.
- Questions will be based upon the knowledge aquired in the laboratory and understanding of the concepts.
- Only the basic details of chemicals , apparatus and theory involved would be included in the MCQ's
- Some of the questions should be based on day to day life experiences.
- Quantitative calculations would be assessed in such a way that the student is able to do orally.
S.No Topic
No. of
questions
List of Practicals
1. Characterization and Purification of Chemical Substances
Crystallization of an impure sample of any one of the following: alum, copper sulphate, benzoic acid.
2. Experiments based on pH
* Determination of pH of some solutions obtained from fruit juices, varied concentrations of acids, bases and salts using pH paper or universal indicator.
Any one of the following experiments:
* Comparing the pH of solutions of strong and weak acids of same concentration.
3. Chemical Equilibrium
* Study the shift in equilibrium between ferric ions and thiocyanate ions by increasing/decreasing the concentration of either ions.
One of the following experiments:
* Study the shift in equilibrium between [Co(H2O)6]2+ and chloride ions by changing the concentration of either of the ions.
4. Quantitative estimation
Blue Print
* Using a chemical balance.
* Determination of strength of a given solution of sodium hydroxide by titrating it against standard solution of oxalic acid.
* Preparation of standard solution of oxalic acid.
* Preparation of standard solution of sodium carbonate.
* Determination of strength of a given solution of hydrochloride acid by titrating it against standard sodium carbonate solution.
5. Qualitative Analysis
Cations – Pb2+, Cu2+, As3+ Al3+ Fe3+ Mn2+, Ni2+, Zn2+, Co2+Ca2+, Sr2+, Ba2+, Mg2+, NH4+
Determination of one anion and one cation in a given salt
Anions – CO3 2- , S 2- , SO3 2- , SO4 2- , NO - 2, NO - 3, CI - , Br - , I - , PO 3- 4, C2O 2- 4, C2O 24, CH3COO -
Sample Question Paper- CHEMISTRY PRACTICALS CLASS XI
Q1. The given impure sample is purified by dissolving it in water, then filtering and heating the solution in a China dish till saturation followed by cooling to get the pure substance. This technique is called as:
b) Crystallisation
a) Separation
c) Fractional Crystallisation
d) Evaporation
Q2. We use concentrated sulphuric acid to determine the melting point of the organic compound because
b) sulphuric acid is easy to handle
a) sulphuric acid is easily available in the laboratory.
c) sulphuric acid has low boiling point.
d) it has high boiling point and is stable when heated.
Q3. Some of the liquid substances have very high boiling points because they have
b) low molecular mass and weak intermolecular forces.
a) high molecular mass and strong intermolecular forces.
c) high molecular mass and weak intermolecular forces.
d) low molecular mass and strong intermolecular forces.
Q4."Purity" of a substance is best determined by
b) boiling point
a) melting point
c) crystallization point
d) freezing point
Q5. On adding ammonium chloride to ammonium hydroxide solution, pH of ammonium hydroxide solution will :
b) decrease
a) increase
c) remain same
d) none of these
Q6.There are four different solutions in four test tubes A, B, C and D. The pH value of these solutions are 12, 5, 7 and 13 respectively. Acid is present in:
b) test tube B only
a) test tube A and B both.
c) test tube C and D only both
d) test tube A and D both.
Q7. An unknown solution A is taken in the test tube whose pH value has been found to be 12.0. Another solution B is added to the solution A drop by drop. If the pH of the solution A changes to 5 after sometime, then the solution B is:
b) base
a) water
c) acid
d) salt Solution.
Q8. A complex is formed when HCl is added to a solution containing COCl2 The complex is:
b) [COCl4] 2-
a) [CO(H2O)6] 2+
c) [COCl4] 2+
d) [CO(H2O)6Cl2]
Q9. An equilibrium is attained when we mix 10 ml of 0.1 M cobalt nitrate solution and 10 ml of 0.1 hydrochloric acid. The colour of the solution at equilibrium is pink. What shall be added to the solution to shift the equilibrium to the right direction with the change in colour from pink to blue?
b) brine Solution
a) water
c) hydrochloric acid
d) nitric acid
Q10. The solution of the complex formed by mixing FeCl3 with KCNs is taken into four test tubes 1, 2, 3 & 4. Then water, Ferric chloride, sodium chloride and sodium sulphate solutions are added to the test tubes respectively. The colour of the solution becomes dark in the test tube:
b) 2
a) 1 and 4
c) 1 and 3
d) 4
Q11. The solution which cannot be considered as a primary standard solution is:
b) oxalic acid solution
a) Mohr's salt solution
c) sodium hydroxide solution
d) Sodium carbonate solution
Q12. The strength of oxalic acid in g/L if 20 ml of M sodium hydroxide is used to neutralize 10 ml of oxalic acid solution will be
10
a) 0.126 g/L
c) 0.63 g/L
b) 1.26 g/L
d) 6.3 g/L.
Q13. Following are the given steps of Acid-Base titration:
(ii) rinsing of burette or pipette
(i) filling of burette or conical flask with acid or base.
(iii) titration
(iv) addition of indicator to the solution in the conical flask.
The correct sequence of steps should be
b) (ii), (i), (iv), (iii)
a) (i), (ii), (iii), (iv)
c) (iv), (iii), (i), (ii)
d) (ii), (iii), (iv), (i)
Q14. During the titration of oxalic acid and sodium carbonate the indicator which is most suitable to use is:
b) phenolphthalein
a) methyl orange
c) methyl orange and phenolphthalein
d) methyl Red
Q15. In the titration of oxalic acid with sodium hydroxide, the colour of the solution changes from pink to colourless at the end. The ion which have more concentration in the conical flask is
a) H3O +
b) OH ˉ
c) C2O 4
d) Na +
Q16. The quantity of oxalic acid needed to prepare 100 ml of M oxalic acid solution is
[Molecular wt. of oxalic acid is 126 u]
10
a) 1.26 gm
c) 12.6 gm
b) 63 gm
d)
6.3 gm
Q17. 20 ml of water is added to 20ml of M sodium carbonate solution in the conical 20
flask. The molarity of the solution obtained will be
a) M 10
c) M
b) M 20
30
d) M
40
Q18. On addition of ammonium chloride to ammonium hydroxide solution, pH of ammonium hydroxide will :
b) decrease due to increase in NH + n ion
a) increase due to decrease in OH - ion
c) remain same as if forms buffer solution
d) decrease due to decrease in OH - ion
Q19. Lead is included in Ist as well as IInd group of cation analysis because:
b) lead does not give Ist group test easily.
a) lead Ion is insoluble in dil. HCl.
c) lead Chloride is sparingly soluble in dil. HCl.
d) none of the above
Q20. Original solution is not prepared in conc. HNO3 or H2SO4 because:
b) they do not dissolve any salt
a) they are strong acids
c) they oxidize H2S and form insoluble salts
d) none of the above
Q21. Sodium carbonate cannot be used in place of ammonium carbonate for the identification of group V radicals. This is because:
b) concentration of carbonate ions is very low
a) sodium Ions interfere in the detection of group V radicals
c) sodium will react with the acid radicals
d) magnesium will be precipitated
Q22. Only group IInd and IV cations get precipitated as sulphides on passing H2S gas through the solution. But on passing H2S gas in acidic medium cations of only group II get precipitated due to:
b) high solubility product of group II sulphides
a) high solubility product of group IV sulphides
c) low solubility product of group IV sulphides
d) low solubility product of sulphides of group II
Q23. When an unknown salt is treated with dilute H2SO4 solution, the gas liberated has the smell of rotten eggs which when passed through lead acetate solution turns black. The ion in the unknown salt is
b) nitrite ion
a) acetate Ion
c) carbonate ion
d) sulphide ion
Q24. The product formed by mixing the solution of potassium ferrocyanide with ferric chloride solution is:
b) ferric – Ferro cyanide
a) ferro – ferricyanide
c) ferri –ferricyanide
d) none
Q25. During lassiagne's test for identification of nitrogen, sulphur and halogens in the organic compound, the formation of red coloured compound on addition of ferric chloride to Lassaigne's solution indicates the presence of:
b) nitrogen and sulphur
a) nitrogen only
c) sulphur only
d) chlorine only
Answer Key
PHYSICS
PRACTICALS – CLASS XI FOR VISUALLY IMPAIRED STUDENTS
Guidelines for Practical Question Paper
1. There will be a MCQ based examination in lieu of the conventional Practical examination, for the visually impaired students.
2. The MCQ's will be based on the basic practical aspects and the Simple theory of only the ten practicals listed in the 'Syllabus' for these students.
3. The special examination will be of 30 marks distributed as follows:
25 MCQ's of 1 mark each: 25 marks
'Viva' , on the ten practicals listed in the syllabus: 05 marks
4. The examination will be of 90 minutes duration which time will include the time for reading the question paper.
Total: 30 marks
5. Candidates are not required to submit any record, or note book, at the time of this examination.
6. The MCQ's would be designed in broad accordance with the following considerations:
(i) The MCQ's will check the student's familiarity, and basic understanding, of the construction, working and simple theory of the instruments/devices relevant to the experiments listed in the syllabus.
(ii) The MCQ's would require the students to do only such quantitative calculations that can be done (almost) orally.
(iii) The MCQ's based on, or related to, graphs would have the relevant data/details in such a form that makes it easy/straight forward to interpret the nature of the graph or to do the relevant calculations.
(iv) The MCQ's can also be based on some familiar daily life situations/devices. These would be related with the basic construction/theory of the instruments/devices used in the listed experiments.
(v) All the MCQ's would have four choices only ONE of which would be the correct/best choice.
7. Teachers will explain the basic details of the listed experiments to the students and help them develop the feeling of observation and interpretation through the 'other basic senses"
8. All the MCQ's, and the 'Viva' by the teachers, would be student friendly and in accordance with the special needs of these students.
Design & Blue Print
A. The 'Weightage', to the ten experiments, listed in the syllabus, would be as follows:
TIME: 90 minutes
M.M.25
Expt. No.1 and 2
3 or 4 questions
3/ 4marks
Expt No.3 and 4
4 or 3 questions
4/3 marks
(The total number of questions, from the first 4 experiments would be 7, carrying a total of 7 marks)
Expt No. 5
3 questions
3 marks
Expt No. 6
3 questions
3 marks
marks
C.
Expt No. 7
3 questions
3 marks
Expt No. 8
3 questions
3 marks
Expt No. 9
3 questions
3 marks
Expt No. 10
3 questions
3 marks
Total:
25 questions
25 marks
B. The ' broad distribution' of the nature of MCQ's would be approximately as follows:
(This distribution is only suggestive in nature)
(i) Construction/Apparatus Related: 4 questions
4 marks
(ii) Working/Procedure Related : 5 questions
5 marks
(iii) (Simple) theory related : 5 questions
5 marks
(iv) (Simple) quantitative/calculation related: 5 questions
5 marks
(v) Graph related/graph based: 3 questions
3 marks
(vi) Daily- life related/concept based : 3 questions
3 marks
Total: 25 questions
25
All the MCQ's would have four choices only ONE of which would be the correct/best choice.
The students would be required to identify this correct/best choice.
D. All MCQ's would be of 1 mark each.
BLUE PRINT
| S.No. | Experiment No. | Nature of Question | | | | | |
|---|---|---|---|---|---|---|---|
| | | Construction/Apparatu s related | Working/Procedure related | (Simple) Theory related | Simple quantitative/Calculatio n related | Graph related/Based | Daily life related/Concept Based |
| 1 | 1,2 | 1 | 1 | | 1 | | 1 |
| 2 | 3,4 | 1 | 1 | | | | 1 |
| 3 | 5 | 1 | | 1 | 1 | | |
| 4 | 6 | 1 | 1 | | 1 | | |
| 5 | 7 | | | | | 1+1 | 1 |
| 6 | 8 | | 1 | 1 | 1 | | |
| 7 | 9 | | 1 | 1+1 | | | |
| 8 | 10 | | | 1 | 1 | 1 | |
LIST OF PRACTICALS
1. To measure diameter of a small spherical/cylindrical body using vernier calipers.
2. To measure the internal diameter and depth of a given beaker/calorimeter using vernier calipers and hence find its volume.
3. To measure diameter of given wire using screw gauge.
4. To measure thickness of a given sheet using screw gauge.
5. To determine the mass of a given object using a beam balance.
6. To find the weight of given body using the parallelogram law of vectors.
7. Using a simple pendulum plot L-T and L-T 2 graphs. Hence find the effective length of second's pendulum using appropriate length values.
8. To find the force constant of given helical spring by plotting a graph between load and extension.
9. (i) To study the relation between frequency and length of a given wire under constant tension using a sonometer.
(ii) To study the relation between the length of a given wire and tension, for constant frequency, using a sonometer.
10. To find the speed of sound in air, at room temperature, using a resonance tube, by observing the two resonance positions.
Time: 1 ½ hours
MM: 25 marks
SAMPLE MCQ PAPER CLASS XI
MM: 25 marks
Q1. The least count, of a conventional laboratory vernier caliper, is 0.01 cm. If, in a given measurement, the main scale reading is 2.4 cm and the 5 th division of the vernier scale coincides with a main scale decision, the reading of the vernier caliper, is
(a) 2.35cm
(c) 2.45cm
(b) 2.40 cm
(d) 2.50cm
Q2. A Student uses a tuning fork of frequency n and observes the first resonance position, for a length l of the air column. The velocity of sound, in air, is then equal to
(a) nl
(c) 3nl
(b) 2nl
(d) 4nl
Q3. The diameter of a very thin wire is to be measured by finding the thickness of a collection of, say 10, of these wires. The instrument, that should preferred for this purpose, is
a
(a) measuring tape
(c) screw gauge
(b) vernier callipers
(d) meter scale
Q4. The ratio of the spring constant of two springs, of the same material and diameter, is 2:3. If 100 grams mass on is suspended both the springs, the ratio of the extension in the two springs, would be
(c) 2:3
(c) 4:9
(d) 3:2
(d) 9:4
Q5. In the experiment, on finding the weight of a given body by the parallelogram law of vectors, the student needs to use
(a) Two pulleys and three weights in all
(b) Three pulleys and two weights in all
(c) Two pulleys and two weights in all
(d) Three pulleys and three weights in all
Q6. The sliding 'jaws'of a vernier calipers can be used for
(a) Measuring the depth of a beaker
(b) Measuring the length of a wire
(c) Measuring the internal diameter of a hollow cylinder
(d) Measuring the diameter of a sphere
Q7.In the experiment of a beam balance, a metallic bob is placed in one of the pan and it gets balanced by putting the weights 50g, 1g, 200mg and 1mg. The mass of the bob is
(a) 51.201g
(b) 51.210g
(c) 49.199g
(d) 49.190g
Q8. In the sonometer experiment, the tension is made four time without changing the length. The frequency of the length of the vibrating wire, would
(a) remain same
(c) reduce to half its (earlier) value
(b) become two times in its earlier value
(d) become four times its (earlier) value
Q9. The first 'resonance position' in a resonance tube apparatus, is observed to be for a length of 720cm of its air column. The length of the air column for the second 'resonance position' in this sit up, would be nearly
(a) 30 cm
(c) 50 cm
(b) 40 cm
(d) 60 cm
Q10. The vernier scale of a microscope has 50 divisions. These coincide with 49 divisions on its main scale, which is graduated up to ½ of a mm. The least count of the vernier scale would be
(a) 1/50 mm
(c) 49/50 mm
(b) 1/100 mm
(d) 49/100 mm
Q11. In the experiment on finding the unknown weight, using the parallelogram law of vectors, the student should
(a) lubricate the pulleys and use a cotton thread
(b) lubricate the pulleys and use a woolen thread
(c) not lubricate the pulleys and use a cotton thread
(d) not lubricate the pulleys and use a woolen thread
Q12. The wire of a sonometer is made to vibrate by
(a) plucking it
(b) striking it with a hammer
(c) sliding a bow on it
(d) touching it with a vibrating tuning fork
Q13. A student measures the time period values (T) of a simple pendulum for, different values of its length (L). The graph between the 'L' and 'T' values, would be
(a) a straight line parallel to the 'length' axis
(b) a straight line parallel to the 'time' axis
(c) a straight line inclined to both the axis
(d) not a straight line but a curved line
Q14. A student observes that a tuning fork of frequency 256 Hz, shows resonance with a sonometer wire when the weight attached to the sonometer wire is W Kg and the length of the wire between the wedges is L cm. For observing resonance, with the same set up, with a tuning fork of frequency 512 Hz, the length between the wedges would need to be adjusted to
(a) L/4
(c) 2L
(b) L/2
(d) 4L
Q15. Given vernier calipers has a zero error of + 0.04 cm. The diameter of a rod, as read by this vernier, is 1.24cm. The corrected diameter of the rod is
(a) 1.20 cm
(b) 1.20 mm
(c) 1.28 mm
(d) 1.28 cm
Q16. A carpenter, while driving a screw through a wooden block, of thickness 1 cm, observer that he has to rotate the screw 10 times for the purpose. The pitch of the screw is
(a) 1/100cm
(c) 1 cm
(b) 1/10 cm
(d) 10cm
Q17. The two arms of a defective physical balance have lengths a and b. (a < b). A metallic bob of mass m1 is placed in the pan on the shorter arm and its gets balanced by putting a mass m2 in the longer arm. We would then have
(a) m1a=m2b
(c) m1+m2=a + b
(b) m1b= m2a
(d) m2-m1 = b-a
Q18. In the resonance tube apparatus set up, the first two resonance positions are observed for length l1 and l2 of the air column. A graph between l1 and l2 values, for different tuning forks, would be
(a) a straight line that, when produced, would (almost) pass through the origin.
(b) A straight line that, when produced, would not pass through the origin
(c) almost a parabolic curve
(d) an arbitrary curved line
Q19.7 The length of a given helical spring is observed to increase by 1 cm when a mass of 100 g is attached to its lower end. If g= 10m/s 2 , the force constant of the spring equals
(a) 1000 N/m
(c) 10 Nm -1
(b) 100 Nm -1
(d) 1 N/m
Q20. A student measures the time period (T) of a simple pendulum for different values of its Length (L) The student would get a straight line by plotting a graph between
(a) 'L' and 'T' values
(c) L and T values
(b) ' L ' and 'T' values
(d) L and T values
Q21. Backlash error is usually associated with a
(a) meter scale
(c) Screw Gauge
(b) Vernier caliper
(d) Helical Spring
Q22. The minimum weights, available in the main 'weight box' and the 'fractional weight box', commonly used in the laboratory are, respectively
(a) 1g and 1mg
(c) 10g and 1 mg
(b) 1mg and 1g
(d) 10mg and 1g
Q23. In the experiment on finding the weight of a given body by the parallelogram law of vectors, a student observes that he can find the unknown weight by using two equal weights of 100 g each. The unknown weight is likely to have a value of ( nearly)
(a) 500 g wt
(c) 100 2
g wt
(b) 200 g wt
(d) 100 g wt
Q24. The pendulum, in a wall clock, is a 'seconds pendulum', i.e., has a time period of 2s. The 'effective length' of a simple pendulum, that has the same time period, is nearly
(a) 50 cm
(c) 150 cm
(b) 100 cm
(d) 200 cm
Q25. The force constant, of a helical spring, is to be increased. For this, spring should be made
(a) strong and thick
(c) soft and thick
(b) strong and thin
(d) soft and thin
1. (c)
2. (d)
3. (c)
4. (b)
5. (a)
6. (d)
7. (a)
8.
9.
10.
(b)
(d)
(b)
11. (a)
12. (a)
13. (d)
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
(b)
(a)
(b)
(a)
(a)
(b)
(b)
(c)
(a)
(c)
(b)
(a)
KEY
GUIDELINES FOR BIOLOGY PRACTICAL EXAMINATION FOR THE VISUALLY CHALLENGED STUDENTS.
2. There will be 25 questions in all.
1. The question paper will be based on MCQs.
3. The paper will carry 25 marks.
5. The paper will assess.
4. The duration of the paper will be 90 marks.
* The ability through touch, small, learning, residual vision.
* Familiarity with the apparatus required for various experimental set up.
6. Syllabus for the question will be the same as the list unit of practicals given in the course. There will be atleast one question for each practical.
7. Assessment of the of the practical skill will carry 30 marks and distributed as
(i) 25 MCQ - 25 marks
(ii) Practical file
-
03 marks
(iii) Viva -
02 marks
List of practicals for class XI will remain the same as given in the syllabus. However, keeping different abilities of the visually challenged candidates, the list may be divided under the following categories.
Few practicals suggested in the list need to be excluded.
Kindly refer the note attached to the practicals to help in framing the questions
The list of practicals of class XI identified in the syllabus can be divided under the following heads.
A-1 Study and describe three locally available common flowering plants from each of the following families (Solananceae, Fabaceae and Liliaceae) Types of root (tap or adventitious), stem (herbaceous/woody) leaf arrangement / venation / simple or compound).
Specimens & Models
B- 1. Study parts of a compound microscope.
B-3 Study of specimens and identification with reasons-Amoeba, Hydra, Liverfluke, Ascaris, Leech, Earthworm, Prawn, Silkworm, Honeybee, Cockroach, Snail, Starfish, Shark, Rohu, Frog, Lizard, Pigeon and Rabbit.
B-2. Study of the specimens and identification with reasons-Bacteria, Oscillatoria, Spirogyra, Rhizopus, Mushroom, Yeast, Liverwort, Moss, Fern, Pines, one monocotyledon and one dicotyledon and one lichen.
B-5 Study of mitosis in onion root tip cells from permanent slides.
B-7 Study and identify different types of inflorescences.
B-6 Study of different modifications in root, stem and leaves.
B-10 To study human skeleton and different types of joints.
Physiology experiments
Note : The above can be done with the help of actual specimens / models / embossed diagrams.
A-3. Study of osmosis by potato osmometer.
A-7. Test for the presence of sugar, starch, proteins and fats in suitable plant and animal materials (e.g. wheat, potato, groundnut, milk or other such suitable materials)
B-8. Study of imbibitions in seeds/raisins.
A-9. To study the rate of respiration in flower buds and germinating seeds.
B-9. Observation and comments on the experimental set up on:
(b) Phototropism
(a) Anaerobic respiration
(c) Apical bud removal
List of Excluded items:
Note : When dealing with physiology experiments they can be done with the help of a peer with low / normal vision. These students can work in teams with peer groups who will follow the procedure and give them the observations and inference.
A-2, 4, 5, 6, 8, 10, 11
B-4, 9(d)
------------------------------------------------------------------------------------------------------
BIOLOGY
Time 3 hrs
Practicals class XI A SAMPLE QUESTION PAPER For Visually Impaired Students
General instructions:
M. Marks = 30
i) The question paper comprises of 25 questions , each question carries 1 mark.
iii) Read the questions carefully and tick mark the correct/most appropriate answer.
ii) All are multiple choice questions with only one correct answer.
iv) All questions are compulsory.
1. Monocotyledonous plants show which of the following feature:
a. leaves show reticulate venation.
b. Tap root system.
c. always perennial growth.
d. flowers are trimerous.
2. Pinus belongs to the group of plants which:
a. grow in tropical regions.
b. reproduce with the help of cones.
c. do not have any mycorrhizae.
d. annually growing plants.
3. Name of the characteristic which is true for Spirogyra
a. found in marine conditions.
b. parasitic in nature.
c. Colourless.
d. filamentous and spiral shaped chloroplast.
4. Compound microscope
a. has two lenses.
b. requires ultraviolet source of light.
c. used to view only dead organisms.
d. requires large room space.
5. Which characteristic is applicable for yeast
a. Multicellular.
b. has chlorophyll.
c. grows in sewage waters.
d. used in bakery industry.
6. Osmosis is the phenomenon where
a. water moves from its region of higher concentration to lower concentration.
b. water moves through a semi-permeable membrane.
c. occurs only in salt solution.
d. both 'a' and 'b' conditions apply.
7. To demonstrate osmosis which of the following options are important
a. Peeled raw potato.
b. Unpeeled raw potato.
c. Boiled peeled potato.
d. Boiled unpeeled potato .
8. Which one of the following options is essential to demonstrate aerobic respiration?
a. Dry seeds, KOH in air tight flask.
b. Germinating seeds, KOH in air tight flask.
c. Dry seeds, KOH in open flask.
d. Germinating seeds, KOH in open flask.
9. Which one of the following represent the characteristics of a shark
a. Ventral mouth, symmetrical tail.
b. Asymmetrical tail, operculum.
c. Operculum present and symmetrical tail.
d. Dorsal mouth, operculum absent.
10.The stage of mitosis in which spindle formation takes place and chromosomes lie on equatorial plate is
a. Telephase.
b. Anaphase.
c. Metaphase.
d. Interphase .
11. The stage of mitosis in which daughter chromosomes become V,J,L or I shaped, depending upon the position of centromere is
a. Prophase.
b. Telophase.
c. Anaphase.
d. Interphase.
12.The adventitious roots that arise from few nodes near the base of the aerial stem are known as
a. Prop roots.
b. Stilt roots.
c. Fasciculated roots.
d. Tuberous roots.
13.Rhizome is a modified stem because
a. it grows vertically upwards in the soil and it has fleshy leaves.
b. it has nodes and it has eyes which bears germinating buds.
c. it's stem in highly condensed and disc like.
d. it has nodes, internodes and has brown scaly leaves.
14.Which one of the following options is characteristic of racemose inflorescence?
a. main axis elongated and basipetal succession of flowers.
b. main axis terminates in a flower which are in acropetal succession.
c. main axis does not terminate into a flower and flowers show basipetal succession.
d. main axis is elongated, does not terminate into a flower and flowers are arranged in acropetal succession.
15.Which one of the following food items would you be confirming when you obtain a reddish orange colour by adding 2ml of millon's regent to 2 ml of food solution?
a. Starch.
b. Sucrose.
c. Fat.
d. Protein.
16.Ramesh took 2 ml of juice 'A' in a test tube and added 2 ml of Benedicts' solution to it. He obtained orange red precipitate on heating. The test confirmed presence of which of the following in juice A?
a. glucose.
b. starch.
c. protein.
d. fat.
17.The identifying features of carrot roots are :
a. Conical with small roots.
b. Conical without small roots.
c. Round with small roots.
d. Irregular with no roots.
18.To demonstrate imbibitions in gram the changes observed are :
a. The weight of gram seeds increase and surface become smooth.
b. The weight of gram seeds increase and their surface remain unchanged.
c. The weight of the seed and its surface remain unchanged.
d. The weight of the gram seeds remain unchanged and surface becomes wrinkled.
19.Given below is a list of Identifying features
i) body surface show distinctly marked segments or rings.
ii) body is divided into head, thorax and abdomen.
iii) show closed circulatory system.
iv) body show bilateral symmetry.
The characteristic that are shown by an earthworm are
a. i, ii, iii, iv
b. i, ii, iv
c. Only i, ii
d. i, iii, iv
20.Select the feature that is not present in a Asterias ( star fish)
a. water vascular system.
b. endoskeleton of calcareous ossicles.
c. mouth on the ventral side.
d. a well developed excretory system.
21.Which of the following features in present in frog.
a. two pairs of limbs with 5 toes in each.
b. two pairs of limbs with 4 toes in each.
c. two pairs of limbs with 4 toes in hind limb are 5 toes in fore limb.
d. two pairs of limbs with 4 toes in fore limbs and 5 toes in hind limbs.
22.You are provided a model showing valvate aestivation. Which of the following steps would be required to change it into an imbricate aestivation
a. rearrange the edges of one petal completely in and all others remain unchange .
b. rearrange the edges of one petal completely in and one petal completely out and others remain unchanged.
c. rearrange the edges of one petal completely in, edges of the third petal completely out and of the 4 th petal in twisted arrangement.
d. rearrange one petal in twisted from and others remain unchanged.
23.The type of joint present between the humerus and pectoral girdle is
a. Hinge Joint.
b. Pivot joint.
c. Fibrous joint.
d. Ball and socket joint.
24. Which type of joint is present between two adjacent vertebrae?
a. Synovial joint.
b. Cartilaginous joint.
c. Fibrous joint.
d. Pivot joint.
25.Each Mitotic division ends with formation of
a. Two daughter cells.
b. Four daughter cells.
c. Eight daughter cells.
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This document maps the SCARF lesson plans for Reception to Upper Key Stage 2 to the DfE statutory requirements for both Relationships and Health Education (RSHE). Lessons that are not part of the DfE's statutory guidance are included because they ensure a comprehensive PSHE programme.
How the mapping works
The left hand column has coded DfE topics and end-of-primary statements that are covered in whole or part by the SCARF lesson plans, which are listed in the middle column. You'll find the full 67 statements for these DfE codes on pages 2, 3 and 4. Rows with no codes indicate lesson plans that cover subjects which are not DfE requirements but which are included to ensure a complete PSHE programme, including SMSC and British Values.
In the SCARF lesson plan column, 'half-termly unit' refers to the suggested groups of lessons that the SCARF curriculum has been organised into; this is for those schools that prefer a ready-planned, comprehensive PSHE and wellbeing curriculum. Our programme builder and flexible planning tools are available for schools that prefer a more tailored approach.
DfE topics and related codes:
*See also interactive version of all DfE topics and end-of-primary statements, grouped across all year groups.
DfE Statutory Guidance Categories: Relationships Education (Primary)
By the end of primary school pupils should know:
| Families and people who care for me (FPC) | 1. that families are important for children growing up because they can give love, security and stability. 2. the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives. 3. that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care. 4. that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up. 5. that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong. 6. how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed. |
|---|---|
| Caring friendships (CF) | 1. how important friendships are in making us feel happy and secure, and how people choose and make friends. 2. the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties. 3. that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. 4. that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right. 5. how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed. |
| Respectful relationships (RR) | 1. importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs. 2. practical steps they can take in a range of different contexts to improve or support respectful relationships. 3. the conventions of courtesy and manners. 4. the importance of self-respect and how this links to their own happiness. 5. that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority. 6. about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help. 7. what a stereotype is, and how stereotypes can be unfair, negative or destructive. 8. the importance of permission-seeking and giving in relationships with friends, peers and adults. |
| Online relationships (OR) | 1. that people sometimes behave differently online, including by pretending to be someone they are not. |
Being safe (BS)
Mental wellbeing (MW)
Internet safety and harms (ISH)
2. that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous.
3. the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them.
4. how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
5. how information and data is shared and used online.
1. what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context).
2. about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe.
3. that each person's body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact.
4. how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know.
5. how to recognise and report feelings of being unsafe or feeling bad about any adult.
6. how to ask for advice or help for themselves or others, and to keep trying until they are heard,
7. how to report concerns or abuse, and the vocabulary and confidence needed to do so.
8. where to get advice e.g. family, school and/or other sources.
1. that mental wellbeing is a normal part of daily life, in the same way as physical health.
2. that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations.
3. how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others' feelings.
4. how to judge whether what they are feeling and how they are behaving is appropriate and proportionate.
5. the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.
6. simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.
7. isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support.
8. that bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing.
9. where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else's mental wellbeing or ability to control their emotions (including issues arising online).
10. it is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough.
1. that for most people the internet is an integral part of life and has many benefits.
2. about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others' mental and physical wellbeing.
3. how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private.
4. why social media, some computer games and online gaming, for example, are age restricted.
| | 5. that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health. 6. how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted. 7. where and how to report concerns and get support with issues online. |
|---|---|
| Physical health and fitness (PHF) | 1. the characteristics and mental and physical benefits of an active lifestyle. 2. the importance of building regular exercise into daily and weekly routines and how to achieve this; for example walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise. 3. the risks associated with an inactive lifestyle (including obesity). 4. how and when to seek support including which adults to speak to in school if they are worried about their health. |
| Healthy eating (HE) | 1. what constitutes a healthy diet (including understanding calories and other nutritional content). 2. the principles of planning and preparing a range of healthy meals. 3. the characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health). |
| Drugs, alcohol and tobacco (DAT) | 1. the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking. |
| Health and prevention (HP) | 1. how to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body. 2. about safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer. 3. the importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn. 4. about dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist. 5. about personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of hand washing. 6. the facts and science relating to allergies, immunisation and vaccination. |
| Basic first aid (BFA) | 1. how to make a clear and efficient call to emergency services if necessary. 2. concepts of basic first-aid, for example dealing with common injuries, including head injuries. |
| | Reception | | |
|---|---|---|---|
| | DfE Statutory Requirements - | | SCARF Lesson Plan title & half-termly |
| | end of primary statements | | unit |
| | | | Me and My Relationships |
| FPC1, FPC3, RR1, RR4, RR5, CF1 | | All about me | |
| FPC1, FPC3, RR1, RR3,RR4 | | What makes me special | |
| FPC1, FPC2, FPC3, CF1, RR1 | | Me and my special people | |
| FPC1, FPC2, FPC4, FPC6, CF1, CF2, CF3, CF5, BS5, BS8, MW9 | | Who can help me? | |
Reception
| MW2, MW3, MW6, MW7, MW9, CF2, CF5, FPC6 | My feelings (2) | |
|---|---|---|
| | | Valuing Difference |
| RR1, RR4 | I’m special, you’re special | |
| CF1, CF2, CF3, RR1, RR4, RR5, BS6, MW3 | Same and different | |
| FPC1, FPC2, FPC3, FPC4, RR1 | Same and different families | |
Reception
| | | | ● Talk about what makes their home feel special and safe; ● Be sensitive towards others. |
|---|---|---|---|
| CF2, CF3, RR2, RR3 | Kind and caring (1) | | ● Suggest ways in which we can be kind towards others; ● Demonstrate skills in cooperation with others. |
| CF1, CF2, CF3, RR1, RR2, RR3 | Kind and caring (2) | | ● Show friendly behaviour towards a peer; ● Build relationships with others. |
| | | Keeping Safe | |
| | | | Overarching learning intentions across this unit: Children will be able to: ● Talk about how to keep their bodies healthy and safe; ● Name ways to stay safe around medicines; ● Know how to stay safe in their home, classroom and outside; ● Know age-appropriate ways to stay safe online; ● Name adults in their lives and those in their community who keep them safe. |
| MW3, HP4, HP5, BS5 | What’s safe to go onto my body | | ● Name things that keep their bodies safe; ● Name things that keep their bodies clean and protected; ● Think about how to recognise things that might not be safe. |
| HE3, HP3, PHF4, DAT1 | Keeping myself safe - what’s safe to go into my body (including medicines) | | ● Make safe decisions about items they don’t recognise; ● Talk about what our bodies need to stay well; ● Name the safe ways to store medicine and who can give it to children (adults). |
| FPC1, BS5 | Safe indoors and outdoors | | ● Name some hazards and ways to stay safe inside; ● Name some hazards and ways to stay safe outside; |
| BS3, BS5, BS6, BS7 RR8 | Listening to my feelings (1) | |
|---|---|---|
| OR3, BS2, BS5, BS6 | Keeping safe online | |
| FPC2, FPC6, BS4, BS5, BS6, BS8 | People who help to keep me safe | |
| | | Rights and Respect |
| FPC1, FPC2, FPC3, FPC4 | Looking after my special people | |
| | Reception | | |
|---|---|---|---|
| CF1, CF2, CF3, RR1, RR8, BS6 | | Looking after my friends | |
| RR2, RR3 | | Being helpful at home and caring for our classroom | |
| FPC1, RR3 | | Caring for our world | |
| | | Looking after money (1): recognising, spending, using | |
| | | Looking after money (2): saving money and keeping it safe | |
| | | | Being My Best |
| | Reception | |
|---|---|---|
| MW2, MW3, CF2, RR2 | | Bouncing back when things go wrong |
| MW2, MW3, CF2 | | Yes, I can! |
| HE1, HE2 | | Healthy eating (1) |
| HE1 | | Healthy eating (2) |
| PHF2, HE1, HP3, HP4, HP5 | | Move your body |
| HP3, HP4, HP5 | | A good night’s sleep |
| | Reception | | | | |
|---|---|---|---|---|---|
| | | | | ● Suggest ways to have a calm evening and bedtime routine. | |
| | | | Growing and Changing | | |
| | | | | Overarching learning intentions across this unit: Children will be able to: ● Understand that there are changes in nature and humans; ● Name the different stages in childhood and growing up; ● Understand that babies are made by a man and a woman; ● Use the correct vocabulary when naming the different parts of the body; ● Know how to keep themselves safe. | |
| CAB1 | | Seasons | | ● Name the different seasons and describe their differences; ● Explain the changes that occur as seasons change; ● Talk about how they have grown in resilience. | |
| CAB1 | | Life stages - plants, animals, humans | | ● To understand that animals and humans change in appearance over time; ● Use relevant vocabulary such as egg, seed, baby, grow, change, old, young (and the names for young animals); ● Make observations and ask questions about living things. | |
| FPC2, FPC3, FPC4, FPC5, CAB1, BS3 | | | | ● Retell a story and respond to questions about it. ● Use the language and describe the different life stages of: baby, child, teenager, adult, older age. ● Talk about their own experience of growing up. | |
| FPC1, FPC3, FPC4, RR1, CAB1 | | Where do babies come from? | | | |
| | | | | | ● Explain that a baby is made by a woman and a man, and |
| | | | | | grows inside a mother’s tummy. |
| | | | | | ● Understand that every family is different. |
| | Reception | | | |
|---|---|---|---|---|
| | | | | ● Talk about similarities and differences between |
| | | | | themselves and others. |
| FPC1, FPC3, FPC4, RR1, CAB1, HE1, HE3, HP3 | | Getting bigger | ● Talk about how they have changed as they have grown. ● Explain the differences between babies, children, and adults. ● Understand that we are all unique. | |
| BS2, BS3, BS7, RR7, RR8 | | Me and my body - girls and boys | ● Name parts of the body (including reproductive parts) using the correct vocabulary. ● Explain which parts of their body are kept private and safe and why. ● Tell or ask an appropriate adult for help if they feel unsafe. | |
| | KS1 Cycle A (23-24) | | | |
|---|---|---|---|---|
| | DfE Statutory Requirements - | | SCARF Lesson Plan title & half-termly | SCARF Lesson Plan Learning Outcomes |
| | end of primary statements | | unit | |
| | | | Me and My Relationships | |
| RR2, RR3 | | Why we have classroom rules | | |
| RR1, CF2, CF4, CF5 | | How are you listening? | | |
| BS5, MW2, MW3, MW4, MW7 | | Thinking about feelings | | |
| BS5, MW1, MW2, MW3, MW4, MW7 | | Our feelings | | |
| MW2, MW3, MW6, MW7 | | Feelings and bodies | | |
| CF1, CF2, CF3 | | Good friends | | |
| | | | Valuing Difference | |
| FPC3, FPC4, RR1, RR2 | | Same or different? | | |
KS1 Cycle A (23-24)
| CF2, CF3, CF4, RR5, RR6, MW8 | Unkind, tease or bully? | |
|---|---|---|
| RR3, RR5, BS1 | Harold’s school rules | |
| CF2, CF3, CF4, RR2, RR3 | It’s not fair! | |
| FPC1, FPC2, FPC3, FPC4, MW6 | Who are our special people? | |
| FPC3, FPC4 | Our special people balloons | |
| | | Keeping Safe |
| HP3 | Super sleep | |
| FPC6, CF2, CF3, CF4, RR5, RR6, BS5, MW8 | Who can help? (1) | |
| FPC6, RR8, BS1, BS2, BS5, BS7, BS8 | Good or bad touches? | |
KS1 Cycle A (23-24)
| RR8,OR1, OR2, OR3, OR4 OR5, BS1, BS2, BS6, ISH1, ISH3, ISH5, ISH7 | Sharing pictures | |
|---|---|---|
| DAT1 | What could Harold do? | |
| MW2 | Harold loses Geoffrey | |
| | | Rights and Respect |
| CF2, CF4, RR2, RR3, RR5 | Harold has a bad day | |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Around and about the school | |
| RR5 | Taking care of something | |
| Wider PSHE curriculum (not covered by DfE statutory | Harold’s money | |
KS1 Cycle A (23-24)
| requirements) | | |
|---|---|---|
| Wider PSHE curriculum (not covered by DfE statutory requirements) | How should we look after our money? | |
| BFA1, BFA2 | Basic first aid | |
| | | Being My Best |
| HE1, HE2, HE3 | I can eat a rainbow | |
| HE1, HE2, HE3 | Eat well | |
| HP4, HP5 | Harold’s was up and brush up | |
| HP5 | Catch it! Bin it! Kill it! | |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Harold learns to ride his bike | |
KS1 Cycle A (23-24)
| CF2, CF5, RR1, RR3, RR5 | Pass on the praise! | | ● Demonstrate attentive listening skills; ● Suggest simple strategies for resolving conflict situations; ● Give and receive positive feedback, and experience how this makes them feel. |
|---|---|---|---|
| PHF4 | Inside my wonderful body! (OPTIONAL) | | ● Name major internal body parts (heart, lungs, blood, stomach, intestines, brain); ● Understand and explain the simple bodily processes associated with them. |
| | | Growing and Changing | |
| PHF1, PHF3, HP3, HP4 | Healthy me | | ● Understand that the body gets energy from food, water and air (oxygen); ● Recognise that exercise and sleep are important parts of a healthy lifestyle. |
| CAB1 | Then and now | | ● Identify things they could do as a baby, a toddler and can do now; ● Identify the people who help/helped them at those different stages. |
| FPC2, CAB1 | Taking care of a baby | | ● Identify things they could do as a baby, a toddler and can do now; ● Identify the people who help/helped them at those different stages. |
| FPC6, CF2, CF3, CF4, RR5, RR6, BS5, MW8 | Who can help? (2) | | ● Explain the difference between teasing and bullying; ● Give examples of what they can do if they experience or witness bullying; ● Say who they could get help from in a bullying situation. |
| | KS1 Cycle A (23-24) | |
|---|---|---|
| BS3, BS7 | | Keeping privates private |
| | KS1 Cycle B (24-25) | | | |
|---|---|---|---|---|
| | DfE Statutory Requirements - | | SCARF Lesson Plan title & half-termly | SCARF Lesson Plan Learning Outcomes |
| | end of primary statements | | unit | |
| | | | Me and My Relationships | |
| RR2 | | Our ideal classroom (1) | | |
| RR3 | | Our ideal classroom (2) (OPTIONAL) | | |
| MW2, MW3 | | How are you feeling today? | | |
| MW2, MW9 | | Let’s all be happy | | |
| CF1, CF2, CF3 | | Being a good friend | | |
| RR5, RR6 | | Types of bullying | | |
KS1 Cycle B (24-25)
| RR5, RR6 | Bullying or teasing? (OPTIONAL) | |
|---|---|---|
| | | Valuing difference |
| RR1, RR2 | What makes us who we are? | |
| FPC1, FPC2, FPC3, FPC4 | My special people | |
| RR2, MW3 | How do we make others feel? | |
| CF3, MW7 | When someone is feeling left out | |
| CF3, RR2, RR3, MW3 | An act of kindness | |
| CF4, CF5 | Solve the problem | |
KS1 Cycle B (24-25)
| | | Keeping Safe |
|---|---|---|
| MW3, MW5, DAT1 | Harold’s picnic | |
| BS1, BS3, BS5 | How safe would you feel? | |
| BS1, BS3, BS4 | What should Harold say? | |
| BS3, BS4, MW2, RR8 | I don’t like that! | |
| BS1, BS3, BS5 | Fun or not? | |
| BS1, BS2, BS3, BS5 | Should I tell? | |
KS1 Cycle B (24-25)
| | KS1 Cycle B (24-25) | | |
|---|---|---|---|
| | | | Being My Best |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | | You can do it! | |
| MW3, PHF2, HE1 | | My day | |
| HP5, HP6 | | Harold’s postcard - helping us to keep clean and healthy | |
| HP4 | | Harold’s bathroom | |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | | What does my body do? | |
KS1 Cycle B (24-25)
| PHF1, HE1, HP3 | My body needs… (OPTIONAL) | |
|---|---|---|
| BFA1, BFA2 | Basic first aid | |
| | | Growing and Changing |
| CF3 | A helping hand | |
| MW2 | Sam moves house | |
| CAB1 | Haven’t you grown? | |
| BS2, CAB1 | My body, your body | |
| BS2 | Respecting privacy | |
| BS1, BS2, BS3, BS4, MW2 | Some secrets should never be kept | |
| | LKS2 Cycle A (23-24) | | | |
|---|---|---|---|---|
| | DfE Statutory Requirements - | | SCARF Lesson Plan title & half-termly | SCARF Lesson Plan Learning Outcomes |
| | end of primary statements | | unit | |
| | | | Me and My Relationships | |
| ISH4 | | As a rule | | ● Explain why we have rules; ● Explore why rules are different for different age groups, in particular for internet-based activities; ● Suggest appropriate rules for a range of settings; ● Consider the possible consequences of breaking the rules. |
| FPC2, CF1, CF2 | | Looking after our special people | | ● Identify people who they have a special relationship with; ● Suggest strategies for maintaining a positive relationship with their special people. |
| CF3, CF4, RR1 | | How can we solve this problem? | | ● Rehearse and demonstrate simple strategies for resolving given conflict situations. |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | | Tangram team challenge (OPTIONAL) | | ● Define and demonstrate cooperation and collaboration; ● Identify the different skills that people can bring to a group task; ● Demonstrate how working together in a collaborative manner can help everyone to achieve success. |
| CF1, CF2, CF4, CF5, RR3 | | Friends are special | | ● Identify qualities of friendship; ● Suggest reasons why friends sometimes fall out; ● Rehearse and use, now or in the future, skills for making up again. |
| RR1, RR2, RR3 | | ‘Thunks’ | | ● Express opinions and listen to those of others; ● Consider others' points of view; ● Practice explaining the thinking behind their ideas and opinions. |
| | LKS2 Cycle A (23-24) | | |
|---|---|---|---|
| BS1 | | Dan’s dare | |
| MW2, MW3, MW4 | | My special pet (OPTIONAL) | |
| | | | Valuing Difference |
| RR1, RR3 | | Respect and challenge | |
| FPC1, FPC2, FPC3, FPC4, FPC6, RR7 | | Family and friends | |
| MW5 | | My community | |
| RR1, RR2 | | Our friends and neighbours | |
LKS2 Cycle A (23-24)
| FPC3, RR1, RR2, RR6, OR2, MW8, ISH5 | Let’s celebrate our differences | |
|---|---|---|
| RR1, RR2, RR3, RR5, RR6, RR7, OR2, MW8, ISH5 | Zeb | |
| | | Keeping safe |
| BS1, BS4, BS5, BS6, BS7, BS8 | Safe or unsafe? | |
| BS4 | Danger or risk? | |
| BS2, BS5 | The Risk Robot | |
| OR3, OR4, OR5, ISH1, ISH3, ISH6 | Super Searcher | |
| HE3, DAT1 | Help or harm? | |
| HE3, DAT1 | Alcohol and cigarettes: the facts | |
LKS2 Cycle A (23-24)
| OR5, BS1, BS6, ISH2, ISH6 | Raisin Challenge (1) (OPTIONAL) | |
|---|---|---|
| | | Rights and Respect |
| BS8 | Helping each other to stay safe | |
| OR4, ISH6 | Recount task | |
| MW5 | Our helpful volunteers | |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Can Harold afford it? | |
LKS2 Cycle A (23-24)
| covered by DfE statutory requirements) | | | ● Understand that the amount people get paid is due to a range of factors (skill, experience, training, level of responsibility etc.). |
|---|---|---|---|
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Harold’s environment project | | ● Define what is meant by the environment; ● Evaluate and explain different methods of looking after the school environment; ● Devise methods of promoting their priority method. |
| | Let’s have a tidy up (OPTIONAL) | | |
| | | Being My Best | |
| HE1, HE2, HE3 | Derek cooks dinner! | | ● Explain how each of the food groups on the Eatwell Guide (formerly Eatwell Plate) benefits the body; ● Explain what is meant by the term 'balanced diet'; ● Give examples what foods might make up a healthy balanced meal. |
| HP5, HP6 | Poorly Harold | | ● Explain how some infectious illnesses are spread from one person to another; ● Explain how simple hygiene routines can help to reduce the risk of the spread of infectious illnesses; ● Suggest medical and non-medical ways of treating an illness. |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Body team work | | ● Name major internal body parts (heart, blood, lungs, stomach, small/large intestines, liver, brain); ● Describe how food, water and air get into the body and blood. |
| RR1, RR2, RR3 | For or against? | | ● Develop skills in discussion and debating an issue; ● Demonstrate their understanding of health and wellbeing issues that are relevant to them; ● Empathise with different viewpoints; ● Make recommendations, based on their research. |
LKS2 Cycle A (23-24)
| OR1 | I am fantastic! | |
|---|---|---|
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Top talents | |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Getting on with your nerves! (OPTIONAL) | |
| | | Growing and Changing |
| CF1, CF2, CF5, OR2 | Relationship Tree | |
| BS3, BS7 | Body space | |
| OR1, OR2, OR3, OR4, OR5, BS1, BS4, BS5, MW3, MW4, ISH3, ISH5, ISH7, RR8 | None of your business! | |
| | LKS2 Cycle A (23-24) | | |
|---|---|---|---|
| | | | ● Understand and explain how to get help in a situation where requests for images or information of themselves or others occurs. |
| BS2, RR8 | | Secret or surprise | ● Define the terms 'secret' and 'surprise' and know the difference between a safe and an unsafe secret; ● Recognise how different surprises and secrets might make them feel; ● Know who they could ask for help if a secret made them feel uncomfortable or unsafe. |
| BS7, CAB1, CAB2 | | My changing body | ● Recognise that babies come from the joining of an egg and sperm; ● Explain what happens when an egg doesn’t meet a sperm; ● Understand that for girls, periods are a normal part of puberty. |
| BFA1, BFA2 | | Basic first aid | ● See link to external resources for further information |
| | LKS2 Cycle B (24-25) | | |
|---|---|---|---|
| | DfE Statutory Requirements - | | SCARF Lesson Plan title & half-termly |
| | end of primary statements | | unit |
| | | | Me and My Relationships |
| RR2 | | Human machines | |
| CF2, CF3, CF4, CF5, RR1, RR2, RR3, RR5, MW3, HE3 | | Ok or not ok? (1) | |
| CF2, CF4, CF5, RR1, RR4, RR5, OR1, OR2, MW3, HE3 | | Ok or not ok? (2) | |
| CF2, CF3, MW3, MW6, MW7 | | An email from Harold! | |
| MW1, MW2, MW3, MW4 | | Different feelings | |
| MW3, MW4 | | When feelings change (OPTIONAL) | |
| RR1, RR6, MW8, ISH5 | | Under pressure | |
LKS2 Cycle B (24-25)
| | | | risky way might come from. |
|---|---|---|---|
| | | Valuing difference | |
| CF1, CF2, CF3, CF4, CF5, RR1, RR2, RR3, RR5, OR2, OR4 | Can you sort it? | | ● Define the terms 'negotiation' and 'compromise'; ● Understand the need to manage conflict or differences and suggest ways of doing this, through negotiation and compromise. |
| FPC3, CF4, CF5, RR1, RR2, RR3, RR5, RR6, BS1 | What would I do? | | ● List some of the ways that people are different to each other (including differences of race, gender, religion); ● Recognise potential consequences of aggressive behaviour; ● Suggest strategies for dealing with someone who is behaving aggressively. |
| FPC3, CF3, RR1, RR2, RR5 | The people we share our world with | | ● List some of the ways in which people are different to each other (including ethnicity, gender, religious beliefs, customs and festivals); ● Define the word respect and demonstrate ways of showing respect to others' differences. |
| RR7, OR5, ISH2, ISH5, ISH6 | That is such a stereotype! | | ● Understand and identify stereotypes, including those promoted in the media. |
| FPC1, FPC2, CF1, CF2, RR1 | Friend or acquaintance? | | ● Recognise that they have different types of relationships with people they know (e.g. close family, wider family, friends, acquaintances); ● Give examples of features of these different types of relationships, including how they influence what is shared. |
| CF5, RR8, BS1, BS3, BS5, MW4 | Islands | | ● Understand that they have the right to protect their personal body space; ● Recognise how others' non-verbal signals indicate how they feel when people are close to their body space; ● Suggest people they can talk to if they feel uncomfortable |
LKS2 Cycle B (24-25)
| | | | with other people's actions towards them. |
|---|---|---|---|
| | | Keeping Safe | |
| OR4, BS4, BS5, ISH2, PHF3, HE1, HE3, DAT1, HP2 | Danger, risk or hazard? | | ● Define the terms 'danger', 'risk' and 'hazard' and explain the difference between them; ● Identify situations which are either dangerous, risky or hazardous; ● Suggest simple strategies for managing risk. |
| CF5, RR4, RR6, OR2, BS1, BS6, MW4 | How dare you! | | ● Define what is meant by the word 'dare'; ● Identify from given scenarios which are dares and which are not; ● Suggest strategies for managing dares. |
| CF3, CF5, RR4, RR6, OR3, DAT1 | Keeping ourselves safe | | ● Describe stages of identifying and managing risk; ● Suggest people they can ask for help in managing risk. |
| OR5, BS1, ISH2, ISH6 | Raisin Challenge (2) | | ● Understand that we can be influenced both positively and negatively; ● Give examples of some of the consequences of behaving in an unacceptable, unhealthy or risky way. |
| OR3, OR5, ISH3, ISH5 | Picture Wise | | ● Identify images that are safe/unsafe to share online; ● Know and explain strategies for safe online sharing; ● Understand and explain the implications of sharing images online without consent. |
| DAT1, HP5 | Medicines: check the label | | ● Understand that medicines are drugs; ● Explain safety issues for medicine use; ● Suggest alternatives to taking a medicine when unwell; ● Suggest strategies for limiting the spread of infectious diseases (e.g. hand-washing routines). |
| HE3, DAT1 | Know the norms (formerly Tell Mark II) | | ● Understand some of the key risks and effects of smoking and drinking alcohol; |
LKS2 Cycle B (24-25)
| | (OPTIONAL) | | ● Understand that increasing numbers of young people are choosing not to smoke and that not all people drink alcohol (Social Norms theory). |
|---|---|---|---|
| OR3, OR5, ISH3 | Traffic lights (OPTIONAL) | | ● Identify strategies for keeping personal information safe online; ● Describe safe behaviours when using communication technology. |
| | | Rights and respect | |
| PHF4 | Who helps us stay healthy and safe? | | ● Explain how different people in the school and local community help them stay healthy and safe; ● Define what is meant by 'being responsible'; ● Describe the various responsibilities of those who help them stay healthy and safe; ● Suggest ways they can help the people who keep them healthy and safe. |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | It’s your right | | ● Understand that humans have rights and also need to respect the rights of other; ● Identify some rights and also need to respect the rights of others that come with these rights. |
| RR3, RR5, OR2, OR3, BS2 | How do we make a difference? | | ● Understand the reason we have rules; ● Suggest and engage with ways that they can contribute to the decision making process in school (e.g. through pupil voice/school council); ● Recognise that everyone can make a difference within a democratic process. |
LKS2 Cycle B (24-25)
| RR5, RR6, BS7 | Safety in numbers | |
|---|---|---|
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Harold’s expenses (OPTIONAL) | |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Why pay taxes? | |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Logo quiz (OPTIONAL) | |
| | | Being My Best |
| RR1, RR2, RR4 | What makes me ME! (formerly Diversity World) | |
| CF2, RR1, OR4 | Making choices | |
LKS2 Cycle B (24-25)
| PHF1, PHF2, HE1, HE2, HE3, HP3, ISH2, ISH3 | SCARF hotel (formerly Diversity World Hotel) | |
|---|---|---|
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Harold’s Seven Rs | |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | My school community (1) | |
| BFA1, BFA2 | Basic first aid | |
| | | Growing and Changing |
| MW2, MW3, MW9 | Moving house | |
| | LKS2 Cycle B (24-25) | |
|---|---|---|
| BS7, CAB1 | | All change! |
| CAB1, CAB2 | | Preparing for changes at puberty (formerly Period positive) |
| RR8, BS1, BS2, BS3, BS4, BS5, BS7, MW2, MW3 | | Secret or surprise? |
| FPC3, FPC4, FPC5, CF1, CF2, CF4, CF5, RR1 | | Together |
| | UKS2 Cycle A (23-24) | | |
|---|---|---|---|
| | DfE Statutory Requirements - | | SCARF Lesson Plan title & half-termly |
| | end of primary statements | | unit |
| | | | Me and My Relationships |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | | Collaboration Challenge! | |
| CF2, CF3 | | Give and take | |
| OR2, OR3, MW8 | | Communication (OPTIONAL) | |
| CF1, CF2, CF3, CF4, MW1, MW2, MW3 | | How good a friend are you? | |
| CF2, CF3, CF4, CF5, RR3, RR4, RR5 | | Relationship cake recipe | |
| MW2, MW3, MW4, MW9, MW10 | | Our emotional needs | |
| CF2, CF3, CF5, RR1 | | Being assertive | |
UKS2 Cycle A (23-24)
| | | | assertive behaviours; ● Understand and rehearse assertiveness skills. |
|---|---|---|---|
| | | Valuing Difference | |
| CF1, CF2, CF3, CF4, CF5, RR1, RR2, RR3, RR4, RR5 | Qualities of friendship | | ● Define some key qualities of friendship; ● Describe ways of making a friendship last; ● Explain why friendships sometimes end. |
| RR1, RR2, RR4, RR5 | Kind conversations | | ● Rehearse active listening skills; ● Demonstrate respectfulness in responding to others; ● Respond appropriately to others. |
| RR1, RR2, RR3, RR4, RR5, RR6, RR7 | Happy being me | | ● Recognise some of the feelings associated with feeling excluded or ‘left out’; ● Give examples of ways in which people behave when they discriminate against others who are different from them; ● Understand the importance of respecting others, even when they are different from themselves. |
| FPC3, CF3, RR1, RR2, RR4, RR5 | The land of the Red People | | ● Identify and describe the different groups that make up their school/wider community/other parts of the UK; ● Describe the benefits of living in a diverse society; ● Explain the importance of mutual respect for different faiths and beliefs and how we demonstrate this. |
| RR1, RR2, RR6, RR7, OR2, OR3, OR4, OR5, BS1, ISH2, ISH3, ISH5, ISH6 | Is it true? | | ● Understand that the information we see online either text or images, is not always true or accurate; ● Recognise that some people post things online about themselves that aren’t true, sometimes this is so that people will like them; ● Understand and explain the difference sex, gender identity, gender expression and sexual orientation. |
| | | | ● Give examples of how bullying behaviours can be stopped. |
|---|---|---|---|
| CF1, CF2, CF3, CF5 | It could happen to anyone (OPTIONAL) | | ● Identify the consequences of positive and negative behaviour on themselves and others; ● Give examples of how individual/group actions can impact on others in a positive or negative way. |
| | | Keeping Safe | |
| RR1, RR6, OR1, OR2, OR3, OR5, MW8, ISH4, ISH5 | Spot bullying | | ● Demonstrate strategies to deal with both face-to-face and online bullying; ● Demonstrate strategies and skills for supporting others who are bullied; ● Recognise and describe the difference between online and face-to-face bullying. |
| OR1, OR2, OR3, OR4, OR5, BS1, BS4, ISH1, ISH2, ISH3, ISH5, ISH7 | Play, Like, Share | | ● Reflect on what information they share offline and online; ● Recognise that people aren’t always who they say they are online; ● Know how to protect personal information online. |
| CF5 | Decision dilemmas | | ● Recognise which situations are risky; ● Explore and share their views about decision making when faced with a risky situation; ● Suggest what someone should do when faced with a risky situation. |
| CF5, RR2, RR4, RR5, RR8, BS1, BS2 | Ella’s diary dilemma | | ● Define what is meant by a dare; ● Explain why someone might give a dare; ● Suggest ways of standing up to someone who gives a dare. |
UKS2 Cycle A (23-24)
| | Vaping: healthy or unhealthy? | | |
|---|---|---|---|
| BS1 | Would you risk it? | | ● Identify risk factors in a given situation (involving smoking) and consider outcomes of risk taking in this situation, including emotional risks; ● Understand the actual norms around smoking/alcohol and the reasons for common misperceptions of these. |
| DAT1 | ‘Thunking’ about habit (OPTIONAL) | | ● Explain what a habit is, giving examples; ● Describe why and how a habit can be hard to change. |
| DAT1 | Drugs: true or false? (OPTIONAL) | | ● Understand some of the complexities of categorising drugs; ● Know that all medicines are drugs but not all drugs are medicines; ● Understand ways in which medicines can be helpful or harmful and used safely or unsafely. |
| ISH6, DAT1 | Smoking: what is normal? (OPTIONAL) | | ● Understand the actual norms around smoking and the reasons for common misperceptions of these. |
| | | Rights and Respect | |
| ISH6, PHF2, PHF3, HE1 | What’s the story? | | ● Identify, write and discuss issues currently in the media concerning health and wellbeing; ● Express their opinions on an issue concerning health and wellbeing; ● Make recommendations on an issue concerning health and wellbeing. |
| OR4, ISH6 | Fact or opinion? | | ● Understand the difference between a fact and an opinion; ● Understand what biased reporting is and the need to think critically about things we read. |
| MW5 | Mo makes a difference | | ● Explain what we mean by the terms voluntary, community and pressure (action) group; ● Give examples of voluntary groups, the kind of work they do and its value. |
UKS2 Cycle A (23-24)
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Rights, respect and duties | |
|---|---|---|
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Spending wisely | |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Lend us a fiver! | |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Local councils (OPTIONAL) | |
| | | Being My Best |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | It all adds up! | |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Different skills | |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | My school community (2) | |
| BS1 | Independence and responsibility | |
UKS2 Cycle A (23-24)
| ISH4 | Star qualities | |
|---|---|---|
| BFA1, BFA2 | Basic first aid, including Sepsis Awareness | |
| DAT1 | Getting fit (ARCHIVED) | |
| | | Growing and Changing |
| MW2, MW3, MW4 | How are they feeling? | |
| RR5, BS1, BS3, BS4, BS5, BS7, BS8 | Taking notice of our feelings | |
| BS2, BS4, BS5, BS6, BS7, BS8 | Dear Ash | |
| FPC6, BS2, BS3, CAB1, | Growing up and changing bodies | |
| | UKS2 Cycle A (23-24) | |
|---|---|---|
| CAB2 | | |
| BS7, CAB1 | | Changing bodies and feelings |
| FPC2, FPC4, RR1, RR2, RR3, RR4, CAB1 | | Help, I’m a teenager…get me out of here! |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | | Dear Hetty (OPTIONAL) |
| | UKS2 Cycle B (24-25) | | |
|---|---|---|---|
| | DfE Statutory Requirements - | | SCARF Lesson Plan title & half-termly |
| | end of primary statements | | unit |
| | | | Me and My Relationships |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | | Working together | |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | | Let’s negotiate (OPTIONAL) | |
| CF2, CF3, CF4, CF5 | | Solve the friendship problem | |
| FPC1, FPC2, CF1, CF2, CF3, MW1, MW2, MW3, MW4, CAB1 | | Dan’s day (OPTIONAL) | |
UKS2 Cycle B (24-25)
| CF5, RR2, RR4, RR5, RR8 | Assertiveness Skills | | ● List some assertive behaviours; ● Recognise peer influence and pressure; ● Demonstrate using some assertive behaviours, through role-play, to resist peer influence and pressure. |
|---|---|---|---|
| FPC3, FPC4, FPC5, FPC6, RR1, RR5, RR8, BS3, BS4, BS5, BS7 | Don’t force me | | ● Describe ways in which people show their commitment to each other; ● Know the ages at which a person can marry, depending on whether their parents agree. |
| RR5, RR6, BS1, BS2, BS3, BS4, BS5, BS6, BS7, BS8 | Acting appropriately | | ● Recognise that some types of physical contact can produce strong negative feelings; ● Know that some inappropriate touch is also illegal. |
| | | Valuing Difference | |
| CF2, RR1, RR6, BS1, MW3 | Ok to be different | | ● Recognise that bullying and discriminatory behaviour can result from disrespect of people's differences; ● Suggest strategies for dealing with bullying, as a bystander; ● Describe positive attributes of their peers. |
| RR1, RR5, RR6, OR2 | We have more in common than not | | ● Know that all people are unique but that we have far more in common with each other than what is different about us; ● Consider how a bystander can respond to someone being rude, offensive or bullying someone else; ● Demonstrate ways of offering support to someone who has been bullied. |
| RR1, RR2, RR3, RR5 | Respecting differences | | ● Demonstrate ways of showing respect to others, using verbal and non-verbal communication. |
| RR1, RR2, RR5 | Tolerance and respect for others | | ● Understand and explain the term prejudice; ● Identify and describe the different groups that make up their school/wider community/other parts of the UK; |
UKS2 Cycle B (24-25)
| FPC1, FPC4, CF1, CF2, CF3, CF4, CF5, MW6 | Advertising friendships! | |
|---|---|---|
| RR1, RR2, RR6, RR7, ISH2, ISH6 | Boys will be boys? Challenging gender stereotypes | |
| | | Keep Safe |
| RR8, OR2, OR3, OR4, BS1, ISH4, ISH5 | Think before you click! | |
| RR8, OR2, OR3, OR4, OR5, BS1, BS2, BS4, ISH1, ISH3, ISH4, ISH5, ISH7 | It’s a puzzle (OPTIONAL) | |
| OR1, OR3, OR5, BS1, BS2, BS3, BS5, BS7, ISH3, ISH5, ISH7 | To share or not to share? | |
UKS2 Cycle B (24-25)
| MW1, MW3, MW4, MW5, MW6, MW7, MW9, MW10, HE3, DAT1 | Rat Park | |
|---|---|---|
| HE3, DAT1 | What sort of drug is…? | |
| HE3, DAT1 | Drugs: it’s the law! | |
| HE3, DAT1 | Alcohol: what is normal? | |
| CF2, CF3, CF5, RR1, RR4, MW4, MW6, MW7, HE3, BS4, BS6, BS7 | Joe’s story (part 1) (OPTIONAL) | |
| FPC1, CF1, CF2, CF3, CF4, RR5, OR1 | Joe’s story (part 2) (OPTIONAL) | |
| | | Rights and Respect |
| RR7, ISH6 | Two sides to every story | |
UKS2 Cycle B (24-25)
| RR8, OR1, MW1, ISH4, ISH6 | ‘Fakebook’ Friends |
|---|---|
| Wider PSHE curriculum (not covered by DfE statutory requirements) | What’s it worth? |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Jobs and taxes (OPTIONAL) |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Happy shoppers |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Project Pitch (parts 1 & 2) (OPTIONAL) | | ● That they have different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment; ● Continue to develop the skills to exercise these responsibilities. |
|---|---|---|---|
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Democracy in Britain 1 - Elections | | ● Why and how rules and laws that protect them and others are made and enforced; ● Why different rules are needed in different situations and how to take part in making and changing rules; ● Begin to understand the way in which democracy in Britain works. |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Democracy in Britain 2 - How (most) laws are made | | ● Why and how rules and laws that protect them and others are made and enforced; ● Why different rules are needed in different situations and how to take part in making and changing rules. |
| | Community art (OPTIONAL) | | |
| | | Being My Best | |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | This will be your life! | | ● Identify aspirational goals; ● Describe the actions needed to set and achieve these. |
| Wider PSHE curriculum (not covered by DfE statutory requirements) | Our recommendations | | ● Present information they researched on a health and wellbeing issues outlining the key issues and making suggestions for any improvements concerning those issues. |
| CF2, CF3, CF5, RR1, RR4, RR6, BS1, BS5, DAT1 | What’s the risk? (1) | | ● Identify risk factors in a given situation (involving alcohol); ● Understand and explain the outcomes of risk-taking in a given situation, including emotional risks; ● Understand the actual norms around smoking/alcohol and the reasons for common misperceptions of these. |
UKS2 Cycle B (24-25)
| FPC1, OR1, OR3, BS1, BS2, BS4, ISH6, CAB1 | What’s the risk? (2) | | ● Identify risk factors in a given situation; ● Understand and explain the outcomes of risk-taking in a given situation, including emotional risks; ● Recognise that some situations can be made less risky e.g. only sharing information with someone you trust. |
|---|---|---|---|
| BFA1, BFA2 | Basic first aid | | ● See link to external resources for further information |
| MW1, MW5, MW6, MW7, ISH2, PHF2, PHF3, PHF4, HP1, HP3, HP4, HP6, BFA1, BFA2 | Five Ways to Wellbeing project | | ● Explain what the five ways to wellbeing are; ● Describe how the five ways to wellbeing contribute to a healthy lifestyle, giving examples of how they can be implemented in people's lives. |
| | | Growing and Changing | |
| RR1, RR2, RR4, RR6, OR2, MW3, ISH2, CAB1 | I look great! | | ● Understand that fame can be short-lived; ● Recognise that photos can be changed to match society's view of perfect; ● Identify qualities that people have, as well as their looks. |
| RR1, RR4, RR7, OR1, ISH2, ISH5 | Media manipulation | | ● Define what is meant by the term stereotype; ● Recognise how the media can sometimes reinforce gender stereotypes; ● Recognise that people fall into a wide range of what is seen as normal; ● Challenge stereotypical gender portrayals of people. |
| OR1, OR3, OR4, OR5, OR6, BS1, BS3, BS4, BS5 | Pressure online | | ● Understand the risks of sharing images online and how these are hard to control, once shared; ● Understand that people can feel pressured to behave in a certain way because of the influence of the peer group; ● Understand the norms of risk-taking behaviour and that these are usually lower than people believe them to be. |
| FPC2, FPC6, MW2, MW4, | Helpful or unhelpful? Managing | | ● Recognise some of the changes they have |
| | UKS2 Cycle B (24-25) | |
|---|---|---|
| MW6, MW9 | | change |
| RR1, BS7, CAB1, CAB2 | | Is this normal? |
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DEFINITIONS
Health Inequities
Climate Change and Health Equity
Climate Change Will Not Affect All Communities in the Same Way
The unfair and avoidable differences in health status seen within and between populations and places.
Built Environment
Environments in which people live, work, and play, including buildings, parks, transportation systems, and air and water quality.
Mitigation
As related to climate change: reducing greenhouse gas emissions to slow or lessen climate change.
Readiness (also called Adaptation)
As related to climate change: actions to increase readiness for the impacts of unavoidable climate change and to increase community resilience to confront these impacts.
Senate Bill 375
2008 California law requiring each region to prepare a Sustainable Communities Strategy to 1) reduce carbon dioxide (CO 2 ) emissions from cars and light duty trucks, primarily by building more compact communities with better access to mass transit and other amenities; and 2) house 100% of the region's projected 25 year population growth.
Whether through sea level rise, droughts, or heat waves, the populations most vulnerable to climate-related health impacts are the same communities that experience health inequities, the unjust and avoidable disparities in health outcomes. These include the elderly, children, communities of color, and those unable to afford food, quality shelter, fuels for cooling and transportation, or lacking alternatives to contaminated drinking water. i, ii
Co-benefits of Mitigation Strategies Can Support Health Equity Efforts
Substantially reducing greenhouse gas (GHG) emissions is essential to reduce the impact of further climate change. Actions to mitigate further climate change can also help to reduce health inequities. More than 60% of adults do not achieve the recommended amount of regular physical activity. The highest rates of physical inactivity are seen among California's low-income households and communities of color that have the least access to safe places to exercise and play. Rates of associated chronic diseases such as diabetes and heart disease are also highest among these communities. iii
California's climate change mitigation law, Senate Bill 375, requires regional transportation, housing, and other land use planning to lower greenhouse gas emissions. As a result, regional agencies are planning for built environments that are more bikeable and walkable with jobs, affordable housing, schools, and basic services located close to one another and easily accessible by public transportation, thus encouraging residents to drive less. Placing jobs, enriched public schools, and neighborhood goods and services, such as grocery stores, with housing that is affordable for all income groups provides increased opportunities for physical activity and can help decrease health inequities.
Spotlight on West Oakland
The community of West Oakland is challenged by neighborhood disinvestment, neglect of public services, and by pollution from the movement of goods through the Port of Oakland and surrounding freeways. Air pollution exposure can lead to asthma attacks, chronic bronchitis, reduced lung functioning, emphysema, heart attack, stroke, premature deaths, and abnormal lung development in children. iv Rising temperatures and other weather conditions that are associated with global warming increase smog formation and the likelihood of these serious health effects.
As extreme weather events become more common, West Oakland residents will also face increasing risks from floods and sea level rise v (Figure 1). Flooding is expected to occur throughout low-lying areas in the Bay Area, but for residents with fewer resources and affordable housing options and the daily stress of living with poverty and racism, this risk poses an even greater hazard. vi
Proper Planning for Equitable Results: Mitigation and Readiness Planning
Without proper planning, the climate change mitigation efforts described in the previous page can worsen existing inequities. Unless affordable housing is provided in service-rich neighborhoods near transportation, low-income residents will likely be displaced to neighborhoods that have fewer health-enhancing amenities, which could lead to health inequities. By focusing mitigation efforts on existing lowincome neighborhoods, we can reduce the health impacts of segregation, racism, and poverty that already exist. viii Other strategies that are proposed to encourage residents to lower their individual GHG contribution include investing in fuelefficient car ownership. These strategies will do little to improve equity, since many low-income residents cannot afford to purchase and maintain these cars. Rather, public health practitioners need to encourage investments in the public transit system that low-income communities depend on, and in sidewalk and bicycle infrastructure so that all communities can be mobile and have access to jobs, schools, and health-supportive services. ix
Readiness Planning
Despite the GHG reduction efforts that are underway, further changes in climate are unavoidable. In the United States and in California, we are already seeing the impacts of rising global temperatures, shifting patterns of precipitation, rising sea levels, and other climate changes that are affecting communities, livelihoods, and health. Readiness planning is necessary to prepare for ensuing weather changes, limit the damage caused by climate change, and reduce the costs of responding to climate-related damage. This planning needs to address the particular vulnerability of communities that experience health inequities. i
Vulnerable Populations
Low-income and minority populations disproportionately live in neighborhoods with the worst air quality and housing conditions, unsafe streets, and least access to healthy food, good jobs and green spaces. x, xi Climate change is already exacerbating these inequities. For instance, low-income residents and many communities of color that are economically segregated in inner-city neighborhoods are particularly vulnerable to what is known as the "heat island effect". xii Greater amounts of concrete, buildings, and less tree cover trap heat, causing urban regions to become warmer than rural areas. As a result, these communities are more vulnerable to increasing air conditioning costs, air pollution, heat-related illness and mortality, and poor water quality. Urban communities need increased trees for shade and green spaces in neighborhoods, building design requirements and investments that include improved weatherization and cool roofs, and street design that includes pavements that trap less heat. The public health sector has an important role to play in ensuring that strategies are put in place to reduce the health and equity impacts of climate change on the most vulnerable populations and that these communities are ready for the impacts of climate change. xiii
Public Health as a Resource
Climate change reduction, readiness, and resilience efforts all offer important opportunities to ensure and promote community health and well-being. Public health agencies can be a valuable resource for engaging communities in climate change planning. Our long-standing relationships within low-income and ethnically diverse communities and our expertise in community engagement and education can be leveraged to achieve both health and climate change mitigation goals. Public health can bring this expertise to work across sectors to ensure that the result of these efforts produce positive health outcomes for all residents and do not increase health inequities.
It is the mission of the Bay Area Regional Health Inequities Initiative to transform public health practice for the purpose of eliminating health inequities using a broad spectrum of approaches that create healthy communities.
For more information, contact: Bay Area Regional Health Inequities Initiative (BARHII) 180 Grand Ave Suite 750 Oakland, CA 94612 (510) 302-3367 http://www.barhii.org firstname.lastname@example.org
REFERENCES
i. R. Morello-Frosch, M. Pastor, J. Sadd, and S. Shonkoff. The Climate Gap: Inequalities in How Climate Change Hurts Americans & How to Close the Gap. 2010. University of Southern California, Program for Environmental and Regional Equity (PERE). Retrieved 1/11/12, from http://college.usc.edu/ pere/documents/ClimateGapReport_full_report_web.pdf
ii. Karl, T.R., J.M. Melillo, and T.C. Peterson, eds. Global Climate Change Impacts in the United States. New York, NY: Cambridge University Press, 2009, p 89-98.
iii. National Center for Chronic Disease Prevention and Health Promotion. Physical Activity and Health: A Report of the Surgeon General. Retrieved 1/11/12, from http://www.cdc. gov/nccdphp/sgr/ataglan.htm.
iv. American Lung Association. Global Warming: Public Health Impacts and Key Mitigation Strategies. June 11, 2009. Retrieved 1/11/12, from http://www.lungusa.org/associations/ states/california/assets/pdfs/advocacy/alac-position-on-global. pdf.
v. Bay Area Air Quality Management District, California Air Resources Board Draft Comprehensive Health Risk Assessment, March 2008. http://baaqmd.gov/Divisions/Planning-andResearch/CARE-Program.aspx or http://www.arb.ca.gov/ch/ communities/ra/westoakland/westoakland.htm
vi. Sea-Level Rise for the Coasts of California, Oregon, and Washington: Past, Present, and Future, Committee on Sea Level Rise in Claifornia, Oregon, and Washington; Board on Earth Sciences and Resources; Ocean Studies Board; Division on Earth and Life Studies; National Research Council, 2012
vii. Figure 1 from Contra Costa Public Health, Injury Prevention and Physical Activity Promotion Project , July 2012. Source: U.S. Census Bureau, 2006—10 American Community Survey. USGS.
viii. Bay Area Regional Health Inequities Initiative. Health Inequities in the Bay Area. Retrieved 1/11/12, from http:// www.barhii.org
ix. G.S. Lovasi, M.A. Hutson, M. Guerra, and K.M. Neckerman. "Built environments and obesity in disadvantaged populations". Epidemiology Review 2009;31:7-20.
x. California Department of Public Health and the Public Health Institute. Public Health Impacts of Climate Change in California: Community Vulnerability Assessments and Adaptation Strategies. Report No. 1: Heat-Related Illness and Mortality. Retrieved 1/11/12, from http://www.phi.org/pdflibrary/Heat_Vulnerability_2007.pdf
xi. A. J. Schulz, D. R. Williams, B. A. Israel, and L. B. Lempert. "Racial and spatial relations as fundamental determinants of health in Detroit." The Milbank Quarterly 2002,. 80(4): 677–707.
xii. D. R. Williams and C. A. Collins. "Racial residential segregation: A fundamental cause of racial disparities in health." Public Health Reports / September–October 2001 / Volume 116. Retrieved 1/11/12, from http://www.ncbi.nlm.nih.gov/ pmc/articles/PMC1497358/pdf/12042604.pdf
xiii. California Obesity Prevention Program. 2010 California Obesity Prevention Plan: A Vision for Tomorrow, Strategic Actions for Today, California Department of Public Health, California Obesity Prevention Program, 2010. Retrieved 1/11/12, from www.cdph.ca.gov. | <urn:uuid:7bcc0d42-3fae-455f-83ca-023537224a96> | CC-MAIN-2024-42 | https://apha.confex.com/apha/141am/webprogram/Handout/id2198/Handout--Oral_283220.pdf | 2024-10-14T01:46:50+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00177.warc.gz | 79,596,079 | 2,270 | eng_Latn | eng_Latn | 0.988375 | eng_Latn | 0.990624 | [
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Leonard E. Amborski, Narrator
New York State Military Museum Interviewers Mike Russert and Wayne Clark
Interviewed on May 6, 2008 at Canisius College, Buffalo, NY
INT: Could you give me your full name, date of birth and place birth, please.
LA: Leonard Amborski, August 23, 1921, Buffalo, New York.
INT: What was your educational background prior to the beginning of World War II?
LA: I went to Public School 11, then East High School, then Canisius College, graduated there in 1943.
INT: Do you remember where you were and how you heard about Pearl Harbor?
LA: I was at my date's house on a Sunday afternoon, we had the radio on and we got the message then.
INT: What were your feelings when you heard this?
LA: I never heard about Pearl Harbor until then, didn't know where it was.
INT: Most people didn't.
LA: It didn't take long to find out what happened and so on, further comments on the radio filled us in on the details.
INT: Where were you working at the time the war started?
LA: I was still a student at Canisius College.
INT: What did you do after you graduated from Canisius?
LA: I graduated March 1943 and started teaching Army Air Corps cadets who were stationed at the college. They had just started the program, the college training detachment, at that time so I taught them physics and I also taught the civilian classes in physics at Canisius starting in May 1943. The Air Corps students had just arrived that month, there were two hundred of them in the original group. They were taking a fivemonth course, four months were class work and one month they spent learning how to fly.
INT: The course you were teaching, was that supposed to be an accelerated course?
LA: No, it was an abbreviated course. We taught them pertinent physics subjects that might be important for them to know as flyers in combat.
INT: Did you have to design this course or did the Defense Department give it to you?
LA: No, we designed the course. We selected the parts that we thought were important for them to know.
INT: What were some of the things you taught?
LA: We tried to teach them some of the mechanics of airplanes, why they fly, the Bernoulli Principle, what kept the plane up in air. We taught them things on computer, computing distances and time so they would have some idea of instrumentation. We taught them things like electricity, a little bit of meteorology, too.
INT: In 1944 you worked with the Carnegie Institute?
LA: In May 1944 they were ending the college training detachment program for the Army Air Corps. At that time they had a need for scientists at the Department of Terrestrial Magnetism which is the Carnegie Institute in Washington. There were eight of us on the faculty who went to Washington, DC to work at the Carnegie Institute. We were assigned to various activities, I was doing work on magnetism, studying the magnetic effects of the earth. I also worked on magnetic compasses and compasses for the Air Force, the Navy, and Coast Guard. Of those eight people many of them were sent overseas because we were compiling data on the ionosphere which is related to radio transmission. People were sent as far as Baffin Bay, Alaska, Christmas Island, Trinidad, and they were at these stations where we were compiling magnetic data as well as ionospheric data. Fortunately I happened to be staying in Washington where I worked on the compass work and also on detecting and deactivating mines. We were anticipating invasion of Japan at that time so they brought in a lot of Japanese mines and we were doing research on how to deactivate these particular mines to protect our troops if they were going to invade Japan.
INT: Could you go into a little more detail about some of the things you did while you were there?
LA: We designed compasses specifically, one of the most detailed ones was for the Air Corps. These compasses were designed to make sure pilots would get to their destination and get back. We also were designing compasses for the Coast Guard and were actually on a Coast Guard ship in Glen Burnie near Baltimore where we were testing these compasses.
INT: How were they different than previous compasses?
LA: They were automated and they would be recording the data as you went along. Rather than just looking at a compass they would have recording devices.
INT: Kind of computerized.
LA: Yes, the early stages of computerization.
INT: What was your work day or work week like?
LA: We worked five and a half days, Monday through Friday and then half a day on Saturday. It was a beautiful setting in Rock Creek Park. The buildings I worked in primarily were non-magnetic buildings because we didn't want the outside influence of the building having any steel or magnetic material. The building that I worked in was a rather unique building in that it was all wood and they used copper nails to put it together. We studied compass deviations and how they might be affected by the outside influences.
INT: The job you were doing was probably highly classified and you had a high security clearance?
LA: Yes, we were essentially qualified by the War Manpower Commission. They looked at our credentials in terms of training and knowledge and experience so they gave us an exemption from being military people. At one time they considered putting us into the military but they said what's the point, we're doing the same work anyhow, so the War Manpower Commission kept us as civilians.
INT: Were you briefed on who you could talk to and who you couldn't as far as what you were doing?
LA: We were not allowed to discuss the nature of our work.
INT: When you lived in Washington where did you live? Did they provide housing?
LA: No, I worked in Rock Creek Park which was northwest Washington but I lived right across the street from the U.S. Capitol building. I got married when I was there and we lived in an apartment directly across the street. If you were in our bathroom on the pot you could look out the window and see the dome of the Capitol. [laughs]
INT: Did you have a car?
LA: No, we didn't have a car, we used public transportation. For $1.25 we had a pass, you could go anywhere in the city on a trolley or a bus. I also taught night school there. I taught chemistry in one of the public high schools, Theodore Roosevelt High School. So I lived at the other end of town. We had a lot of exciting days because we lived right across from the Capitol and any dignitaries coming in, we'd get a chance to see them. One of the most notable things I remember is seeing President Roosevelt the day he left the White House to go to Warm Springs, Georgia, before he died. He was in an open car with his fedora and I took a picture of him. That was the last time I saw President Roosevelt.
INT: How did you feel when you heard about his death?
LA: To me he was a hero. I felt very badly about that. We also enjoyed the parades they had when Eisenhower came to Washington and General Wainwright, there was great celebration. We also had a daughter born that year and when the Japanese war ended in August 1945 my wife and I were pushing the baby carriage down Pennsylvania Avenue rejoicing with everybody else. My two-month old daughter was sound asleep in the carriage, she didn't hear anything.
INT: With you being in physics and with us dropping the atomic bombs, were you aware that there was research like that going on?
LA: No, we knew nothing about it.
INT: What did you think when you heard about these weapons?
LA: When it happened, having been alerted to the possibility that we might have to invade Japan, knowing the consequences of our people being killed, I was very happy to see that we saved a lot of our own lives. Probably tens of thousands of American lives were saved as a result.
INT: Living in Washington during the war, did you have the blackout curtains and all of that?
LA: I don't recall any blackout at all.
INT: Were your food items rationed?
LA: Definitely. My wife used to go to the local store and he'd give her a package. You didn't know what it was you came home with, probably hamburger so you never knew what you got. Butter and meat were very scarce, hard to come by.
INT: You said a staple was Spam?
LA: We had a lot of Spam. [laughs]
INT: Do you still eat it today?
LA: No, I don't like it. [laughs]
INT: What did you do for entertainment?
LA: My wife was pregnant so we did a lot of walking, a lot of sightseeing. We got to see many things in Washington, Glen Echo Park, we went to the Franciscan Monastery, so we got around the town to see what was there. Of course the Lincoln Memorial, we walked around the Tidal Basin, we always enjoyed the cherry blossoms there. So we did a lot of sightseeing around the town, that was our major effort. I don't think we even went to movies in those days, we just did sightseeing.
INT: Did you get to meet any dignitaries?
LA: On the way to work one day I met, coming out of the apartment building, on Connecticut Avenue, President Truman, the day he took over the office. He lived in an apartment, I saw him come out of his building that morning after Roosevelt died. I also remember seeing General Charles de Gaulle, he was on the street one day. Those are the two dignitaries other than Eisenhower and Wainwright whom I saw in parades. But I got pretty close to President Truman at the time and de Gaulle.
INT: You had a brother that served in the Merchant Marine?
LA: My brother and I started school together at Cleveland and went through every class together through freshman year at Canisius College.
INT: How old was he?
LA: He was eleven months older than I was so we were almost like twins. He spent one year at Canisius and then went in the Coast Guard and ultimately went to the Merchant Marine Academy on Long Island. Part of their training was to be on a merchant vessel. He was assigned to a merchant vessel which went to England. On the way back they were torpedoed and that's where he lost his life. I spent four years researching this in recent years and published a book. [The Last Voyage – Maritime Heroes of WWII]
INT: Which you donated to our museum, thank you.
INT: How did your family feel, especially you being so close to him?
LA: That was the most tragic event in my life. I still recall my mother when she screamed when she got the message. All we learned at that time was that he was missing in action. It wasn't until about three months later that my mother got a letter from the mother of one of the survivors of the ship, giving us the details of how it happened. My mother was in a bad state of mind for a long time after that. It did affect the family very strongly.
INT: Was your father living at that time?
LA: Yes, he was. He kept writing letters trying to find out more information. I still have copies. It was a real tragic event for the whole family.
INT: You had a very close cousin that also died in the war?
LA: I had a cousin, Arthur Amborski, whose mother and my mother were sisters and our fathers were brothers. They were married in a double wedding. He was like a brother to me. He went to Bergen High School, he was a four star athlete, he was in football and basketball, he was class president, he was honor student. He had an offer to play professional baseball with the Cleveland Indians but when he graduated in 1943, he joined the Air Force and ultimately wound up in Italy and he was a gunner on a plane. They were shot down over Vienna, Austria and he was killed. He was buried in a cemetery in Austria and four or five years later they exhumed his body and he's now buried in Ardennes, Belgium. So I basically lost two brothers in the war.
INT: To change the topic a little bit, you said that you surprised some of your cadets one night moonlighting?
LA: I was moonlighting at a local tavern and they had attended a dance down the street at Elmira Memorial Hospital, which is now ECMC (Erie County Medical Center), and lo and behold I was behind the bar and all these young fellas came in—my students. They were as surprised as I was. So it was quite interesting. [laughs]
INT: Are there any other things you remember about that time period that you want to mention?
LA: I remember that we had two basically different groups of cadets there, a group from New York City and a group from Boston. They were very competitive and they would kid each other back and forth which is the better city, Boston or New York City. It was quite a rivalry so we had a lot of fun with them. I used to spend a lot of time in the evenings at their facilities which is now Canisius High School. It was a consistory then. They were housed there, they had their barracks there, and we used to go there and help them with their homework at night. It was rather interesting because they used to march every morning from Delaware Avenue Consistory down Delaware Avenue to Delavan and they'd be marching to the school for classes and of course all the way down the street they'd be singing so it was quite a spectacle to see these young fellas all hepped up going to school. I recall many days going to the Consistory there where we could help the students.
INT: Did you ever maintain contact with any of them or run into them after the war?
LA: One of them married a local girl. Paul Vlasevich, he changed his name to Rogers when he got married. I saw him occasionally but he passed away a few years after the war.
INT: Since you're a graduate of Canisius College and you taught there, and we're there now, what changes have you seen in the university?
LA: I've seen tremendous growth of the school and I have fond affection for the school to see how it's progressed. I have great admiration now with the courses they have and the student body. They've done such a great job in developing a faculty. Canisius has come a long way in the fields of business and even science now.
INT: After the war you furthered your education?
LA: After the war I joined DuPont where I worked forty-four years. During the course of my career at DuPont I went to night school at UB (University of Buffalo) and got my Master's and PhD at night school. I was the first student to do that. I got my PhD in chemistry and worked for DuPont in research and I got to do environmental work. I got to do fitness work and got to be an industrial hygienist. I had to take a training program and pass a certification exam and I was the first certified hygienist in western New York.
That entailed my efforts to look after the health of our workers. We tested the area for toxic material, noise, radiation, stress, mechanical stress. I got to be an industrial hygienist as well as a research chemist.
INT: How do you think working during WWII in research and development had an effect on your career or life?
LA: It's just an inherent interest I had in research, I still have that same interest. Now I do my research in genealogy. [laughs] I'm still researching all the time, I guess that's my nature. I started out that way and I maintained that same interest in looking into new things.
INT: Thank you very much for your interview.
LA: OK. Enjoyed it. | <urn:uuid:83619839-8035-4677-b053-f389af8ac98b> | CC-MAIN-2021-39 | https://museum.dmna.ny.gov/application/files/6715/9464/0028/Amborski_Leonard.pdf | 2021-09-19T20:54:57+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00656.warc.gz | 452,406,739 | 3,350 | eng_Latn | eng_Latn | 0.999551 | eng_Latn | 0.999673 | [
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The Hunger Game
THE "HOW YOU SHOULD FEEL TIMELINE"
Today, notice how you feel before, during, and after eating. Rank your physical hunger on a scale from 1 (no hunger) to 10 (worst hunger ever).
When you're truly physically hungry, eat. Eat slowly, and stop at 80% full. Adjust your meal size and frequency depending on your body cues.
Just before eating
Are you physically hungry? Pause and check in. Look for signals like a rumbling stomach, lightheadedness, irritability, etc. You want to be around a 7 out of 10 on the hunger scale.
Immediately after eating
HOUR
0
To be 80% full, shoot for about a 2 or 3 out of 10 on the hunger scale. Pause for 15-20 minutes before you eat more. This will give your brain time to catch up. You want to feel satisfied, not stuffed.
HOUR One hour after finishing
1
You should still feel physically satisfied with no desire to eat another meal.
HOUR
Two hours after finishing
2 You may start to feel a little hungry, like you could eat something, but the feeling isn't overwhelming.
HOUR Three to four hours after finishing
3
Check in. You may be getting a bit hungry, perhaps a 4 to 6 out of 10. If you're around a 7, eat. Not really hungry yet? That's OK. Follow your body cues.
HOUR
4
Four or more hours after finishing
You're probably quite hungry, like nothing is getting between you and the kitchen. If you're around a 7 or higher, eat.
Not really hungry yet? That's OK. Keep checking in with your body. You may find you need to act fast once your body decides to be hungry — so be prepared with a healthy and quick option, just in case.
How Hungry Am I?
This worksheet helps you get into the habit of noticing how physically hungry or full you are. Look for body cues such as:
* growling stomach or sense of stomach emptiness
* lightheadedness; headache
* irritability, shakiness
The more you practice observing your physical hunger cues (and differentiating them from just wanting to eat), the better you will get.
GOALS
HOW TO USE THIS SHEET
1. Stay aware of your physical hunger cues and learn to calibrate your eating.
2. Start eating when you're around a 7 or higher.
3. Stop eating when you're around a 2 or 3 (80% full).
4. Notice your thoughts, emotions, and physical sensations around eating times.
5. Try to distinguish "need to eat" from "want to eat" or "should eat".
EXAMPLE
10=extremely hungry; 1 = no hunger
DATE Jan 14/10
HUNGRIEST
NOT HUNGRY NOTES
Time 12 pm
☐ 10
9
☐
8
☐
7 ☐ 6
☐
5
☐
4 ☐
3
☐
2
1
Starving when I started out… didn’t eat breakfast. Over-ate. Feel really gross and full now; upset stomach.
Time 5 pm
☐ 10
☐
9
☐
8
7 ☐ 6
☐
5
☐
4
☐
3
☐
2
1
Didn't stop soon enough; feel sluggish and bloated.
Time 9:00 pm
☐ 10
☐
9
☐
8 ☐ 7
6
☐
5
☐
4
3
☐
2
☐
1
Feel good. Went to the store and bought some nice berries to eat. Stomach upset subsiding.
1. Mark TWO boxes for each meal: how hungry you are when you start eating, and how hungry you are when you finish eating.
2. Observe and record your physical and emotional sensations at each meal. For physical sensations, focus on how your stomach feels in particular.
1. Mark TWO boxes for each meal: how hungry you are when you start eating, and how hungry you are when you finish eating.
1 = not hungry; 10 = hungriest you've ever been.
Your goal is to start eating when you're around 7-8, and finish around 2-3 (80% full).
2. Observe and record your physical and emotional sensations at each meal. For physical sensations, focus on how your stomach feels in particular. Also feel free to jot down any thoughts or other notes about what helps or hinders you to eat slowly and stop at 80% full.
HUNGRIEST
NOT HUNGRY NOTES
Time
10 9 8 7 6 5 4 3 2 1
Time
10
9
8 7
6
5 4 3 2 1
Time
10 9 8 7
6
5 4 3 2 1
Time
10 9 8 7 6 5 4 3 2 1
Time
10 9 8 7 6 5 4 3 2 1
Time
10 9 8 7 6 5
4
3
2
1
Time
10
9
8 7 6 5 4 3 2
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NATIONAL COMMISSIONER OF THE ICELANDIC POLICE
DEPARTMENT OF CIVIL PROTECTION AND EMERGENCY MANAGEMENT
THE SCIENTIFIC ADVISORY BOARD OF THE ICELANDIC CIVIL PROTECTION
Date: 20.02.2015
Time: 09:30 Location: Crisis Coordination Centre, Skogarhlid.
Regarding: Volcanic activity in the Bardarbunga system.
Attending: Scientists from Icelandic Met Office and the Institute of Earth Sciences University of Iceland along with representatives from the Icelandic Civil Protection and The Directorate of Health.
Main points
- Volcanic eruption in Holuhraun
- Air quality
- Scenarios
Notes
- The volcanic eruption in Holuhraun continues, but it has diminished substantially over the last few weeks. Visual activity in the crater has decreased and the lava field is hardly increasing in size.
- Seismic activity in Bárðarbunga continues to diminish although it can still be considered strong. The strongest earthquake since Tuesday was measured M4.3 at 01:26 yesterday. Two other earthquakes stronger then magnitudes M3.0 were detected over the period. In total around 70 earthquakes were detected around the caldera since last Tuesday. No earthquake over M5.0 has been detected in Bárðarbunga since 8. January. A distinct pulse of earthquakes occurred yesterday between 01:25 and 02:10. Time intervals between such pulses have significantly increased from 2-4 hours in the beginning to 12-24 hours or more at the moment.
- Around 65 earthquakes were detected in the dyke during the same period. The strongest one was measured M1.6 today at 08:24 in Dyngjujökull glacier.
- The rate of the subsidence in Bárðarbunga caldera had decreased substantially. But that is not the whole story. Ice is subsiding into the caldera with the effect that the GPS station does not show any changes. The estimated depression of the rock foundation of the caldera, in the light of the ice subsidence, is about 5 cm per day. The flow of magma from under Bárðarbunga is believed to be 25-30 m3 per second, which is about one tenth of the flow in September last year.
- GPS measurements near Vatnajökull glacier show continuing slow deflation towards Bárðarbunga, indicating a flow of magma from under the volcano.
- About 7 earthquakes were detected around Askja and 15 around Herðubreið since last Tuesday. All of them smaller than M1.5.
Air quality:
- Today (Friday) gas pollution is expected south and southwest of the volcano, but south and southeast of it tomorrow (Saturday).
- The Icelandic Met Office provides two-day forecasts on gas dispersion from the eruptive site in Holuhraun. Most reliable are the forecast maps approved my meteorologist on duty, see Gas forecast. And although still being developed further, an automatic forecast, see Gas model, is also available (trial run, see disclaimer).
- Measurements of air quality can be found on the webpage www.airquality.is Data from handheld gas monitors,
NATIONAL COMMISSIONER OF THE ICELANDIC POLICE
DEPARTMENT OF CIVIL PROTECTION AND EMERGENCY MANAGEMENT
spread around the country, can also be found on that page
- Instructions:
[x] People who feel discomfort are advised to stay indoors, close their windows, turn up the heat and turn off air conditioning. Use periods of good air quality to ventilate the house. People experiencing adverse effects should be in immediate contact with their healthcare centre. Measurements of air quality can be found on the webpage www.airquality.is The Meteorological Office issues forecast on its web-page and warnings if conditions change to the worse.
[x] Instructions from The Environment Agency of Iceland and Chief Epidemiologist can be found on their websites.
[x] Check the Icelandic Met Office forecasts for sulphuric gas dispersion on the web as described above.
[x] Handheld meters have been distributed around the country for SO2 measurements three times a day.
[x] Information and any questions on air pollution can be sent to The Environment Agency through the email email@example.com. The Environment Agency is especially looking for information from people who have been in contact with high concentrations of gas; where they were, at what time it happened, how the gas cloud looked (colour and thickness of the cloud) and how they were affected by it.
- The volcanic eruption has now been going on for almost half a year. The lava flow has decreased substantially in Holuhraun and the rate of the subsidence of the Bárðarbunga caldera has also decreased substantially. Three scenarios are considered most likely:
- The eruption in Holuhraun continues until the subsidence of the Bárðarbunga caldera stops. The eruption could come to an end in the next few weeks but it cannot be ruled out that a small eruption could go on for many months.
- The volcanic fissure may lengthen southwards under Dyngjujökull, resulting in a jökulhlaup and an ashproducing eruption. It is also possible that eruptive fissures could develop in another location under the glacier. If such an eruption would be prolonged it could eventually produce a lava flow.
- Volcanic eruption in the Bárðarbungu caldera. Such an eruption would melt large quantities of ice, leading to a major jökulhlaup, accompanied by ash fall.
Other scenarios cannot be excluded.
- From the Icelandic Met Office: The Aviation Colour Code for Bárðarbunga remains at 'orange'.
- The next meeting will be held on Tuesday 24 th of February 2015.
The National Commissioner of the Icelandic Police, Department of Civil Protection and Emergency Management Almannavarnir www.avd.is/en Twitter: @almannavarnir | <urn:uuid:5ed54f25-74d1-4f4b-b475-5cbc1a06c778> | CC-MAIN-2021-39 | https://en.vedur.is/media/jar/Factsheet_Bardarbunga_20150220.pdf | 2021-09-19T21:14:13+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00657.warc.gz | 294,598,883 | 1,220 | eng_Latn | eng_Latn | 0.997087 | eng_Latn | 0.997095 | [
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IELTS ACADEMIC READING PRACTICE PAPER 15
IELTS Academic Reading Sample 3 - Zoo Conservation Programmes
You should spend about 20 minutes on Questions 16-28 which are based on Reading Passage 3 below.
Zoo Conservation Programmes
One of London Zoo's recent advertisements caused me some irritation, so patently it distorts reality. Headlined "Without zoos, you might as well tell these animals to get stuffed", it was bordered with illustrations of several endangered species and went on to extol the myth that without zoos like London Zoo these animals "will almost certainly disappear forever". With the zoo world's rather mediocre record on conservation, one might be forgiven for being slightly sceptical about such an advertisement.
Zoos were originally created as places of entertainment, and their suggested involvement with conservation didn't seriously arise until about 30 years ago, when the Zoological Society of London held the first formal international meeting on the subject. Eight years later, a series of world conferences took place, entitled "The Breeding of Endangered Species", and from this point onwards conservation became the zoo community's buzzword. This commitment has now been clearly defined in The World Zoo Conservation Strategy (WZCS, September 1993), which although an important and welcome document does seem to be based on an unrealistic optimism about the nature of the zoo industry.
The WZCS estimates that there are about 10,000 zoos in the world, of which around 1,000 represent a core of quality collections capable of participating in coordinated conservation programmes. This is probably the document's first failing, as I believe that 10,000 is a serious underestimate of the total number of places masquerading as zoological establishments. Of course, it is difficult to get accurate data but, to put the issue into perspective, I have found that, in a year of working in Eastern Europe, I discover fresh zoos on almost a weekly basis.
The second flaw in the reasoning of the WZCS document is the naive faith it places in its 1,000 core zoos. One would assume that the calibre of these institutions would have been carefully examined, but it appears that the criterion for inclusion on this select list might merely be that the zoo is a member of a zoo federation or association. This might be a good starting point, working on the premise that members must meet certain standards, but again the facts don't support the theory. The greatly respected American Association of Zoological Parks and Aquariums (AAZPA) has had extremely dubious members, and in the UK the Federation of Zoological Gardens of Great Britain and Ireland has
Occasionally had members that have been roundly censured in the national press. These include Robin Hill Adventure Park on the Isle of Wight, which many considered the most notorious collection of animals in the country. This establishment, which for years was protected by the Isle's local council (which viewed it as a tourist amenity), was finally closed down following a damning report by a veterinary inspector appointed under the terms of the Zoo Licensing Act 1981. As it was always a collection of dubious repute, one is obliged to reflect upon the standards that the Zoo Federation sets when granting membership. The situation is even worse in developing countries where little money is available for redevelopment and it is hard to see a way of incorporating collections into the overall scheme of the WZCS.
Even assuming that the WZCS's 1,000 core zoos are all of a high standard complete with scientific staff and research facilities, trained and dedicated keepers, accommodation that permits normal or natural behaviour, and a policy of cooperating fully with one another what might be the potential for conservation? Colin Tudge, author of Last Animals at the Zoo (Oxford University Press, 1992), argues that "if the world's zoos worked together in co-operative breeding programmes, then even without further expansion they could save around 2,000 species of endangered land vertebrates'. This seems an extremely optimistic proposition from a man who must be aware of the failings and weaknesses of the zoo industry, the man who, when a member of the council of London Zoo, had to persuade the zoo to devote more of its activities to conservation. Moreover, where are the facts to support such optimism?
Today approximately 16 species might be said to have been "saved" by captive breeding programmes, although a number of these can hardly be looked upon as resounding successes. Beyond that, about a further 20 species are being seriously considered for zoo conservation programmes. Given that the international conference at London Zoo was held 30 years ago, this is pretty slow progress, and a long way off Judges target of 2,000.
Do the following statements agree with the views of the writer in Reading Passage 3? In boxes 16-22 write :
Y if the statement agrees with the writer
N if the statement contradicts the writer
NG if it is impossible to say what the writer thinks about this
16. London Zoo's advertisements are dishonest.
17. Zoos made an insignificant contribution to conservation up until 30 years ago.
18. The WZCS document is not known in Eastern Europe.
19. Zoos in the WZCS select list were carefully inspected.
20. No-one knew how the animals were being treated at Robin Hill Adventure Park.
21. Colin Tudge was dissatisfied with the treatment of animals at London Zoo.
22. The number of successful zoo conservation programmes is unsatisfactory.
Questions 23-25
Choose the appropriate letters A-D and write them in boxes 23-25 on your answer sheet.
23 What were the objectives of the WZCS document?
A. to improve the calibre of zoos worldwide
B. to identify zoos suitable for conservation practice
C. to provide funds for zoos in underdeveloped countries
D. to list the endangered species of the world
24 Why does the writer refer to Robin Hill Adventure Park?
A. to support the Isle of Wight local council
B. to criticise the 1981 Zoo Licensing Act
C. to illustrate a weakness in the WZCS document
D. to exemplify the standards in AAZPA zoos
25 What word best describes the writer's response to Colin Tudges' prediction on captive breeding programmes?
A. disbelieving
B. impartial
C. prejudiced
D. accepting
Questions 26-28
The writer mentions a number of factors which lead him to doubt the value of the WZCS document Which THREE of the following factors are mentioned? Write your answers (A-F) in boxes 26-28 on your answer sheet.
List of Factors:
A. the number of unregistered zoos in the world
B. the lack of money in developing countries
C. the actions of the Isle of Wight local council
D. the failure of the WZCS to examine the standards of the "core zoos"
E. the unrealistic aim of the WZCS in view of the number of species "saved" to date
F. the policies of WZCS zoo managers | <urn:uuid:b25c6265-9f59-45e6-ab53-6e9de23ba929> | CC-MAIN-2021-39 | https://images.static-collegedunia.com/public/college_data/images/entrance/sample_paper/1621060128IELTS%20Academic%20Reading%20Practice%20Paper%2015.pdf | 2021-09-19T19:42:57+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz | 366,730,642 | 1,459 | eng_Latn | eng_Latn | 0.997193 | eng_Latn | 0.998098 | [
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100 things to know about Space By Alex Frith, Alice James and Jerome Martin, illustrated by Shaw Nielsen and Federico Mariani Usborne 978-1-4095-9392-8
A fun and informative book packed with 100 fascinating things to know about space, from how to escape a black hole to why astronauts learn wilderness survival skills. With bright, infographic-style illustrations, detailed facts on every page, a glossary and index and internet links to specially selected websites for more information.
If you liked this you might also like...
| Louie Stowell & Roger Simo | The Usborne Official Astronaut’s Handbook | Usbone | 978-1409590743 |
|---|---|---|---|
| DK | Space Exploration (Eyewitness) | DK | 978-0241013601 |
| Tim Peake | Hello, is this planet Earth?: My View from the International Space Station (Official Tim Peake Book) | Century | 978-1780897158 |
| Philip Reeve & Sarah McIntyre | Cakes in Space | OUP | 978-0192734907 |
| Philip Reeve | Railhead | OUP | 978-0192742766 |
Activities and things to talk about
Scrambled!
The letters in the words below have all been scrambled up – can you unscramble them to find six words to do with space?
1. MESCOT Objects in space made of ice, frozen gases and rock
2.
TEC ELOPES
You can look at the stars through this
3. L PIECES the Moon turns dark during one of these, when it lines up with the sun and the earth, and passes through the shadow cast by the earth
4. A STOAT RUN A person who travels in space
5. PROVE A SUN A huge explosion when a star runs out of energy
6. ADDER MOAN The galaxy nearest to the Milky Way
Quiz
Can you pick out the real answer in each of these – 100 Things About Space will help you get them right!
1. To be an astronaut you have to be able to speak:
b. Martian
a. Russian
c. American
2. A tardigrade is:
b. The toughest known outer space survivor creature
a. Someone who climbs steps slowly
c. A creature covered in tar
3. Comets are made from:
b. Ice, frozen gases and rock
a. Diamonds
c. Methane gas
4. The first creatures sent from earth into space in 1947 were:
b. Guinea pigs
a.
Mice
c. Fruit flies
5. Why is there a piece of Velcro inside a space helmet?
b. To scratch your nose
a. To attach the helmet to the space suit
c. To hold your drinking straw steady
6. How many earths would fit inside the sun?
b. 800,000
a. More than a million
c. 8,000
7. What is the temperature of earth's inner core?
b. 600 degrees Centigrade
a. 60 degrees Centigrade
c. 6000 degrees Centigrade
8. What do you call the explosion of a star that has run out of energy?
b. A supernova
a. A superstar
c. A starburst
9. The first sandwich in space was:
b. Corned beef on rye
a. Egg and cress
c. Peanut butter and jelly
10. What is the Big Bang?
b. A TV programme
a. The noise of a star exploding
c. The event which created time and space
11. What is spaghettification?
b. Streamers of light in the sky
a. Astronauts making spaghetti in a space craft
c. An object getting drawn out into a string by the force of gravity in a black hole
12. The snow on Mars is:
b. Square
a. Diamond-shaped
c. Black
Favourite Fact
What is your most amazing space fact from this book? See if you can find out even more about it and each create a two minute presentation or podcast to tell your friends all about it!
Design a space suit!
Have a look at the suits on pages 23 and 101 and make a list of all the things you have to think about to create a suit which will be useful and protect you. Can you think of any more things you might need, especially if you were trying out new adventures and explorations such as investigating black holes, or finding life on other planets! Make your space adventures as amazing as you like – and design a suit that is equally amazing!
Be a researcher: the International Space Station
There is a lot of information throughout this book about the International Space Station (ISS). See if you can find out 10 facts about it. You could also do your research from information books and the internet.
Ten facts about the International Space Station
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Make your own Board Game
Have a go at the Space Race Board Game! (p44). You could also make up your own game about a journey into space, copying this layout and thinking up things that could happen on the journey. For example a successful lift-off; a near-miss with an asteroid; a safe landing on Mars; what to do if a line breaks and you are floating in space!
Names and patterns of stars and constellations
Stars and constellations are often named after people and creatures in legends.
For example Orion is named after a hunter in Greek mythology. Can you find out about the legendary figures which these constellations are named after?
Andromeda
Centaurus Hydra Perseus
And can you find out which animals these constellations are named after – probably because their pattern made people think of these creatures.
Canis (Major and Minor)
Cygnus Delphinus Ursa (Major and Minor)
If you discover a comet
Have a look at page 118 about how a comet is named. If you discovered a comet with an unknown orbit in June next year, what would it be called?!
Going to Mars
Find out as much as you can from this book about Mars and what it might be like if people could settle there – especially pages 52-55.
Imagine a journey taking as long as 8 months and maybe surviving this journey in a deep sleep! Other space journeys could take even longer. The distances in space are truly mind-boggling! A space ship going at 80 miles an hour would take 124 days to get to the moon; and it would take more than a lifetime to reach even the nearest stars.
In real life the Voyager 1 Space Station, launched in 1977, is now 11 billion miles from earth. Light travels 5,800,000,000,000 miles a year – and so to reach the galaxy Andromeda, which is 2 million light years away, it would take you 2 million years to get there, if you travelled at the speed of light!
The storybook Cakes in Space (Philip Reeve & Sarah McIntyre) imagines what such a massive journey might be like. In the story it takes Astra and her family 199 years to get to a make-believe planet called Nova Mundi. It seems almost impossible to imagine how you would survive this! In the story they travel in special sleeping pods, fast asleep and their bodies are cooled down so that they don't age.
Talk about how you would feel about this. You could also research cryonics, which is similar to what Astra and her family used. It's about keeping the bodies of animals or humans at a low temperature, in the hope that they can be revived at a future time. | <urn:uuid:577e0ca1-0ea0-422f-a748-b8ed77c242c7> | CC-MAIN-2021-39 | https://www.hayfestival.com/schools/downloads/100-Things-to-Know-About-Space-Chatterbooks-Resources.pdf | 2021-09-19T21:12:30+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00657.warc.gz | 828,478,222 | 1,640 | eng_Latn | eng_Latn | 0.998707 | eng_Latn | 0.999105 | [
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SEPT 1st - A WATTLE DAY LIKE NO OTHER - THE UNITY WE NEED
This year's National Wattle Day (Tuesday September 1 st ) is at a time when Australia's unity is being tested and vital to our future.
Wattle is a unifying symbol that we can all relate to, irrespective of our politics, ethnicity, or religion or what state or territory we live in. Its diversity reflects us as a nation of Indigenous peoples and colonists, settlers, immigrants and refugees from across the world.
To lift the shadows caused by Covid-19 virus, people, councils and institutions across Australia are lighting up their gardens, towns and cities in yellow and gold to welcome in the spring by wishing everyone, 'Happy Wattle Day'! See: What's on in your part of the world
Australia is the land of the wattle. In all its variety, wattles are everywhere. There are more than a thousand different species growing in the outback and the bush, and along the roads and highways to your back door. They flower right there at your eye-level, with bright, abundant wattle blossoms in every shade of yellow. A wattle in full bloom, is a stunning and uniquely Australian display. And for many of us, wattle in flower means more. As Manning Clark wrote in springtime nearly forty years ago, 'I love the spring. It means the wattle comes out again. It is a symbol of everything one loves about Australia and the ideal of the uniqueness of Australia'.
Wattles are also a symbol of the resilience it takes to survive and thrive across this vast continent. Over the last year our lifestyles, livelihoods and lives have been buffeted, damaged and for some destroyed by disasters. Any of them would have been enough to cope with but they kept coming from ongoing drought, huge dust storms, fires everywhere, smoke haze across cities to intense hailstorms and now a deadly human virus.
So in this new world of uncertainty, what does National Wattle Day offer?
"Wattle Day is all about appreciating wattle and celebrating what it is, and means, to be Australian. It is a day to appreciate how fortunate we are. A day to remember that we are strongest and at our best when we look out for our neighbours and when we respect and care for each other." These are the words of His Excellency General the Honourable David Hurley AC DSC (Retd) Governor-General of the Commonwealth of Australia.
OUR HEALTH WORKERS WIN 'GOLDEN WATTLE AWARD'
With these words in mind, the Wattle Day Association announces that the 2020 Golden Wattle Award winners are Australia's health and medical professionals and allied workers, who have been at the front line of the fight against the Coronavirus (COVID-19) and who, day after day, have put their own lives at risk to keep the Australian community healthy and safe.
This award is in recognition of their expertise and skill, their dedication and commitment and their unselfish demonstration of the very best of Australian care and compassion for their fellow citizens.
Previous Golden Wattle Award winners since 2011 include tennis great Ashleigh Barty and Dylan Alcott (2019), Craig Challen and Richard Harris, underwater rescuers of the young Thai soccer (2018) and Samuel Johnson and his sister (2017).
About the Wattle Day Association
The Wattle Day Association Inc. began in the suburbs of Canberra in 1998 with its founder Jack Fahy wondering why people weren't celebrating National Wattle Day, proclaimed six years earlier (1992) as an Australian day of celebration. The association is a grass-roots volunteer movement that has members from around Australia. It exists to raise awareness of National Wattle Day (1 September); Golden Wattle (Acacia pycnantha) as Australia's floral emblem, and all wattles as a symbol of Australia. If you'd like to support join us, all members are welcome (http://www.wattleday.asn.au/support-us)
Many government and community organisations link to the Wattle Day Association (WDA) website (http://www.wattleday.asn.au/). It is a valued and accurate source of information about National Wattle Day (WDA), wattles and how National Wattle Day is celebrated around Australia today. WDA's online resources (wattle songs, wattle poems, wattle games and wattle activities) are also popular with schools.
National Wattle Day activities and events around Australia are listed on the WDA website as a source of information and inspiration for those who love wattle and celebrating all that we love about Australia. See http://www.wattleday.asn.au/about-wattle-day/2020-week-ofthe-wattle-around-australia-1.
Contact for interview (Suzette's personal contact info not for publication – but you're welcome to share details about the website, Facebook and Instagram links. Thanks so much)
Suzette Searle, President Wattle Day Association Inc.
M: 0451 680 554
E: firstname.lastname@example.org
Website: http://www.wattleday.asn.au/
Facebook: https://www.facebook.com/WattleDay
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Comparing And Scaling Investigation 3 Answers
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Answers | Investigation 3
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Comparing and Scaling Investigation 3 (1) - 7CMP06se_CS3 ... Comparing and Scaling Book (Investigation 3) - Use for Homework Problems that are assigned for HW Rating: (16) (5) (0) (2) (1) (8) Author: Stephanie Doran. Description: Can also be used to if you did not finsih your classwork during class. See More. Try Our College Algebra Course.
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Comparing and Scaling - Kyrene School District
Comparing and Scaling: Homework Examples from ACE Investigation 1: Ways of Comparing: Ratios and Proportions, ACE #5, #33 Investigation 2: Comparing and Scaling Rates, ACE #8, #9, #15 Investigation 3: Using Ratios, Percents, and Proportions, ACE #11 #34 Investigation 1: Ways of Comparing: Ratios and Proportions ACE #5 Students at a middle school are asked to record how they spend their time ...
Comparing and Scaling: Homework Examples from ACE
In CMP3 Comparing and Scaling, students use proportional reasoning in contexts other than geometric contexts, and develop additional strategies for solving proportions, including efficient scaling and common denominators. They will see that rate tables are a variation on a scaling strategy, and that unit rates are particularly useful.
Comparing and Scaling - Connected Mathematics Project Comparing and Scaling Investigation 3 A C E. Answers | Investigation 3 51 P c Scoops. a. 21 : 7, or 3 : 1 b. = 3 For ÷ 3 = . 4; Substitute 12 for P, and solve for F. d. scoop 1 3 e. Orangutan Food Mix 52. a. 3 7 | 0.43, or 7 3
ACE Answers | Investigation 3 Applications
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Comparing and Scaling - Pearson Education
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ACE Answers - Randy Hudson - Google Sites
2.3 Comparing and Scaling Investigation 3 A C E. Answers | Investigation 3 51 P c Scoops. a. 21 : 7, or
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Comparing and Scaling: Ratios, Rates, Percents ... Comparing and Scaling Welcome parents and students to this webpage where you will find help with the Connected Math (CMP) Unit named above. Each underlined title you see below is a link to another page which will provide you with interactive practice and explanation. In CMP textbooks, chapters are called "investigations".
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: 26 ]
Total No. of Questions : 26 ]
[
: 4
[ Total No. of Printed Pages : 4
: 256-E (NS)
Code No. :
256-E (NS)
D.Ed. SECOND YEAR
—
FACILITATING LEARNING (HPS) — ENGLISH
( New Syllabus )
: 20. 05. 2019 ]
[ : 60
Date: 20. 05. 2019 ]
[ Max. Marks : 60:
2.00 5.00
]
Time: 2.00 P.M. to 5.00 P.M. ]
Register Number of the Candidate
Instructions :
1. Attempt all the questions.
2. Write your answers legibly.
PART – A
D.Ed.-II (NS)
612
[ Turn over
I. Choose the best options for the following questions :
10 1 = 10
1. …………..…….. suggests that the environment is offering opportunities for learning.
(A) Vygotsky
(B) Jerome Br .. uner
(C) Piaget
(D) Stephen Krashen.
2. Which one of the following activities does not help learners to develop their speaking skills ?
(A) Reading aloud
(B) Giving prepared talk
(C) Debate
(D) Drawing.
3. The interactive-compensatory model of reading is proposed by
(A) Keith Stanovich
(B) Little Wood
(C) N.S. Prabhu
(D) R.K. Narayan.
II.
4. In language teaching class, a teacher miming a morning routine. This activity is called as
(A) listen and perform
(B) listen and do
(C) listen and repeat
(D) listen and colour.
5. A set of assumptions about language and language teaching is
(A) Method
(B) Technique
(C) Approach
(D) Device.
6. Theorists Carl Roger and others who emphasise that learner's knowledge and independence have to be respected but not mechanical exercises. They were
(A) Behaviourists
(B) Grammarians
(C) Cognitivists
(D) Humanists.
7. Lexical approach is based on the view that language can be learnt by
(A) words and word combinations
(B) grammar
(C) composition
(D) dialogues.
8. The method in which a teacher manages the environment and materials which help the students become autonomous learners is
(A) Suggestopedia
(B) Structural method
(C) T.B.L.T.
9. Comics develops
(A) vocabulary
(B) conversation skills
(C) acquire chunks of language
(D) all of these.
10. For predicting the language readiness of students to participate in particular course or programme, we use
(A) Achievement tests
(B) Aptitude tests
(C) Proficiency tests
(D) Placement tests.
PART – B
Answer any five
of the following questions :
5 2 = 10
11. How acquisition and learning are different according to Krashen ?
12. Write a note on Universal Grammar.
13. Some of the factors affect children's reading comprehension. What are they ? Explain briefly any one.
14. Write a note on 'portfolio assessment'.
15. For what purposes Big books can be used in classroom facilitating ?
16. Mention any four strategies a language teacher can use to help a kinesthetic learner to learn a language.
17. Why is loud reading essential for elementary level learners ?
18. Design an activity to teach prefix and suffix.
(D) Communicative method.
PART – C
III. Answer the following questions :
8 5 = 40
19. a) Explain the language learning theory of Jerome Br .. uner.
OR
20. Describe the main features of the top-down model of reading process.
b) What is constructivism ? List some activities to facilitate knowledge construction and skill development.
21. a) How do you say that 'writing is a developmental process in any language' ? Explain. OR
b) What games do you use to develop speaking skills in English ? Explain the way you conduct them in the classroom with an example.
22. a) What are the different views of behaviourist and cognitivist on the nature of language ?
OR
b) What are the criteria that the teacher can use for the selection and use of materials ?
23. How do you make use of Radio programmes to improve students' language abilities in your classroom ?
OR
a) What are the principles of Task-based language teaching based on ?
b) How can a teacher implement Task-based language learning in the classroom ?
24. a) List some of the assessment techniques.
b) What are the benefits of self-assessment ?
OR
Design the rubrics for the following :
a) Role play
b) Writing ( letter writing ).
25. Read the following passage and attempt the given tasks :
In the late thirties and early forties of the last century we fought for freedom. Two great leaders inspired us to fight – Mohandas Karamchand Gandhi and Subhash Chandra Bose. Each led us in his own way. Bose asked Indians to give him their blood, and he would give them freedom. Gandhi promised freedom without violence.
Hindus, Muslims and Sikhs adored Subhash, joined the Indian National Army in thousands. They called him "Netaji". Women knew Netaji held them in high regard. They too joined Jhansi Rani Lakshmibai regiment of the "fiery and beautiful" under the leadership of Lakshmi Swaminathan. It was an All-women Army. The now very popular "Jai Hind". and "Dilli Chalo" were their war cry.
(a) Frame a multiple choice question.
1
(b) Frame a true/false type question.
(c) Frame a fill-in-the-blank type question.
(d) Frame a comprehension question of short answer type.
(e) Plan a suitable grammar activity.
1
1
1
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Organising a litter-picking event
A sponsored waste walk or litter-pick is a fun way to serve your local community, care for creation and raise funds for a Bin Twin.
David Junior and his youth group organised a beach clean-up in Maputo, Mozambique. Photo: Anisio Macie/Anglican Youth
Before the date
Choose a location. Ideas include a beach, riverbank or park.
Develop a core group. Recruit three or four motivated people to help you organise the event.
Get permission. Tell the local government about your litter clean-up. They might even agree to provide equipment such as litter sacks.
Plan your route.
Identify when and where:
people will meet
the clean-up will start and end
the litter will be sorted
the litter will be disposed.
If you are cleaning up a beach, check the tides for that day.
Prepare guidelines on avoiding dangerous litter, such as asbestos, dead animals, corrosive materials (eg car batteries) and needles (which can transmit HIV). Check local guidance on dealing with hazardous waste, if available.
Spread the word. Publicise the event with friends, family, colleagues and your community. Why not involve your local newspaper or radio station?
Connect with a litter monitoring group. This is optional, but your clean-up will be even more useful if you record the different types of litter you find. To reduce litter at its source, we need to record what it is and who is producing it. Find a national or international litter monitoring organisation and familiarise yourself with their recording requirements.
On the day
Bring any equipment you will need, eg. gardening gloves for volunteers, litter bags and a first aid kit.
Welcome everybody, and explain the plans for the day.
Collect the litter!
Sort the litter. Then leave it at an agreed pickup point for collection, or transport it to the final location you have agreed with the authorities.
Debrief. Congratulate everyone, take a group photo, share it on social media and email it to Bin Twinning: email@example.com
If you're feeling really creative, you could create waste sculptures from the waste you've collected. Add a sign that includes the name of your group or town, explaining you are fundraising for Bin Twinning. Gather round the sculpture, take a photo and use it to call for change. (Please wear gloves and take care with the waste.)
If you use social media, you could post something like this:
Today @handle/name is joining #Bin Twinning in #TOWN name to save lives, protect the planet and create waste-picking jobs in some of the poorest countries in the world.
After the day
Report back to the local government and thank them for any help.
Adapted from A Rocha International's guide, How to organize a litter clean-up, available in English, French, Portuguese and Spanish. Visit www.arocha.org/microplastics-toolbox and click on 'Lifestyle' to download a copy. | <urn:uuid:6aed71fe-97ef-40e4-98bd-54df8a20fbd5> | CC-MAIN-2021-39 | https://www.toilettwinning.org/app/uploads/2021/08/Bin-Twinning-litter-picking.pdf | 2021-09-19T20:04:33+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00660.warc.gz | 1,055,162,135 | 612 | eng_Latn | eng_Latn | 0.99742 | eng_Latn | 0.99742 | [
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Question 1 If you were to rotate ABCD 180° about the origin, what would the coordinate of A'
be?
A. (-5, 5)
B. (-3, -5)
C. (-5, 3)
D. (-3, 3)
Question 2
Triangle ABC is going to be translated. Where would A' position be at, if the translation was be (x, y) → (x + 3, y - 2)?
A. (-1,3)
B. (5,3)
C. (5,8)
D. (3,5)
Question 3
Which rule would result in a translation of 2 units left and 3 units up?
Question 4
Which rule would show a dilation with a scale factor of 4?
Question 5
This shape is being reflected in the y-axis. The top left point (-4, 4) is point B. Where would B' be located at?
A. (4, 4)
B. (-4, 4)
C. (3, 2)
D. (4, 1)
Question 6
∆QRS contains the points: Q(4, 2) R(5, 1) S(3,7). If the triangle is reflected across the y-axis, what will S' be?
A. S'(3, 7)
B. S'(-3, 7)
C. S'(-3, -7)
D. S'(3, 7)
Question 7
Are the following similar? Why or why not?
A. Yes
B. No, the corresponding angles are not equal.
C. No, the ratios of the corresponding sides are not equal.
Question 8
What is the scale factor from the smaller triangle to the larger triangle?
A. 2
B. 3/2
C. 2/3
D. 1/2
Question 9
The ratio of the corresponding sides of two similar triangles is 3:5. What is the ratio of the perimeters of these triangles?
A. 5:3
B. 9:25
C. 3:5
D. 6:10
Question 10
A. 3 inches
B. 5 inches
C. 90 inches
D. 4 inches
Question 11
Which of the following shapes appears to be congruent to this figure?
Question 12
What is the length of BH?
A. 6
B. 8
C. 10
Question 13
A circle has a center at (1, 1). The diameter is 6. Which of the following points is a point on the circle?
A. (0,−1)
C. (4,1)
B. (−1,3)
D. (3,3)
Question 14
If the measure of arc ABC = 210°, what is the measure of ∠AOC?
A. 150°
B. 100°
C. 210°
D. 105°
Question 15
What is the measure of ∠PTQ?
A. 100°
B. 140°
C. 180°
D. 120°
Question 16
What is the measure of angle A?
A. 34°
B. 180°
C. 112°
D. 79°
Question 17
What is x?
Question 18
Alison is jogging on a circular track that has a radius of 140 feet. She runs along the track from point R to point N, a distance of 230 feet. Find to the nearest degree, the measure of minor arc RN.
Question 19
A circle has the equation (x+2) 2 +( y+2) 2 =25 . Which of the following is a point on the line?
A. (−6, 1)
B.
C.
D.
(−4, 2)
(0, 2)
(2, −2)
Answer Key
1. B
2. B
3. B
4. D
5. A
6. B
7. C
8. D
9. C
10. D
11. D
12. C
13. C
14. A
15. B
16. D
17. C
18. C
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5.4 Inter-War Blandford Forum (1914- 1945)
5.4.1 Historical Summary
The two World Wars and the intervening period had a significant effect on the economy, population and layout of Blandford Forum. A Royal Naval Division (RND) base was established on the site of the former race course on Monkton Down in November 1914. A German PoW camp was also set up next to it. The RND vacated the camp in 1918, although they were replaced by the RAF Record Office. A railway branch line from Blandford Station to the camp was built around this time, but was removed in 1923 and the cutting used as a municipal rubbish dump. The camp itself was closed completely at the end of 1919, the wooden huts removed and the land returned to agricultural use. Nevertheless, the camp was reactivated during 1939 as a mobilisation and training centre for reservists and later as a battle training camp. During 1944 the first of five US Army hospitals were built on the site to receive wounded from the invasion of Europe. The hospitals were closed following VE day, having treated some 20,000 patients. The camp remains in use today as the home of the Royal Signals (ArmyNet 2009; Cox 1995, 94).
and rifle slots, within and adjacent to the grounds of the Crown Hotel (Cox & Chandler 1996, 6-7). A further well preserved group lies along the rear boundary plots of villas fronting on the west side of White Cliff Mill Street. These are part of an extensive complex of World War II defences, including pill boxes, along the western edge of Blandford, which occupied a highly-significant strategic position.
The effect of the wars was also felt within the borough itself. The 8 th Dorset Rifle Corps had been established in Blandford during 1859 (Hutchins 1874, 241). Barracks and a Drill Hall were established during WWI on Milldown Road, opposite and adjacent to the Cottage Hospital. Part of this site was used as a scout hut during the inter-war period but taken over by the Home Guard in 1940. An airfield was established to the north of the Salisbury Road cemetery. A linear group of concrete WWII anti-tank traps lie on the west side of West Street (Figure 29), along with reinforced walls
Between the wars the population and economy of Blandford seems to have declined in line with national trends. The population fell from 3,649 in 1901 to a low of 3,193 in 1921. By 1939 the population had risen again to 3,811, although this figure might be partly attributable to an influx of reservists at Blandford Camp. In one month alone between December 1928 and January 1929, during the worst of the depression, 549 vagrants were admitted to the Union Workhouse on Salisbury Road. However, the economic situation in the town was not entirely dominated by depression. Just a few years earlier, in 1924, an open air swimming pool had been opened in The Ham and the town's main sewage scheme became operative in central Blandford in 1921 (Cox 2003, 30-31). Industrial output also continued; the glove industry remained in Blandford until around 1940, as did the iron foundry on Orchard Street and the candle factory on Alfred Street.
Blandford's economic mainstay of weekly wool and livestock markets continued until about 1930 at a site behind the Crown Hotel. After this period the cattle trade seems to have been lost to Sturminster Newton and Shaftesbury markets. The annual sheep fairs continued on the Fairfield site until 1939 (Cox 1992, 5). Saturday sheep markets also continued throughout the period on Sheep Market Hill (Blandford Town Council 2001, 37).
Figure 30: Inter-War housing, Langton Road
5.4.2 Town Layout
Suburban expansion was perhaps the biggest factor affecting the town layout during the interwar period. Lines of detached houses and bungalows were built on both sides of the main radial routes. Salisbury Road in the vicinity of Cemetery Farm, Langton Road (Figure 30) and Milldown Road are the most notable examples, although Leonard's Avenue was also developed at this time along with a small housing estate on the north side of Langton Road, behind the street frontage.
5.4.3 Inter-War Town Plan Components
The main plan components of the twentieth century town are shown on Figure 31 and are listed below.
1. The Church of Ss Peter and Paul. There was no discernible change to the parish church during the inter-war period.
2. The Market. The Corn Exchange behind the Town Hall ceased to be used for its original purpose around 1930. However, the butchers' shambles, beneath the Town Hall, continued to be used on market days (Cox 1992, 5).
3. Burgages. There was little discernible change to the town centre burgages during the inter-war period.
4. St Leonard's Chapel. There was little discernible change to St Leonard's Chapel during the inter-war period. The farm buildings expanded to include structures on the north side of St Leonard's Path.
6. Plots north of the Plocks. Blandford Post Office was built on the north side of The Plocks between 1929 and 1946 (Figure 32). Blandford's weekly Saturday sheep and produce market continued on Sheep Market Hill during the inter-war period (Blandford Town Council 2001, 37).
7. Blandford St Mary suburb. Perhaps surprisingly, the suburb of Blandford St Mary did not see a development of inter-war suburban housing comparable to that along Salisbury, Milldown and Langton Roads. A few new cottages were built in the vicinity of the brewery.
8. Bryanston, White Cliff Mill and Salisbury Street urban plots. There was little discernible change to these plots during the inter-war period.
9. Eagle House/Park House Ornamental Villas. A new hall was built NE of Park House during the inter-war period. This is now the headquar-
ters of the Blandford Scout troop.
10. Dale House/ Salisbury House. There was little change to this area during the inter-war period.
11. Dorset/ Orchard Street Housing Estate. There was little change to this area during the inter-war period.
12. The Plocks and the Sheep Market. The weekly sheep market on Sheep Market Hill continued throughout the inter-war period.
13. Church Lane Townhouses. The Parish Rooms were extended during the inter-war period.
14. The Crown Hotel. The Crown Hotel was largely rebuilt in about 1937-8 (Cox & Chandler 1996, 5). A cattle market was established at the rear of the Crown Hotel at some time between 1901 and the 1930s. It had been dismantled by 1946.
15. Damory Court and Cowards Farms. A small block of semi-detached houses were built on Salisbury Road, opposite Damory Court Farm, during the inter-war period.
16. Hall and Woodhouse Brewery. There was little discernible change to the brewery site during the inter-war period.
17. The Municipal Cemetery. The cemetery site expanded slightly to the north during the interwar period to form a true triangular plot.
18. Cemetery Farm. There was little discernible change to Cemetery Farm during the inter-war period.
19. The Isolation Hospital. The Blandford Isolation Hospital on Shaftesbury Lane appears to have remained in use at least until 1946.
20. Blandford Union Workhouse. This was known as the Poor Law Institution by 1929.
21. Station Suburb. The station suburb expanded considerably between 1901 and 1929. Groups of semi-detached, detached and short terraces were built filling in vacant plots on Edward Street, Albert Street and Alexandra Street. Furthermore, a larger area of development, appended to the east and south sides of the suburb along Alfred Street, Queen's Road and King's Road at the turn of the century, expanded significantly during the inter-war period.
22. Blandford Station, Goods Yard and Railway. A branch line to Blandford Camp was opened in about 1919 but closed again by 1923. This is marked as an 'old tramway' on the Ordnance Survey 1929 edition. The line was embanked where it left the main line south of Langton
Road and then passed through a cutting approximately on the line of the modern Langton Crescent. This cutting was used as a municipal land fill site shortly after closure.
23. Station Industrial Area. Industrial activity in the station area continued during the inter-war period. A garden nursery survived until 1929 at the north end of Damory Street, to be replaced by semi-detached housing on Nursery Road by 1946. Extra industrial units, including a large glasshouse, were built between Wimborne Road and Charles Street between 1901 and 1929.
24. Damory Street Schools. The National school on Park Road received an extra building between 1901 and 1929.
25 The Cottage Hospital. A Drill Hall and three detached houses were built to the north of the original cottage hospital between 1901 and 1929. These were demolished and incorporated into the hospital site in 1970.
26. White Cliff Mill Street Suburban Villas. There was little discernible change to these villas during the inter-war period.
27. Park Road Recreation Ground. A football pitch and associated buildings were constructed in the northern part of the recreation Ground between 1929 and 1946. Some of these buildings survive, although more were lost in the extension of the hospital in 1970.
28. Nordon and Barnes Homes. A new block, adjacent to Salisbury Road, was added to Nordon between 1901 and 1929.
29. Milldown Road Suburban Housing. Two rows of large detached houses were built on Milldown Road within large rectangular plots and set back from the street frontage. Those on the east side of Milldown Road were largely completed by 1929; those on the west side were added by 1946.
30. Salisbury Road Suburban Housing. Similarly, a double row of large detached houses and bungalows were built on either side of Salisbury Road between the cemetery and Cemetery Farm during the inter-war period. A small group of houses with gable ended roofs were built on the south side of the road by 1929. Later houses and bungalows with hipped roofs were added on the north side of the road and opposite Cemetery Farm on the south side of the road by 1946.
31. Milldown Industry. A saw mill was constructed at the south end of Tin Pot Lane between 1901 and 1929. No trace of the buildings remains and the site has been redeveloped as the Clump Farm Industrial Estate.
32 St Leonard's Avenue Suburban Housing. A single row of detached and semi-detached houses were built on the south side of St Leonard's Avenue between 1901 and 1946. Later houses tend to be detached with hipped roofs. There is also a short terrace, St Leonard's Terrace, at the extreme eastern end of St Leonard's Avenue which was constructed between 1901 and 1929 (Figure 33). The houses were originally set within long narrow plots, although these have become truncated in recent years with modern infill.
33. Langton Road Suburban Housing. A group of short terraced houses along the north side of Langton Road and Langton Crescent date from between 1929 and 1946. They comprise several regular short terraces of four houses with hipped ends on Langton Crescent and gable ends on Langton Road. A small estate of semidetached houses arranged around circular crescents with central greens was established behind these terraces by 1946, although it is possible that these latter houses were immediate post-war in date. They have since been demolished to make way for the modern Windmill Road.
5.5 Modern Blandford Forum (1946- Present Day)
site over a similar period.
5.5.1 Historical Summary
The story of later 20 th century and early 21 st century Blandford Forum is one dominated by large scale suburban expansion. This process began during the immediate post-war period; although it is only since the 1980s that the town's population has exploded beyond its previous mid 19 th century peak. Between 1851 and 1891 Blandford had a relatively stable population of approximately 4,000. This had fallen to about 3,200 by 1921, gradually recovering over the following decades to 3,920 in 1981. The population more than doubled during the next ten years to 7,850 in 1991. The current population (2008 mid year estimate) stands at around 9,610.
Blandford railway station was closed to passenger traffic on the 7 th March 1966 and the track was lifted in 1969 after being closed to goods traffic from January 6 th 1969 (Clapcott 2007). Damory railway bridges were demolished in 1978.
The weekly sheep market ceased in 1977 or shortly after (Cox 1986, 37). Traditional industries in Blandford had been in decline during the earlier 20 th century; the glove industry ceased around 1940 (Lavington 1988, 30) and the iron foundry site on Orchard Street was used as a depot by 1962. Former industrial sites around the station were dominated by builders' yards and garages by 1962. Blandford Heights Industrial Estate also began to develop from the 1960s. The earliest units were housed in structures built from materials recycled from Nissen huts on the site. The estate is now dominated visually by the BOCM animal feeds mill. The Hall and Woodhouse brewery modernised and expanded their Blandford St Mary
There were significant developments in the organisation and provision of education within the town during the later 20 th century. Blandford Secondary Modern School was erected in Lord Portman's former deer park during 1955. The former Blandford Grammar school became a comprehensive school and moved from Damory Street to a new site adjoining the secondary modern school in 1968 (Cox 1995, 173-4). Until recently there were three schools on the site; The Blandford School, Blandford Middle School and Blandford First School. However, under Dorset County Council's review of education provision in Blandford, the Milldown Primary School has been created from the First School and a new building is under construction in 2010. The former Grammar School site on Damory Street has now been redeveloped as apartments at Wessex Court and the Damory/ Salisbury Street junction widened. The former infants' school building has been retained, although this has also been converted into apartments. The National Boys School (Archbishop Wakes School) on Park Road moved to new premises on Black Lane in 2009. The old school buildings on Park Road have been retained for education purposes, although the land at the back of the site is under redevelopment as care homes for the elderly. Blandford St Mary First School moved to a brand new site on Birch Avenue, completed in 1997. The old Victorian building has been replaced by a Homebase supermarket, although architectural elements from the old school have been incorporated into the new building (Figure 34).
The bounds of Blandford Borough had been extended in 1935 to include the area of the station suburb, Salisbury Road as far as Cowards Farm and a large part of Milldown Road. However, in the government's reorganisation of local authorities in 1974 Blandford lost its borough status.
5.5.2 Town Layout
Rapid and extensive suburban expansion dominated changes to the town layout in the later 20 th century. This expansion has tended to be on the higher ground to the north and east of the historic town centre, although during the late 1990s a new modern housing estate was built on the higher ground south of Blandford St Mary, within the ring of the Blandford by-pass. The by-pass opened on 1 st January 1992 and effectively encloses the town around three quarters of its periphery to the south, east and north. The modern housing estates are arranged around new curvilinear culs-de-sac, although these link to the pre-existing street pattern, which was largely unchanged from the inter-war period. The dismantling of the railway led to new housing and commercial developments in the vicinity of the station and the site of the junction with the Blandford Camp branch is now a supermarket. To the north of the station the track bed has been retained as a public path and green corridor.
Other major developments include the Blandford School and Archbishop Wakes School sites. The Blandford Heights industrial estate also forms a major plan component above the town to the north east. Modern housing developments within the confines of the ring road are continuing into the 21 st century to the north of the cemetery (Figure 35).
5.5.3 Modern Town Plan Components
The main plan components of the twentieth century town are shown on Figure 38 and are listed below.
1. The Church of Ss Peter and Paul. There was
no discernible change to the parish church during the late 20 th century.
2. The Market. The weekly Saturday produce market continues in the Market Place. There have been changes and improvements to the car park and roads around the market place.
3. Burgages. There have been some minor changes to the town centre burgage plots during the late 20 th century. A supermarket was built during the 1980s at the west end of West Street on the site of the former Conyer's coach building workshops (Figure 36). There have also been small areas of modern infill at the back of former burgage plots at Marsh's Court and Tabernacle Walk. Otherwise the burgage plots remain remarkably intact .
4. St Leonard's Chapel. During the late 1980s and early 1990s North Dorset District Council undertook remedial steps to stop the ruin of St Leonard's Chapel from completely collapsing. The St Leonard's Farm buildings had been demolished during the 1980s in advance of housing development. The farmhouse and the chapel are now all that remain of the earlier complex. Another farm on the south side of Wimborne Road was demolished to make way for a modern housing estate. 1 Fisher Close is the only survival of this farm.
6. Plots north of the Plocks. The Post Office site was expanded through the construction of a sorting house and yard.
7. Blandford St Mary suburb. The Victorian school building on School Lane was extended during the 1960s in order to accommodate an increasing parish population derived from postwar housing developments south of Bournemouth Road, notably on Pigeon Close. A new school was built on Birch Avenue in 1997 (Figure 37). The old school was demolished and replaced with a Homebase store in 2004. The rear of historic plots at the junction of Dorchester Hill and Bournemouth Road were truncated through the construction of modern housing
Figure 37: Blandford St Mary Primary School, Birch Avenue.
during the 1990s. The street frontages of Bournemouth Road and Dorchester Hill have been greatly altered through the construction of an extensive modern housing estate.
8. Bryanston, White Cliff Mill and Salisbury Street urban plots. A number of historic buildings on Bryanston and White Cliff Mill Streets, behind the King's Arms Hotel, have been demolished to make way for supported housing for the elderly at Ryan Court. Modern housing has also infilled plots behind Ryves Almshouses at Fields Oak and Parkers Mews.
9. Eagle House/Park House Ornamental Villas. Park House was demolished during the late 20 th century to make way for a modern housing development at Park Lands, Eagle House Gardens (Figure 39) and Hanover Court. Eagle House itself has been restored as a Doctor's Surgery (Cox 1995, 67 and 69).
10. Dale House/ Salisbury House. Salisbury House was demolished after Blandford Grammar School moved to Milldown in 1968. The Cedars residential apartments, associated garages and an electrical substation have been built on the site of former suburban villas at the south end of Park Road.
11. Dorset/ Orchard Street Housing Estate. Former industrial buildings on Orchard Street and Dorset Street have been demolished to make way for modern housing; some buildings have been retained and converted to domestic use.
12. The Plocks and the Sheep Market. The weekly sheep market on Sheep Market Hill was discontinued shortly after 1977.
13. Church Lane Townhouses. The Parish Rooms were further extended during the modern period.
14. The Crown Hotel. Land behind the Crown Hotel, on the site of the former cattle market was developed for housing during the late 1990s.
15. Damory Court and Cowards Farms. Cowards Farm was recently demolished to make way for a modern housing estate of over 70 houses arranged in short terraces. Damory Court Farm House and outbuildings have been converted to domestic and commercial use.
16. Hall and Woodhouse Brewery. The Brewery site was extensively modernised and expanded during the late 20 th century.
17. The Municipal Cemetery. The cemetery site expanded very slightly again to the north east during the modern period.
18. Cemetery Farm. The farm house has been retained, although the farmyard has been developed as a modern cul-de-sac called Dairy Field.
19. The Isolation Hospital. The Blandford Isolation Hospital was demolished to make way for the Blandford Heights industrial estate. Only the former matron's lodgings on Shaftesbury Lane (Pines House) survives.
20. Blandford Union Workhouse. The workhouse buildings were largely demolished during the 1970s apart from the entrance block which was converted to use as a residential care home, Castleman's Homes.
21. Station Suburb. The station suburb continued to expand during the late 20 th century. Much of this expansion took place on a large tract of previously undeveloped land between Alfred Street and Leonard's Avenue. The infilling of small vacant plots along Edward, Albert and Victoria Streets also continued.
22. Blandford Station, Goods Yard and Railway The station and goods yard were demolished during the 1970s and modern apartments and houses have been built in its stead. The track bed to the south of Wimborne Road has been lifted and a supermarket built on the site, although a section of the bridge over the River Stour survives (Figure 40). To the north of the station the track bed is used as a footpath and green corridor; part of the North Dorset Trail-
.
way.
23. Station Industrial Area. Industrial activity in the station area has been reduced to a minimal level following the closure of the railway to goods traffic in 1969. Coal and builder's yards have been replaced with modern housing. The former gas works were demolished and, after functioning as a car park for a while, is now abandoned. Modern housing dominates the former industrial area between Charles Street and Wimborne Road, although a Council depot survives here.
24. Damory Street Schools. The National school on Park Road has recently been replaced by the new Archbishop Wakes Primary School on Black Lane. The old school buildings have been retained for educational purposes. The former girls and infants school on Damory Street has been converted to domestic use. The Blandford Grammar School was made comprehensive in 1968 and moved to the Milldown site. The former school buildings, including Salisbury House were demolished and replaced with modern apartments (Wessex Court).
25 Blandford Community Hospital. The Cottage Hospital was incorporated into the NHS in 1948 at which time the former trustees formed the Friends of Blandford Hospital. During the late 1970s the former drill hall and cottages to the north of the hospital were demolished and a new Community Hospital was built.
26. White Cliff Mill Street Suburban Villas. There was little discernible change to these villas during the modern period.
27. Park Road Recreation Ground. Some buildings at the north end of the site were lost during the extension of the hospital in the 1970s.
28. Nordon and Barnes Homes. Barnes Homes has changed little during the late 20 th century. Nordon is now the site of North Dorset District Council's Offices and has temporary modern buildings attached to it. The former grounds have been partially converted into a car park.
29. Milldown Road Suburban Housing. The street frontage is largely unchanged, although some of the former large plots have been truncated at the rear and filled with modern culs-desac (The Orchard and Chestnut Grove).
30. Salisbury Road Suburban Housing. The street frontage is largely unchanged from the inter-war period. Cemetery Farm yard has been developed for housing, as has a vacant plot behind the street frontage and adjacent to the cemetery (Davis Gardens).
31. Blandford Heights Industrial Estate. In 1962 the Milldown Saw Mills and the Isolation Hospital were still in existence. Some new units had been constructed adjacent to Cowards Farm. Much of the area of the current industrial estate remained allotments at that time. A large animal feed mill was constructed by BOCM at Blandford Heights during the late 1970s or early 1980s and this still dominates the skyline today (Figure 41). Many of the current industrial units date from the 1980s and 1990s, although development of the site at Uplands Way and Clump Farm (on the site of the former saw mill) has continued into the late 1990s and early 21 st century.
32 St Leonard's Avenue and King's Road Suburban Housing. A post-war housing estate was developed on land formerly belonging to Damory Court Farm. Some of the walnut trees planted on the Damory Court Estate still survive in this housing estate (Figure 42). Construction had begun as early as 1946 and by 1962 the estate comprised semi-detached houses and short terraces of four houses arranged around linear culs-de-sac, some with circular greens at their termini. Elizabeth Road was the main access road to the estate, with major branches at Barnes Close and Hunt Road. Some of the large plots associated with inter-war housing along St Leonard's Avenue were truncated and filled with modern housing during the late 20 th
Figure 42:Post-war housing estate, Elizabeth Road, with prominent walnut tree in centre.
century. These estates represent the core from which the modern extensive housing estates north east of Blandford Forum developed.
33. Langton Road Suburban Housing. This estate was extended through the construction of bungalows along Stour Road and Riverside Road during the 1960s and 1970s. Earlier interwar housing was replaced along Windmill Road during the 1980s. The estate was completed following the construction of the Blandford Bypass in the late 1990s with modern housing along Westbury Way.
34. The Blandford and Milldown Schools. Blandford Secondary Modern School was erected in Lord Portman's deer park in 1955. Blandford Comprehensive School was built adjacent in 1968. The secondary modern school then became Milldown Middle School and a new Milldown First School was constructed east of the railway. A recent reorganisation of education provision in Blandford has led to the creation of a new Milldown Primary School in new premises under construction in 2010 within the grounds of the Middle School.
35. North East Blandford Housing Estates. Although there had been a few small developments along Salisbury Road during the post-war period, the major part of Blandford's modern housing estates to the north and east of the town were constructed during the 1980s. During this decade alone the population of the town doubled from four to eight thousand. These estates comprise vast networks of curvilinear culsde-sac built in a single period. During the late 1990s and early 21 st century additional housing was built around the fringes, between the earlier
estates and the new by-pass, a process that is still continuing.
36. Archbishop Wake Primary School. A new primary school was opened on Black Lane in March 2009 to replace the former National School on Park Road.
37. Langton Road Supermarket. A supermarket was constructed on the site of the former railway junction south of Wimborne Road during the late 20 th century.
38. West Street Supermarket. A supermarket was constructed on the site of Conyer's coach building workshop at the west end of West Street in the early 1980s. The workshop was demolished and some burgage plot boundaries removed in the process. The supermarket is now owned by Morrisons.
39. Blandford St Mary Retail Park. A new Tesco Supermarket was opened in Blandford St Mary in 1995-6. This formed part of a new retail complex adjacent to the Blandford by-pass. It includes a garage as well as office space at Stour Park and Observatory House.
40. Blandford St Mary Housing Estate. Initial development in this area comprised a few postwar detached houses along Dorchester Hill and a small post-war estate of short terraced houses on Pigeon Close. In the 1980s a large housing estate was built between Dorchester Hill and Pigeon Close. A further triangle of land in the angle between Dorchester Hill and the Blandford By-pass was developed in 1994 and a new building for Blandford St Mary Primary School opened on Birch Avenue in 1997. | <urn:uuid:1ca1dee8-5625-423c-b279-4fdc017be871> | CC-MAIN-2021-39 | https://www.dorsetcouncil.gov.uk/documents/35024/292799/Blandford_Part_5.4_and_5.5_Modern_February_2011.pdf/8674d2fa-f37a-8281-29b9-61ef49364455 | 2021-09-19T20:22:39+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00661.warc.gz | 763,042,304 | 6,245 | eng_Latn | eng_Latn | 0.998891 | eng_Latn | 0.998973 | [
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LEE Lok-Sze Inspiration through Exploration English Subtitles and Super:
Super：
Inspiration through Exploration
by Dr. LEE Lok-Sze
Dr. Rebecca LEE Lok-Sze
Dr. LEE joined the China National Antarctic Expedition in 1985. She is the first female explorer to reach three poles of the Earth. She has visited North and South Poles over 10 times to explore the polar environment, and investigating its relationship with, and importance to environmental protection.
Arctic
When I was in the Arctic, I experienced the difficulty in getting water with the Inuit.
Dr. Rebecca LEE Lok-Sze First female explorer to reach three poles of the Earth Founder of Polar Museum Foundation
Dr. LEE Lok-Sze：
Super：
Dr. LEE Lok-Sze：
We picked a block of ice, and had to pull it to the front of the house, and melted it piece by piece to get drinking water. People in Hong Kong are used to getting water by simply turning on the tap; hence not being conscientious about cherishing water. It is even tougher to get water in the desert, where water sources are hard to find due to extreme heat. Every day, we were only provided with a bottle of water, and each expedition team member treasured every single drop of water. Such condition of extreme water shortage in which every drop of water is precious, is beyond Hong Kong people's comprehension.
Super：
What crisis would
the human encounter as a result of a shortage of fresh water?
Dr. LEE Lok-Sze：
Water scarcity could lead to food crisis. Corps such as rice need water to grow. Drought would directly affect our staple food supply.
Super：
Water Crisis May Happen In Twenty Years
Dr. LEE Lok-Sze：
Our demand of water is increasing and water crisis may happen within 20 years. 47% of the global population is projected to encounter water shortage by the year of 2030. While there is water scarcity in some other regions of the world, we cannot possibly shirk our responsibility being part of the global village. We must cherish and conserve water.
Super：
Cherish and
Conserve Water
Dr. LEE’s Water Saving Tips Tips: Serve Water As Much As we Drink
Dr. LEE Lok-Sze：
Only pour the amount of water that you want to drink. Conserve water at offices and restaurants.
Super：
Tips: Water Recycle
Dr. LEE Lok-Sze：
A bowl of water enables recycling and reuse. It is my usual practice to make multiple use of water. Sometimes, I think of the Africans, the amount of water we use in taking a shower is already sufficient for the daily consumption of an African family!
I am LEE Lok Sze. I appeal to everyone to conserve water!
Super：
Water Supplies Department Logo
Special thanks to Dr. LEE Lok-Sze
****** | <urn:uuid:6748ea75-b494-49c5-8410-8158a3b3d636> | CC-MAIN-2021-39 | https://www.wsd.gov.hk/filemanager/en/content_1933/Dr-Rebecca-LEE-Lok-Sze_Inspiration-through-Exploration-e.pdf | 2021-09-19T21:26:41+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00660.warc.gz | 1,094,074,708 | 592 | eng_Latn | eng_Latn | 0.997366 | eng_Latn | 0.997547 | [
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Linking Verbs
A linking verb connects the subject to a word or word group that identifies or describes the subject. The most commonly used linking verbs are the forms of the verb be. Other frequently used linking verbs are appear, become, remain, seem, turn, smell, taste, feel, look, and sound.
EXAMPLES
Tyler ismy best friend. [The verb is connects the subject Tyler to the noun friend, which identifies Tyler.]
The ice-covered branches seem fragile and glasslike. [The verb seem connects the subject branches to the adjectives fragile and glasslike, which describe the branches.]
EXERCISE In each of the following sentences, draw one line under the linking verb and two lines under the words that the verb connects.
Example 1. This yogurt smells sour.
1. Mother felt ill this morning.
2. Shirley is the secretary and the treasurer of the class.
3. The bread on the counter smelled delicious.
4. Connie grew bored and restless toward the end of the movie.
5. Affie seemed confused by the directions that you gave him.
6. Are we still friends?
7. The new student looks familiar to me.
8. Are all deserts hot and dry?
9. The scout leader was proud of her troop.
10. What is the problem?
11. During this time of year, the weather often becomes stormy in the late afternoon.
12. My voice sounds hoarse from all that cheering at the game.
13. The salesperson seemed annoyed by the shoppers who crowded the store.
14. The captain of the ship remained calm and optimistic.
15. This fabric turned white from exposure to the sun.
16. Do you know whether the library is open on Saturdays?
17. The lights grew dimmer in the theater.
18. The tourists were curious about the mysterious cave.
19. A few of the tomatoes on the vines are already ripe.
20. I absolutely have to say that I think the costume for my character in the play looks ridiculous!
Answer Keys:
1. Mother felt ill this morning.
2. Shirley is the secretary and the treasurer of the class.
3. The bread on the counter smelled delicious.
4. Connie grew bored and restless toward the end of the movie.
5. Affie seemed confused by the directions that you gave him.
6. Are we still friends?
7. The new student looks familiar to me.
8. Are all deserts hot and dry?
9. The scout leader was proud of her troop.
10. What is the problem?
11. During this time of year, the weather often becomes stormy in the late afternoon.
12. My voice sounds hoarse from all that cheering at the game.
13. The salesperson seemed annoyed by the shoppers who crowded the store.
14. The captain of the ship remained calm and optimistic.
15. This fabric turned white from exposure to the sun.
16. Do you know whether the library is open on Saturdays?
17. The lights grew dimmer in the theater.
18. The tourists were curious about the mysterious cave.
19. A few of the tomatoes on the vines are already ripe.
20. I absolutely have to say that I think the costume for my character in the play looks ridiculous! | <urn:uuid:00c796f2-fce4-4382-8edd-101ceaf8350e> | CC-MAIN-2021-39 | https://tutorified-wp-bucket.s3-accelerate.amazonaws.com/2021/05/Linking-Verb-Workssheet.pdf | 2021-09-19T19:12:58+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz | 622,968,835 | 657 | eng_Latn | eng_Latn | 0.998601 | eng_Latn | 0.998488 | [
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Acid Sulfate Soils and planning requirements
What are Acid Sulfate Soils?
Acid sulfate soils are a naturally occurring soil, containing iron sulfides, which formed many thousands of years when sea or brackish (salty) water mixed with sediments containing organic matter. The chemical reaction produced large quantities of iron sulfides, mostly iron pyrite (FeS2), in the sediments. This process is part of the world's natural sulfur cycle.
Why can Acid Sulfate Soils be a problem?
When underwater these soils are stable and the sulfides do not cause a problem. However when the sulfides are exposed to air they form sulfuric acid. This acid can leach into the surrounding area and can cause severe environmental damage including loss of fish life.
Where are Acid Sulfate Soils found in Fairfield City?
In Fairfield the potential for acid sulfate soils has been identified mainly in the sediments in the lower reaches of Prospect and Cabramatta Creeks and in Lansvale in proximity of Chipping Norton Lakes.
These areas are highlighted on the Acid Sulfate Soils Map (see extract over page) associated with Fairfield LEP 2013.
Requirements under Fairfield Local Environmental Plan (LEP) 2013
Clause 6.1 - Acid sulfate soils of Fairfield LEP 2013 requires development consent for certain types of works on land containing acid sulfate soils detailed below.
Obj ID 1082825
Land affected in Fairfield City is shown on the LEP Map – Acid Sulphate soils and comprise Class 1, Class 3 and Class 5. Clause 6.1 specifies the types of works likely to present an environmental risk if undertaken as follows:
Works
Class 1 Any Works
Class 3
Works beyond 1 metre below the natural ground surface. Works by which the water table is likely to be lowered beyond 1 metre below natural surface
Class 5
Works within 500 metres of adjacent Class 1 or 3 lands which are likely to lower the water table below 1 metre Australian Height Datum (AHD) in class 1 or 3.
If these types of works are proposed then further investigation is required to determine if acid sulfate soils are actually present or if the works are likely to lower the water table of the surrounding area.
Works on class 3 and 5 lands that have potential to lower the water table include drainage works, excavation for basement car parks, use of groundwater and the de-watering of dams, wetlands or quarries.
Mitigation Strategies
If acid sulfate soils are present on a site there are a number of ways of avoiding mitigating possible impacts:
- Avoid disturbing acid sulfate soils by not undertaking works where they are located
- Avoid works which are likely to lower the water table
Page 1
- If the acid sulfate soils are to be disturbed manage the acid generation potential by neutralizing any acid produced (e.g. with lime) preventing acid water leaving the site; and use of acid resistant construction materials
- Avoid using acid sulfate soils for land formation – if the soils are present manage the acid generation potential before the material leaves the site from where it originates.
- Keep the acid sulfate soils below the permanent water table.
What if I want to develop land that has been identified as containing acid sulfate soils?
Acid sulfate soils are manageable. Development does however require that the constraints they pose are recognized and planned accordingly.
Fairfield LEP 2013 establishes a two-stage assessment of any proposed works:
Stage 1
A person can either:
- Accept acid sulfate soils are present and prepare a development application and an acid sulfate soil management plan in accordance with the Acid Sulfate Soils Assessment and Management Guidelines, produced by the NSW Acid Sulfate Soils Management Advisory Committee (ASSMAC).
or
- Undertake a preliminary assessment to confirm whether an acid sulfate soils management plan is required.
Stage 2
- If acid sulfate soils are present then a development application needs to be submitted to Council it must include an acid sulfate soil management plan prepared in accordance with the Acid Sulfate Soils Assessment and Management Guidelines
Obj ID 1082825
Potential location of Acid Sulfate Soils in Fairfield City
IMPORTANT NOTE:
More detailed advice on whether or not a site contains acid sulfate soils can be obtained by requesting a section 149 Planning Certificate from Council.
A link is provided to the Fairfield LEP 2013 Acid Sulfate Soils Map on Council's website; www.fairfieldcity.nsw.gov.au under 'Planning & Building' 'Zoning Maps & LEPs'.
For further Information
If you require further information on this matter please contact Council's Customer Service Centre on 9725 0222.
Page 2 | <urn:uuid:c52637dc-bb21-41a4-9e47-1dcae6dd9b76> | CC-MAIN-2021-39 | https://www.fairfieldcity.nsw.gov.au/files/assets/public/documents/plan_build/acid_sulfate_soils___fact_sheet___aug_2016.pdf | 2021-09-19T19:42:59+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00659.warc.gz | 793,766,194 | 974 | eng_Latn | eng_Latn | 0.984847 | eng_Latn | 0.992284 | [
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KPOKORO, AN OUTDOOR NIGERIAN GAME
AGES
6-12 years old
CONTRIBUTED BY
Elizabeth Babalola Nigeria
This is a game usually played by girls, ages 6 – 12, in different parts of Nigeria and usually outdoors. There are a number of variations to the game depending on the location but the emphasis is on rhythmic clapping, coordination of leg movements, quick thinking and the ability to predict your playmate's moves. The following directions are for the horseshoe variation of the game.
DIRECTIONS
* Number of players needed: At least two girls, and usually up to a maximum of ten.
* The winning player is the one who successfully moves from one end of the horseshoe to the other without being "mirrored" by any of her playmates.
* The objective is to accurately predict and mirror your playmate's leg movement two consecutive times while clapping and skip jumping rhythmically.
* Players stand in a horseshoe formation and the first player, selected randomly or by lots, takes turns with each player in the horseshoe.
* Player 1 (the leader) starts by standing face-to-face with Player 2 (the mirror). Player 1 leads them both in clapping and skip jumping to the same rhythm: "Clap pause clap pause clap-clap-clap pause". At the 3rd pause the leader randomly puts forward one of her legs.
* To win, the Player 2 must simultaneously mirror the leader's leg choices two consecutive times. If Player 2 is successful in mirroring Player 1 on two consecutive attempts, they exchange places (switch), and the "mirror" becomes the "leader" and plays the next round with Player 3. If Player 2 is unable to mirror Player 1's movement, the latter immediately moves on to Player 3. She maintains the rhythm without pause and leads them both in clapping and skip jumping. Although the switch can happen at any point along the horseshoe, the new leader must begin at one end of the circle and work towards the end.
* For instance, I face you and begin to clap my hands, skip jumping to the rhythm. You clap exactly as I do. I then quickly put out my right leg on the 3rd pause. If you mirror my movement (putting out your left leg) you get one point. On the second round if you again successfully predict and mirror my movement, you get a second point, exchange places with me and take the lead.
RULES
* The mirror's leg choice must be done simultaneously to the leader's. There must be no hesitation from the player standing in the horseshoe.
* If the player in the horseshoe is unable to mirror the leading player's leg choice simultaneously on the first try, the "leader" moves on the next person in line.
ACCOMPANYING MYTH
There is a story of a clever goddess, who comes to a group of young women offering each one a crown, an opportunity in life. Each girl has to correctly interpret the signs and seize her chance at the exact moment it is offered. | <urn:uuid:89804a0e-a210-47bd-ba99-4d0e4256eda9> | CC-MAIN-2021-39 | https://outdoorclassroomday.org.uk/wp-content/uploads/sites/2/2016/05/3-Kpokoro.pdf | 2021-09-19T19:04:02+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00662.warc.gz | 516,543,607 | 650 | eng_Latn | eng_Latn | 0.999224 | eng_Latn | 0.999224 | [
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ED 390 209
EC 304 474
AUTHOR
Reeves, June B.; And Others
TITLE
Deaf Students as Visual Learners: Power for Improving
Literacy and Communication.
INSTITUTION National Technical Inst. for the Deaf, Rochester, N.
PUB DATE
[Jul 95]
NOTE
llp.; paper presented at the International Congress on Education of the Deaf (18th, Tel Aviv, Israel,
July 16-20, 1995).
PUB TYPE
Speeches/Conference Papers (150) Viewpoints
(Opinion/Position Papers, Essays, etc.) (120)
EDRS PRICE
MFOI/PC01 Plus Postage.
DESCRIPTORS American Sign Language; *Cognitive Style; *Deafness;
Elementary Secondary Education; *Grammar; *Language
Acquisition; Literacy; Pronouns; Semantics; Syntax;
Verbs; *Visual Learning
ABSTRACT
This paper stresses the concept of deaf students as visual learners. Educators are urged to think visually in order to help maximize opportunities for deaf students to use their visual learning skills in developing literacy skills, and in their general academic, social, and personal development. Examples are offered of structural/grammatical features of American Sign Language to show how this natural sign language uses space, sign movement, indexing, body shifts, eye gaze and facial expression, together with sign selection based on meaning, to provide clear visual communication for the following concepts and language structures: (1) appropriate pronoun usage/identification; (2) verb usage, with focus on active versus passive voice; (3) semantics/meaning of individual terms or phrases; and (4) dependent clause structures. (DB)
***********************************************************************
Reproductions supp ied by EDRS are the best that can be made
*
*
***********************************************************************
from the original document.
Deaf Students as Visual Learners:
Power for Improving Literacy and Communication
June B. Reeves, Paula Wollenhaupt, and Frank Caccamise
National Technical Institute for the Deaf
Rochester Institute of Technology
June B. Reeves, M.S., is an Assistant Professor, Center for Sign Language and Interpreting Education, National Technical Institute for the Deaf (NTID), Rochester Institute of Technology (RIT), 52 Lomb Memorial Drive, Rochester, NY, 14623-5604. Paula Wollenhaupt, M.S., is an English' Instructor, Center for Arts and Sciences, NTID, RIT. Frank Caccarnise, Ph.D., is a Research Associate, Center for Research, Teaching, and Learning, NTID, RIT. U S DEPARTMENT OF EDUCATION
(Mu. e 01 !Our al.onal Research an0 unoronemenl t DUCA TIONAL RE SOURCES INFORMATION
/TMS document baS been reprodtxed as er eured from the person or organization nogmaIrrug it
CENTER IERICI
Minor r Nines ',erre been made lo improve rOr0OuCtIOn guard,
Points 01v qr. ot oRtnrOnS staled in this dor u merit 00 nor necessarily represent official OE RI crosilinn or orahry
**PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY
cLe 'CO6
TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)."
Running Head: DEAF STUDENTS AS VISUAL LEARNERS
Abstract
This presentation/paper stresses the concept of deaf students as visual learners. Given this, emphasis is placed on the importance of educators thinking visually in order to help maximize opportunities for deaf students to use their ability to see in (a) developing their literacy skills, and (b) in their general academic, social, and personal development. Using examples from American Sign Language (ASL), features of natural sign languages are discussed that can assist teachers in creating/producing sign language messages that provide students who are deaf with both clear visual access to information and good language models.
Deaf Students as Visual Learners:
Power for Improving Literacy and Communication
The goal of this presentation/paper is to discuss how features of natural sign languages can assist teachers in creating visually effective sign messages that provide students who are deaf with both clear access to.information and good language models. Why do natural sign languages, such as American Sign Language (ASL), help provide deaf students with clear access to information and language? Because natural sign languages have developed and evolved to effectively match the ability of people to access information visually. As Behan (1988, p. 1) stated, "American Sign Language was developed, not because deaf people can't hear, but because they can see."
Today, Communication with deaf and hard-of-hearing students is a complex issue that involves a variety of language and modality choices. Whatever languages and modalities teachers use to communicate, two primary educational goals are: (a) to develop literacy in the written majority language; and (b) to enhance stude. academic, social and personal development. Important to this second goal is the valuing of Deaf culture and acceptance of the natural sign languages of Deaf culture. The implications of Behan's statement for teachers that 'American Sign Language (ASL) developed because deaf people gan see' becomes clear when focusing on these goals. Effective communication and instruction with students who are deaf requires that we educators maximize our students' opportunities to most effectively use their ability to see by recognizing that deaf students are primarily visual-learners. What does this mean? It means: (a) that deaf students' primary way of acquiring and learning language is through their eyes; and (b) that deaf studente receive and process, retain, and recall information best that is presented in a clear, congruent, and unambiguous visual format.
Thus, it is important that teachers understand the characteristics of natural sign languages that make them effective as visual-gestural languages for communication, and that teachers use these
4
characteristics in their communication with deaf students. In brief, whether a teacher is signing with or without voice, it is important that the teacher "think visually". For example, by being aware of and using the spatial characteristics of natural sign languages such as ASL, difficult spoken and/or written language structures can be clearly represented and explained.
To demonstrate the benefits of "thinking visually", the remainder of this presentation/paper provides examples of how one natural sign language, ASL, uses space, sign movement, indexing, body shifts, eye gaze and facial expression, together with sign selection based on meaning, to provide clear visual communication for the following concepts and language structures:
1. Appropriate pronoun usage/identification
2. Verb usage, with focus on active vs. passive voice
3. Semantics/meanings of individual terms or phrases
4. Dependent clause structures
Pronoun Wage
An effective message (written, spoken, or signed) cannot be produced if pronoun references are absent or used inconsistently. ASL specifies and discusses nouns by assigning them specific places in the signing space and then using handshapes which are produced in or towards these places as pronouns. These handshapes include: (a) index for third person pronouns (she, he, etc.), (b) palm-flat handshape for possessive pronouns (her, his, etc.), and (c) A-prime handshape for reflexive pronouns (herself, himself, etc.). Consistent use of these pronoun handshapes, space, and eye gaze enable signers to provide clear visual referencing to previously identified nouns, therefore maintaining visually congruent, unambiguous messages.
ExamPle 1: While chatting with friends during lunch, I happened to see someone from Belgium. Ller name is Britta, and she teaches at the university there. El attended Gallaudet together.
I called her over and introduced /Um.
For Example I above, the signer may shift her/his body to the right, produce `chatting with friends,' then shift eye gaze to the left for 'someone from Belgium.' Then in 'calling her over and introducing them,' movement and eye gaze would be from left to right
Example 2: Some deaf students attend residential schools, others are in mainstreamed settings. They are all visual learners.
For example 2, the signer may body shift and sign 'attend residential schools' to the left, body shift and sign 'others are in mainstreamed settings! to the right, and sweep index form right to left for 'they all.'
Example 3: A student in my class found the ring Jane lost. She said it was on her desk.
For example 3, the signer may sign 'student found' to the left and `Jane lost' to the right. The `she' and `her' in the second sentence would be signed to the left or right to clearly show who was speaking and on whose desk the ring was found. Thus, if `Jane was speaking' and the ring was on `the student's desk,' Jane-index would be signed to the right and her-palm-flat would be signed to the left.
These examples demonstrate that, iD addition to appropriate selection of sign language vocabulary, clear signed messages require teachers to consider the visual picture they provide students. Teachers need to ask themselves questions such as: (a) Am I clearly separating my production of nouns in space?; (b) Am I consistently referring back to these nouns by' `consistent' use of pronoun signs in space?; and (c) Do the movements of my verb signs match the location on my noun and pronoun signs, thus providing a clear visual picture of who or what is performing the action and who or what is receiving the action? Question #3 is addressed .in more depth in the next section.
Verb Usage
ASL, and other naturally developed sign languages, effectively show the doers and receivers of actions (with complex verbs) and the place/location of actions (with locational verbs) by having the
6
direction and place of verb sign movements agree with *their antecedents/noun and pronoun-references.
Example 1: Billy hit Tommy. (who hit whom?)
Billy hii Tommy and ran away. (who ran away?)
Billy hit Tommy, and he ran away. (who ran away?)
Billy hit Tommy, and then he ran away. (who ran away?)
For these sentences the signer may place Billy to the right by use of a body shift, eye gaze, fmgerspelling Billy, and then indexing, all to the right; then the signer may place Toubny to the left using the same sign language grammatical features. Once this use of spatial referencing has been established, verb movement location and directionality may then be used to show who is the doer of each action and who (if anyone) is the receiver.
Example 2: If the lab monitor assists you, he should sign your paper before you gin it to me. For this sentence, the signer may place the lab monitor to the right, then (a) sign assists from this location with the Movement of assist to the person being signee to (you), (b) sign sign to the right in the location of the lab monitor, and then (c) sign giye from the location ofysIn (person being signed to) to her/himself (the signer).
Passive versus active voice, an especially problematic English structure for deaf students, is effectively communicated in ASL:
Example 3: Tommy kissed his mother
Tommy was kissed by his mother.
Tommy hit the ball.
Tommy was hit by the ball.
Using.the same sign language grammatical features discussed for Examples 1 and 2 in this section, for Example 3 sentences who is being kissed and who/what is being hitcan be shown by clear spatial
referencing and verb movement location and directionality.
Again, the examples in this section demonstrate the importance of the visual image/picture our signing provides. Verb sip) movements need to be visually consistent with spatial placement ofnoun and pronoun signs.
Semantics of Individual Terms and Phrases
ASL grammatical features, together with sign selection/usage based on meaning, may be used to clarify phrase constructions and semantics of individual English words.
Example 1: The girl found a book on Main Street.
A. found a book which was lying on Main Street.
B. found a book while she was on Main Street.
C. found a book on (whose subject matter concerned) Main Street.
For sentence Example 1, space, indexing, eye gaze, and body shift, together with sign selection based on meaning, can be used to clarify the relationship and meaning of "on" for each of the possible meanings indicated by A, B, and C.
Example 2: Interested vs. Interesting
A. The teacher is interested in her students.
B. The teacher gives interesting lectures.
For Example 2, ASL has two separate signs to aid in clearly communicating the meaning of ".interested" (two hands in forehead area move forward, changing from baby-C to baby-0 handshapes) and "interesting" (8-handshapes, thumbs and middle fmgers not touching, move forward from chest area, closing to thumbs and middle fingers in contact). Again, use of these signs (based on meaning) with grammatically correct use of space etc. can clearly communicate the information in these two sentences; that is, (a) for sentence A the sign "interested" would include eye gaze and sign movement from one.
space/location for the "teacher" to another space/location for "students," with "her" produced in the "teacher" location, and (b) for sentence B similar strategies would be used to show the "teacher gives" and "interesting lectures."
Example 3: Indefinite versus Definite Articles
A. The student found a ring.
B. The student found the ring.
For Example 3, eye gaze and indexing are especially important. For sentence A the signer will generally maintain eye contact with the person(s) being signed to throughout the sentence, with the sign "ring" produced in neutral space, thus communicating the concept of the indefmite "a" ring. For sentence B the signer would shift eye gaze to a specific location/space, produce the sign "ring" in this location, and then index/point to this location in order to communicate the concept of a definite/specific ring; that is, 'the' ring.
Dependent Clauses
ASL also uses space/referencing, facial grammar, and accurate sign selection based on meaning to show relationships and message intent in complex sentences such as:
Example 1: Some of the students F1ay...m/1=1nd julannIng_trar.2gaim will attend the conference. Eho will select them?
Example 2: When you've completed the rough sketches, you can begin the designs? Whin do you expect to complete the project?
Example 3: You need a term which matches the meaning of the formula. Which one should you choose?
Example 4: I brushed my teeth before I ate breakfast. I ate breakfast after I brushed my teeth.
Before I brushed my teeth, I ate breakfast.
After I ate breakfast, I brushed my teeth.
During our congress presentation these four examples were demonstrated and explained. We have included them in this/our written paper to stress the power of ASL, as a natural sign language, to clearly communicate complex ideas/sentences. Unfortunately, explaining these examples in print would require extensive writing. We hope that our explanations for previous examples in this paper have provided readers with a "feel and appreciation" for the importance of we educators thinking visually. Using this feeling and appreciation, the sign language grammatical features discussed in this paper, and collaborative efforts with our deaf and hearing colleagues who are highly skilled signers, we encourage you to maximize use of your ability to think visually in order to produce sign language that clearly communicates complex sentences/ideas such as the examples in this section.
Summary and Conclusion
This presentation/paper has (a) stressed the importance of teachers 'thinking visually,' and (b) provided examples of structural/grammatical features of American Sign Language (ASL) in order to show how natural sign languages convey information in a visually clear manner. 'Teachers thinking visually and using the structmal/grammatical features of natural sign languages can facilitate deaf students' understanding of information presented in the classroom, enhance classroom discussion, and help to model and explain difficult language structures. Thinking visually allows teach:7s to focus on the ability of deaf students to see. Thus, thinking of our.students as visual learners provides an opportunity to open not only the minds of our students to learning, but also the minds of we teachers as we strive to enhance the learning of our students within a visually rich environment.
Reference
13ehan, B. (1988). Deaf culture is link to mainstream. Keynote Address, llth Convention of the American Society for Deaf Children; printed in The Endeavor, July-August, 1. | <urn:uuid:b9fc8304-0a78-49d3-9be3-c66b37498add> | CC-MAIN-2021-39 | https://files.eric.ed.gov/fulltext/ED390209.pdf | 2021-09-19T21:04:57+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00663.warc.gz | 316,286,485 | 3,526 | eng_Latn | eng_Latn | 0.942119 | eng_Latn | 0.995539 | [
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IELTS LISTENING PRACTICE PAPER
IELTS Listening Sample Section 1
https://ielts-up.com/listening/12.1.mp3
SECTION 1. QUESTIONS 1-10
Complete the notes below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.
PLAN FOR SHARING ACCOMODATION
Example:
The discussion topic
Answer:
lease for next year
The total rent:
Peter £110 & Jim
£ (1)
Car parking:
in the (2)
A place to buy things:
(3)
, because Jim
works there
The fees they should share:
(4)
fees
The appliances needed:
- The landlord will provide the microwave
- The (5) is needed in the kitchen
- Peter will bring some dining room and living room furniture
- Jim will buy a (6) at the store
Location of the telephone:
in the(7)
Move-in date:
(8)
Watching the game together:
(9)
What Jim needs to do before the move-in:
take(10)
in the
morning
IELTS Listening Sample Section 2
https://ielts-up.com/listening/12.2.mp3
SECTION 2. QUESTIONS 11-20
Questions 11-12
Complete the sentences below.
Write ONE WORD ONLY for each answer.
11. The program is made for travelers to make
12. The program operates in cooperation with.
.
Questions 13-16
What is the internship stipulation of each country below?
Choose FOUR answers from the box and write the correct letter, A-F, next to questions 13-16.
Internship Stipulation
A. home stay
B. no summer program
C. minimum time requirement
D. formal report required
E.
specific time period
F. agriculture
Country
13. USA
14. Australia
15. South Africa
16. India
Questions 17-20
Choose the correct letter, A, B or C.
17. What should you do to get the Global Traveling Certificate?
A. Record activity every day.
B. Formal report.
C. Talk the experience with the assessor.
18. You can apply for the certificate
A. only after you come back.
B. while on the trip.
C. before you leave.
19. When should you pay the final installment?
A. The day before you leave.
B. One month before you return.
C. Before you can get your plane ticket.
20. Before your application, you need
A. to take a health check.
B. to attend the workshop.
C. to meet people with whom you will work.
IELTS Listening Sample Section 3
https://ielts-up.com/listening/12.3.mp3
SECTION 3. QUESTIONS 21-30
Complete the notes below.
Write NO MORE THAN TWO WORDS AND/OR NUMBER for each answer.
Topic
Information source
21.
check at the 22.
Views on 23.
interview the manager of 24.
Practice of 25.
find relevant information from
the 26.
How to deliver the plan:
as an 27.
Date of giving the presentation:
on 28.
Schedule of items due:
First Phase: 29.
Final Phase: Group30.
IELTS Listening Sample Section 4
https://ielts-up.com/listening/12.4.mp3
SECTION 4. QUESTIONS 31-40
Complete the notes below.
Write ONE WORD ONLY for each answer.
The Gherkin Building
Commissioned by: 31. firm called Foster and Partners.
The features of its appearence:
- Its shape is like a 32. .
- It can reduce the carbon 33. of the city.
- It lets 34. pass through the building, both reducing heating costsand brightening up the workspace.
- One false story claimes that the exterior of the building is partly made of 35. .
Architectural concept:
- links 36. with the workplace.
- relies less on 37. for temperature control than other similar buildings.
The features of its interior:
- The atria that let fresh air pass through the interior are know as 38. .
- There is a place for entertainment called the 39. at the top of the building.
The future of urban planning and architecture:
- It is likely that the entire 40. will be disigned with more similarly eco-friendly buildings in future.
- A new building will be constructed aiming to produce zero waste and remove carbon dioxide from us as much as possible. | <urn:uuid:93c13041-d387-4ebd-8a47-97e4471902a1> | CC-MAIN-2021-39 | https://images.static-collegedunia.com/public/college_data/images/entrance/sample_paper/1621837972IELTS%20LISTENING%20PRACTICE%20PAPER%2017.pdf | 2021-09-19T21:13:30+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00663.warc.gz | 370,535,729 | 952 | eng_Latn | eng_Latn | 0.98726 | eng_Latn | 0.995415 | [
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INSPECTION REPORT
Southwater Junior School
Southwater
Horsham
LEA area: West Sussex
Unique reference number: 125888
Headteacher: Mr John Gadd
Lead inspector: Mr Steve Hill
Dates of inspection: 7th to 10 th March 2005
Inspection number: 267704
Inspection carried out under section 10 of the School Inspections Act 1996
© Crown copyright 2005
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INFORMATION ABOUT THE SCHOOL
Type of school:
Junior
School category:
Community
Age range of pupils:
7 - 11
Gender of pupils:
Mixed
Number on roll:
435
School address:
Worthing Road
Southwater
Horsham
West Sussex
Postcode:
RH13 9JH
Telephone number:
01403 730475
Fax number:
01403 733754
Appropriate authority:
Governing body
Name of chair of
governors:
Julie Alexander
Date of previous
inspection:
26
th
– 30
th
April 1999
CHARACTERISTICS OF THE SCHOOL
This is a large junior school catering for over 400 boys and girls aged from 7 to 11. Most pupils are of white British heritage, with small numbers from a range of other ethnic heritages. Almost all have a home language of English and just two are at early stages of learning English. The number of pupils with special educational needs is somewhat below average; their main needs are moderate learning difficulties and dyslexia, with a small number having other needs. Pupils' social circumstances cover a wide range but overall are better than average. Their attainment on entry varies similarly, but is also above average overall. Most pupils transfer from the infant school next door, with which this school has close ties, including a joint parents-teachers association. Few pupils start or leave the school at other than the usual junctures. In recent years, the school has received a Schools' Achievement award and has gained Investors in People status.
INFORMATION ABOUT THE INSPECTION TEAM
| Members of the inspection team | | |
|---|---|---|
| 21277 | Steve Hill | Lead inspector |
| 9173 | Sarah McDermott | Lay inspector |
| 25925 | Elizabeth Pacey | Team inspector |
| 27654 | Robina Scahill | Team inspector |
| 21020 | Tess Galvin | Team inspector |
The inspection contractor was:
Altecq Inspections Limited 102 Bath Road Cheltenham GL53 7JX
Any concerns or complaints about the inspection or the report should be made initially to the contractor. The procedures are set out in the leaflet 'Complaining about Ofsted Inspections', which is available from Ofsted Publications Centre (telephone 07002 637833) or Ofsted's website (www.ofsted.gov.uk).
REPORT CONTENTS
PART A: SUMMARY OF THE REPORT
OVERALL EVALUATION
This is a good school, with many very good features. Social development and music are outstanding. Pupils achieve well academically and really enjoy their involvement in the thriving community. Good teaching ensures good standards. Very good leadership and good management ensure that almost all aspects of the school are good and many are very good. The school provides good value for money.
The school's main strengths and weaknesses are:
* Achievement is good and pupils do particularly well in English, science, music and physical education.
* Teaching and learning are good and staff work hard to provide for individual pupils' social and academic needs.
* Excellent provision for pupils' social development ensures that they thoroughly enjoy school, have very good relationships and behave very well.
* Leadership is very good and the school is well managed; teaching is monitored well although subject and year leaders are not sufficiently involved in this process.
* Good assessment ensures that work is well matched to pupils' needs, but the effectiveness of target setting for individual pupils is inconsistent across the school.
* The school provides a wide-ranging and exciting curriculum, with very good enrichment activities, which generates considerable enthusiasm from pupils; music is outstanding.
* Very good links with parents, the community and other schools all contribute effectively to pupils' progress.
* The school cares very well for its pupils and has excellent systems for involving them in how it runs.
* Formal training for staff in child protection procedures is out of date.
Improvement since the last inspection has been good. There has been very good improvement in leadership and management. Standards and teaching have improved and key issues from the last report have been addressed well. School development planning is now good. Monitoring of teaching is well established, but co-ordinators are still not sufficiently involved in this. Curriculum planning and assessment have improved substantially. Standards and provision in information and communication technology (ICT) have also improved significantly.
STANDARDS ACHIEVED
Pupils achieve well and overall standards are good. In English and science standards are well above average, and are above average in mathematics. Standards are very good in reading, speaking and listening, music and physical education. Standards at least meet expectations in all other subjects and exceed them in writing, history and in art and design. In religious education, standards are in line with the requirements of the agreed syllabus. Pupils make very good use of their language and literacy skills in a wide range of subjects. The good achievement is reflected in the high scores that the school gains in national curriculum assessments, as shown in the table below. Over the last few years, scores have risen faster than the national trend. They have been well above average compared with all schools, and broadly average compared to similar schools. The similar schools scores in the table do not do full justice to pupils' achievement. Analysis of individual records shows that these pupils did well during their time in school, with good achievement overall.
Key: A - well above average; B - above average; C - average; D - below average; E - well below average Similar schools are those whose pupils attained similarly at the end of Year 2
| Results in National Curriculum tests at the end of Year 6, compared with: | all schools | | |
|---|---|---|---|
| | 2002 | 2003 | 2004 |
| English | A | B | A |
| mathematics | A | A | B |
Pupils' personal qualities, including their spiritual, moral, social and cultural development, are very good. Their social development is excellent. Pupils have very positive attitudes to school and enjoy taking part in a wide range of activities. Their behaviour is very good, although a small minority, of mainly younger pupils, are occasionally rather silly or show immature attitudes. Attendance is very good and punctuality is good.
QUALITY OF EDUCATION
The quality of education is very good. Teaching is good. Classes are managed well so learning is good across the school. Lessons are varied and interesting so pupils' enthusiasm and attention are held and they make good progress. Very good use is made of practical work in a range of subjects and pupils are encouraged to discuss their learning extensively and to explain their thinking. This helps ensure that their understanding is secure and stands them in good stead for future learning. Teaching and learning are particularly good in music and physical education. The school has a very good curriculum, which really engages pupils' interest and enthusiasm and is backed up by very good enrichment activities. Provision in music is outstanding. Very good provision is made to care for pupils, although training for child protection needs updating, as the school has identified in its improvement planning. Links with parents, with other schools and with the community are very good.
LEADERSHIP AND MANAGEMENT
Overall leadership and management are very good. The headteacher gives very good leadership to the school, ably supported by the deputy head. Subject and year leaders provide good leadership and management, but are not sufficiently involved in observing their colleagues' teaching. Many good systems are in place, but they are not always implemented consistently across the school. Governance is very good and governors give very good support based on their very good understanding of the school's strengths and weaknesses. They ensure that the school meets its statutory requirements, apart from when some pupils miss the opportunity to take part in a daily act of collective worship.
PARENTS' AND PUPILS' VIEWS OF THE SCHOOL
Parents strongly support the school and its aims and they appreciate the excellent measures it takes to consult them. Pupils really enjoy school and the activities on offer and they speak very highly of the excellent systems to involve them in its management.
IMPROVEMENTS NEEDED
The most important things the school should do to improve are:
* ensure year and subject co-ordinators are more involved in monitoring teaching, building on the plans currently in place;
* improve the consistency and use of individual target setting for pupils;
* implement the planned work on updating child protection training;
and, to meet statutory requirements:
* ensure that all pupils take part in a daily act of collective worship.
PART B: COMMENTARY ON THE INSPECTION FINDINGS
STANDARDS ACHIEVED BY PUPILS
Standards achieved in areas of learning, subjects and courses
Achievement is good. Standards are better than those normally found in the core subjects of English, mathematics and science. All pupils achieve equally well regardless of background or ability.
Main strengths and weaknesses
* Pupils achieve particularly well in reading, speaking and listening, science, physical education and music.
* Standards are good in art, history and mathematics.
* Pupils make particularly good use of their language and literacy skills in a wide range of subjects.
* Writing standards are good, but the presentation of written work is variable between different classes.
Commentary
1. Scores in national assessments at age 11 have been rising faster than the national trend and have been well above average overall for several years. This was reflected in the standards observed during the inspection.
Standards in national tests at the end of Year 6 – average point scores in 2004
| Standards in: | School results | National results |
|---|---|---|
| English | 28.7 (28.3) | 26.9 (26.8) |
| mathematics | 28.3 (28.4) | 27.0 (26.8) |
There were 112 pupils in the year group. Figures in brackets are for the previous year.
2. Scores in comparison with similar schools (on the basis of pupils' scores in tests at age seven) have usually only been average overall. The school's careful records of assessments shows that this under-estimates the progress that pupils make. Some time ago the school identified that pupils seemed to lose a lot of ground, on the basis of various test results, in their first year at the school. Senior staff identified this anomaly as stemming from differences between this school and the nearby infant school in approach and in the types of assessment used. They have since worked closely with the infant school to moderate judgements about pupils' standards, to ease pupils' transfer and eliminate this 'blip'. There is clear evidence that the individual pupils referred to in the table above achieved well overall in English, mathematics and science between the end of Year 3 and the end of Year 6. Based on nationally devised tests, hardly any failed to make the expected progress and over a third did better than expected in all three subjects.
3. Pupils build well on their good standards in the core subjects when they start at the school. Inspection evidence shows that standards in English, science, music and physical education are well above the expected levels by the end of the school. Standards in mathematics, history and art and design are above expectations. In religious education, standards meet the requirements of the locally agreed syllabus. In all other subjects, standards at least meet the national requirements. Achievement is good in English, mathematics and science. It is very good in physical education and excellent in music. Achievement is at least satisfactory in all other subjects.
4. Standards in reading are consistently very good because of the well-organised teaching and the systematic way in which this is reinforced in all classes. Pupils make good use of their reading skills to access information both from books and from ICT sources. This strongly supports their good progress in a range of subjects, as they are able to quickly understand different sources of information and to follow any written instructions they are given accurately. Their skills in accessing information from the library are very good because of their regular opportunities to practise and the clear guidance they get from staff.
5. Speaking and listening skills are high and are developed and used very well across the curriculum. Pupils have frequent, structured opportunities to share ideas in pairs before they contribute to lessons. This helps them clarify their understanding and to learn from each other's suggestions. They are often asked to explain their thinking, for example in how they worked out calculations in mathematics or in explaining the implications of their observations in science investigations. In many subjects, such discussions help to clarify their understanding and to make it more secure. Pupils are given considerable responsibility for organising aspects of their own learning by talking through ideas and working together. By the end of the school, they use these skills very effectively in planning work together in design and technology, for example, or in organising group performances in dance lessons.
6. Good use is made of pupils' writing skills in many subjects. This gives them good opportunities to write in a variety of forms and genres, as well as to explain their thinking in their own words. This strongly supports their learning in different subjects, as well as developing their writing skills. As a result, the content of pupils' writing is good across the board, although the quality of their handwriting and presentation is variable between classes. In some classes, not enough emphasis in placed on clarity of presentation and neatness, and teachers' normally high expectations of standards are inconsistent in this regard.
7. High standards in science are characterised by a clear understanding of different scientific topics, securely based on a very good understanding of planning, conducting and writing about investigations. Standards in physical education are much better overall than those usually seen. Standards in dance are particularly strong. High standards in music result from outstanding provision. High quality singing is only the most obvious result of this. Many pupils have the chance to learn an instrument and often go on to attain high standards. In art and design, pupils produce work of a quality better than that
usually found, in a range of media. The best pieces are done meticulously and with imagination. Standards in mathematics are notable for pupils' good 'feeling' for number and they are able to apply their understanding effectively to support their work in other subjects.
8. A particular feature of pupils' good achievement is that all pupils are enabled to do their best, regardless of background or ability. Pupils with special educational needs achieve well overall. These pupils make good progress when they work in the classroom because classroom teachers and assistants give them good general support. They achieve particularly well in sessions carefully tailored to their individual needs with the learning support teacher, when they make very good progress towards their individual targets. The small number of pupils for whom English in not a mother tongue learn English quickly and soon become genuinely bilingual, making similar progress to their classmates, across the curriculum. They take part equally in all the activities that the school offers. Challenging work ensures that pupils of high ability make commensurate progress and attain high standards. Where pupils have a particular talent in one subject, such as music, ICT or sport, the school makes good provision to support this and to enable such pupils to fulfil their talents. This is particularly successful for pupils learning musical instruments.
Pupils' attitudes, values and other personal qualities
Pupils' attitudes and behaviour are very good. Overall, the spiritual, moral, social and cultural development of the pupils is very good. Pupils' attendance is very good and their punctuality is good.
Main strengths and weaknesses
* Pupils' involvement in the school, the local and wider community is outstanding.
* Relationships between all members of the school community are very good.
* Teachers have high expectations of pupils' work and behaviour.
* Pupils are very interested in their work and keen to do well.
* Pupils' attendance is very good because they love coming to school.
* A small minority of pupils sometimes exhibits immature behaviour.
Commentary
9. Pupils thoroughly enjoy their lessons and really like their school. Teachers establish a good working atmosphere by planning work that is interesting and relevant. Staff ensure very good relationships between pupils, and between pupils and all adults in the school, by setting an example of close teamwork and respect. As a result, pupils grow in self-confidence and maturity; no incidences of bullying or harassment were seen during the inspection. Expectations that pupils will behave well are clear and are consistently applied. As a result, the great majority of pupils understand right from wrong, take their work very seriously and behave very well. However, there is a very small minority whose occasional silly behaviour in class stands out in contrast. These instances are usually dealt with very well and, in the pupils' opinions, fairly. Behaviour at playtimes is good overall although, occasionally, over-boisterous behaviour goes unchecked by supervisory staff.
10. The provision for pupils' social development is outstanding and permeates the life of the school. Responsibility and initiative are promoted and valued highly and pupils are rightly proud of their excellent involvement and commitment to the school and wider community. For example, pupils raise large amounts of money for charities by running charity stalls, such as a cake stall each week, and take part in national events such as Red Nose Day with great enthusiasm. They much appreciate the opportunities for them to become very closely involved in the school through the very effective School Council and as members of the School Grounds Committee. Examples of this involvement include the very successful playground buddy scheme and developing parts of the school grounds to be more attractive and safe areas. Pupils have also been encouraged to be active participants in the Healthy Schools initiative and in a joint schools' Think First Council. The high level of encouragement for them to become active in the local community has resulted in them taking part in parish council discussions, and in joining police, leisure centre officials and parish councillors on the local Youth Council. Through all of these activities the school very successfully promotes good citizenship, a high sense of responsibility amongst the pupils and very good relationships throughout the school community.
11. The provision for pupils' spiritual and cultural development is good. Teachers effectively create spiritual moments in a variety of lessons. For example, pupils experience the quiet and reflection of prayer in very good religious education lessons. However, there are missed opportunities to develop pupils' spiritual awareness during collective worship. The vast majority of pupils show respect for the beliefs of others. However, a very small number of pupils do not understand how important beliefs are to believers. This occasionally results in some inappropriate behaviour. Art and music lessons make very good contributions to pupils' cultural development. This is further enhanced by a range of visits, visitors and activities in the fields of music, art and theatre. However, provision for multicultural education, while satisfactory, is not particularly strong in helping pupils to fully understand the range of cultures in modern Britain.
12. The attendance rate has improved year on year and is now well above the national average. There is no unauthorised absence. Pupils are very keen to come to school because they know they are looked after well and that their teachers make learning fun and interesting. Punctuality remains good. Most pupils arrive on time for the beginning of the day, although a few each day slip in late. The monitoring of punctuality is not sufficiently rigorous. There is no central late book and there are significant variations between classes in marking lateness in the register. Consequently it is difficult to identify lapses in punctuality accurately and work to improve time keeping.
Attendance in the latest complete reporting year (%)
The table gives the percentage of half days (sessions) missed through absence for the latest complete reporting year.
QUALITY OF EDUCATION PROVIDED BY THE SCHOOL
The overall quality of education is very good. Teaching and learning are good, with many very good elements. The curriculum and its enrichment are very good and provision for pupils' social development is excellent. The overall care, guidance and support for pupils are very good. Links with parents, the community and other schools are very good.
Teaching and learning
Teaching and learning are good. Assessment is good.
Main strengths and weaknesses
* Teachers use their very good subject knowledge effectively to make lessons interesting and engage pupils' enthusiasm.
* High levels of classroom discipline are firmly founded on clear expectations and procedures and on positive relationships.
* Teachers make good links between different areas of learning, particularly in harnessing pupils' language and literacy skills.
* Pupils' independence is developed very well and very good use is made of collaborative work.
* Work is generally well matched to pupils' needs through good use of assessment.
* Marking is good and pupils are well involved in assessing their own achievement, but the development and use of individual targets is very inconsistent between classes.
Commentary
Summary of teaching observed during the inspection in 55 lessons
The table gives the number of lessons observed in each of the seven categories used to make judgements about lessons; figures in brackets show percentages where 30 or more lessons are seen.
13. Pupils enjoy their lessons and work hard. They are enthused by the interesting range of activities they do and the lively presentations given by their teachers. Very good use is made of practical work to help pupils understand what they are doing, for example in science, music and design and technology. Pupils have lots of opportunities for hands-on experiences; for example, they get plenty of chances to work on computers in ICT. Good use is made of interactive whiteboards in some lessons to illustrate points and to present topics in different and interesting ways.
14. Pupils behave very well in lessons. This is reinforced by clear expectations and well-understood systems which are consistently reinforced by all adults. However, the main factor behind the relaxed, secure standards of discipline is the very positive relationship that teachers establish with pupils. Pupils' views are valued and their individual needs and interests are known and respected by
the teachers. As a result, pupils like and respect their teachers and are keen to gain their approval by behaving well, following rules and by trying their best with their work. All this leads to good progress in the vast majority of lessons.
15. Teachers plan work very carefully so that different aspects of pupils' learning support each other. For example, literacy lessons during the inspection often had a theme related to the history topic that pupils were studying. This helped develop pupils' understanding and knowledge in both subjects. Teachers are very successful in both developing and utilising pupils' speaking and listening skills throughout the curriculum. Pupils are regularly encouraged to rehearse their ideas and their understanding by explaining them to a classmate. This helps them consolidate their grasp of different topics and often provides them with a firm framework to write about them. Teachers strongly encourage pupils to think through their ideas and explain them to the class, to groups or to the teacher. This helps pupils to organise their thinking, as well as showing the teacher the depth of pupils' understanding so any gaps in knowledge or misconceptions can be addressed. Good use is made of pupils' writing skills to explain their understanding in different subjects. This gives them good practice in writing in a range of genres, as well as clearly showing the teachers the extent of their knowledge.
16. Because of their very good language and literacy skills, pupils are able to develop high levels of independence and to be very effective in undertaking collaborative work. In researching information in history, for example, their very good reading skills enable them to access information from a range of sources and to understand written instructions with minimal help from adults. Their very good speaking and listening skills come into their own in collaborative ventures. In lessons such as science or design and technology, they show good negotiating skills in deciding how to proceed, listening to each other's ideas carefully and clearly explaining their own suggestions. In dance, pupils are able to devise increasingly sophisticated performances through tightly focused discussions evaluating their work to date.
17. Pupils' work is assessed very effectively both informally during lessons and more formally through structured tasks. Along with results of various standardised tests, this means that teachers have a good understanding of individuals' strengths and weaknesses and can ensure that work they are given is well matched to their needs. As a result, in most lessons work is challenging for each individual, but well within their scope if they apply themselves. The occasional exception occurs when a teacher is too ambitious and a few pupils struggle to keep up or when some of the work is not challenging enough for the very brightest. Such lessons are rare and are generally still satisfactory overall because the teachers keep a careful eye on how pupils are getting on as they work and are able to address such mismatches quickly.
18. Pupils with special educational needs make good progress in their learning because the quality of teaching is good overall. They make very good progress when they are withdrawn from the classroom for extra help by the specialist teacher. Friendly, encouraging management of pupils' behaviour underpins the very good teaching of specific areas that pupils need to learn. Very good quality
marking means that pupils know what they need to do to improve. Most pupils respond very well, strive to do their best and present their work neatly. These pupils make good progress when they work in the classroom because classroom teachers and assistants give them good general support. Teachers simplify the written work for these pupils but often do not modify the content to meet their individual needs.
19. The teaching is good for the few pupils who learn English as an additional language. Their needs are assessed promptly and they are given effective extra help if this is needed. Teachers provide all pupils with many opportunities to discuss their learning and explain their thinking and they teach the correct subject vocabulary in all subjects. These strategies successfully promote the speaking and listening skills of all pupils and help the few pupils who learn English as an additional language to grow in confidence and competence in spoken English. As a result, the few pupils who learn English as an additional language achieve well.
20. Pupils' understanding of their own learning is satisfactory. Marking in their books is good and is often linked well to specific criteria or 'learning objectives', when pupils are told clearly what they are intended to learn. Teachers' marking then clearly outlines in what ways pupils have succeeded against these criteria and how work could be improved. There are many good examples of pupils attempting to assess their own work, or that of others, and using these assessments to take learning forward, particularly in physical education. The use of more formal individual targets, while happening in some fashion across the school, makes too little contribution to pupils' learning. Targets are set and used differently in different classes and in some they are hardly used at all in pupils' day-to-day learning. Teachers seldom refer to individual targets in their marking or in giving oral feedback in lessons. Many pupils are confused about their targets or do not know what they are. Some targets are not specific enough for pupils to know when they reach them. In some classes, although pupils know their targets, they are not reviewed frequently enough to support effective learning.
The curriculum
The school provides a very good, well-integrated curriculum to meet the academic and personal needs of its pupils. There is a very good range of additional enrichment activities. The accommodation and resources are good.
Main strengths and weaknesses
* The very good links between subjects make learning interesting and enjoyable.
* Many pupils participate in the rich and varied range of out-of-school clubs.
* Provision for pupils with special educational needs is good.
* Pupils' personal, social, health and citizenship education is well developed.
* The curriculum for physical education is very good and for music it is excellent.
* Resources and accommodation are good and used effectively to promote pupils' learning.
Commentary
21. There has been good improvement since the last inspection. The curriculum is now planned so pupils make steady and continuous progress as they move through the school and they are well prepared for the next stage in their education. The subject leaders plan for the whole school in their subject, so that the curriculum develops systematically year by year, and pupils in parallel classes in each year group cover the same work. Teachers make the necessary adjustments to these plans, taking into account pupils' different needs. Links between subjects are carefully planned so pupils gain a deeper understanding of the various aspects of their learning. English is well developed through other subjects. For example, Year 3 pupils learn to write formal and informal letters relating to their visit to a Victorian house. The music curriculum is excellent. It is very well structured to develop systematically pupils' knowledge, skills and understanding in all elements of the curriculum. There is a strong emphasis on pupils creating their own compositions. Well-planned French lessons enhance the curriculum for pupils in Years 5 and 6.
22. Good provision is made for special educational needs. There are good quality individual education plans that are set out in small achievable steps and reviewed regularly. Pupils receive good extra support within the classroom and very good quality teaching when they are withdrawn from the classroom for extra help. This ensures that they have an equal chance of doing well in lessons. Some of the specialist support sessions for these pupils are not timetabled to ensure that all of these pupils have equal access to the full curriculum and so pupils do not always attend collective worship.
23. The school provides an impressive variety of extra-curricular clubs before school, at lunchtime and after school. These are well attended by the pupils. Staff give freely of their time and provide enthusiastic support to the clubs and extra-curricular activities. The arts are well developed through the varied music clubs such as guitar, treble and descant recorder, upper and lower junior choirs and the art, sculpture and cross-stitch clubs. School teams enjoy much success in football, for both boys and girls, tag-rugby, netball, swimming, cross country and athletics. There are also gardening, cinema, French and Christian clubs. Nearly half the pupils learn to play one or more musical instruments. A good range of visits and visitors extends the curriculum very well. These also provide important links with the community. Activities include a road safety competition and cycle training. Residential visits are arranged annually for older pupils. The broad range of learning opportunities is contributing very well to pupils' good achievement.
24. Playground buddies, the school council, the joint schools' Think First Council and involvement with the parish council all give pupils the opportunity to take responsibility in the school and beyond. Pupils learn a wide range of skills through these activities and this develops their personal and social skills well.
25. The school is well staffed with skilled teachers who make an important contribution to pupils' learning and their good achievement. The school's accommodation is good, with a music room and well-equipped ICT room. The school library is well resourced and used frequently. The classrooms are attractively presented to form an interesting and stimulating learning environment. Overall, good equipment and resources are enabling lessons to proceed at a good pace for pupils to enjoy learning.
Care, guidance and support
Arrangements for the care, welfare, health and safety of the pupils are good. The provision of support, advice and guidance for individual pupils is very good. The involvement of the pupils through seeking, valuing and acting on their views is excellent.
Main strengths and weaknesses
* The involvement of the pupils in the running of the school is outstanding.
* The safety of the site is very well monitored and maintained.
* The staff are not sufficiently up to date with the recommended training in child protection procedures.
* Pupils are very confident to turn to adults for help and advice should they need it.
* The school supports the personal and pastoral development of each pupil very well.
Commentary
26. Pupils have a very strong voice in school management. The systems to gauge pupils' views are very well established, with regular consultations on a wide range of issues. The headteacher and staff are genuinely interested in the pupils' ideas and invariably will incorporate them into management decisions. All pupils are given the opportunity to contribute to making decisions for their community. Not only are different pupils on the School Council from the Think First Council, but also there are chances for other pupils to participate in such groups as the School Grounds Development Project. Pupils are being extremely well prepared for making a full contribution to life beyond school.
27. The governors work very effectively to ensure the school site is safe for pupils and staff. They are very assiduous in assessing the safety of the buildings and grounds each term. Pupil representatives join them to increase their awareness of health and safety issues successfully too. First aid systems are very effective and medical treatment is accurately recorded. Major trips out of school are thoroughly checked for potential hazards. However, the assessment of local trips to the village is not sufficiently formal to cover possible eventualities. The main difference is that assessments are not formally recorded for these local trips.
28. Since the last inspection, the school has not kept up with the more stringent requirements for child protection. Currently staff have not undertaken the training in child protection procedures strongly recommended by the government. The school management has already identified this issue and is organising the necessary refresher courses. The child protection policy is up to date and, in practice, all staff know who to turn to should they be suspicious of child abuse. The four pupils looked-after away from their parents are carefully monitored and they achieve just as well as their fellow pupils.
29. The very good relationships throughout the school give pupils a strong sense of security and confidence. Pupils know that they can turn to any adult in the school for support if they are unhappy. A surprisingly high number of pupils reported in the pupils' questionnaires that they would not go to an adult if they were worried or hurt. In questioning pupils about this during the inspection, they said it was because they could generally sort problems out for themselves, illustrating that peer support is very strong and effective. Although a small minority of parents expressed concern about bullying in the school, the pupils themselves do not see bullying as a problem. Pupils receive very good instruction in differentiating bullying from other unpleasant behaviour and know that should it happen it would be sorted out swiftly and unobtrusively.
30. The support for each pupil's personal development has improved and is now very good. Provision gets off to a strong start because of the very good procedures to help pupils from the infant school to settle in happily. It is particularly effectively underpinned by the remarkable opportunities for pupils to grow in maturity and take on responsibilities around and beyond the school. Most staff know the individual pupils very well and the headteacher ensures he recognises all newcomers as quickly as possible. The school is quick to give sensitive guidance to families with domestic troubles so the pupils' education is disrupted as little as possible. At the end of the year, teachers report accurately and sympathetically on each pupil's personal development. The support given to pupils' academic development is good, but teachers are inconsistent in setting targets so not all pupils are sufficiently clear in what they need to do next to improve their learning.
31. Pupils with special educational needs receive very good care and good support overall from classroom and specialist support staff. There are effective systems overall for assessing, recording and reporting the achievements and progress of pupils with special educational needs. Therefore, the pupils make good progress in their learning.
Partnership with parents, other schools and the community
The partnership with parents is very good. Links with the community and other schools are very good.
Main strengths and weaknesses
* The school places great value on the views and suggestions of parents.
* Parents are kept very well informed about the curriculum and how their children learn.
* The school is a vital member of the local community.
* The school works very effectively with other schools for the benefit of pupils and staff.
* The annual reports do not give parents a sufficiently clear message on the progress their children have made in each subject over the year.
Commentary
32. The school looks upon parents as extremely valuable partners in the education of the pupils. The seeking of parents' views and the involvement of parents in management decisions are exceptional. The governors are constantly reviewing the annual questionnaire to parents to suit the needs of the school by linking it with the school improvement plan. Results are carefully analysed, fed back to parents and effective moves are made to remedy problems. For example, homework is now more consistent and clearer because the school took on board the concerns of a few parents over the procedures. Parents find the headteacher and staff very welcoming and responsive to suggestions and concerns. By keeping up excellent channels of communication with parents, the school can benefit from useful ideas and nip any potential problems in the bud. Parents are very happy with all the school does for them and their children. The partnership with parents has improved further still since the last inspection.
33. The school keeps parents very well informed about school events and celebrations. The newsletters, prospectus and annual governors' report give a real flavour of the school and allow parents to take a full part in their children's school life. The attractive and stimulating entrance lobby is a mine of information on educational news and school successes. Parents receive plenty of very useful information about the curriculum and methods of teaching. Recent workshops on learning styles and mathematics were very well attended by parents, leading to a better shared understanding of how best to help their children's learning from home.
34. The annual reports are carefully designed to be succinct and easy to understand for parents. They give a good overview of each pupil's personal development, their academic standards and their future targets for improvement. However, the inspection agrees with some parents that teachers are inconsistent in giving an accurate account to parents of how their child has improved over the past year in each subject of the curriculum.
35. The school is outward looking and still maintains very good links with the local community. Of particular note are the extremely successful and high profile summer Carnival and the autumn Fireworks Display, organised by the Southwater Parent and Teacher Association on behalf of the villagers. Pupils are encouraged to raise money for community charities and have sent representatives to the parish council to give their views on the local environment. The younger pupils carry out a regular survey of village buildings and lifestyles to enliven their geography lessons. Pupils are positively learning to be good citizens by enjoying and participating in community events beyond school.
36. Southwater Junior still benefits from very strong links with other schools. The 'Networked Learning Community' is very effective in bringing together likeminded schools to share expertise and professional development on effective learning styles for the pupils. The school collaborates with a wide range of primary and junior schools to extend opportunities for the pupils in sport and music. Links with the adjacent infants school are very close and ensure pupils transfer very smoothly into the juniors. There are good links for transferring the oldest pupils to their secondary schools.
LEADERSHIP AND MANAGEMENT
There is very good leadership and management overall. The leadership of the headteacher is very good and that of other staff good overall. Management is good. The governance of the school is very good.
Main strengths and weaknesses
* The headteacher provides very clear direction for the work of the school.
* Staff with management responsibilities provide good leadership, but they are not sufficiently involved in the monitoring of teaching.
* Governors provide very good quality support. However, the requirement to ensure a daily act of collective worship is not always met.
* The school's finances are managed very efficiently.
Commentary
37. A new headteacher and deputy headteacher have been appointed since the time of the previous inspection and there has been very good improvement in leadership and management since then. The headteacher, very ably supported by the deputy, puts the development of pupils' personal qualities, combined with a strong drive for high academic standards, at the centre of school life. These qualities are reflected in the dedication of the enthusiastic and effective team of staff. The headteacher makes it a priority to value all members of the school community and this means that the differing needs of pupils are catered for very well. Relationships are harmonious between all members of the school community and this creates a very good ethos for learning.
38. The school has very good systems for supporting student teachers, newly qualified teachers, for staff training and performance management. The headteacher, supported by the deputy headteacher, carries out rigorous monitoring of teaching and learning. These systems contribute significantly to teacher confidence and expertise and the good quality of teaching.
39. There is good leadership and management in most subjects and areas of school life, such as assessment and year group leadership. Leadership is excellent in music and very good in English, science and special educational needs. Therefore, pupils achieve well. Time is provided each term for staff, such as subject co-ordinators, to carry out their management roles and this is effective. They provide useful advice to staff, monitor teachers' lesson planning and pupils' work effectively and support their colleagues in their teaching in the classroom. They are not involved in the formal monitoring of teaching and learning, which restricts their effectiveness. Arrangements for the recruitment, retention and deployment of staff are good. The school has good plans for implementing the procedures for workforce reform.
40. There is very good leadership and good management of special educational needs that promotes effectively the good provision and progress that pupils make. The co-ordinator leads and supports staff very well. She monitors and tracks effectively the pupils' progress towards their individual targets. However,
some of the specialist support sessions for the pupils are not timetabled appropriately to ensure that all of these pupils have equal access to the full curriculum, particularly collective worship.
41. School development planning is good. The school development plan gives a clear view of the school's main priorities over the current year and is linked very well to the school's budget. The plan is informed by good, accurate evaluations of the school's work. There are future predictions for staffing costs for a few years ahead. However, the criteria for judging the improvements are not as precise as they could be in order to measure more accurately the success of the initiatives.
42. The headteacher and staff keep governors very well informed about the school's work. Governors are very supportive of all that the school does and have a successful working partnership with staff. The chair of governors leads her colleagues very well in implementing their responsibilities. These are carried out rigorously, for example the monitoring of subjects and areas of school life such as equal opportunities. Their regular visits to the school are very well structured and these help them to have a very good grasp of the school's strengths and weaknesses and the standards that pupils achieve. Governors fulfil all the duties that are required of them, except with regard to the daily act of collective worship. One or two lessons and some of the specialist support sessions for pupils with special educational needs are not timetabled to ensure that all pupils take part in a daily act of collective worship.
Financial information for the year April 2003 to March 2004
| Balances (£) | |
|---|---|
| Balance from previous year | 8 708 |
| Balance carried forward to the next | 105 039 |
43. The management of the school's finances is very good. The school bursar and secretaries very efficiently and effectively support the smooth running of the school each day and the management of its finances. They also contribute significantly to the maintenance of very good relationships with parents and carers. The school rigorously ensures that the services it receives are provided at the best value. Balances are above average and currently stand at 9.8 per cent of the total school income. This is prudent in the light of future spending plans. Most of the money has mainly been set aside for planned building work and improved computer resources. It is also to offset the effect on income and staffing of a projected decline in the number of pupils attending the school. The expenditure per pupil is below average and the school provides good value for money.
Particular barriers to raising achievement, and their impact
44. The school manages well the disparity between results gained in the Year 2 national assessments in the infant school and the results pupils achieve in a variety of Year 3 assessments. There is now very close liaison and transfer of information between staff of both schools, which results in greater continuity in pupils' learning than there has been in the past. Initiatives in assessment procedures and the tracking of pupils' progress are proving to be effective in helping the school to show that pupils achieve well by Year 6. The good achievement is not evident in the school's national test data.
PART C: THE QUALITY OF EDUCATION IN AREAS OF LEARNING, SUBJECTS AND COURSES
SUBJECTS IN KEY STAGE 2
ENGLISH AND MODERN FOREIGN LANGUAGE
English
Provision in English is good.
Main strengths and weaknesses
* There is good achievement in speaking and listening, and in reading.
* Achievement in writing is improving.
* Many lessons are characterised by well-organised practical activities, leading to rapid learning.
* The setting of targets to help pupils to improve their writing is not systematic enough.
* The co-ordinator provides a very good role model for colleagues and organises the subject's development well.
Commentary
45. Pupils achieve well, which shows good improvement since the previous inspection. Standards are well above average overall by Year 6. This is a similar picture to the school's national test results, which have been generally well above average in English in the last four years. In most years the standards achieved are average when compared with similar schools. Standards are usually high in reading, but have varied from average to above average in writing in the last four years. Careful analysis of test data has resulted in the school prioritising writing as an area for development. Action taken is proving to be effective and is reflected in the rise in standards this year. There is no significant difference in the standards achieved by boys and girls. The few minority ethnic pupils, including pupils who learn English as an additional language, achieve at the same rate as their classmates.
46. Pupils with special educational needs achieve well. They make very good progress when they are withdrawn from the classroom for extra help with their learning because of the very good quality teaching by the specialist teacher. Classroom teachers and assistants give the pupils good quality extra help. The work is usually in a simpler format than that for their classmates, but it is rarely modified to meet the individual learning needs of pupils with special educational needs. This results in their good, rather than very good, progress when they work in the classroom.
47. Standards are well above average in speaking and listening by Year 6. This is because teachers give a lot of time to the development of these skills in all subjects. They plan very effectively for pupils to talk about their work, discuss their thinking and act out a role. Staff provide good examples to pupils through
effective questioning skills that prompt pupils to think and voice their opinions and answers clearly. Pupils' very good attitudes result in them being courteous and listening carefully to their classmates and to their teachers. This has a significant impact on their overall attainment.
48. Pupils make good progress in reading and standards are well above average by Year 6. This is because staff provide effective reading sessions in addition to the literacy hour. There are whole-class lessons for the teaching of reading and for pupils to use the very good library facilities. As a result, pupils enjoy reading and most read with good expression and understanding. Year 6 pupils have very good library skills and they use these effectively to research information across many subjects. Lower attaining pupils receive extra help in additional literacy strategy sessions and special educational needs pupils receive very good quality help from the specialist support teacher. This means that the basic skills of reading are taught effectively. Teachers use homework well to extend pupils' learning.
49. Standards are above average in writing by Year 6. Achievement is satisfactory, but it is improving rapidly, particularly in Years 4 and 5. This is because the school has made the raising of standards in writing a priority for staff to focus on. However, the improvements in the provision have not been in place long enough to have full impact on standards in Year 6, so some of these pupils are withdrawn from the classroom for extra tuition. These pupils have the potential to reach average or higher levels and through very good quality teaching they are helped to achieve their potential.
50. Most Year 6 pupils write confidently, structure their writing clearly, punctuate it correctly and choose words carefully to create a particular effect. These skills are successfully extended because teachers use pupils' writing skills effectively in other subjects. Most pupils' handwriting is joined and fluent and their work is neatly presented when they create work for displays around the school or specific projects. The standard of presentation in exercise books is generally satisfactory. Standards are below average in handwriting for a significant minority of Year 6 pupils because teachers do not consistently insist that pupils join their handwriting across the range of their work. There is good quality marking in most classes that points out to pupils how to improve. However, the school does not have a unified system for teachers to set targets for pupils to work on over time in order to improve their skills. This means that some pupils do not make as much progress as they could. Pupils use computers well to word-process their work in English.
51. There is good quality teaching and learning overall. There are effective systems to assess and evaluate the standards achieved and track pupils' progress, which is another good improvement. These lead to early identification of pupils who need and are given extra help. In almost half of lessons, teaching is very good. The strong features of these lessons are very imaginative and wellorganised practical activities that engage pupils' interest and enthusiasm. These mean that pupils work very purposefully and the rate of learning is rapid. In two satisfactory lessons some pupils did not make enough progress in their learning. In one lesson this was because the explanation of the work was not
clear and in the other the text that the teacher gave pupils to read was insufficiently challenging for higher attaining pupils.
52. The subject co-ordinator provides very good leadership. She is a very good role model for other staff in her teaching and commitment to improving standards. Good management has resulted in greater consistency in practice between classes, for example in the quality of marking. Careful auditing of the subject has led to the identification of clear and accurate areas for development, but plans to achieve these priorities are insufficiently precise. Whilst the subject leader supports colleagues very well and regularly checks pupils' work, she is not involved in the monitoring of teaching. Therefore, some developments are not implemented and evaluated efficiently and effectively.
Language and literacy across the curriculum
53. Pupils apply their skills well in all subjects. Teachers provide extensive opportunities for pupils to discuss their work and develop their ideas in all subjects. Pupils use their very good competency in reading to research information. There are many good opportunities for pupils to practise their writing skills in all subjects and these skills are used very effectively in music and science. In science, this is because teachers ask pupils to record all their work independently. In music, pupils write lyrics for the compositions they create and very effectively record their feelings when they listen to and appraise music.
Modern foreign language (French)
54. Pupils in Years 5 and 6 learn French and standards are above those expected of pupils at this age. The scheme of work shows good overall planning and pupils' work is assessed systematically. In the one lesson seen, pupils learned new vocabulary and simple phrases. They were able to repeat these and then use them in conversations about their birthdays. Pupils are enthusiastic and confident. This subject makes a good contribution to pupils' speaking and listening skills and cultural development.
MATHEMATICS
Provision in mathematics is good.
Main strengths and weaknesses
* Pupils' attitudes to mathematics are very good.
* Very good relationships enhance learning in mathematics.
* There is very good provision for pupils with special educational needs and good provision for gifted and talented pupils.
* Teachers have good subject knowledge, place good emphasis on oral work and maintain a positive working ethos in class.
* Individual targets are not used consistently.
Commentary
55. Standards are above average and pupils achieve well. This maintains the position at the previous inspection. However, there has been an improvement in the provision of mathematics for higher ability pupils, who are identified, given appropriate opportunities to work at a higher level and attain high standards in line with their ability. Good provision is made for the gifted and talented pupils to extend and deepen their mathematical thinking appropriately for their age. The school's records show that all pupils make good progress during their time in the school. Throughout the school, pupils with special educational needs are very well supported. They have good quality individual education plans with targets that are evaluated and reviewed frequently and effectively. As a result, pupils with special educational needs make good progress in line with their abilities. Teachers ensure that all pupils are fully included in lessons and there is no significant difference in the attainment of boys and girls.
56. Teaching and learning in mathematics are good overall, and sometimes are very good. Teachers have a good understanding of mathematics and a good awareness of the needs of their pupils. They work closely together to ensure that all areas of mathematics are taught. A good emphasis is put on oral mathematics. As a result, pupils' reasoning and thinking skills are well developed and they discuss and explain their ideas well. Teachers establish very good relationships with their classes. As a result, there is a very good working atmosphere in lessons, pupils are keen to learn, they work very well together and show an obvious enjoyment of mathematics. Behaviour in mathematics lessons is very good. Pupils work in 'sets' for mathematics, according to their needs and abilities. This enables teachers to work with smaller groups and ensures that work is interesting, relevant and appropriate for pupils in their set. Pupils are challenged and interested in their work and, as a result, they make good progress. However, work in pupils' books is not always presented as well as it might be. Some untidy recording obscures the reasoning behind the work and occasionally causes errors. The use of ICT in mathematics is good. Teachers use the interactive whiteboards effectively and there are ample programs to support pupils' learning. For example, during a lesson on ratio and proportion, pupils' learning was enhanced by effective, challenging work on the class computers.
57. There are good systems to assess and record pupils' progress in mathematics. These are analysed very closely and used very well to track pupils' progress and identify any problems that arise. Efficient and rapid action is taken to give extra support in a booster set. Work is marked very well, with good comments to pupils to help them correct and improve their work. However, there are no agreed and consistently used systems for setting and reviewing individual targets to help pupils know what they need to do to progress to the next stage of learning.
58. The leadership of mathematics is good. The co-ordinator has a clear vision and high aspirations for the standards in mathematics. He provides good support and leadership for the staff and is a good role model for the skilful teaching of mathematics. Resources are good. They are well organised and stored for easy access by pupils and teachers.
Mathematics across the curriculum
59. Mathematics is used well across the curriculum. Examples are measuring and drawing graphs in science, time lines in history and measuring in design and technology. Information and communication technology is used for drawing graphs and teachers use interactive whiteboards well to support learning. Speaking skills are promoted well when pupils explain their mathematical thinking. All this helps consolidate pupils' understanding of mathematics, as well as promoting their learning in other subjects.
SCIENCE
Provision in science is very good.
Main strengths and weaknesses
* Achievement is good.
* Teachers use practical and investigative work very effectively to underpin pupils' learning.
* Very good use is made of pupils' language and literacy skills.
* The co-ordinator sets a very clear direction for her colleagues, but is not sufficiently involved in monitoring their lessons.
Commentary
60. Pupils consistently obtain results that are well above average in national tests at the age of 11. Inspection evidence bears out this positive picture so that, by Year 6, almost all pupils attain the expected Level 4, and over half show skills at the higher Level 5. Work in pupils' books shows a very secure knowledge of the topics they study and a very good understanding of investigations and practical work. In some classes, however, the presentation of work is weak and does not always do justice to pupils' high levels of skills and understanding.
61. Teaching and learning are good. Classes are managed very well, so behaviour is generally very good. The extensive practical work which teachers use as a foundation for pupils' learning is very effective. The interesting investigations that underpin many lessons enthuse and motivate pupils to do their best. They work hard and enjoy their success. Teachers' subject knowledge is generally secure, so that they explain things clearly and help pupils to build systematically on their understanding. Work in books, however, reveals that there are gaps in some teachers' understanding - of forces, for example - which lead to inaccurate statements in pupils' writing.
62. Teachers make very good use of pupils' speaking and listening skills in lessons. Through careful questioning they get pupils to explain their ideas, helping them to think scientifically about the meaning of what they have observed. Pupils transfer this skill to working with each other in groups, when they plan and perform investigations carefully, explaining their thinking to each other and helping one another to question and refine their plans. Similarly effective use is made of pupils' writing skills in explaining what they have found out in their own words. This helps them to clarify and organise their ideas and consolidate their understanding. It also gives their teachers a clear view of their understanding, so that they can check progress and offer extra help where there are misconceptions. Pupils routinely make effective use of their good mathematical skills, using graphs and tables to record their results. Marking is good and pupils are told what they have done well and how their work could be improved.
63. There has been very good improvement since the last inspection, with much higher standards, better teaching and a better balance in the curriculum. The subject is very well led. Teachers are given a very clear lead, with the coordinator modelling teaching for them and even videoing one of her lessons as a basis for discussion. Management is good. The co-ordinator keeps a careful eye on work in books and on the results of the regular assessments which are
undertaken, as well as carefully monitoring pupils' detailed performance in national tests. Using this information, she identifies areas that need improving and works effectively with colleagues to address them. The school's own assessment tasks have just been rewritten, for example, as the co-ordinator identified that they tended to result in under-estimates of pupils' standards. An emphasis on investigative work, weak at the last inspection, has led to the current strengths in this area. However, the co-ordinator has not had the opportunity to monitor colleagues' lessons, to give a clearer view of teaching and learning in different classes. This means that she lacks all the relevant information she needs to help her direct her support where it is most needed.
INFORMATION AND COMMUNICATION TECHNOLOGY
Provision for information and communication technology is satisfactory.
Main strengths and weaknesses
* Pupils have very good attitudes towards their work.
* ICT is used well to support learning in other subjects.
* The computer suite is used to good effect, despite the poor quality of the television monitor.
* Teachers have a good knowledge and understanding of the subject.
* Assessment procedures are under-developed.
Commentary
64. Provision and standards have improved considerably since the last inspection and achievement is now satisfactory. Achievement then was unsatisfactory and ICT was a key issue for improvement. This has been fully addressed. The school now fully complies with statutory requirements, teaching is good overall and pupils' skills knowledge and understanding are now average throughout the school. Pupils with special educational needs and those with English as an additional language attain standards in line with their peers. Gifted and talented pupils are given good encouragement to develop their skills further. There is no significant difference in the attainment of boys and girls. Displays and a portfolio of pupils' work show that ICT is being planned and used well in all other areas of the curriculum.
65. Teaching and learning are good. Since the last inspection, teachers have had training which has had an impact on their skills and pupils' learning. Teachers have a good knowledge and understanding of the subject and explain new procedures clearly and well. As a result, pupils make good progress during lessons and develop confidence when carrying out their tasks. However, because the recent emphasis has been sensibly on developing systems, hardware and teachers' knowledge, the range of activities offered in the curriculum, whilst complying with requirements, is somewhat limited. This slightly restricts pupils' progress, leaving them with a narrower base of skills over time. For example, talking to pupils and looking at their folders, the majority of the work is word-processing and PowerPoint presentations, and the use of spreadsheets, scores in music and drawing in art is too patchy. Pupils' attitudes towards their work are very good. They enjoy working in the suite and
settle to their tasks well, sharing ideas and equipment with one another very well. Their behaviour when using the computers is very good. The computer suite is used efficiently. Classes generally work in two sessions, one half carrying out research in the adjoining library, the other on the computers. This enables pupils to work on their own computer and makes maximum use of the time available. Classrooms have their own computers, which are used appropriately. Teachers are making very good use of interactive whiteboards where they have them in their rooms. Very effective use is made of video cameras, for example, to record pupils' work in physical education and to improve their performance in subsequent lessons.
66. Leadership and management are good. The co-ordinator has only held the post for a short length of time. During that time she has played a very effective role in ensuring that the resources and training for the subject have been improved substantially. She has moved the subject forward with energy and enthusiasm. However, there have been no opportunities for her to carry out formal monitoring of teaching and learning and there is no agreed procedure for recording and assessing pupils' work. The computer suite is satisfactory but, despite the great improvements to it, the television monitor used for demonstration is inadequate and it is very difficult for pupils to see details. The room also gets very warm due to rather restricted ventilation.
Information and communication technology across the curriculum
67. Good use is made of ICT to support the rest of the curriculum, to give more practice and consolidate pupils' skills within ICT itself. There is no subject area that does not use ICT in some way to help provision. The computer suite, interactive whiteboards and digital cameras are used effectively and well to enhance both teaching and learning in all subjects.
HUMANITIES
68. There was insufficient evidence to make secure overall judgements on provision and teaching in geography and history. Only two specific lessons were seen in history and none in geography. Discussions were held with pupils and samples of work examined.
69. Evidence shows that standards are above average in history. A significant factor is that the subject is often used as a starting point for literacy lessons. Several of these lessons developed history standards effectively through roleplay and discussion. Previous work showed that Year 6 pupils had studied the Ancient Greeks and Egyptians. Their work was well presented and recorded in different, interesting ways such as newspaper reports, letter writing, time lines and factual reports of their individual research. In one lesson seen, pupils recalled their experiences from a visit to a Victorian house where they had dressed as Victorian children and applied for jobs as servants. Pupils demonstrated a good understanding of what life was like in days gone by and they talked enthusiastically about their day there. In Year 6, pupils link history and geography lessons effectively so that they learn about the geographical features and weather of Greece.
70. Standards in geography are in line with expectations. Pupils learn about the local area and draw satisfactory plans and maps. They discuss how they would improve the environment. They compare their village with one in India and study climate. Year 5 pupils make good use of ICT to produce individual PowerPoint presentations on different aspects of weather. Local and residential visits enrich the work pupils do in both history and geography.
Religious education
Provision for religious education is satisfactory.
Main strengths and weaknesses
* Lessons are well planned and build on pupils' experiences.
* Pupils have good opportunities to practise their writing and speaking and listening skills and teachers make effective use of drama.
* Pupils learn about several world religions in depth.
* Lessons contribute well to pupils' spiritual development.
Commentary
71. The school has maintained satisfactory standards since the last inspection and has introduced effective assessment procedures. By Year 6, standards are in line with the expectations of the locally agreed syllabus and pupils' achievement is satisfactory. Pupils have a basic understanding about the beliefs, ceremonies and stories of the world's major religions. They have also learned how these religions view similar themes, festivals and prayers. Pupils are helped by these studies to develop their own thoughts and they write about their views and experiences with honesty and openness.
72. Teaching and learning are satisfactory overall, with some significant strengths. Teachers' effective use of questioning involves all pupils and ensures that they are all involved in the lessons. In better lessons they make very good use of role-play to deepen pupils' understanding and sense of reverence. This contributes well to their spiritual development. In a very good lesson on Hindu prayer, pupils were able to express their thoughts about how the experience made them feel. In one weaker lesson seen, which was nonetheless satisfactory overall, the teacher failed to communicate the significance or spiritual aspects of prayer in different religions and some pupils displayed immature attitudes, showing disrespect and giggling. This was not typical of pupils' attitudes generally. Teachers provide good opportunities for speaking and listening, especially when pupils discuss issues in pairs before expressing their views to the class. Planning shows a good balance, which enables pupils to learn about religion as well as to learn from religion. The work that pupils have completed in their books indicates that this balance is maintained throughout the year. Pupils record their work in a variety of ways such as stories, play-scripts, poems, pictures and diaries. This not only makes the work interesting but also contributes to their literacy skills. Resources are used effectively to stimulate interest and promote discussion.
73. Management of the subject is satisfactory. There is good leadership from the new co-ordinator, who has already established clear plans to move the subject forward. Pupils' work is sampled to ensure consistency and progression across the school. The scheme of work is being evaluated, especially considering how to make lessons more varied by including drama and other ways of presenting lessons. This is planned to ensure that more able pupils are challenged by their work. The subject provides sound opportunities for pupils to discuss and reflect on important issues, to develop moral and social awareness and to respect other faiths.
CREATIVE, AESTHETIC, PRACTICAL AND PHYSICAL SUBJECTS
74. Not enough evidence was available to make secure overall judgements about provision in art and design or design and technology. Work was sampled from pupils' files and from displays, and one lesson was seen in each subject.
75. The work seen in art and design was of a good standard, particularly in Year 4. Pupils work effectively in a good range of media. Their skills are developed systematically and this is exemplified by some of the work on shading in their sketchbooks. By Year 6 their drawing skills are good, as shown by their sketches of favourite items and by some of their illustrations for work in other subjects such as history. Pupils gain a good understanding of art from different times and places and attempt work that draws on a variety of styles and techniques. Good quality printing work in Year 3, based on that of William Morris, and the careful 'Roman' pencil and pastel drawings in Year 5 are examples of this. A strength of much of the work is that it is developed systematically over several weeks, so that the finished product shows improving techniques and is often of a good standard. Pupils have good opportunities to experiment in changing the medium or in varying tone, colour or scale as their work progresses. Some outstanding examples of high quality work of this kind are provided in Year 4, based on the pointillist technique of Seurat. Starting from a photograph, pupils produced very good translations of this into either pastel or painted pictures, which showed a very good feeling for colour and line and meticulous, careful execution, leading to finished work that much older pupils would be proud of. They further developed their ideas by producing further versions using an ICT graphics program, also of high quality. In the one lesson observed, teaching and learning were good. Pupils were given clear instructions in using specific techniques with pastels and were encouraged to experiment with different ways of showing the effect of light. They successfully evaluated their work and improved their understanding of the technique significantly so that their work was of a good standard, with increasing subtlety in the use of colour and tone.
76. In design and technology, all the work seen was all of at least a satisfactory standard, with some good quality examples. This is a significant improvement since the last inspection, when standards were unsatisfactory. Work in pupils' folders and on display show that pupils have a good understanding of designing, making and evaluating products. They are also taught specific skills, such as sewing with different stitches or using hacksaws. They have good opportunities to undertake substantial projects with a range of materials. For
example, they make photo frames from a range of materials in Year 3 and 'Tudor' purses in Year 4. The quality of the finished products varies, but is usually at least satisfactory, and there are examples of good quality products in several classes. Pupils in Year 6 have the opportunity to plan and model a shelter, before building and testing a life-sized one outside. The one lesson observed, which featured very good teaching and learning, occurred when Year 6 pupils worked in pairs on models for these shelters. The lesson showed a careful balance between the clear teaching of specific techniques, challenging questioning to get pupils to refine their ideas and lots of hands-on opportunities for collaborative work. Pupils' work was of a good standard, with some originality and imagination going into their models. They developed their understanding well, helped by constant reference, guided by the teacher, to the purpose of the finished product. In conversation pupils showed they have a good understanding of the designing and making process, realizing, for example, that making their models would help them identify potential pitfalls and problems and find solutions before tackling the full-scale task.
Music
Provision in music is excellent.
Main strengths and weaknesses
* Achievement is very high.
* There is excellent enrichment of pupils' learning.
* The expert specialist teaching and the outstanding organisation of the curriculum by the subject leader ensure consistently high standards.
* Pupils' personal qualities are developed very well.
Commentary
77. The excellent provision for music is an outstanding feature of the school. It permeates school life and very considerably enhances the quality of education that the school offers. Improvement has been very good since the time of the previous inspection, building on the good teaching and standards observed then. The school has a subject specialist who now teaches all the classes. Three lessons and two part lessons were seen, and evidence was analysed from work in pupils' books, teachers' planning and an excellent portfolio of samples of pupils' work in all parts of the subject.
78. Pupils achieve well above average standards in music by Year 6. Pupils sing with clear diction, enthusiasm and control of the dynamics of their voices (loud or soft), pitch and rhythm, for example when they sing A hundred silver pieces in three parts. Pupils listen to and appraise a wide variety of music. When writing about texture in Beethoven's Sixth Symphony a Year 6 pupil wrote ".…some velvety brass. At the end a series of sharp, slurred quavers on the flute and a deep, rumbling bass drum". Pupils with special educational needs and the very few pupils who speak English as an additional language achieve very well because the teacher modifies the work for them. Their teacher and classmates also give them sensitive and very encouraging support.
79. The breadth of curricular opportunities is excellent and this underpins the high standards that pupils achieve. All parts of the subject are taught in depth and pupils' knowledge, skills and understanding are built upon systematically and very successfully. A spacious music studio and high quality resources enhance pupils' learning. Pupils' learning is firmly grounded in practical work. They play a wide variety of instruments in the music studio, such as the recorder in Year 3 and glockenspiel in Year 5, and they use the instruments very effectively when they create their own compositions. Pupils' learning is extended and enriched because over 40 per cent of them take part in extra lessons, taught by visiting specialists. Pupils learn the violin and cello and a wide variety of woodwind, brass and drums. Parents are full of praise for the quality of this provision. There are also several clubs for guitar, recorder and choir. Pupils perform regularly for their schoolmates and parents and take part in a local music festival. Indian and African music and dance groups visit the school and the visiting music specialists also give performances.
80. The quality of teaching and learning is excellent overall. This is because teaching is never less than very good and sometimes it is excellent. Therefore, pupils make very good progress from Year 3 onwards so by the time they reach Year 6 their achievement is excellent. The teacher uses her expert knowledge of the curriculum to plan and organise lessons very carefully and to enthuse, challenge and encourage pupils to learn. Friendly yet firm management of pupils' behaviour results in very good relationships. Pupils strive to do their very best and their behaviour is very good. They listen very attentively, wait patiently for their turn to play an instrument and become totally absorbed in their work. Pupils say that they enjoy their music making and that the teacher makes learning fun.
81. The teacher plans a lot of time in lessons for pupils to work together in groups so that they very successfully develop their organisational, co-operative and collaborative skills. Pupils very effectively combine voice and instruments in their high quality compositions. Their very good technical vocabulary is evident when they write scores in the treble and bass clefs and identify the beats of notes, such as minim and semi-breve. The teacher promotes pupils' literacy skills very well because she frequently asks pupils to record their work. Year 6 pupils produce fact files and quizzes for their classmates when they research information about Beethoven. They write the lyrics and scores for the songs they create, such as Let's Party in the Classroom, and accompany them on the keyboard, percussion and their own instruments, such as the guitar. There is good use of computers to support pupils' learning in music.
82. The subject co-ordinator provides an excellent role model for other staff in her teaching and commitment to improving standards. Very good management means that all elements of the provision are co-ordinated very well, such as the instrumental tuition and clubs, in order to provide an excellent variety of opportunities for pupils. There are very good systems for assessment, including marking and the setting of targets for individual pupils and groups, that show pupils clearly how to improve their work.
Physical education
Provision in physical education is very good.
Main strengths and weaknesses
* Achievement is high across all elements of the wide-ranging curriculum and is particularly strong in dance.
* Specific skills are taught clearly and effectively and all pupils are involved throughout lessons.
* Pupils are very good at evaluating and improving their performance because of the emphasis teachers place on this.
* A very good range of clubs supports standards effectively.
Commentary
83. There has been very good improvement in the subject since the last inspection, when achievement and standards were just average. As a result, standards are now high and achievement is very good. Pupils perform particularly well in dance and show a fluency, expression and awareness of others that is much better than usual for their age. They also have very good skills in games, exemplified by the large proportion of Year 4 pupils who could use hockey sticks correctly and safely, showing high levels of skills in hitting, dribbling and trapping a ball. Skills develop well in gymnastics, where pupils in Year 3 were observed to have a good understanding of sequences of movements, performing these well. Swimming lessons were not observed, but records show that almost all pupils (94 per cent last year) can swim at least 25 metres by the time they leave. A strength which runs through all aspects of the subject is pupils' understanding of how to evaluate their own and others' performances and to use this to make improvements.
84. Teaching and learning are very good. Pupils behave very well in lessons and work very hard, taking a pride in their efforts. This is because teachers' expectations are very high, relationships are very good and lessons are very well planned to involve all pupils throughout. Specific skills are taught very well, with clear explanations from the teacher ensuring that pupils know what they need to do. Practical demonstrations often reinforce this, either from the teacher or from particularly skilled pupils.
85. Teachers consistently and continually get pupils to review their performance and that of their classmates, either individually or in groups. This leads to a very good understanding of how they are getting on and enables them to refine and improve their performances over the course of a lesson. An interesting and successful innovation is the videoing of group performances in dance, which are then analysed at the start of the next lesson as a jumping-off point for refining and improving pupils' work. Pupils are given a lot of opportunities to discuss their performance when they work in groups and as a result are very good at sharing ideas. These high levels of collaborative skills are reflected in their high standards when they perform in groups, showing very good understanding of their own and each other's part in the whole.
86. The curriculum is very good, with full opportunities to take part in all the elements. Last year a residential trip enabled all the oldest children to take part in a wide range of outdoor or adventurous activities, whilst those who chose not to go on the trip took part in similarly exciting activities on a daily basis. The enhancement of the curriculum in this way, through such activities as climbing or archery, adds to the wide range of sporting clubs in providing substantial enrichment to the curriculum. The subject is led and managed well. The coordinator provides a good role model for colleagues, through demonstration lessons, and has ensured that they are given a very clear basis, in the detailed planning, to develop pupils' skills in different areas. He has had few opportunities to evaluate his colleagues' lessons formally, but has taught alongside them. He is able to get a secure handle on standards through the analysis of detailed assessments and through his observation of pupils' skills in performances or at after-school clubs.
PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP
87. Too few lessons were seen to make a secure overall judgement about provision or teaching. Standards are above average by the end of Year 6 and there has been good improvement since the last inspection. A new policy and scheme of work have recently been put into place and these are now being followed by teachers in all classes. Pupils are given suitably planned opportunities to discuss their views and beliefs on important subjects. Teaching and learning in the lessons seen were good. Sex and drugs awareness education are appropriately taught and there is satisfactory involvement of external agencies, including the school nurse. The school takes part in the Healthy Schools initiative, with a representative in each class. Good opportunities are planned for pupils to talk about their feelings and express their opinions, such as considering bullying or their own learning styles.
88. The school council is set up in different committees to be responsible for such areas as recycling and charities. They meet regularly and provide an effective method for pupils to contribute to the running of the school by making decisions about issues affecting them. They take responsibilities around the school such as play leaders and playtime buddies. Pupils represent the school on the Think First schools' committee (a group of local schools with a shared philosophy). These activities are making a very good contribution to pupils' personal and social development.
PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS
Inspectors make judgements on a scale: excellent (grade 1); very good (2); good (3); satisfactory (4); unsatisfactory (5); poor (6); very poor (7). | <urn:uuid:c01a0f3d-1b10-4a01-bce9-c4e08ab78570> | CC-MAIN-2021-39 | https://files.ofsted.gov.uk/v1/file/799335 | 2021-09-19T20:54:20+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00662.warc.gz | 322,876,190 | 16,797 | eng_Latn | eng_Latn | 0.986325 | eng_Latn | 0.999167 | [
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Transcript
Discover Mercury: Safety advice for the Transit of Mercury
David Rothery:
So Laura, we have a couple of transits of Mercury across the sun coming up, 9th of May 2016, 11th of November 2019. I'm keen for as many people as possible to watch these. But you've got to be very careful looking at the sun. So tell us, please, what do we have to avoid?
Laura Brooker:
Well, the important thing is to make sure you don't look at the sun directly with the naked eye, because that will really damage your eyesight. In fact, it will probably blind you. Then, don't make the
mistake of thinking that because it's cloudy or foggy, that you can then look at the sun. Again, that's a dangerous thing to do, because the clouds could move out of the way. And it's not actually blocking all
of the sunlight, so that's still damaging to your eye.
Then, don't make the mistake of thinking you can use sunglasses or a welder's mask to look at the sun, because that's actually not blocking the harmful infrared radiation and UV radiation, and this will
burn your retina. Then the big do-not, do not make the mistake of using your phone to look at the sun.
David Rothery:
Really?
Laura Brooker:
Yeah, because it actually will damage your phone, for starters. It can burn your phone out. And then if you accidentally moved it out of the way, it's actually going to damage your eyes again. So, don't use
your phone to look at the sun. That's a really dangerous thing to do.
David Rothery:
OK. Well, Mercury is too small to see without magnification anyway. So you're wasting your time using sunglasses or an eclipse filter.
Laura Brooker:
Yes.
David Rothery:
So you've got to have it magnified. So how can we look at the sun safely to see Mercury passing in front of it?
Laura Brooker:
Well, one of the best ways to do it is to use a telescope. But you can't use a telescope just by itself, and you also can't use a telescope with something like eclipse glasses, for instance. Because that's still going to burn through those filters. So you need to use a proper solar filter attached to a telescope to get a nice, clear image.
George Pagomenos:
Oh, yeah. So what exactly is this?
Laura Brooker:
This is actually a solar filter to fit onto this telescope here. And if you just hold it up-- obviously, don't try this at home. If you hold it up round to face the sun, you'll be able to see it kind of cuts out most of the light, pretty much all the light. And it also stops the harmful UV radiation, which is the most damaging part to the eye.
And actually, if you have a look through, you can see it's a mirror. So you can see yourself, but you can also see a red circle. And that's actually the sun. And what it's doing is cutting out most of the light, and it's also stopping this UV radiation from getting through which is really dangerous to your eyes.
So next stage is to take off your lens cap, and you want to place on your solar filter, making sure there's no scratches or any kind of smashed bits on it, because you don't want to blind yourself. So make sure it's nice and tight to the telescope. So you can see here, yep, it's nice and secure. And you've not got any leakages around the edges, and that you've actually screwed this on, as well.
Laura Brooker:
Not everyone, obviously, has a telescope or has a solar filter. So you can look up, for instance, local events that are going to be going on for the transit, where you'll have the opportunity to be able to use things like a solar telescope. But on top of that, we also do have things like cardboard solar viewers that you can get quite cheaply. And you can use those at home, in your back gardens, for instance, to look at the sun safely.
Laura Brooker:
Well, this is actually a cardboard solar viewer. And this is a really good way to view the sun. Because you'll be able to see the sun as a nice clear image, and you'll be able to find Mercury transiting across the front of it.
You've got a lens here, and you get the sunlight coming through this lens. And it bounces off of this little mirror, and you'll see an image of the sun on the cardboard at the back. So the way that I do this is I just look inside this cardboard solar viewer. And if you move it about a little bit, you'll see a dot.
David Rothery:
I've got to find the sun.
Laura Brooker:
Yes. So yep, you can see, there we are. And then if you just move it across and get it nice and central to the mirror, lo and behold, there you go. Nice image of the sun.
David Rothery:
And it's coming down the tube onto the mirror and back onto here. And there's no way I can get my eye to look up that tube and hurt myself, because the mirror is in the way.
Laura Brooker:
Exactly. It's a nice and safe way to view the sun.
David Rothery:
But that's blurred.
Laura Brooker:
Yes, it is a little bit. So the way you bring it into focus is you can use the lens that I mentioned earlier. So if you just move that in and out.
David Rothery:
I'm making it worse.
Laura Brooker:
Yeah. So you can see it'll get fuzzy one way, and it'll get nice and into focus the other way. And then you can do a fine adjustment using this little mirror, because it has a screw that you just twist. And you can get a nice, clear image.
David Rothery:
OK. Now I can see all kinds of little dots. Now, some are because the cardboard is dirty. But I think there's some features on the sun as well.
Laura Brooker:
Yes. You can actually see there's some solar spots on the sun today. And you can see those nice and clear.
David Rothery:
So they're the ones that will stay with the sun rather than stay stationary on the cardboard as I jiggle this around a bit.
Laura Brooker:
Exactly.
David Rothery:
So there's something on the sun up there. Brilliant. Sunspots.
Laura Brooker:
Yep.
David Rothery:
And if that was Mercury transiting the sun, would it be bigger than that or smaller than that?
Laura Brooker:
Well, it'd actually be quite small on the surface of the sun. It'd be a millimetre, few millimetres across. So maybe about the same size as the sunspots that we're seeing today.
David Rothery:
We've got to have a good focus to catch Mercury.
Laura Brooker:
Yes. Yes, definitely.
Do make sure, when you're using these solar viewers, that you're supervising any children. Because you don't want them to damage their eyesight. | <urn:uuid:a553a3cf-184b-4fa9-8f03-a0ad0b4eac16> | CC-MAIN-2021-39 | https://www.open.edu/openlearn/sites/www.open.edu.openlearn/files/discover_mercury_-_safety_advice_for_the_transit_of_mercury.pdf | 2021-09-19T19:59:08+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00665.warc.gz | 948,209,540 | 1,528 | eng_Latn | eng_Latn | 0.998786 | eng_Latn | 0.999322 | [
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Materials Needed
o STEAM Journal
o Learning Activity Butterfly Outlines
o 6 different colored pencils, markers, crayons, etc.
o Pencil or pen
Grade Range
K-2
3-5
6-8
Topics/Skills
Traits, Biology, Phenotypes, Shapes, Patterns
Learning Standards
Biological Evolution
Duration
15-20 minutes
Prep Time
2 minutes
Beautiful Butterflies
Designing the Next Generation of Beautiful Butterflies
Butterflies have beautiful and intricate designs and colors on their wings. They use the shapes, patterns and colors to send messages to other butterflies and to hide from predators. Can you design a new generation of butterflies?
Activity Challenge
Design a butterfly offspring that incorporates its parents' visible traits.
Preparation
1. Gather materials and select a workspace.
To Do
1. Color Butterfly A with two different colors. One butterfly must have blue.
2. Color Butterfly B with two different colors as well.
3. Now, butterfly A and B have distinct shapes and colors, choose any 2 shapes/patterns and 2 colors from butterfly A or B.
4. Draw and color Butterfly C with the chosen shapes/patterns and colors.
Observations
* Label the different parts of the butterfly including the antenna, eyes, head, thorax, abdomen, wings, and legs.
* In your STEAM Journal, explain why you chose some pattern or color over another color for butterfly sees design. Think about a flowering bush, a street corner, or the side of a tree. What design and color of butterfly do you think would blend in best in any of those settings?
Extensions
* Attempt to identify and label the forewing, hindwing, proboscis, and wing veins. If the butterfly does not have those anatomical parts, then draw them in and label.
* Cut out your butterfly offspring and make a tiny kite out of it.
* Attempt to reproduce the blue color on your offspring with markers on plastic wrap by combining to colors that make blue.
The Content behind the Activity
Butterfly wing patterns and colors are passed down from generation to generation in genetic code called DNA. DNA is a biological messenger that tells cells how to specialize. The DNA in specialized cells contains the code for an organism's traits, such as wing colors, that can be observed and measured. Observable traits are called phenotypic traits. Phenotypic traits like color, pattern, and wing size are the expression of genetic messages in the DNA. Offspring in a generation will commonly display (express) one or more of the phenotypic traits of the parent organism.
Butterfly A
Butterfly B
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Founded 1904
Registered Charity No 528912
Expressive Arts and Design Policy
RIGHTS RESPECTING SCHOOL
This policy is in accordance with the 1989 United Nations Convention on the Rights of the Child (UNCRC)
Article 28 Every child has the right to an education.
Article 29 Education must develop every child's personality, talents and abilities to their full.
Article 31: Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.
The child has
A hundred languages
A hundred thoughts
A hundred hands
A hundred ways of thinking
Of playing, of speaking…" Loris Malaguzzi
At Selly Oak Nursery School we believe that children express themselves in different ways and our role as adults is to facilitate their learning by planning activities around their preferred interests and learning styles. We observe children closely and take photographs to document their learning. We believe the expressive arts are a vehicle for learning. Children are encouraged to express themselves in many ways verbal and non-verbal. At Selly Oak the process of learning is valued as much as the final product.
During child-initiated sessions, children are able to take part in activities where they can be innovative and where practitioners are available to support them and value their ideas. There are also adult initiated activities where practitioners model skills and knowledge and encourage children to use the techniques in work of their own.
Throughout all nursery activities, children's own ideas are valued and incorporated. Children are encouraged to evaluate their own work saying what it is they like and suggesting ways that they could make their work even better. Children are encouraged to work in groups and alone. They are given opportunities to work on large and small scales, on different surfaces such as tables, the floor, at easels, both indoor and out.
We aim to create a stimulating environment where resources are accessible to children. Children can explore and discover high quality resources that stimulate their senses and imagination in each area. For example, in the library there are book bags with different kinds
1 |
Page of puppets to support children's interests. In the role-play areas there are dressing up clothes and artefacts from different cultures in the Discovery area, children will find natural materials of different textures, find out about life cycles of plants and animals, water, sand and exploratory play. They have opportunities to create their own stories through our small world fantasy boxes. They will discover mirrors and reflective materials and will be able to work with the light table, with transparent and non-transparent materials.
Different forms of representation are encouraged throughout the nursery. There are small and large role-play areas, which are changed according to the interests of the children. There are writing areas and a moveable writing trolly with pencils, pens, felt-tips and chalk available. The creative room has a range of 2D and 3D materials; there are various paints, collage materials, junk modelling materials, clay, chalk, and dough. Children are encouraged to use a variety of puppets to express themselves and to make puppets of their own.
Music and Dance.
Music is well resourced enabling children to explore sound both alone and with others. We have a large hall, where there is plenty of space to combine the use of instruments with movement. We are also fortunate in having sturdy outdoor instruments made from recycled materials. Creativity through music and sound is encouraged both through adult directed play in which the children are taught listening skills and how to care for and use the instruments correctly and in child initiated sessions, indoor and out. Children have the opportunity on a daily basis to sing within their groups. We are fortunate to have an extensive library of tapes and cd's including traditional rhymes, classical music, music from a variety of cultures and dance music that are used regularly. We also use singing and music to enhance other curriculum areas such as Personal, Social and Emotional Development, Mathematical Development and Physical Development.
It is the policy of the nursery to celebrate children's creativity by displaying children's own work using good quality backing materials and borders that enhance the child's efforts. Often photographs of the learning process are displayed. This helps parents and staff value the child's creativity and reflect on their learning. The nursery encourages children to participate in music, dance and drama with others. Children and their families are invited to share and participate in celebration events.
We use various artists/dancers to influence the work of our children and enhance the curriculum and are given the opportunity to experience expressive arts within the community
Agreed by Selly Oak Nursery School Governing Body on:-
Signed ……………………………………………………..
Dated ……………………………………………………….
Review Date:…………………………………………….
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FOR IMMEDIATE RELEASE
April 29, 2020
Contact: Katherine Hoyer
208-415-5108
Cleaning Product Safety
By: Annette Duerock
Panhandle Health District Environmental Health Department
More than ever, we are relying on data and science to prevent the spread of COVID-19 (SARS CoV-2 virus). Household cleaners, sanitizers and disinfectants can be valuable tools in keeping our environments clean and assist in maintaining our health, WHEN properly used. We must remember to handle household cleaners safely to avoid possible serious consequences. Some general precautions include:
1. STORE household cleaners and chemicals in a locked area and/or out of reach of children. Be mindful where children are when you are using the product. Keep all containers, even if they are empty away from children. Store your chemicals in safe areas and with compatible products. Do not store cleaning products or chemicals in areas that may have an open flame, heat source, combustible eg. Furnace room. Store the product below and away from food and food contact surfaces.
2. READ the entire label and use the product as instructed. MORE is not always better.
3. LABEL AND DATE containers where cleaning products are mixed (according to directions) and stored and use that container for that one purpose (ie. Spray bottles, buckets). Normally, you should only make up enough solution to last a few days but that depends on what the label says.
4. DO NOT reuse original cleaning compound packages for any reason.
5. PERSONAL PROTECTIVE EQUIPMENT such as gloves, goggles, face masks etc may be needed according to the label. Wear the equipment recommended.
6. USE product in a well-ventilated area.
7. NEVER mix household cleaning products together. Something as harmless as vinegar (acid) or ammonia mixed with bleach (a base) can produce toxic gases that may be lethal. Mixing bleach (sodium hypochlorite) or quaternary ammonia with detergents can cause the disinfectant action to be neutralized. Do not mix strong acids like an acid toilet bowl cleaner with bleach (a base) the combination can result in deadly fumes. Mixing different brands of one type of product can cause a violent reaction, result in toxic fumes or render both products ineffective.
8. THOROUGHLY WASH your hands when you have completed your cleaning to remove any chemical from your hands.
The bottom line is, READ AND USE the products according to the label. Mixing products can result in many different hazards from violent reactions to toxic fumes to neutralizing the effect of disinfectant properties. Select products based on the usage suggested, use according to the label and your journey to a clean home or business will be a safe one.
______________________________________________________________________
Panhandle Health District provides over 40 different public health programs to families, individuals and organizations in northern Idaho. From food and drinking water safety to health education and disease control, public health services are critical to ensure our community is a safe and healthy place to live, work and play.
The PHD team is made up of nurses, nutritionists, environmental health specialists, health educators and many other dedicated professionals with a common goal to deliver vital public health services.
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July's Tasks – Watering and Weeding
By Dawn Pettinelli, UConn Home & Garden Education Center
Many parts of the Northeast have received lower than normal amounts of rainfall during June and July. Because of this, some towns have instituted water bans, restricting residents' usage of water on outdoor plantings. At the same time, our vegetable gardens are in full swing with early crops like broccoli, sugar snap peas and chard producing abundantly. Pepper, bean, cucumber and squash plants are flowering and green tomatoes are on the vine. To keep the garden growing, water is needed, either from Mother Nature or you.
The only good thing about all this humidity is that plants transpire less, which means they are using less water. Not much less during these hot days, but a little less.
Check your container plants daily. Plants in smaller containers need water almost every day while larger containers and window boxes might require waterings every other or even third day during humid weather. When watering containers, add enough so that you notice a few drips from the drainage holes. Stick a finger into the potting mix if you are unsure about adding water. If it feels moist about one-half inch down, it is likely okay for another day.
Overwatering causes root rots and other diseases. Water when the potting mix feels dry to the touch but don't let the media dry out so much it pulls away from the sides of the pot. When this happens, any water added to the pot simply flows out the drainage holes. To rehydrate plants, place the pot in a tub with about 2 inches of water and leave until the potting mix is saturated.
How often your gardens need to be watered depends on the weather as well as the amount of organic matter incorporated into your garden soil and whether or not a mulch is used. Organic matter acts like a sponge so soils with adequate amounts can hold more water. Mulches reduce the amount of water lost from the soil by evaporation.
Most plants require about an inch of water per week and maybe a bit more during dry, hot weather. Use a rain gauge to determine how much water your garden receives either by precipitation or your sprinkler. Either stick a finger into the soil or use a trowel to see if water is needed. If more than the top half inch to inch is dry, it is time to water.
Ideally, plants should be watered deeply once or twice a week. Soaker hoses or drip irrigation systems would be the most efficient way to water. It makes the most sense to install them at the beginning of the gardening season so consider this for next year. If using a sprinkler this year, try to not to irrigate in the middle of the day as much of the water will be lost to evaporation. Morning is best as the foliage has a chance to dry off before evening reducing the chance of diseases.
A great competitor for the water you are giving your plants are weeds. Those sporadic rain showers we have been getting not only benefit our plants but encourage weed seed germination and growth. It is truly amazing how fast a crabgrass or purslane or pigweed can grow – seems like they double their size every 24 hours. This may be a bit exaggerated, but it seems to me that they grow a lot faster than my vegetables.
The best time to weed is after a rain or watering when the soil is soft, and weeds can be pulled with ease. It's hard to spend a few hours weeding on these hot, muggy weekends. Try for 30 minutes or so after supper during the week. You will be pleasantly surprised with how much can get accomplished.
There are dozens of weeding tools on the market. I tend to weed on my hands and knees and find the cobra head cultivator and dandelion weeder to work well for me. Others in my family like to stand and find long handled cultivators and hoes to suit their purpose. One might have to try a few tools to find one that matches their ergonomic requirements plus weeding needs.
Do your best to supply your plants with adequate moisture throughout the growing season and to reduce competition for both water and nutrients from weeds.
If you have questions about watering or weed identification or on queries on other gardening topics, feel free to contact us, toll-free, at the UConn Home & Garden Education Center at (877) 486-6271, visit our website at www.ladybug.uconn.edu or contact your local Cooperative Extension center. | <urn:uuid:6b59724c-78b5-4ea0-bfec-f3f77444fa2d> | CC-MAIN-2020-40 | http://www.ladybug.uconn.edu/index_296_3321978651.pdf | 2020-09-25T22:26:45+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz | 196,651,521 | 917 | eng_Latn | eng_Latn | 0.999252 | eng_Latn | 0.99929 | [
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INTERVENTION PROJECT ABOUT BULLYING IN SCHOOL
By Marina Parés Soliva.
Original text in Spanish. Translated by Marina Parés.
Summary
The latest studies carried out in Europe indicate that school anti-bullying programs work, therefore it is possible to reduce the number of cases of bullying, both with the implementation of preventive measures and with the correct approach to the situation. Therefore, it is important that school institutions, and especially teachers, have an intervention project in case a bullying case arises at school. This project must be based on unconditional support for the child-victim and the admission that we are facing group bullying.
Although the role of the family is very important in any Intervention Plan on this subject, for reasons of space, we will limit ourselves, in this summary, to citing the main guidelines for intervention in the school environment.
The class tutor is the most suitable person to intervene appropriately within the school context. Once the complaint is received (either at the initiative of the parents, the minor or other peers), the guardian must carry out the first actions, which focus on the protection of the child-victim, to cut off any violent manifestation , and in seeking the collaboration and commitment of the school leadership. The actions of the class tutor towards the child-victim of bullying must focus on three basic axes: protection measures, integration or acceptance, and those of assessment or recognition.
Protective measures must be agreed with the minor, always under the supervision of an adult and it is not advisable that they last more than three months. At the same time, the minor must be helped to accept his situation, avoiding denial and flight, the type of situation in which the minor is in must be recognized, and work must be done to ensure that the child victim overcomes self-blame. Through the tutorial talks, the message must be transmitted that the minor is not to blame for being attacked or for needing protection.
The recognition measure is based on the application of actions that increase the self-esteem of the child-victim, since it is necessary to promote the appreciation of their public image (give them special responsibilities in class, etc. ...).
Regarding the group of harassers, they must be controlled, transmitting the clear message that no more violence will be allowed, explaining the corrective measures if this continues; adults must know how to discern who instigates the bullying and who supports it in order to deal effectively; responsibility for the actions themselves must be strengthened, ranging from apologizing to the child-victim to concrete actions for compensation and, finally, the unity of the group must be broken, which can be achieved through the inclusion of its members in other groups.
Regarding the class-group, it is also considered a secondary victim, since it can manifest symptoms of post-traumatic stress. It is important to promote the recovery of the ability to react in front of the bullying group, of the students who have witnessed the attacks, either through public denouncement in the tutorial talks, in private ones with a teacher or anonymously through the mailbox of complaint. The values of coexistence should also be promoted, which is why the elaboration of works on ethics, violence, courage and critical spirit and subsequent class expositions are considered very useful.
Finally, actions that help the inclusion of the child-victim in class dynamics must be encouraged in the group-class. A good strategy is one that receives friendly protection from the positive class leader.
The administration must be able to influence the rest of the teachers regarding the increased vigilance of the members of the violent school group (since they can decide to harass another student who is less protected than the one who reported the bullying) and, at the same time, Over time, the rest of the teachers must collaborate in the protection of the victim, both in the implementation of dissuasive measures (mailbox, complaints, anti-bullying group, etc.), and in those of exceptional protection for the child-victim.
The last phase in the implementation of an intervention plan is the evaluation, which includes, in addition to the evolution of the specific case, the mechanisms established in the school, to avoid new bullying.
The teacher had heard about bullying, what she never imagined was that she had to face such a situation among her own students, and now she was before frightened eyes and a quiet voice that informed her, stealthily and among great security measures, so as not to be discovered, of what a group of students in her class was doing to a classmate. If you are a teacher or teacher, have you ever found yourself in a similar situation? If something like this happened, would you know how to deal with it?
The latest studies carried out in Europe show that school anti-bullying programs work (2) therefore it is possible to achieve a decrease in cases of bullying, both with the implementation of preventive measures and with the correct approach to the situation in those cases. Let them surge.
This article presents a model of intervention against bullying. This is a contribution from the European Mobbing Information Service aimed at teachers in order to provide a useful tool to address these cases from the school itself. The proposed model has been presented in various forums (3) and has been adopted in order to be implemented in some schools starting next September.
Concept and Definition of Bullying
The concept of bullying comes from the English word "bull" which means to ram, although it has also been translated as bully. It is an adaptation of the concept of bullying at work to bullying in the school environment; Both forms of behavior have a lot in common, since the two are manifestations of psychological violence through group harassment, what differentiates them is the environment where they take place, some at work and others at school; the age of the participants and a greater use of physical assaults in the case of bullying. As they are manifestations of psychological violence, they are aimed at breaking the balance and psychological stability of the victim, therefore, the suicide of the victim is the confirmation of the success of group harassment (4).
We like the definition of bullying as "a form of willful and persistent mistreatment of one student towards another without provocation mediating" made by Fuensanta Cerezo professor of Psychology at the University of Murcia and expert in bullying, and although at first It does not contemplate the group component, if it values it by adding "that the problem occurs in interpersonal relationships and that the entire group in the classroom collaborates and it is not something only of the aggressor and the victim".
School Intervention Project
Previous
It is based on the premise that bullying is a manifestation of group harassment and all the designed interventions have in common unconditional support for the person, child in this case, victim of violence by their peers. Therefore, the intervention project presented can only be applied taking into account these two pillars, namely: unconditional support for the child-victim and the admission that we are facing group bullying. It is not therefore a dispute between two, but there is a group that attacks an individual. Without respecting these two premises, the intervention model presented here will probably not achieve the expected results.
Unconditional support for the child-victim takes the form of absolute respect for their word, for the version of the facts that they manifest, as well as for their participation in decision-making on the ways of intervening and the times of intervention. Nothing should be done without the child-victim knowing what the adult intervention is going to be, this implies adapting to the times of the minor. Not respecting their criteria, and acting without their knowledge can lead to an aggravation of the violence they receive, since adults, even with the best of intentions, can initiate actions that increase the situation of vital distress of the child-victim. Therefore, the model presented here is based on respect for the child's decision-making regarding the resolution of his or her own problem, with the only exception that no further acts of aggression on him will be tolerated. It is very important that at this point the adult is uncompromising: no more aggressions against him will be consented to, therefore all the actions to be designed must fulfill this objective: to cut off the aggressions at the root.
The other pillar on which this intervention model is based is the acceptance that we face group harassment, which means that on the one hand there is a group of students who attack and on the other the victim who is attacked, very alone and with very few props. The model presented here will not have good results if we start from the assumption of a quarrel between two. In interpersonal disputes there is a certain balance of forces that is non-existent in cases of bullying.
To speak to a child who has suffered the aggressions of his peers, of those whom he previously considered his friends, it is necessary to be very careful with the tone used, any trace of anger or rage can victimize him a second time. We are facing a child who has lost confidence in his fellow men. It is very important not to blame the child for their situation and for this it is essential to blame those who exercise violence and not the victim. The child has to feel that we understand him, in addition to feeling sorry for him, and that we in his similar situation would react like him. We cannot think that he is a weak person, because he certainly is not: putting up with the barbarities that he has had to endure without almost questioning demonstrates greater resistance and courage than is thought at first sight. We cannot forget that the harassment takes place when the future victim rebels against the submission that the leader demands, therefore, we are facing a child who had a good self-concept at the beginning of the harassment; at least good enough to resist the manipulative pressures of the bully on duty. It is precisely to break that resistance the ultimate goal of psychological violence.
Often the manipulative leader is not the same one who exercises the maximum violence against the victim, since as a good manipulator he has managed to surround himself with allies who do his dirty work. If we do not know how to identify who is the manipulative leader, intervention on the harassing group will fail.
Intervention guidelines
The intervention guidelines basically rest on the class tutor since he is the most apt to intervene and to do so in an appropriate way and within the school context. In the meetings of the tutor with the parents of the child-victim, it must be made clear that no more aggressions will be tolerated and also the collaboration and commitment of the school administration must be sought and the intervention plan must be jointly designed
The Intervention Plan has two sections: school intervention and family intervention. Within the school intervention, work within the classroom, which will be the responsibility of the tutor, must be distinguished from intervention with the rest of the teachers, which will fall more on the management. This teaching aspect should not be underestimated, since it will be necessary to count on the collaboration of all teachers to implement dissuasive measures for other possible bullying.
Classroom work should include work with the main children, and with the class group.
Family intervention must include working both with the family of the child-victim, as well as with the parents of the child-bully and also with the parents of the other violent children. The three groups are distinguished since the interventions will be different for each of them.
INTERVENTION PROJECT
Scheme
NOTES
(2) School anti-bullying programs work: Trying to end one of the bad guys that is hitting the classroom, 'bullying', in developed countries is possible. A new study carried out in 47 schools in the Netherlands has just found that antibullying programs achieve a reduction in attacks by minors if they are maintained in the long term. The work, published in the last edition of the journal 'Archives of Pediatrics and Adolescent Medicine,' confirms the effects of imparting these types of measures, including teaching teachers to talk about the problem and educating students in a better relationship with peers. After conducting a survey of 3,800 students between the ages of 9 and 12, it was found that those who were in schools where these anti-bullying councils were taught had changed their behavior. In addition, the number of offenders had increased in schools where no action had been taken compared to those that did have the programs. But, the data also reveals that violence reappeared if prevention courses were suspended from one year to the next. http://www.elmundo.es/suplementos/salud/2006/668/1150495207.html
(3) 2005 "Being a Teenager Today" Congress. Madrid http://www.acosomoral.org/pdf/ProyectoBullying.PDF. Municipal Conference of Agüimes. 2006. Gran Canaria (available on the Congress CD) and Virtual Congress Cive-Educa 2006. Palma de Mallorca. http://www.acosomoral.org/pdf/cive06.pdf
(4) Jokin case http://www.acosomoral.org/indexjokin.htm
We appreciate the publication of this article on the Belt Ibérica S.A. website.
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INTERVENTION PROJECT - SPECIFIC GUIDELINES
SCHOOL INTERVENTION
Tutor: inside the classroom
a) Child-victim:
The actions of the class tutor towards the child-victim of bullying must focus on three basic axes. Protection measures, integration or acceptance measures, and valuation or recognition measures.
Protection: Extreme protection measures must be adopted, the application of which must be agreed with the minor (always under the supervision of an adult, not leaving him alone in the patio, in the toilets ...). The maximum application time must be around three months since if the other actions have given the expected result, these measures will no longer be necessary. They are exceptional measures.
Acceptance: It is necessary to help the minor to accept his situation. You have to avoid denial and flight, you have to be able to recognize the type of situation you are in; as well as working so that the child victim overcomes self-blame. Through the tutorial talks, convey the message that the minor is not to blame for being assaulted or for needing protection.
Recognition: It is based on the application of measures that increase the self-esteem of the childvictim. It is necessary to promote the valuation of his public image (give him special responsibilities in class ...)
b) Group of bullies:
The actions towards the group of students who have become a violent group will be based on the following four axes.
Control: It is necessary to transmit the clear message that more violence is not going to be allowed and to explain the corrective measures if this continues.
Detection: You have to know how to discern who instigates the harassment of those who support it. Responsibility: The responsibility for the actions themselves must be strengthened, ranging from asking the child-victim for forgiveness to concrete compensation actions (individually and not in groups). Initially, these actions must be supervised by an adult and assessed by the child-victim so that they do not revert to subtle aggression. Disintegration: The unity of the group must be broken and this can be achieved through the inclusion of its members in other groups (study, sports ...).
c) Group-class:
The rest of the students who have witnessed violence between equals, and who out of fear have not defended the victim, must also be subject to intervention by the tutor, since all the studies indicate that they must be considered secondary victims. from the bullying group, and very often some of these students will manifest symptoms of post-traumatic stress. Witnessing violent situations of repetition generates defenselessness and a lot of fear of being treated the same, while there is much guilt, greater as the class group is older, for not knowing how to defend the victim.
Reaction: We must enhance the recovery of the ability to react to the harassing group, either through public reporting in the tutorials, or private with a teacher or anonymous through the complaints box. The creation of anti-bully groups at school is also valued as very useful. Although it is necessary to watch that this type of groups do not become propagators of greater violence; To avoid this, you have to work hard on the culture of non-violence.
Coexistence: We must make a special promotion of the values of coexistence since they have been destroyed. The elaboration of works on ethics, violence, courage and critical spirit and the subsequent expositions in class are considered very useful.
Solidarity: It is necessary to promote actions that help the inclusion of the child-victim in the dynamics of the class. An increase in tasks of responsibility within the classroom will help to promote the public image of the child-victim. Another strategy is to receive friendly protection from the positive class leader.
Adress: rest of teaching staff
The Directorate must be able to influence the rest of the teaching staff, both in terms of increasing the vigilance of the members of the bullying group (since they may decide to harass another student who is less protected than the one who reported the bullying) and the same Over time, the rest of the teaching staff must collaborate in the protection of the victim, both in the implementation of dissuasive measures and in those of exceptional protection for the childvictim (they are temporary). You have to understand the irritable and sometimes irritating state of the child-victim as a result of repeated abuse.
Deterrent measures are: complaints box, anti-bully group ...
Due to this great problem there are many programs that have been developed to help in the prevention of bullying, among all those analyzed, I personally bet on the one prepared by Marina Parés Soliva, which has been put into practice with my students in the Support classroom to the Integration and that I will now explain its most relevant aspects. Núria Otero Martínez.
FAMILY INTERVENTION
The class tutor must be able to count on the help of the school psychologist or the principal to intervene with the parents of the students involved. The way of intervening with each of them will be different and for this reason this model focuses on differentiated interviews with the parents of the child-victim, the parents of the child who instigates the main bullying or harasser and with the parents of the rest of the children. who participated in acts of harassment.
Tutor with intra-school support preferably by a school psychologist
a) Child-victim parents. The intervention must be collaborative and must be based on two premises, on the one hand, containing the child's and parents' anguish and, on the other, helping the parents not to blame the child or themselves.
b) Child-bully parents. The intervention must be aimed at recognizing that they have a serious problem to solve, it must be based on the premises of not allowing or consenting to further aggressions of their child and on their need to receive specialized therapeutic care outside of school (that helps to the recognition that the problem of violence has its origin in the family and not in the school).
c) Parents children of the bullying group. The intervention must be directed towards recognizing the need of their children to learn other ways of relating, for this it is essential that they collaborate in asking the victim for forgiveness.
These parents will help their children by not allowing them more aggressions through the selfcontrol of violence, through the promotion of self-esteem and the development of their own criteria that will protect them from group submission and facilitate their inclusion in the groupclass of individually and not in groups. In some cases, those who manifested the most violence towards the victim will also require external and specialized therapeutic treatment.
Conclusions
It is understood as a good resolution of a case of bullying when it is possible to stop the actions of violence and marginalization, and that the victim can continue schooling in a warm and protective environment. Every school intervention plan to stop bullying must include four phases: The first is the receipt of the complaint (either at the initiative of the parents, the minor or other peers).
The second phase includes the first actions, which focus on the protection of the child-victim and on cutting off any violent manifestation. The third phase is the intervention with the protagonists through the design of a special intervention project for each case; central reason for this article. The fourth and last phase is the evaluation that includes, in addition to the evolution of the specific case, the preventive mechanisms in place in the school that serve to prevent further bullying.
The recommendations to school victims of bullying by all classes is that they "don't shut up", that they speak. It is questionable whether school institutions are prepared to deal with these cases with a minimum guarantee of success. For this reason, I find it interesting to provide the school, and especially the teachers, with an intervention project for when a case of bullying arises at school. The European Information Service on Mobbing SEDISEM (1) aims to provide an answer to this need, which is why we hope to have provided useful elements so that, in each school center, where a case of bullying arises, its intervention can be designed in order to stop violence between equals and avoid situations of vital anguish in harassed minors.
NOTES
(1) The European Mobbing Information Service- SEDISEM is available to educational centers to advise on intervention in cases of bullying.
www.sedisem.org
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Amplifying Life
Shandi Andres, Family and Consumer Sciences Agent K-State Research and Extension, Flint Hills District
Leadership
Having leaders in our schools, communities, work place, and even our home is critical to the operation of everyday life. They are important to help make things run smoothly. In the past several years, U.S. higher education institutions have incorporated leadership training programs to offer students coursework that will help develop leadership skills and professional marketability. Most companies and organizations provide additional leadership development trainings to help mold new employees into the type of professional they require for the business.
What is leadership? One of the definitions used is "A person who guides or directs a group." We have often heard the phrase, "Leaders are born, not made." Sometimes this is transformed into the idea that "Leaders are born, made, and molded." Some individuals have a natural tendency to rise to leadership positions. Everyone though could benefit from leadership skills. One of my favorite quotes is "Leadership is an action, not a position." We look to leaders not only to guide, but also to set an example with the right choice. Of course "right" is a perception, which is why each person finds someone different to look up to.
Our society recognizes the importance of developing leadership skills of individuals and to build upon their strengths. There are many benefits to leadership skills, including being more marketable to employers. The University of Minnesota identified 8 qualities that employers are looking for. These qualities are: leadership, communication and interpersonal skills, intelligence, enthusiasm, flexibility, high energy level, maturity, and skill.
As a leader, you can use your skills to inspire and motivate others. It is no surprise that people you may never meet will see you in your leadership role and look at how you handle situations. As a parent, this may happen at the baseball field with other parents watching. Why all this talk about leadership skills? Sometimes people don't realize the power they have to help create effective leaders. I believe the development of leadership skills begins when children are young and continues throughout our lifespan. As a parent, we can be intentional in helping children develop these skills. As members of the community, young people watch and observe leadership qualities each and every day. What actions can be taken to help children and youth become positive leaders?
Youth can often be overwhelmed with too many choices or options. Adults can help narrow down the choices, talk through the pros and cons of choices, and help guide them in making decisions. As they grow from young children to young adults we hope that they become better decision makers and grow the skills that develop leaders. Eventually, they will understand the assessment of what needs to be completed as well as have the capacity to initiate the task with little direction. Becoming a leader is a journey not a destination. It doesn't end at high school graduation. It begins at birth and continues throughout our lifetime. Helping our youth develop their leadership skills has proven benefits. If we set the foundation, they can take on more of the responsibility as they mature.
More information on the development throughout the lifespan, feel free to contact me. Shandi Andres, Flint Hills Extension District, 501 W Main, Council Grove, KS 66846. (620) 767-5136 or email@example.com | <urn:uuid:c8b6a582-5c8b-43f9-b3cf-ab488634be07> | CC-MAIN-2020-40 | https://www.flinthills.k-state.edu/health-home-family/amplifying_life_articles/2018_articles/Leadership.pdf | 2020-09-25T23:56:41+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00681.warc.gz | 825,623,307 | 692 | eng_Latn | eng_Latn | 0.99813 | eng_Latn | 0.998295 | [
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Rueter-Hess Reservoir
Rueter–Hess Reservoir is a significant water management project for the Parker Water and Sanitation District (PWSD). The Reservoir was completed in 2012. When filled, the reservoir will have a capacity of 75,000 acre feet (AF) of water and encompass 1,170 acres. PWSD provides services for the Town of Parker and portions of unincorporated Douglas County, Colorado.
The District currently serves approximately 50,000 residents, with an estimated build out population of 122,000. Rueter–Hess Reservoir is an off-stream reservoir, which will store renewable water from the following sources: nearby Cherry Creek (surface water & alluvial well water), Newlin Gulch and reclaimed water from PWSD.
Additional long term water supplies are being evaluated by PWSD and the findings will be included as part of a larger, regional water master plan led by the South Metro Water Supply Authority (PWSD is on the Board of Directors). In addition, 10,700 AF of storage space is owned by several partner communities – Castle Rock (8,000 AF) Castle Pines North (1,500 AF) and Stonegate (1,200 AF) who will be importing their own water supplies.
The reservoir is planned to minimize draws of non-renewable Denver Basin Aquifers, by collecting and storing renewable water when available to help the District meet peak summer demands and bridge future droughts.
Renewable, sustainable, long-term water resources. A vital investment for our Future!
Who We Are
Parker Water and Sanitation District (PWSD), established in 1962, provides water and wastewater services for the Town of Parker and portions of unincorporated Douglas County, Colorado. In the near future, PWSD will also serve parts of Lone Tree and Castle Pines. Currently, the primary water source for our community is Denver Basin groundwater, which is a non-renewable water source that is depleting throughout Colorado. PWSD is investing in regional, long term water supply projects to provide a secure water future for our customers. Projects, such as the Rueter-Hess Reservoir and our highly efficient reclaimed water system, will help ensure we have enough water resources to support our families now and in the future. They will also help maintain and enhance property values and our quality of life.
For More Information, Call 303-841-4627
| RESERVOIR | MAXIMUM OPERATING CAPACITY (AF)* | MAXIMUM DEPTH | SURFACE ACRES | USE |
|---|---|---|---|---|
| Rueter-Hess | 75,000** | 184’ | 1,170 | Drinking/Storage |
| Chatfield | 27,162 | 47’ | 1,479 | Flood/Recreation |
| Cherry Creek | 13,960 | 26’ | 850 | Flood/Recreation |
| Aurora | 31,679 | 50’ | 800 | Drinking/Recreation |
| Dillon | 257,304 | 79’ | 3,233 | Drinking/Recreation | | <urn:uuid:a0e6e1ab-06dc-47f7-8861-a6bb3b38c936> | CC-MAIN-2020-40 | http://rhrecreation.org/DocumentCenter/View/70/Reuter-Hess-Reservoir-Flyer-PDF?bidId= | 2020-09-25T22:04:59+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz | 114,901,673 | 659 | eng_Latn | eng_Latn | 0.995643 | eng_Latn | 0.995643 | [
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Organization of the Mongol Empire under Genghis Khan
Pax Mongolica
Coined as a parallel to Pax Romana, the Pax Mongolica (Latin for "Peace of the Mongols") was the term for situation where trade between China and Europe in the 13th and 14th centuries was common and free from profound interference. Although the Mongol system of administration and governance during the brief era was not exactly peaceful, [1] the Pax Mongolica was a time of relative peace throughout the Old World that led to an increase of trade, as well as an increase in awareness, between distant nations. In essence, the Mongol Empire administered political order over a very large area of land which enabled relative political and economic stability to follow.
In the face of the ethnic, religious and tribal diversity of the civilians and soldiers of the Mongol Empire, which eventually included modern day Persians, Chinese and many Turkic peoples, Genghis Khan insisted on focusing all loyalty on himself as Great Khan and no others. Thus, Genghis Khan had no room for the traditional clan- and kindred-based divisions that were common in central Asian society. Obedience was expected from everyone from the lowest to the highest classes. Any disobedience by a subordinate officer to any order from a superior officer was reason for death.
Genghis Khan revolutionized his military by incorporating the decimal system in his army. He arranged his army into arbans (inter-ethnic groups of ten), and the members of an arban were commanded to be loyal to one another regardless of ethnic origin. [2] The military unit's sizes were based on factors of 10: arbans (10 people), zuuns (100), Mingghans (1000) and tumens (10,000). This decimal system organization of Genghis Khan's strong military proved very effective in conquering, by persuasion or force, the many tribes of the central Asian steppe, but it also strengthened Mongol society as a whole.
Law and Governance
The Mongol Empire was governed by a code of law devised by Genghis, called Yassa, meaning "order" or "decree". A particular canon of this code was that those of rank shared much the same hardship as the common man. It also imposed severe penalties – e.g., the death penalty if one mounted soldier following another did not pick up something dropped from the mount in front. Penalties were also decreed for rape and to some extent for murder. Any resistance to Mongol rule was met with massive collective punishment. Cities were destroyed and their inhabitants slaughtered if they defied Mongol orders.Under Yassa, chiefs and generals were selected based on merit. The empire was governed by a non-democratic, parliamentary-style central assembly, called kurultai, in which the Mongol chiefs met with the great khan to discuss domestic and foreign policies. Kurultais were also convened for the selection of each new great khan
Genghis Khan also created a national seal, encouraged the use of a written alphabet in Mongolia, and exempted teachers, lawyers, and artists from taxes. [
The Mongols imported Central Asian Muslims to serve as administrators in China and sent Han Chinese and Khitans from China to serve as administrators over the Muslim population in Bukhara in Central Asia, thus using foreigners to curtail the power of the local peoples of both lands.The Mongols were tolerant of other religions, and rarely persecuted people on religious grounds. This was associated with their culture and progressive thought. Some historians of the 20th century thought this was a good military strategy: when Genghis was at war with Sultan Muhammad of Khwarezm, other Islamic leaders did not join the fight, as it was seen as a non-holy war between two individuals
Government Legacy
Genghis Khan's united Mongol nation formed the foundation of the largest continuous land empire ever known. A wise statesman, Genghis also established Mongolian-style democracy that respected the ethnic and cultural diversity of his Empire. His government left many long-lasting legacies:
- Literacy and official record-keeping began with the first written Mongolian script, created by adapting the alphabet of the Uighur people of western Mongolia.
- Councils of leaders and a "cabinet" of advisers drawn from different tribes and nations were held to establish policies and make decisions.
- Laws and directions, referred to as the Great Yassa, defined Mongol behavior.
- Religious freedom was extended to all denominations in the belief that the support of religious leaders would foster good relations with the people.
- Civil Service appointments were based on merit, regardless of nationality or connections.
- International passports provided protection for the diplomatic representatives of any nation, facilitating safe passage and trade.
- Rapid communication depended upon the Yam, an efficient mounted messenger service.
Meritocracy
Genghis Khan preferred to rule through existing hierarchies, but where he was resisted he destroyed the existing aristocracy. Nevertheless, he created at the same time a rough meritocracy among the Mongols. Positions of honor were given on the basis of bravery in battle or outstanding loyalty, as opposed to the old system of inheritance through families. This was far ahead of any other system in Europe at the time.
Mail system
The Mongol Empire had an ingenious and efficient mail system for the time, often referred to by scholars as the Yam. It had lavishly furnished and well-guarded relay posts known as örtöö set up throughout the Empire. [118] A messenger would typically travel 25 miles (40 km) from one station to the next, either receiving a fresh, rested horse, or relaying the mail to the next rider to ensure the speediest possible delivery. The Mongol riders regularly covered 125 miles (200 km) per day, better than the fastest record set by the Pony Express some 600 years later. The relay stations had attached households to service them. Anyone with a paiza was allowed to stop there for re-mounts and specified rations, while those carrying military identities used the Yam even without a paiza. Many merchants, messengers, and travelers from China, the Middle East, and Europe used the system. When the great khan died in Karakorum, news reached the Mongol forces under Batu Khan in Central Europe within 4–6 weeks thanks to the Yam. [49]
Genghis and his successor Ögedei built a wide system of roads, one of which carved through the Altai Mountains. After his enthronement, Ögedei further expanded the road system, ordering the Chagatai Khanate and Golden Horde to link up roads in western parts of the Mongol Empire.
Kublai Khan, founder of the Yuan dynasty, built special relays for high officials, as well as ordinary relays, that had hostels. During Kublai's reign, the Yuan communication system consisted of some 1,400 postal stations, which used 50,000 horses, 8,400 oxen, 6,700 mules, 4,000 carts, and 6,000 boats. [ citation needed ]
In Manchuria and southern Siberia, the Mongols still used dogsled relays for the yam. In the Ilkhanate, Ghazan restored the declining relay system in the Middle East on a restricted scale. He constructed some hostels and decreed that only imperial envoys could receive a stipend. The Jochids of the Golden Horde financed their relay system by a special yam tax | <urn:uuid:1e58ba19-bae0-4517-991e-3a2a7b417397> | CC-MAIN-2020-40 | http://adeornellas.buchananschools.com/uploads/8/7/0/4/8704687/organization_of_the_mongol_empire_under_genghis_khan.pdf | 2020-09-25T22:35:20+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00682.warc.gz | 4,995,251 | 1,541 | eng_Latn | eng_Latn | 0.997984 | eng_Latn | 0.998062 | [
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Cover Photo of Class of 2020 Valedictorian Alexys Ginegaw who is attending Texas Woman's University, courtesy of Renee Marler of Our Celina Magazine .
Table of Contents
_______________________________________________________________________________________________________________________________________________________________
Celina ISD Vision and Mission Statement
MISSION of Celina ISD, the destination district, is to provide a safe, caring, and collaborative learning environment for all students.
VISION Shaping the future by providing an educational model of innovation & excellence
VALUES Inspiring students and empowering minds Excellence in all we do Our traditions while embracing the future Faith, family, & relationships Respect, loyalty, & integrity.
Non-Discrimination Statement
It is the policy of Celina ISD not to discriminate on the basis of race, color, national origin, sex, handicap, or age in its employment practices as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; the Age Discrimination Act of 1975, as amended; and Section 504 of the Rehabilitation Act of 1973, as amended.
Celina ISD will take steps to assure that lack of English language skills will not be a barrier to admission and participation in all educational programs. For information about your rights or grievance procedures, contact the Title IX Coordinator, Dr. John Matthews, at 205 S. Colorado Street, Celina, Texas, 75009, 972-947-9340
Es política de Celina ISD el no discriminar con base en raza, color, nacionalidad, sexo, discapacidad o edad en sus prácticas para emplear tal y como lo requiere el Título VI del Código Civil en su enmienda de 1964; Título IX de las Enmiendas Educativas de 1972; Enmiendas al Acto de Edad Discriminatoria de 1975; y Sección 504 de la Enmienda al Acto de Rehabilitación de 1973.
Celina ISD se asegurará que la limitación o falta de habilidades en el idioma Inglés no sea una barrera de admisión y participación en programas educativos. Para mayor información de sus derecho o procedimientos de apelación, favor de comunicarse con el Coordinador del Título IX, Dr. John Mathews con dirección en; 205 S. Colorado St., Celina, TX 75009
Celina Independent School District will take steps to assure that lack of English language skills will not be a barrier to admission and participation in all educational and vocational programs. For information about your rights or grievance procedures, contact:
Assistant Superintendent, Title IX Coordinator Celina Independent School District 205 S Colorado Street Celina, TX 75009 469-742-9100
Academic Information
Beginning with the graduating class of 2018, all students shall enroll in the courses necessary to complete the curriculum requirements of the Foundation High School Program (FHSP) and the curriculum requirements for at least one endorsement. Upon entering the 9th grade, a student will indicate in writing the endorsement that the student intends to earn. Students should choose carefully in order to select courses that will be challenging, interesting to them, and that will meet graduation requirements as well as lead to an endorsement.
AUTOMATIC ADMISSIONS
For a student to be eligible for Automatic Admission into a Texas four-year university, the student must rank in the top 10% of their graduating class at a Distinguished Level of Achievement which includes successful completion of Algebra 2.
COURSE DESCRIPTIONS – GENERAL INFORMATION
This catalog is provided to assist parents and students in making course selections and planning their academic futures. Students and parents should work together to explore course offerings, graduation plans, and endorsement areas. Course descriptions are arranged by subject feature information about the grade level and required and/or recommended pre-requisites. Some courses require teacher approval, summer assignments, or supply fees. Not all courses are offered each year. Counselors are available to work with students and parents to select appropriate courses for the student that is within their interest area, are challenging and that meet graduation requirements.
DISTINGUISHED LEVEL OF ACHIEVEMENT
A student may earn a distinguished level of achievement by successfully completing the CISD Foundation High School Program plan. This plan includes:
[x] A total of four credits in mathematics, which must include Algebra II
[x] A total of four credits in science
[x] The remaining curriculum requirements
[x] The curriculum requirements for at least one endorsement
A student must earn a distinguished level of achievement and rank in the top 10% of their class to be eligible for automatic admission.
Endorsements
A student may earn an endorsement by successfully completing: curriculum requirements for the endorsement, four credits in math, four credits in science, and two additional elective credits. CISD offers endorsements in Arts and Humanities, Business and Industry, Multi-Disciplinary, Public Services, STEM Math, and STEM Science. Outlines of these endorsements can be found later in this guide.
BENEFITS OF GRADUATING WITH A DISTINGUISHED LEVEL OF ACHIEVEMENT AND ENDORSEMENTS
* Allows you to compete for top 10% automatic admissions at any Texas public university
* Ensures you are a more competitive applicant and better prepared for college-level coursework at community/technical colleges and universities
* Opportunity to earn an endorsement in an area you are interested in and provides more immediate enrollment opportunities after high school into classes that are related to your field of study
* Gives you a strong foundation to successfully complete an industry workforce certification
Grade Conversion Tables
For students transferring in from an Accredited Public or Private school systems that use letter grades:
| Submitted Grade Equivalent | Numerical |
|---|---|
| A | 95 |
| B | 85 |
| C | 75 |
| D (if passing) | 70 |
| F | 55 |
For students transferring in from an Accredited Public or Private school systems that use Pass or Fail:
For students transferring in from an Accredited Public or Private school system that use letter grades with pluses (+) or minuses (-):
Grade Level Classifications
To be promoted to the next grade level, students must earn credits each year as follows:
Performance Acknowledgements
A student may earn a Performance Acknowledgement on their transcript for outstanding achievement: in a dual credit course, in bilingualism and bi-literacy, on an AP test, on the PSAT, ACT-Aspire, SAT or the ACT exam, or for earning a nationally or internationally recognized business or industry certification or license.
Outstanding performance in a dual credit course
~ By completing at least 12 hours of college academic courses, including dual credit, as part of the Texas core curriculum, and advanced technical credit including locally articulated courses, with a grade equivalent of 3.0 (B) or higher on a scale of 4.0
~ An associate degree while in high school
Outstanding performance on an AP test
~ A score of 3 or above on a College Board advanced placement exam
Bilingualism and Bi-literacy
~ Completing all ELA requirements and maintaining a minimum GPA of an 80 on a 100 scale plus one of the following:
[x] Completing a minimum of 3 credits in the same language in a language other than English with an 80 on a 100 scale GPA
[x] Demonstrated proficiency in TEKS for Level IV or higher in a language other than English with a minimum of an 80 on a 100 scale
[x] Completion of at least 3 credits in foundation subject area courses in a language other than English on an 80/100 scale
[x] Demonstrated proficiency in one or more languages other than English through a score of 3 or higher on a College Board advanced placement exam for a language other than English
~ In addition, an English Language Learner must have participated in and met the exit criteria for a bilingual or English as a second language program and scored at the Advanced High level on the Texas English Language Proficiency Assessment System.
Outstanding Performance on the PSAT, the ACT-Aspire, the SAT or the ACT
~ Earning a score on the PSAT/NMSQT that qualifies the student for recognition as a commended scholar or higher by the College Board and National Merit Scholarship Corporation, as part of the National Hispanic Recognition Program (NHRP) of the College Board or as part of the National Achievement Scholarship Program of the National Merit Scholarship Corporation; or
~ Achieving the college readiness benchmark score on at least three of the five subject tests on the ACT-Aspire examination; or
~ Earning a combined score of at least 1310 on the SAT; or
~ Earning a composite score on the ACT examination of 28 (excluding writing)
Earning a National or International recognized business or industry certification or license
~ Performance on an examination or series of examinations sufficient to obtain a nationally or internationally recognized business or industry certification
~ Performance on an examination sufficient to obtain a government-required credential to practice a profession
Pre-AP and Course Agreement
College Board Advanced Placement courses provide college-level studies for high school students who desire and are ready to do college-level work. In other words, these students have a strong curiosity about the subject and a willingness to work hard. AP courses are taught using college-level materials and strategies that will prepare students to take the College Board Advanced Placement Examinations. Because of the intensity of the Pre-AP and AP college preparatory courses, students should expect the pace and academic rigor of both Pre-AP and AP courses to be above grade level. Typically, successful AP and Pre-AP students are task-orientated, proficient readers who are able to organize their time and who have parental support. Students who are already overextended with academics or extracurricular activities should seriously consider whether they have the time to devote to an AP or Pre-AP class. Outside study time is at least one to two times the amount of time spent in class per week and, in most cases, there is a summer assignment that must be completed prior to classes beginning for the school year.
Student Commitment
~ Participation in the AP program is a privilege, not a right. Admission requires successful completion of the appropriate pre-AP course or pre-requisite.
~ Students must have passed the EOC test in the AP subject they will be taking.
~ Every student taking an AP course will register for, pay for, and take an AP exam in the spring, OR their final exam will be a released AP exam (from CollegeBoard) provided by the teacher. Approximate cost per AP exam: $95.
~ Students must have completed summer assignments as required by each grade level and content area.
~ Students will come to class prepared each day. Such preparation will include bringing necessary supplies. Students also agree to complete ALL assignments and tests.
~ Regular and prompt attendance is required. Makeup tests will not interfere with important classroom activities, thus a student may be required to be available outside of class to make up exams.
~ Excellent conduct in the classroom.
~ Students and their families agree to make arrangements for an appropriate study area at home, adequate study time, and proper rest.
Parental Commitment
~ Encourage the student to adhere to all the above-mentioned student commitments.
~ Check daily to see that the student has completed any assignments and has the necessary supplies needed for the class.
~ Be aware of any tests assigned for the week and encourage the student to prepare.
~ Encourage the student to communicate openly with the teacher when disciplinary or curricular questions or concerns arise. If the situation remains unsolved, request an appointment with the teacher.
~ Be prepared to pay for your student's AP exam in the spring semester.
Teacher Commitment
~ Provide a positive role model while teaching, emphasizing both the need for learning the discipline and its applications.
~ Agree to teach the course at a level and pace in accordance with the College Board recommendations and the CISD curriculum document.
~ Advise students and parents if the student's work or work habits are not adequate.
~ Agree to make reliable decisions regarding each student's placement in a Pre-AP or AP course.
Exit Policy
A student may exit a Pre-AP or AP class at the end of the 1st six-weeks of school or at the end of the 1 st semester. This is the only time a student will be permitted to drop a Pre-AP or AP class after they have made a commitment to the class. If the student changes classes at 6 weeks, they will keep the grade from the 1 st 6 weeks grading period. It will move with them to the regular class at the beginning of the 7 th week of the semester and become a part of their 9-week grade average. If the student changes classes at the end of the 1 st semester, the semester average for the Pre-AP or AP class stands as is.
This exit can be teacher, student, or parent initiated. If the parent does not want their student to move out of the Pre-AP or AP class after being advised to do so, they and the student will sign a "Continuation of Pre-AP or AP class Agreement." This agreement states that if the student does not move to a regular class, even though they are not meeting the standards of the class, then there will be NO WAIVERS for participation in extracurricular activities granted for the remainder of the academic year.
SCHEDULING AND COURSE SELECTIONS
Our district will continue to phase in changes in course selections so that we are able to provide the best educational opportunities for students to meet the requirements for the various graduation plans that are required by the state of Texas. All students in grades 9, 10, and 11 will be scheduled for the equivalent of eight class periods per day. Seniors in good standing must enroll in at least 5 class periods per day; however, they must be on track and must have met all other graduation requirements to be eligible for early release. Seniors enrolled in a cooperative work program (Career Prep), if offered, will be permitted to leave school one class period earlier for job training.
Each year, students will receive a course selection sheet. This sheet will include information that will assist students and parents in setting academic goals, selecting desired courses, and providing alternate choices if the first choice is not available. Course selections should be based on knowledge of graduation requirements and endorsements, student interests and abilities, and desired college or career plans. Course selection sheets are expected to be signed by both parent and student and returned on or before the day they are due. Please keep in mind the deadlines for specific programs and application deadlines, such as for dual credit
courses, as well as your campus registration deadlines. If course selection sheets are not signed and returned by the due date, a schedule will be created for your student so that we may complete the scheduling process for the coming year.
SCHEDULE CHANGE GUIDELINES
Two vital points to be made regarding schedule changes: (1) According to the 90% attendance rule, a student must be in a class 90% of the time a class is offered to receive credit for that class, and (2) one of the most critical functions performed by a school is pre-registration of its students. Based on courses that students choose to take during Spring pre-registration, classes are scheduled and teachers are hired for the next school year. Please choose your classes carefully.
In order to provide course continuity, enhance student learning and allow accurate projections for hiring personnel, course offerings, and class sizes, schedule changes after the deadline will be limited to the following:
- The student failed a course required for graduation and must repeat the course,
- The student has enrolled in a specific course for which they have already received credit,
- The student is a senior who needs a specific course required for graduation,
- The student has not completed the necessary pre-requisite course(s) to be enrolled in a course,
- A student is enrolled in a Pre-AP/AP course involving an AP agreement and has chosen to change levels at the end of the 1 st 6-weeks or 1 st semester as per the agreement.
Requests for schedule changes meeting the criteria listed above must be made during the first five days of each semester with the exception of Pre-AP/AP courses. Students must follow the guidelines outlined in the Pre-AP/AP contract. (Information on Pre-AP/AP contracts can be found earlier in this catalog.)
Schedule changes will always be subject to the availability of another suitable course.
Celina ISD does not discriminate on the basis of sex, handicap, race, color, and/or national origins in its educational programs. Admission into career programs is based on age, grade, interest, aptitude, and ability. Lack of English language will not be a barrier to admissions and participation in any educational program.
Knowing the difference between Advanced Placement, Dual Credit, and Dual Enrollment courses will assist you in planning for both high school and college courses.
| Description | The AP Program allows students to take college-level courses and the related AP exam, to potentially earn college credit while still in high school. | Dual Credit allows students to simultaneously earn high school credit and college hours by successfully completing Collin College courses while in high school. |
|---|---|---|
| College Credit | College hours may be granted when students pass the AP examination. It is up to the individual colleges and universities to grant college hours, not the College Board or the AP program. | College hours are awarded upon successful completion of the course. |
| Teachers/ Instructors | Courses are taught by high school teachers trained by The College Board. | Taught by college instructors and/or high school teachers who serve as adjunct professors. |
| College/University Acceptance | Accepted throughout the nation. Usually requires a score of 3 or higher. See individual college/university for their policy on accepting AP credit. | Accepted at public colleges and universities in Texas. Check with your individual college for academic requirements. |
| Location | AP courses are taught on the Celina campus. | Dual credit courses are taught on the Celina campus. |
| Eligibility | Open to any student. Students are expected to have the skills and knowledge from prior Pre-AP | Students must qualify by taking the Texas Success Initiative (TSI) test, or by earning a STAAR EOC waiver. The TSI test is |
| | courses, and be motivated to work outside the school day on college level material. | offered for a fee at Collin College campuses. Students are expected to be motivated to work outside the college classroom on college level material. |
|---|---|---|
| Cost | AP courses are free. The fee for the corresponding AP exam at the end of the course is $95. This fee is reduced to $54 for students who qualify for the free/reduced meal program. | Collin College tuition/fees apply. Tuition is $160 to $170 per semester. Tuition is free for students living in the county and qualifying for the free/reduced meal program. |
| Textbooks | Provided by the school | Textbook purchase required. |
| Impact on high school GPA | 5.0 class | 5.0 class |
Advanced Placement courses taught at Celina:
AP English Language & Composition
AP English Literature and Composition
AP United States History
AP Human Geography
AP World History
AP Calculus AB
AP Biology
AP Chemistry
AP Spanish
AP Art
Dual Credit courses through Collin College:
Please see http://www.collin.edu/gettingstarted/dualcredit/ for more information about Collin College dual credit courses. Dual Credit courses being offered on the Celina campus: Government/Economics; English 3 - 1301/1302; English 4 – 2322/2323; US History 1301/1302; College Algebra/College Elementary Statistics 1314/1342.
Foundation High School Program Summaries
GPA COURSES
Beginning with the freshman class of 2018-19, the District shall include in the calculation of grade point averages the first four courses are taken in each of the four core areas for not more than 16 courses total: English, Mathematics, Science, and Social Studies. GPA is cumulative and includes only those points earned in grades 9 through 12. Students will receive GPA points according to the grade point averaging table listed in this catalog. Please continue for a list of courses and GPA levels.
Board approval, February 2018 CISD Policy EIC (Local)
EXCLUSIONS
Grade point averages shall only include the first four courses taken in each of the four core course areas in grades 9 – 12. The calculation of grade point averages shall exclude any more than four courses taken in each area.
DISSEMINATION OF GRADE POINT AVERAGES
Grade point averages will be posted after the first semester of the freshman year. Students will be able to view their GPA on their transcript, but the rank will not be shown. Instead of their specific rank, a key will be posted/shared where the student's GPA fits in a range of percentages. If parents/students would like to see the exact rank number, they may request this from the counselors. The top 10% cut score will then be reported and posted once a year beginning the Spring of freshman year.
Those who are in the 25th percentile or below will still be able to request the counselors to show their rank on their transcript if needed while applying for college. Transcripts sent to Texas colleges and universities through the state TREX system will include class rank.
Board approval, February 2018 CISD Policy EIC (Local)
GPA points are assigned to numerical grades at the end of each semester. Points are averaged together. Averages are then put into descending order (highest to lowest) with the highest GPA average being the top in the class. GPA is cumulative and includes all courses taken while in grades 9-12 with the exception of the exclusions listed above.
Grade Point Average Table
Effective with Freshman Class of 2018-19 and Beyond
17
Core Courses Included in GPA
Beginning with the freshman class of 2018-19 and beyond, the first four core courses taken in each of the four areas listed below will count towards GPA. Any courses taken beyond the first four in each area will be excluded when making calculations. Courses to factor into GPA are limited to no more than a total of 16.
English Language Arts & Speech
Four years of English are required for graduation from Celina High School. English courses are designed to fuse language, composition, and literature. Composition is a part of the classroom instruction in English at all grade levels and requires regular review and frequent practice.
ENGLISH 1
Credit:
1
Grade Level:
9
GPA Level: 4 point
Pre-Requisite: None
English I will cover all areas of grammar, mechanics, usage, composition, and literature for effective communication. In composition emphasis is placed on the writing process: paragraph development, prewriting, writing, revising, and editing. The literature explores short story, drama, poetry, and non-fiction. Time is devoted to vocabulary development throughout the course. Students are strongly encouraged to read at least one book during the summer. A reading assignment may be required each nine-weeks.
Pre-AP ENGLISH 1
Credit:
1
Grade Level:
9
GPA Level: 5 point
Pre-Requisite: None
Requires a Pre-AP/AP Course Agreement . In addition to the requirements for English I, students will analyze narrative, expository, and persuasive texts in order to determine author's style, purpose, and theme. Emphasis in composition is on elevating writing through proper use of mechanics, syntax, punctuation, and depth of thought. Major emphasis is on the development of critical thinking skills. A reading assignment may be required each nine-weeks. There is also a required summer assignment.
ENGLISH 2
Credit:
1
Grade Level:
10
GPA Level: 4 point
Pre-Requisite: English 1
English II covers all areas of mechanics, usage, composition, vocabulary, and literature for effective communication. Emphasis in composition is on the development and expansion of expository paragraphs and themes. There will be an assignment of a limited topic research paper/project. Students are strongly encouraged to read at least one book during the summer. A reading assignment may be required each nine-weeks.
Pre-AP ENGLISH 2
Credit:
1
Grade Level:
10
GPA Level: 5 point
Pre-Requisite: English 1
Requires a Pre-AP/AP Course Agreement . English II Pre-AP is similar to a senior-level English course. Students must have a strong interest in the English language and be willing to commit to required reading and writing necessary to be successful in this course. In addition to the requirements for English II, this course is designed to lead into Advanced Placement courses that involve effective writing and reading skills. Major emphasis is on the development of critical thinking and vocabulary skills.
Students are involved in independent research projects. They will be able to write mechanically sound, logically organized, clearly conceptualized, and well-documented essays. A reading assignment may be required each nine-weeks. There is also a required summer assignment.
ENGLISH 3
Credit:
1
Grade Level:
11
GPA Level: 4 point
Pre-Requisite: English 2
This course integrates reading, language skills, composition, literature, and includes representative writers, social thought, and genre of the major periods of American Literature. The student is acquainted with the rhetorical devices appropriate to various forms of informative, persuasive, and literary discourse. Several major works of American Literature are considered. Students in this program will be able to write well-documented essays and research projects. A reading assignment may be required each nine-weeks.
AP ENGLISH 3: Language & Composition
Credit:
1
Grade Level:
11
GPA Level: 5 point
Pre-Requisite: English 2
Requires a Pre-AP/AP Course Agreement . Students must have a strong interest in the English language and be willing to commit to required reading and writing necessary to be successful in this course. In addition to the requirements for English 3, this course includes extensive analysis of language and writing instruction, and practice. Formal and informal research is assigned. Preparation for the AP English Language and Composition exam is an integral part of this college level curriculum. Emphasis in composition is on the writing process: pre-writing, writing, revising, editing, and publishing. At the conclusion of this course, students will be encouraged to take the English III AP exam (approximate cost $95 ), and, depending on their scores, receive college credit. Students who score a 3 or higher on this exam may use this as a Performance Acknowledgement for their graduation plan. There is also a required summer assignment.
DUAL: CISD – ENGLISH 3 (A)
Credit:.5
Collin – ENGL 1301 Composition 1
College Hrs: 3
Grade Level:
11
GPA Level: 5 point
Semester:
1
Pre-Requisite: College readiness or TSI Assessment
Subject to Collin College admissions, tuition and fees
Intensive study of and practice in writing processes, from invention and researching to drafting, revising, and editing, both individually and collaboratively. Emphasis is placed on effective rhetorical choices, including audience, purpose, arrangement, and style. Focus on writing the academic essay as a vehicle for learning, communicating, and critical analysis. Lab required. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook.
DUAL: CISD – ENGLISH 3 (B)
Collin – ENGL 1302 Composition 2
Grade Level: 11
Semester:
2
Pre-Requisite: College readiness or TSI Assessment
Subject to Collin College admissions, tuition and fees
ENGL 1301 Composition 1
Intensive study of and practice in the strategies and techniques for developing research-based expository and persuasive texts. Emphasis is placed on effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook.
ENGLISH 4
Credit:1
Grade Level:
12
GPA Level: 4 point
Pre-Requisite: English 3
This course includes representative writers, social thought, and genre of the major periods of British Literature. Students are required to read a variety of classic and contemporary narrative and expository texts. Research, writing instruction, and vocabulary study comprise other aspects of this course. Students are strongly encouraged to read at least one book during the summer. A reading assignment may be required each nine-weeks.
BUSINESS ENGLISH
Credit:
1
Grade level:
12
GPA Level: 4 point
Pre-Requisite:
English 3
(if used as a 4th English credit)
Recommended Pre-Req: BIM 1
This course is a Career and Technology Business Management & Administration course that can be used as a 4th year English class. Students recognize, evaluate, and prepare for a rapidly evolving global business environment that requires flexibility and adaptability. They will apply technical skills to address business applications of emerging technologies; enhance reading, writing, computing, communication and reasoning skills and apply them to the business environment; plan, draft, edit, and complete written compositions; proof compositions for clarity, engaging language, and the correct use of the conventions and mechanics of the written English language, and produce final, error-free drafts for business reproduction.
AP ENGLISH 4: Literature & Composition
Credit:
1
Grade Level:
12
GPA Level: 5 point
Pre-Requisite: English 3
Requires a Pre-AP/AP Course Agreement . Students must have a strong interest in the English language and be willing to commit to required reading and writing necessary to be successful in
Credit:.5
College Hrs: 3
GPA Level: 5 point
this course. In addition to the requirements for English 4, this course includes extensive study of literary terminology, writing instruction and practice, and analysis of classic novels, drama, and poems. Preparation for the AP English Literature and Composition exam is an integral part of this college-level curriculum. Writing assignments will focus on the critical analysis of literature and will include expository, analytical, and argumentative essays. Emphasis will be placed on helping students develop stylistic maturity, which involves a wide-ranging vocabulary and an effective use of rhetoric to a level commensurate with the skills expected of a 2nd semester college freshman (English 1302). Independent research is mandatory. At the conclusion of this course, students will be encouraged to take the English IV AP exam (approximate cost $95) and, depending on their scores, receive college credit. Students who score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. There is also a required summer assignment.
DUAL: CISD – ENGLISH 4 (A)
Credit:.5
Collin – ENGL 2332 World Lit I
College Hrs: 3
Grade Level:
12
GPA Level: 5 point
Semester:
1
Pre-Requisite:
Subject to Collin College admissions, tuition and fees ENGL 1302- Composition 2
This is a survey of world literature from the ancient world through the sixteenth century. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from a diverse group of authors and traditions. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook.
DUAL: CISD – ENGLISH 4 (B)
Credit:.5
Collin – ENGL 2333 World Lit II
College Hrs: 3
Grade Level:
12
GPA Level: 5 point
Semester:
2
Pre-Requisite:
Subject to Collin College admissions, tuition and fees ENGL 2332 – World Lit I
This is a survey of world literature from the seventeenth century to the present. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from a diverse group of authors and traditions. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. . Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook.
PROFESSIONAL COMMUNICATIONS (Speech)
Credit:.5
Grade Level:
9 or 10
Pre-Requisite:
None
This course is a Career and Technology Arts, AV Technology & Communication course that meets the graduation requirement for Speech. Professional Communications blends written, oral, and graphic communications in a career-based environment. Careers in the global economy require individuals to be creative and have a strong background in computer and technology applications, a strong and solid academic foundation, and a proficiency in professional oral and written communications. Within this context, students will be expected to develop and expand their ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and conduct research.
This is a course offered to students in the 12 th grade whose performance on end of course exams, college entrance exams, coursework, or other assessments indicate the student is not ready to perform entry-level college coursework. This course may be used as a fourth English credit.
English Electives
JOURNALISM
Grade Level:
9-12
Pre-Requisite: None
Students plan, draft, and publish articles for various sections of the paper. Students must be able to adapt to different writing styles in order to fulfill the requirements for the various sections of the paper. They will learn journalistic traditions, as well as apply research skills to develop articles. Students should have an interest in current events and have a working knowledge of different publishing tools used on the computer. They should enjoy writing, have strong grammar skills, and like to work under the pressure of deadlines. Students are required to have an AUP card issued from the school to be able to do research on the Internet.
This course is designed to build on the curriculum taught in Journalism. Students in this class will be responsible for the publication of the school newspaper.
Credit:
1
ADV JOURNALISM – BROADCAST 1
Credit:
1
Grade Level:
10-12
Pre-Requisite:
Journalism, BIM 1, or Princ of Art/AV Techn Teacher Approval
ADV JOURNALISM – BROADCAST 2
Credit:
1
Grade Level:
11-12
Pre-Requisite:
Broadcast 1
ADV JOURNALISM – BROADCAST 3
Credit:
1
Grade Level:
12
Pre-Requisite:
Broadcast 2
This course is designed to teach students to become critical viewers, consumers, and producers of media. They will gain the ability to access, analyze, evaluate, and produce communication in a variety of forms. Students enrolled in this course will apply and use their journalistic skills for a variety of purposes. Students will learn the laws and ethical considerations that affect broadcast journalism; learn the role and function of broadcast journalism; critique and analyze the significance of visual representations; and learn to produce by creating a broadcast journalism product.
ADV JOURNALISM – YEARBOOK 1
Credit:
Grade Level:
10-12
Pre-Requisite: Journalism, BIM 1 or Princ of Art/AV Techn
Teacher Approval
1
Students will work to produce the school yearbook and will thereby explore the elements and processes of mass print media, specifically of magazine-type journalistic products. Proficiency in word processing, copy writing, and photography would be helpful. Students must be willing to attend evening events and to spend additional time to ensure that assignments are completed in time to meet deadlines. Must commit to the time required by signing a student/parent agreement and, in most cases, must have transportation to be able to cover certain school events.
This course is designed to build on the curriculum taught in Yearbook 1. Second and third year students will be expected to take on leadership roles such as student editor, assistant editor, coordinating different sections of the yearbook, or managing ad sales.
DEBATE 1
Credit:
Grade Level:
9-12
Pre-Requisite: None
1
This competitive events course is valuable for those students interested in higher education especially, but not limited to, careers in law, business or politics. It prepares students for interscholastic competition in team debate, Lincoln-Douglas debate, and extemporaneous speaking. The course will require considerable research during school and on the student's own time. When researching, the student will need to utilize school, public, and college libraries. It will also require written composition of affirmative cases and negative blocks, and other original
persuasive speeches. Students will be required to develop and maintain files on the debate resolution. Tournament competition is a requirement of this course.
Mathematics Multidisciplinary Studies & STEM Areas
Four years of Math are currently recommended for graduation from Celina High School. Algebra I taken at the junior high school level does count towards high school credit, but does not count toward high school GPA. No mathematics courses are to be taken without the required prerequisites. A maximum of two mathematics courses may be taken concurrently with the approval of the principal and the math teachers whose courses are being taken.
Recommended Sequences of Mathematics Course (Must be successful in Algebra 2 to earn a Distinguished Level of Achievement)
For STEM Endorsement
(requires Chemistry & Physics)
Algebra 1
Algebra 1
Algebra 1 – 8 th grade
Geometry
Geometry
Geometry Pre-AP
Algebraic Reasoning
Algebra 2
Algebra 2 Pre-AP
Financial Math
Pre-Calculus
Pre-Calculus Pre-AP
AP Calculus or
Dual Statistics
ALGEBRA 1
Credit:
1
Grade Level:
8 or 9
GPA Level: 4 point
Pre-Requisite: 8th grade math
This course will continue to build on the basic mathematical understandings developed in grades K-8. Students will use symbols in a variety of ways to study relationships among quantities, particularly relationships in which there exists a systematic dependence of one quantity on another. Algebra 1 includes the study of equations, equalities and inequalities in one and two variables, exponents, polynomials, and factoring. The course emphasizes basic algebraic reasoning. It also addresses functions, graphing of linear equations, radicals, quadratics, and algebraic and exponential functions.
Credit:
1
Grade Level:
9
GPA Level: 5 point
Pre-Requisite: 8th-grade math
Requires a Pre-AP/AP Course Agreement. This course covers the same concepts as those taught in Algebra 1 but proceeds into advanced problem solving and applications. The course will require 3 to 5 hours of problem-solving per week outside the classroom.
GEOMETRY
Credit:
1
Grade Level:
9 – 10
GPA Level: 4 point
Pre-Requisite: Algebra I
Geometry consists of the study of geometric figures of zero, one, two, and three dimensions and the relationships among them. Students' study properties and relationships having to do with are size, shape, location, direction, and orientation of these figures. The primary topics to be studied are mathematical structures, transformations, triangles, circles, planar figures, and solid figures. Students will develop deductive and inductive reasoning skills as demonstrated by writing formal proofs.
Pre-AP GEOMETRY
Credit:
1
Grade Level:
9 – 10
GPA Level: 5 point
Pre-Requisite: Algebra I
Requires a Pre-AP/AP Course Agreement. The content of this course matches the Geometry course content but with a greater emphasis on justification and proof, area and volume, and problem-solving techniques. This course will develop the student's ability to discover, organize, and reason. Students who enroll in this course must be willing to commit to a minimum of 3.75 hours per week outside the classroom problem-solving.
ALGEBRAIC REASONING
Grade Level:
10 – 11
Credit:
1
Pre-Requisites: Algebra 1, Geometry
GPA Level: 4 point
Students will build on the knowledge and skills gained in Algebra 1 and continue with the development of mathematical reasoning related to algebraic understandings and processes, and deepen a foundation for studies in subsequent mathematics courses. Students will broaden their knowledge of functions and relationships, including linear, quadratic, square root, rational, cubic, cube root, exponential, absolute value, and logarithmic functions. Students will study these functions through analysis and application that includes explorations of patterns and structure, number and algebraic methods, and modeling from data using tools that build to workforce and college readiness. This course is taken after Algebra 1 and Geometry. It is not open to students who have completed Algebra 2.
ALGEBRA 2
Credit:
1
Grade Level:
10 – 12
GPA Level: 4 point
Pre-Requisite: Algebra 1, Geometry
This course continues the study from Algebra I of linear functions and inequalities. It includes the study of complex numbers as a mathematical system, the study of quadratic, polynomial, rational, exponential, and logarithmic functions, the study of matrices and conic sections, and the study of series and sequences. Algebra 2 also provides an opportunity for students to make
connections between algebra and geometry and use the tools of one to help solve problems in the other. Once you have taken Algebra 2, you cannot go back to Math Models.
Pre-AP ALGEBRA 2
Grade Level:
10 – 12
GPA Level: 5 point
Pre-Requisite: Algebra 1, Geometry
Credit:
1
GPA Level: 5 point
Requires a Pre-AP/AP Course Agreement. The curriculum of this course follows that of Algebra II but includes a more in-depth study of polynomial functions, parametric equations and a study of rational functions, logarithms and applications. Students will be expected to spend a minimum of 3.75 hours per week on problem solving outside the classroom. Once you have taken Algebra 2, you cannot go back and take Math Models.
FINANCIAL MATH
Grade Level:
11-12
Credit:
1
Pre-Requisite:
Algebra 1, Geometry
GPA Level: 4 point
(if used as a Math Credit)
Financial Mathematics is a Career and Technology Education Finance course about personal money management. Students will apply critical-thinking skills to analyze personal financial decisions based on current and projected economic factors. This course will integrate career and postsecondary education planning into financial decision making. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.
PRE-CALCULUS
Credit:
1
Grade Level:
11 – 12
GPA Level: 4 point
Pre-Requisite: Algebra 1, Geometry, Algebra 2
This course is designed to prepare the math student for Calculus and other traditional college/university level courses by covering topics such as problem-solving and theory. Students should have strong mathematical ability and be able to commit a minimum of 5-7 hours per week to problem-solving outside the classroom. It is strongly recommended that students have an overall average of 80 in their previous Algebra 2 class or have the recommendation of their current math teacher before taking this class.
Pre-AP PRE-CALCULUS
Credit:
1
Grade Level:
11 - 12
GPA Level: 5 point
Pre-Requisite: Algebra 1, Geometry, Algebra 2
Requires a Pre-AP/AP Course Agreement. This course is designed to prepare the math student for AP Calculus, the AP Calculus exam, and other traditional college or university level courses. The course covers all topics included in Pre-Calculus with more emphasis on applications, problem-solving, and theory. Students should have strong mathematical ability and be able to commit a minimum of 7 hours per week to problem-solving outside the classroom. It is strongly recommended that students have an overall average of 85 in Algebra 2 and have passed the previous math EOC test, and/or have the recommendation of their previous math teacher before taking this class.
DUAL: CISD – Statistics (A)
Credit:.5
Collin – MATH 1314 College Algebra
College Hrs: 3
Grade Level:
12
GPA Level: 5 point
Semester:
1
Pre-Requisite: College readiness or TSI Assessment
Subject to Collin College admissions, tuition and fees
To receive high school credit for Statistics, students must also take and pass the MATH 1342 Elementary Statistical college course offered in the 2 nd semester. In-depth study and applications of polynomial, rational, radical, exponential and logarithmic functions, and systems of equations using matrices. Additional topics such as sequences, series, probability, and conics may be included. Graphing calculator required. Lab required. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook and calculator.
DUAL: CISD – Statistics (B)
Credit:.5
Collin – MATH 1342 Elementary Statistical Methods
College Hrs: 3
Grade Level:
12
GPA Level: 5 point
Semester:
2
Pre-Requisite: College readiness or TSI Assessment
Subject to Collin College admissions, tuition and fees
MATH 1314 College Algebra
To receive high school credit for Statistics, students must also take and pass the MATH 1314 College Algebra course offered in the 1 st semester. Collection, analysis, presentation, and interpretation of data and probability. Analysis includes descriptive statistics, correlation and regression, confidence intervals and hypothesis testing. Use of appropriate technology is recommended. A Graphing calculator required. Lab required. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook and calculator.
AP CALCULUS AB
Credits: 1
Grade Level:
12
GPA Level: 5 point
Pre-Requisite: Pre-Calculus
Recommended: Pre-AP Pre-Calculus
Requires a Pre-AP/AP Course Agreement. AP Calculus consists of a full academic year of work that is comparable to one semester of Calculus in colleges and universities. This course prepares the student to solve real-life problems as presented in engineering, economics, physical and life sciences, and mathematics. Topics include limits and their properties, differentiation and its applications, integration and its applications, integration techniques, differentiation, and integration of logarithmic, exponential, and other transcendental functions. Students enrolled in this course should have previously demonstrated mastery of the concepts taught in advanced levels of Algebra I, Geometry, Algebra 2, and Pre-Calculus which consists of trigonometry and elementary analysis. Students must have a strong mathematical ability, the desire to solve problems, and the commitment to devote a minimum of 7.5 hours per week to
problem-solving outside the classroom. Preparation for the AP Calculus exam is an integral part of the college-level curriculum. At the conclusion of this course, students will be encouraged to take the AP Calculus exam (approximate cost $95). Depending on their score, students may receive college credit. Students that score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan.
STATISTICS & BUSINESS DECISION MAKING
Credit:
1
Grade Level:
11-12
GPA Level: 4 point
Pre-Requisite: Algebra 2
(if used as a Math Credit)
This course is a Career and Technology Education Finance course that can be used as a 4th year math class. Students will use a variety of graphical and numerical techniques to analyze patterns and departures from patterns to identify and manage risks that could impact an organization. Students will use probability as a tool for anticipating and forecasting data within business models to make decisions and determine the appropriateness of methods used to collect data to ensure conclusions are valid. Students will use career planning concepts, tools, and strategies to explore careers in the area of risk management.
COLLEGE PREP MATH
Credt:
1
Grade Level:
12
GPA Level: 4 point
Pre-Requisite: Algebra 1, Geometry
This is for students in the 12th grade whose performance on end of course exams, college entrance exams, or other assessments indicates the student is not ready to perform entry-level college coursework. Topics include: real numbers, symbolic representation, graphing linear equations, basic Geometry, rational expressions and equations, and functions.
Science Multidisciplinary Studies & STEM area
Four years of Science are currently recommended for graduation from Celina High School. No science courses are to be taken without the required prerequisites. A maximum of two science courses may be taken concurrently with the approval of the principal and the science teachers whose courses are being taken.
Recommended Sequences of Science Courses
For STEM Endorsement
(requires Algebra 2)
Biology
Biology
Biology Pre-AP
IPC
Chemistry
Chemistry Pre-AP
Chemistry
Physics
Physics Pre-AP &
Anatomy & Physiology
Physics
Anatomy & Physiology
AP Biology
Forensic Science
AP Chemistry
BIOLOGY
Credit:
1
Grade Level:
9
GPA Level: 4 point
Pre-Requisite: None
This course includes the study of cytology, plant and animal processes, genetics and ecology through both classroom and laboratory experience. It is intended to develop skills in the use of scientific methods, scientific attitudes, and relate the vast store of scientific knowledge to solving the difficult problems of today's world. Dissection is required.
Pre-AP BIOLOGY
Credit:
1
Grade Level:
9
GPA Level: 5 point
Pre-Requisite: None
Requires a Pre-AP/AP Course Agreement . This course is an intense study of Biology relationships, genetics, ecology, modern technology, laboratory skills, and scientific knowledge. A biochemical approach to the study of life functions is emphasized. Dissection is required. There may also be a required summer assignment.
INTEGRATED PHYSICS & CHEMISTRY (IPC)
Credit:
1
Grade Level:
10
GPA Level: 4 point
Pre-Requisite: None
This is a general introductory study of physics and chemistry that emphasizes laboratory investigations and the relationship of science to the world around us. This course makes extended use of the laboratory for hands-on skills that should enable the student to cope effectively with everyday problems relating to science in today's society. This course is NOT open to students who have successfully completed Chemistry or Physics.
CHEMISTRY
Credit:
1
Grade Level:
10-11
GPA Level: 4 point
Pre-Requisite:
Biology and Algebra 1
Recommended Co-requisite: Algebra 2
Chemistry is the study of composition and structure of matter and its changes. The course is designed to increase student awareness of the scientific world around them, to teach reasoning skills and understanding of chemical concepts. The course emphasizes laboratory measurements and observation and understanding of scientific material, rather than the memorization of facts. There will also be a study of commonplace issues that relate chemical concepts to environmental concerns, fuel sources, atmospheric conditions, and biochemical processes.
Pre-AP CHEMISTRY
Credit:
1
Grade Level:
10-11
GPA Level: 5 point
Pre-Requisite:
Biology and Algebra 1
Recommended Co-requisite: Algebra 2
Requires a Pre-AP/AP Course Agreement . In addition to the description for Chemistry, this course will emphasize laboratory investigations, understanding chemical concepts, and reasoning skills. It is designed for the student who has shown exceptional ability in previous science classes and has demonstrated strong mathematical ability. Analytical skills and independent learning skills are emphasized to further prepare students for college or work in science-related fields. There may also be a required summer assignment.
PHYSICS
Credit:
1
Grade Level:
11-12
GPA Level: 4 point
Pre-Requisite: Algebra 1 and Chemistry
Credit may not be earned for both Physics and Principles of Technology to satisfy a science credit. In Physics, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem-solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; forces; thermodynamics; characteristics and behavior of waves; and atomic, nuclear, and quantum physics. Students who successfully complete Physics will acquire factual knowledge within a conceptual framework, practice experimental design and interpretation, work collaboratively with colleagues, and develop critical thinking skills.
Pre-AP PHYSICS
Grade Level:
11-12
GPA Level: 5 point
Pre-Requisite: Algebra 1 and Chemistry
Credit:
1
GPA Level: 5 point
Requires a Pre-AP/AP Course Agreement . Credit may not be earned for both Physics and Principles of Technology to satisfy a science credit. In addition to the description for Physics, this course will emphasize more laboratory investigations. This course will be taught at a much more rigorous level. There may also be a required summer assignment.
PHYSICS: PRINCIPALS OF TECHNOLOGY
Grade Level:
11-12
Credit:
1
Pre-Requisite:
Biology and Algebra 1
GPA Level: 4 point
(if used as a Science credit)
Credit may not be earned for both Physics and Principles of Technology to satisfy a science credit. In Principles of Technology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem-solving. Various systems will be described in terms of space, time, energy, and matter. Students will study a variety of topics that include laws of motion, conservation of energy, momentum, electricity, magnetism, thermodynamics, and characteristics and behavior of waves. Students will apply physics concepts and perform laboratory experimentations using safe practices. This course is a Career and Technical Education STEM course that may be used as a 3 rd or 4 th science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement.
ANATOMY AND PHYSIOLOGY
Credit:
1
Grade Level:
11-12
GPA Level: 4 point
Pre-Requisite: Biology, Chemistry and Physics
(if used as a Science credit)
Anatomy and Physiology is a detailed study of the systems of the human body. Students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students will study a variety of topics that include: structures and functions of organs and systems and their interactions with each other and their environments and body processes that maintain homeostasis. This course is a Career and Technical Education Health Sciences course that may be used as a 4th year science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement.
FORENSIC SCIENCE
Credit:
1
Grade Level:
11 – 12
GPA Level: 4 point
Pre-Requisite: Biology and Chemistry
(if used as a 4th Science credit)
Students will learn terminology and investigative procedures related to crime scene, questioning, interviewing, criminal behavior characteristics, truth detection, and scientific procedures used to solve crimes. Using scientific methods, students will collect and analyze evidence through case studies and simulated crime scenes such as fingerprint analysis, ballistics, and blood splatter analysis. Students will learn the history, legal aspects, and career options for forensic science. This course is a Career and Technical Education Public Safety course that may be used as a 4 th or 5 th science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement.
AP BIOLOGY
Credit:
1
Grade Level:
11-12
GPA Level: 5 point
Pre-Requisite: Biology, Chemistry and Physics
Requires a Pre-AP/AP Course Agreement . AP Biology is equivalent to a first-year college biology course. It is a rigorous study of biology. Discussion, scientific readings, research papers and laboratory investigations are used to study the concepts of cells, heredity, evolution, organisms, population and DNA. This course is designed to prepare students for the AP exam and will require 5-6 hours per week of preparation time outside of class. Students will be encouraged to take the AP exam at the conclusion of this course (approximate cost $95 ). Depending on their scores, students may receive college credit. Students that score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. There may also be a required summer assignment.
AP CHEMISTRY
Credit:
1
Grade Level:
11-12
GPA Level: 5 point
Pre-Requisite:
Biology, Chemistry, Physics and Algebra 2
Requires a Pre-AP/AP Course Agreement . AP Chemistry, equivalent to a first-year college chemistry course, it is an in-depth study of the principles presented in Chemistry I, in addition to a thorough study of thermodynamics, kinetics, equilibrium, electrochemistry, qualitative analysis and organic chemistry. The class with lab time will involve students in design and investigation of advanced chemistry experiments. Experimentation will include solution preparation, qualitative and quantitative analyses and instrumentation. This course is designed to prepare students for the AP exam and will require 5-6 hours per week of preparation time. At the conclusion of this course, students will be encouraged to take the AP Chemistry exam (approximate cost $95 ). Depending on their scores, students may receive college credit. Students who score a 3 or higher on this exam may use this is a Performance Acknowledgement on their graduation plan. There may also be a required summer assignment.
ADVANCED ANIMAL SCIENCE
Credit:
1
Grade Level:
12
GPA Level: 4 point
Pre-Requisite:
Princ of Ag, Food, and Nat’l Resources Biology
(if used as a 4th
Science credt))
This course is to prepare students in the field of animal science. Students will attain academic skills and knowledge related to animal systems and develop knowledge and skills regarding career opportunities, entry requirements, and industry standards. Students will examine the interrelatedness of human, scientific, and technological dimensions of livestock production.
Instruction is designed to allow for the application of scientific and technological aspects of animal science through field and laboratory experiences. This course is a Career and Technical Education Agriculture course that may be used as a 4 th or 5 th science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement. All required Agriculture and Science courses must be completed before taking this course.
AP ENVIRONMENTAL SCIENCE
(FUTURE COURSE)
Grade Level:
12
Credit:
1
Pre-Requisite:
Algebra 1, Biology, Chemistry, Physics GPA Level: 5 point
Requires a Pre-AP/AP Course Agreement. The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. Environmental science is interdisciplinary; it embraces a wide variety of topics from different areas of study yet there are several major unifying themes that cut across the many topics included in the study of environmental science. This course is designed to prepare students for the AP exam and will require 5-6 hours per week of preparation time outside of class. Students will be encouraged to take the AP exam at the conclusion of this course (approximate cost $95 ). Depending on their scores, students may receive college credit. Students that score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. There may also be a required summer assignment.
Social Studies Multidisciplinary Studies Endorsement
Four years of Social Studies are currently required for graduation from Celina High School. They consist of the following:
Recommended Sequences of Social Studies Courses
World Geography
AP Human Geography
World History
AP World History
US History
Dual Credit US History
US Government/Economics
Dual Credit US Gov/Econ
WORLD GEOGRAPHY
Grade Level:
9
Pre-Requisite: None
Credit:
1
GPA Level: 4 point
This course introduces students to the physical and human world around them and helps develop the means to examine that world. World Geography studies the five themes of geography (location, place, region, movement, and human interaction and environment) and applies these themes to regions of the Earth. Facts and information on physical, cultural, political, and economic geography, as well as abundant opportunities to refine the content through the exercise of map and globe skills, reading skills, and thinking skills, will be provided to the student. In addition, students will be required to do outside research and study.
AP HUMAN GEOGRAPHY
Credit:
1
Grade Level:
9
GPA Level: 5 point
Pre-Requisite: None
Requires a Pre-AP/AP Course Agreement . Must be completed for 1 credit to be used as a substitute for World Geography. Students entering this course should be capable of reading and comprehending texts written at the college level. Specific topics in this course will include: problems of economic development and cultural change, consequences of population growth, changing fertility rates, international migration, impacts of technological innovation on transportation, communication, industrialization, and other aspects of human life, struggles over political power and control of territory, explanations of why location matters to agricultural land use, industrial development and urban problems, the role of climate change, and environmental abuses in shaping the human landscapes on Earth. Preparation for the AP Human Geography exam is an integral part of the college-level curriculum. At the conclusion of this course students will be encouraged to take the AP exam (approximate cost $95). Depending on their scores, students could earn college credit based on this exam. Students who score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. There also may be a required summer assignment.
WORLD HISTORY
Grade Level:
10
Pre-Requisite: None
Credit:
1
GPA Level: 4 point
This course gives students the opportunity to trace the historical development of human cultures from early civilization through the present. Topics also include the historical development of western civilization and other regions of the world, the geographical influences on world history, and developments of the twentieth century which includes World Wars I and II, The Great Depression, science and technology, and the adverse effects that communism, socialism, and fascism have had on individual freedom and liberty. In addition, students will be required to do a group project on major events.
AP WORLD HISTORY
Grade Level:
10
GPA Level: 5 point
Pre-Requisite: None
Credit:
1
GPA Level: 5 point
Requires a Pre-AP/AP Course Agreement . AP World History provides the student with a learning experience equivalent to that obtained in most college introductory history courses. This course focuses on historical precedence for modern, current events, and refines academic skills such as writing, research, and the ability to analyze evidence. It includes a study on the different societies of the world and how they have developed and interacted throughout history. Students will examine, more in-depth, the impact of individuals and groups, the spread of ideas, religions, and value systems. Emphasis is placed on critical and evaluative thinking skills, essay writing, and the shaping of cultures. A college textbook is used in this course and the average assignment may consist of 10-12 pages. Preparation for the AP World History exam is an integral part of the college-level curriculum. At the conclusion of this course, students will be encouraged to take the AP World History exam (approximate cost $95 ). Depending on their scores, students could earn college credit based on this exam. Students who score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. There also may be a required summer assignment.
UNITED STATES HISTORY
Grade Level:
11
GPA Level: 4 point
Pre-Requisite: None
Credit:
1
GPA Level: 4 point
During this course, the history of the United States from 1877 to the present time is surveyed. Topics included in this study are the emergence of the United States as a world power, the geographical influences on historical events, the economic development and growth of the United States, social and cultural developments of the United States, and the evolution of the political processes since the Civil War.
AP UNITED STATES HISTORY
Credit:
1
Grade Level:
11
GPA Level: 5 point
Pre-Requisite: None
Requires a Pre-AP/AP Course Agreement . AP US History provides the student with a learning experience equivalent to that obtained in most college introductory US History courses. It is a survey of United States history from the colonial period to the present. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative thinking skills, essay writing, and interpretation of original documents. A college textbook is used in the course and an average assignment consists of 10-12 pages. Students will also be trained in note-taking skills, as most of the classes are lectures. Preparation for the AP US History exam is an integral part of the college-level curriculum. At the conclusion of this course students will be encouraged to take the AP United States History exam (approximate cost $95). Depending on their scores, students can earn college credit based on this exam. Students who score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. There may also be a required summer assignment.
DUAL: CISD – US History (A)
Credit:.5
Collin – HIST 1301 US History 1
College Hrs: 3
Grade Level:
11
GPA Level: 5 point
Semester:
1
Pre-Requisite: College readiness or TSI Assessment
Subject to Collin College admissions, tuition and fees
A survey of the social, political, economic, cultural, and intellectual history of the United States from the pre-Columbian era to the Civil War/Reconstruction period. United States History I includes the study of pre-Columbian, colonial, revolutionary, early national, slavery and sectionalism, and the Civil War/Reconstruction eras. Themes that may be addressed in United States History I include: American settlement and diversity, American culture, religion, civil and human rights, technological change, economic change, immigration and migration, and creation of the federal government. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook.
DUAL: CISD – US History (B)
Credit:.5
Collin – HIST 1302 US History 2
College Hrs: 3
Grade Level:
11
GPA Level: 5 point
Semester:
2
Pre-Requisite: College readiness or TSI Assessment
Subject to Collin College admissions, tuition and fees
A survey of the social, political, economic, cultural, and intellectual history of the United States from the Civil War/Reconstruction era to the present. United States History II examines industrialization, immigration, world wars, the Great Depression, Cold War and post-Cold War eras. Themes that may be addressed in United States History II include: American culture, religion, civil and human rights, technological change, economic change, immigration and migration, urbanization and suburbanization, the expansion of the federal government, and the study of U.S. foreign policy. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook.
UNITED STATES GOVERNMENT
Credit:.5
Grade Level:
12
GPA Level: 4 point
Pre-Requisite: None
This course is designed to provide the student with an understanding of the functions of the United States, Texas, and local governments. Topics include the foundations and development of the United States governmental system, the purpose and philosophies of the United States Constitution, Bill of Rights and Declaration of Independence, and functions of governments at the federal, state, and local levels. The responsibilities of American citizenship will be emphasized.
ECONOMICS
Credit:.5
with Emphasis on the Free Enterprise System
GPA Level: 4 point
Grade Level: 12
Pre-Requisite: None
This course is designed to provide the student with an understanding of the basic economic system of the United States. Emphasis is on the theory of supply and demand, price factors of production, income distribution, the organization and functions of the Federal Reserve System and government regulation of the market system. Comparative economic systems are studied.
DUAL: CISD – US Government
Credit:.5
Collin – GOVT 2305 Federal Government
College Hrs: 3
Grade Level:
12
GPA Level: 5 point
Semester:
1
Pre-Requisite: College readiness or TSI Assessment
Subject to Collin College admissions, tuition and fees
Origin and development of the U.S. Constitution, structure and powers of the national government including the legislative, executive, and judicial branches, federalism, political participation, the national election process, public policy, civil liberties and civil rights. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook.
DUAL: CISD – Economics and the Free Enterprise System Credit:.5
Collin – ECON 2301 Principles of Macroeconomics
College Hrs: 3
Grade Level:
12
GPA Level: 5 point
Semester:
2
Pre-Requisite: College readiness or TSI Assessment
Subject to Collin College admissions, tuition and fees
Algebra 2 and English 3
An analysis of the economy as a whole including measurement and determination of Aggregate Demand and Aggregate Supply, national income, inflation, and unemployment. Other topics include international trade, economic growth, business cycles, and fiscal policy and monetary policy. Students must remain in and pass this course with a 70 for the entire semester in order to receive both college and/or high school hours/credit. Classes are offered here on campus during the school day, but taught by college personnel. Admissions fees and lab fees apply according to college admissions policies. Students who score a 3 (B) or higher in this course can use this towards a Performance Acknowledgement on their graduation plan. You must see the high school counselor or principal for appropriate dual enrollment forms, and meet the college enrollment deadlines to be enrolled in this course. Tuition for Collin College courses is approximately $170 per semester and possibly the cost of a textbook.
PERSONAL FINANCIAL LITERACY
Credit:.5
Grade Level:
11-12
Students will develop the knowledge and skills to make sound, informed financial decisions that will allow them to lead financially secure lifestyles and understand personal financial responsibility. Students will learn to apply critical-thinking and problem solving skills to analyze decisions involving earning and spending, saving and investing, credit and borrowing, insuring and protecting. This course includes instruction in methods of paying for college and other postsecondary education and training along with completing the application for federal student aid provided by the US Department of Education.
Languages Other Than English Arts & Humanities Endorsement Area
Two years of a Foreign Language are currently required for graduation from Celina High School. Students must complete at least two years in the same language to meet this requirement.
Students who complete all four levels of the same Foreign Language as well as the remainder of the graduation requirements will earn an Arts and Humanities endorsement.
SPANISH 1
Credit:
Grade Level: 8-11
Pre-Requisite: None
1
Spanish 1 is an introduction to the four basic communicative skills of reading, writing, listening, and speaking, with an emphasis on speaking and vocabulary development. A thorough introduction to the sound system, the development of language skills and learning techniques are emphasized as students are introduced to Spanish grammar and Hispanic culture.
SPANISH 2
Credit:
Grade Level: 9-12
Pre-Requisite: Spanish 1
1
Students continue to develop oral communication skills, vocabulary and grammar, with the major emphasis falling on reaching the intermediate proficiency level in speaking and listening. Vocabulary is taught in thematic units with speaking, reading and grammar objectives that are appropriately functional for each theme such as shopping, ordering in a restaurant, reading menus, describing, and communicating with people in everyday situations. Culturally, students are introduced to Hispanic history and geography.
PRE-AP SPANISH 2
Credit:
Grade Level:
9-12
Pre-Requisite: Spanish 1
1
Requires a Pre-AP/AP Course Agreement . Students in Pre-AP Spanish 2 are those who intend on continuing in Spanish classes to Spanish 3 and 4. They will continue to attain a measurable degree of proficiency as they move to the upper levels.
PRE-AP SPANISH 3
Credit:
1
Grade Level:
10-12
Pre-Requisite: Spanish 2
Requires a Pre-AP/AP Course Agreement . Students in Spanish 3 should have reached the intermediate proficiency level. They will continue to attain a measurable degree of proficiency as they move from intermediate low to the intermediate mid-levels of proficiency in the four communication skills. Use of technology is incorporated into the curriculum at this level with students preparing presentations on a variety of topics. The history and culture of Spain are emphasized, as well as new grammatical concepts that provide students with the opportunity to broaden their communication skills by speaking in past and future tenses.
AP SPANISH 4
Credit:
Grade Level:
11-12
Pre-Requisite: Spanish 3
1
Requires a Pre-AP/AP Course Agreement . Spanish 4 is a continuation of the same skills and concepts learned in Spanish 3 with an emphasis on new themes and topics, as well as
development of proficiency in more sophisticated situations. Students at this level should become fully proficient at the intermediate mid to high level and be able to use Spanish in almost any travel situation. The history and culture of Latin America are emphasized as students develop grammatical accuracy. Preparation for the AP Spanish exam is an integral part of this college-level curriculum. At the conclusion of this course, students will be encouraged to take the AP Spanish exam (approximate cost $95). Depending on their scores, students could receive college credit. Students who score a 3 or higher on the exam may use this is a Performance Acknowledgement on their graduation plan. There may be a required summer assignment.
Physical Education, Athletics & Waivers
Celina High School and the Texas Education Agency allow students to substitute certain physical activities for the one required unit of physical education. Such substitutions shall be based upon the physical activity involved in drill team, marching band, and cheerleading during the fall semester only.
Students may earn a maximum of one physical education credit per year, and a maximum of .5 credits per semester. In physical education, students acquire the knowledge and skills for movement that provide the foundation for enjoyment and continued social development through physical activity and access to a physically active lifestyle. The student will understand the relationship between physical activity and health throughout their life span.
FOUNDATIONS OF PERSONAL FITNESS (PE 1)
Credit:
Grade Level:
9-10
Pre-Requisite: None
1
The basic purpose of this course is to motivate students to strive for lifetime personal fitness with an emphasis on health-related components of physical fitness. The concept of wellness, or striving to reach optimal levels of health, is the corner stone of this course.
ADVENTURE/OUTDOOR EDUCATION (PE 2)
Credit:
Grade Level:
9-10
Pre-Requisite: Foundations of Personal Fitness (PE 1)
1
Aerobic activities, individual and team sports will be the major emphasis in Adventure/Outdoor Education. Students will obtain awareness and knowledge of family and physical recreation activities.
BOY'S ATHLETICS
Credit:
Grade Level:
9-12
Pre-Requisite: Physical
1
Students who score a 70 or more will receive 1 credit for each year of participation.
GIRL'S ATHLETICS
Credit:
Grade Level:
9-12
Pre-Requisite: Physical
1
Students who score a 70 or more will receive 1 credit for each year of participation.
MARCHING BAND (PE Waiver -fall only)
Credit:
Grade Level:
9-12
Pre-Requisite: None
.5
Students who score a 70 or more will receive ½ credit of PE in the Fall only. May use this waiver only twice for a total of 1 full credit of PE.
CHEERLEADING (PE Waiver-fall only)
or
DRILL TEAM (PE Waiver-fall only)
Credit:.5
Grade Level:
9-12
Pre-Requisite: by tryout only
Students who make the cheerleading squad or the Drill Team and score a 70 or more will receive ½ credit of PE in the Fall only. May use this waiver only twice for a total of 1 full credit of PE. Cheerleading and Drill Team activities are held outside of the school day.
Fine Arts Art & Humanities Endorsement Area
One credit of Fine Arts is currently required for graduation from Celina High School. Any of the beginner courses listed in this section will meet that Fine Art requirement. Students planning to earn an Arts & Humanities endorsement in Fine Arts must complete a coherent sequence of four credits from only one or two disciplines in Fine Arts: Art, Dance, Music, or Theater.
Bobcat Band is a performance organization that performs at UIL contests, athletic events, and several concerts each year at Celina High School. Participants are expected to organize and rehearse as announced prior to the beginning of the school year. Marching season rehearsals begin at 7:00 a.m. There will be one evening rehearsal per week. Concert season rehearsals begin at 7:45 a.m. Students are expected to attend other rehearsals as announced. Students in grades 9-12 are eligible for membership in the Symphonic Band during both semesters. Enrollment will be determined through auditions. Auditions will be held in the spring, summer, and by appointment with the director.
Credit:
1
This is a performance-based choir. Members are to participate in all rehearsals and performances. There are UIL contests and several performances throughout the school year. In music, students develop creative expression by applying music literacy and the critical thinking skills of music to sing, play, read, write, and/or move. Students explore the relevance of music to history, culture, and the relationship of music to other academic disciplines and the vocational possibilities offered. There is a $65 cost for uniform rentals, a t-shirt, and supplies.
This choir is a Varsity level performance-based choir. Members are to participate in all rehearsals and performances and prepare to take on leadership roles. The foundation of music literacy is fostered through reading, writing, reproducing, and creating music. Students will study choral methods by taking an advanced look into music literature, practices and performance of choral music, as well as some conducting. This choir also doubles as a Madrigal Ensemble that competes in UIL solo and small ensemble contests. There is a $65 cost for uniform rental, a t-shirt, and supplies.
AP MUSIC THEORY
Credit:
Grade Level:
10-12
Pre-Requisite: Band or Choir
1
Requires a Pre-AP/AP Course Agreement . This is a yearlong course that teaches a wide array of musical concepts. Along with music theory and beginning composition the students also deal with aural skills, dictation, keyboard skills, and sight singing. The objectives for this course are taken from the AP Music Theory and Composition Course Description published by the College Board. Students learn the basics of music notation and score analysis along with knowledge of basic tonal harmony in the eighteenth century common practice period style. The ultimate goal of the course is to develop a student's ability to recognize, understand, analyze, and describe the aspects and processes of music that is heard or seen on a score. Students engage in a variety of written, singing, and compositional exercises that teach them the many aspects of musical composition and analysis. The focus is on learning the foundation and principles of music theory that lead to aptitude in analysis and beginning composition. Preparation for the AP
Music Theory exam is an integral part of this college-level curriculum. At the conclusion of this course, students will be encouraged to take the AP exam (approximate cost $95). Depending on their scores, students may receive college credit. Students that score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan.
ART 1
Credit:
1
Grade Level:
8-10
Pre-Requisite: None
Art 1 will allow the student the opportunity to learn how to work with a large variety of materials. The first semester of Art 1 will introduce the student to drawing and color study using the elements and principals of design. Drawing will consist of sequential learning steps with emphasis of developing shading skills. Color studies will include, but not be restricted to, using water-based paints. The second semester, which builds on first semester skills, will include the study of painting skills, printmaking, and 3-dimensional constructions. Semesters must be taken in sequence. Approximate cost of supplies is $30.00
ART 2 –DRAWING
Credit:
1
Grade Level:
9-12
Pre-Requisite: Art 1
Art 2 Drawing allows the student the opportunity to work with a large variety of materials. This course is designed to continue a sequential study of drawing and colored media. Formal compositions will be completed in realistic, abstract, and non-objective styles, plus relating art history to periods of drawing and painting. Semesters must be taken in sequence. Supply fee per semester is $30.00 Students are expected to draw 1 to 2 hours per week.
ART 2 – PHOTOGRAPHY 1
Credit:
Grade Level:
9-12
Pre-Requisite: Art 1
1
Photography 1 students will develop basic photography skills and learn appropriate visual arts vocabulary. They will explore a variety of techniques, experiment with composition and format, critique their work and the work of others, and express art ideas both orally and in writing. Students are required to join the Photography Club for off-campus photography lab experiences. The supply fee is $30.
ART 2- CERAMICS
Credit:
Grade Level:
9-12
Pre-Requisite: Art 1
1
Art 2 Ceramics allows the student the opportunity to work with a large variety of materials. The student will be required to provide supplies for personal outside art projects. Art 2 provides an in-depth compositional study in ceramic and sculpture. The supply fee per semester is $50.00.
Credit:
1
Grade Level:
10-12
Pre-Requisite:
Art 2 Drawing
Intended for individuals interested in pursuing an art-related field of study, students are required to enter their artwork into a local art show. Independent art projects will require 1 to 2 hours per week outside the classroom. The student will be required to provide supplies for personal outside art projects. Art 3 provides an in-depth compositional study in drawing and painting. Drawing studies will emphasize life-drawing techniques. Painting emphasis may be on techniques of watercolor and mixed media, plus relating art history to periods of drawing and painting. Semesters must be taken in sequence. Supply fee per semester is $30.00
ART 3 – CERAMICS
Credit:
Grade Level:
10-12
Pre-Requisite:
Art 2 Ceramics
1
Intended for individuals interested in pursuing an art-related field of study, students are required to enter their artwork into a local art show. Independent art projects will require 1 to 2 hours per week outside the classroom. The student will be required to provide supplies for personal outside art projects. Art 3 provides an in-depth compositional study in ceramic and sculpture. The supply fee per semester is $50.00.
ART 3 – PHOTOGRAPHY 2
Credit:
Grade Level:
10-12
Pre-Requisite: Art 2 – Photography 1
1
This is a foundation course for second-year photography students. The emphasis is on observational photos, lighting, and career opportunities. The elements of media addressed are visual literacy, problem-solving through the use of a variety of media, journaling, sketchbook work for idea development and investigation, technology as a creative tool, development of a single concept into a series, and written analysis of artwork and photographs. Students are required to join the Photography Club for off-campus photography lab experiences. The supply cost is $30.
ART 4 – PHOTOGRAPHY 3
Credit:
1
Grade Level:
11-12
Pre-Requisite: Art 3 – Photography 2
This is a continuation of studies from Photography 1 and 2.
AP STUDIO ART: DRAWING
Credit:
1
Grade Level:
10-12
Pre-Requisite: Any Art 2 course, Portfolio
Requires a Pre-AP/AP Course Agreement . AP Studio Art Drawing is an advanced placement course that deals with drawing in many different studio areas. The Drawing Portfolio is designed to address a very broad interpretation of drawing issues and media. The class is geared toward students planning to submit an AP Drawing Portfolio to the College Board. About five hours of outside work is usually required per week. Students are to submit four portfolio quality pieces per nine-week period. Students are graded using the AP Drawing Studio rubric. Quality work is expected in both Breadth and Concentration. By the year's end, students should have twelve pieces to submit in the Breadth section and twelve works in the Concentration section. At the conclusion of this course, students will be encouraged to submit portfolios for the
Depending on their scores, students may receive college credit. Students that score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. Students should submit a portfolio to the art teacher for consideration into this program. Students are expected to sign and honor a contract upon
AP exam (approximate cost $95). acceptance. Supply fee is $50.00 per semester.
AP STUDIO ART: 2D DESIGN
Credit:
Grade Level:
10-12
Pre-Requisite: Any Art 2 course, Portfolio
1
Requires a Pre-AP/AP Course Agreement . AP Studio Art 2D Design is an advanced placement course that deals with 2 dimensional art in many different studio areas. The class is geared toward students planning to submit an AP Design Portfolio to the College Board. About five hours of outside work is usually required per week. Students are graded using the AP Design Studio rubric. Quality work is expected in both Breadth and Concentration. At the conclusion of this course, students will be encouraged to submit portfolios for the AP exam (approximate cost $95) . Depending on their scores, students may receive college credit. Students that score a 3 or higher on this exam may use this as a Performance Acknowledgement on their graduation plan. Students should submit a portfolio to the art teacher for consideration into this program. Students are expected to sign and honor a contract upon acceptance. Supply fee is $50.00 per semester .
THEATER PRODUCTION 1
Credit:
Grade Level:
9-12
Pre-Requisite: None
1
In Production 1 students learn about voice, movement, stage areas/directions, auditioning, dramatic acting, comedic acting, monologue, improv, pantomime, character development, Shakespearean acting and ensemble. Students gain experience in these areas through short scene work, audition practice, improv games, theatre warm-ups and activities, team building exercises, and a full production with a student director. Performances outside of class time are required for this class.
THEATER PRODUCTION 2
Credit:
1
Grade Level:
10-12
Pre-Requisite: Theater Production 1
THEATER PRODUCTION 3
Credit:
1
Grade Level:
11 – 12
Pre-Requisite:
Theater Production 2, Possible Auditions
THEATER PRODUCTION 4
Credit:
1
Grade Level:
12
Pre-Requisite:
Theater Production 3, Possible Auditions
The upper-level production classes are for students who are dedicated to continuing their study of acting and production. Students are required to attend after school rehearsals as scheduled. Students will also participate in scheduled performances for this class including student directed scenes, poetry and prose, full productions, children's theatre, improvisational acting, and other productions.
TECHNICAL THEATER 1
Credit:
Grade Level:
9-12
Pre-Requisite: None
1
In Technical Theatre students learn about the parts of the stage, tools, lumber grades and uses, building practices, safety in the shop, color, painting techniques, lighting, sound, costuming, theatrical makeup, production teams, set design, props, publicity and evaluating a script for production. Students participate in many design projects and gain hands-on experience through building usable materials for current productions. Students are required to work backstage for at least one production during the school year.
Technical Theaters 2, 3, and 4 is for students who wish to bring their design concepts to fruition. They will take the basic ideas of the design areas and work on specific projects for upcoming and current activities and/or productions.
Other Electives
SPORTS MEDICINE 1
Credit:
1
Grade Level:
10-12
Pre-Requisite: Teacher Approval
This course is designed to advance student's knowledge and capabilities in the field of athletic training through active learning. Topics contained within this course include management of emergency medical situations, first aid, safety, basic anatomy, injury prevention, injury treatment, sports nutrition, and training and conditioning principles. CPR certifications are obtainable.
SPORTS MEDICINE 2
Credit:
1
Grade Level:
11-12
Pre-Requisite: Sports Medicine 1, Teacher Approval
SPORTS MEDICINE 3
Credit:
1
Grade Level:
12
Pre-Requisite:
Sports Medicine 2, Teacher Approval
These courses are designed for students who have successfully completed Sports Medicine I and truly have an interest in Athletic Training. Students in these courses will serve as Student Athletic Trainers. They will be required to complete 30 clock hours of observation for this class. Observations can be completed with the instructor at all home athletic events or through approved away games, clinics, and rotations that are fitting. Since this course is hands-on
training, students will be tested on practical situations like taping ankles, etc. CPR certifications are obtainable.
Students may earn an endorsement by successfully completing at least 26 credits on the Foundation High School Program plan to include 4 math and 4 science credits and the coherent sequence of courses required for a specific endorsement. Celina ISD offers endorsements in Arts and Humanities, Business and Industry, Multi-Disciplinary Studies, Public Services and STEM Math and Science courses. Students may earn more than one endorsement if more than one pathway of courses is completed. The courses necessary to complete different endorsements are outlined below.
Arts & Humanities
FINE ARTS - a coherent sequence of 4 credits by selecting from one or two categories or disciplines of Fine Arts. Please view course descriptions earlier in this catalogue for pre-requisites and course specifics.
Fine Art - Art
Fine Art - Music
Fine Art - Theater
Other Languages – 4 levels of the same language other than English
1
st
course in sequence
2
nd
course in sequence
3
rd
course in sequence
4 th course in sequence
□ Art 1
□ Art 2 Drawing
□ Art 2 Ceramics
□ Art 2 Photo 1
□ Art 3 Drawing
□ Art 3 Ceramics
□ Art 3 Photo 2
□ AP Art Drawing
□ AP Art 2-D
□ Art 4 Photo 3
1
st
course in sequence
2
nd
course in sequence
3 rd course in sequence
4
th
course in sequence
□ Band 1
□ Choir 1
□ Band 2
□ Choir 2
□ Band 3
□ Choir 3
□ Band 4
□ Choir 4
1
st
course in sequence
2
nd
course in sequence
3
rd
course in sequence
4
th
course in sequence
□ Theater Prod 1
□ Tech Theater 1
□ Theater Prod 2
□ Tech Theater 2
□ Theater Prod 3
□ Tech Theater 3
□ Theater Prod 4
□ Tech Theater 4
1 st course in sequence
2
nd
course in sequence
3
rd
course in sequence
4
th
course in sequence
Business and Industry
Non-CTE - English 4 and courses to include three levels in one of the following areas. Please view course descriptions earlier in this catalogue for pre-requisites and course specifics.
| 1st course in sequence | 2nd course in sequence | 3rd course in sequence | 4th course in sequence |
|---|---|---|---|
| □ Journalism □ Princ of Art/AV Technology | □ Adv Journ: Newspaper 1 □ Adv Journ: Broadcasting 1 □ Adv Journ: Yearbook 1 | □ Adv Journ: Newspaper 2 □ Adv Journ: Broacasting 2 □ Adv Journ: Yearbook 2 | □ Adv Journ: Newspaper 3 □ Adv Journ: Broacasting 3 □ Adv Journ: Yearbook 3 |
| □ Debate 1 | □ Debate 2 | □ Debate 3 | □ Ind Study Speech |
Multi-Disciplinary Studies
A student may earn a multi-disciplinary studies endorsement by completing the required 26 credits for graduation and one of the following in tables A, B, or C. Please view course descriptions earlier in this catalogue for pre-requisites and course specifics.
| A | B |
|---|---|
| 4 credits each in English, Math, Science, and Social Studies to include English 4 and Chemistry and/or Physics or | 4 credits in Advanced Placement (AP) courses selected from English, Math, Science, Social Studies, Economics, Languages other than English, Fine Arts or |
STEM – Math: must complete the required 26 credits for graduation including Algebra 2, Chemistry, and Physics or Princ of Technology, plus additional math credits for which Algebra 2 is a pre-requisite (a total of 5 math classes). Please view course descriptions earlier in this catalogue for pre-requisites and course specifics.
| 1st course in sequence | 2nd course in sequence | 3rd course in sequence | 4th course in sequence |
|---|---|---|---|
| □ Algebra 1 | □ Geometry | □ Algebra 2 | □ Pre-Calculu s |
STEM – Science: must complete the required 26 credits for graduation including Algebra 2, Chemistry, and Physics or Princ of Technology, plus additional science credits for a total of 5 science classes. Please view course descriptions earlier in this catalogue for pre-requisites and course specifics.
| 1st course in sequence | 2nd course in sequence | 3rd course in sequence | 4th course in sequence |
|---|---|---|---|
| □ Biology | □ Chemistry | □ Physics Or □ Princ of Technology | □ Forensic Science Or □ Anatomy & Physiology |
Career and Technical Education (CTE) Endorsements
CTE Pathways - a coherent sequence of three or more courses for four or more credits in the same CTE Pathway and at least one advanced CTE class. An advanced CTE class is any class in the 3rd or 4th level. Upon completion an Endorsement in either Human Services or Business and Industry will be awarded.
Career & Technical Education (CTE)
Celina High School offers courses in the following eight (8) Career Clusters:
* Agriculture, Food, & Natural Resources
* Arts, A/V Technology & Communications
* Business, Marketing and Finance
* Construction and Architecture
* Health Science
* Human Services
* Information Technology
* Law, Public Safety, Corrections, & Security
* STEM: Engineering and Computer Science
| Pathways | Courses ( in coherent sequence) | Credits | Grade Levels |
|---|---|---|---|
| Ag Engineering | Principles of Ag and Natural Resources Ag Mech & Metal Tech Ag Structures Design & Fabrication Practicum in Ag Career Preparation | 1 1 1 2 3 | 9-12 10-12 11-12 11-12 11-12 |
| Ag Science | Principles of Ag and Natural Resources Small Animal Management Equine Science Livestock Production Practicum in Ag Or Career Preparation | 1 .5 .5 1 2 3 | 9-12 10-12 10-12 11-12 11-12 11-12 |
| AV Production | Principles of Arts AV Tech and Comm AV Production I AV Production II Practicum in AV Production | 1 1 2 2 | 8-12 9-12 10-12 11-12 |
| AV Graphic Design | Principles of Arts AV Tech and Comm Graphic Design I Graphic Design II Practicum in AV | 1 1 2 2 | 8-12 9-12 10-12 11-12 |
| Business | Principles of Bus, Mkt and Finance Business Law Business Management Practicum in Business Management Or Career Prep Or Statistics and Business Decision Making | 1 1 1 2 3 1 | 9-12 10-12 11-12 11-12 11-12 11-12 |
| Construction and Architecture | Principles of Construction Construction Mgmt I Construction Mgmt II Practicum in Construction | 1 2 2 3 | 9-12 10-12 11-12 11-12 |
| Health Science | Principles of Health Science Medical Terminology Health Science Theory (Clinical) Practicum in Health Science Or Anatomy & Physiology | 1 1 1 2 1 | 9-12 10-12 11-12 11-12 11-12 |
|---|---|---|---|
| Human Services | Principles of Human Services Lifetime Nutrition and Wellness Dollars & Sense Or Human Growth Development Family & Community Services Practicum in Human Services | 1 .5 .5 1 1 2 | 9-12 10-12 10-12 10-12 11-12 11-12 |
| Information Technology (SWAT) | See Counseleor | | |
| Law, Public Safety, Corrections & Security | Principles of Law, Public Safety, Corr & Sec Law Enforcement I Law Enforcement II Practicum in Law and Public Safety | 1 1 1 2 | 9-12 10-12 11-12 11-12 |
| Legal Studies | Principles of Law, Public Safety, Corr & Sec Business Law Court Systems & Practices Practicum in LPSCS Or Career Preparation | 1 1 1 2 2 | 9-12 10-12 11-12 11-12 11-12 |
| STEM: Engineering | Introduction to Engineering Design Principles of Engineering Aerospace Engineering Engineering Design and Problem Solving | 1 1 1 1 | 9-12 10-12 11-12 11-12 |
| STEM: Computer Science | Fundamentals of Computer Science Computer Science I Computer Science II Computer Science III Practicum in AV Or Practicum in IT Or Career Preparation | 1 1 1 1 2 2 2 | 9-12 10-12 11-12 11-12 11-12 11-12 11-12 |
Agriculture Science and Technology
PRINCIPLES OF AGRICULTURE, FOOD & NATURAL RESOURCES
Grade Level:
9-12
Pre-Requisite:
None
Credit:
1
To be prepared for careers in agriculture, food, and natural resources, students must attain academic skills and knowledge in agriculture. This course allows students to develop knowledge and skills regarding career opportunities, personal development, globalization, industry standards, details, practices, and expectations. To prepare for success, students need to have opportunities to learn, reinforce, experience, apply, and transfer their knowledge and skills in a variety of settings.
SMALL ANIMAL MANAGEMENT
Credit:.5
Grade Level:
10-12
Pre-requisite:
Princ of Ag, Food, & Nat'l Resources
Semester Course paired with Equine Science
Students will enhance academic knowledge and skills, acquire knowledge and skills related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and skills in a variety of settings. Suggested small animals which may be included in the course of study include, but are not limited to, small mammals, amphibians, reptiles, avian, dogs, and cats.
EQUINE SCIENCE
Grade Level:
10-12
Credit:.5
Pre-Requisite:
Princ of Ag, Food, & Nat'l Resources
Semester Course paired with Small Animal Management
To be prepared for careers in the field of animal science, students need to enhance academic knowledge and skills, acquire knowledge and skills related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. Suggested animals which may be included in the course of study include, but are not limited to, horses, donkeys, and mules.
AGRICULTURAL MECHANICS & METAL TECHNOLOGIES
Grade Level:
10-12
Credit:
1
Pre-Requisite:
Princ of Ag, Food, & Nat'l Resources
This course prepares students for careers in agriculture power, structural, and technical systems by developing skills and understanding as it relates to safety in tool operation, electrical wiring, plumbing, carpentry, fencing, concrete, and metalworking techniques.
AGRICULTURAL STRUCTURES DESIGN & FABRICATION
Grade Level:
11-12
Pre-Requisite:
Princ of Ag, Food, & Nat'l Resources
Ag Mechanics & Metal Techn
Credit:
1
This course prepares students for careers in mechanized agriculture and technical systems by developing knowledge and skills related to agriculture facilities and design. To prepare for success, students reinforce, apply, and transfer their academic knowledge and technical skills in a variety of settings.
VETERINARY MEDICAL APPLICATIONS
Grade Level:
11-12
Credit:
Pre-Requisite:
Princ of Ag, Food & Nat’l Resources Equine Science/Small Animal Science
1
Veterinary Medical Applications covers topics relating to veterinary practices, including practices for large and small animal species. To prepare for careers in the field of animal science, students must attain academic skills and knowledge, acquire technical knowledge and skills related to animal systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and skills and
technologies in a variety of settings. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
ADVANCED ANIMAL SCIENCE
Credit:
1
Grade Level:
12
GPA Level: none
Pre-Requisite:
Princ of Ag, Food, and Nat’l Resources Biology
(unless used as a 4 th or 5 th Science)
This course is to prepare students in the field of animal science. Students will attain academic skills and knowledge related to animal systems and develop knowledge and skills regarding career opportunities, entry requirements, and industry standards. Students will examine the interrelatedness of human, scientific, and technological dimensions of livestock production. Instruction is designed to allow for the application of scientific and technological aspects of animal science through field and laboratory experiences. This course is a Career and Technical Education Agriculture course that may be used as a 4 th or 5 th science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement. All required Agriculture and Science courses must be completed before taking this course.
PRACTICUM IN AGRICULTURE, FOOD, & NATURAL RESOURCES
(2 hr class)
Grade Level:
11-12
Credit:
2
Pre-Requisite:
Ag Mech & Metal, Ag Struct Design, or Veterinary Medical
Application
Teacher Approval
This course prepares students for careers in mechanized agriculture and technical systems by developing knowledge and skills related to agriculture facilities and design with a practicum in this area. The practicum course is a paid or unpaid capstone experience for students participating in a coherent sequence of career and technical education courses. Ag teacher must approve any student wishing to enroll in this course.
Art & Audio Visual Technology
PRINCIPLES OF ARTS, A/V TECHNOLOGY & COMMUNICATION
Grade Level:
9-12
Credit :
1
Pre-Requisite:
None
In this class, students develop an understanding of the multifaceted career opportunities and characteristics, such as a creative aptitude, strong background in computer and technology applications, a strong academic foundation and a proficiency in oral and written communication that are necessary for those interested in the field of Arts, A/V Technology. This course may count as the required technology credit.
AUDIO/VIDEO PRODUCTION 1
Credit:
1
Grade Level:
10-12
Pre-Requisite: Princ of Arts, A/V Tech & Comm
Students develop technical knowledge and skills related to careers in audio and video technology and film production with a focus on pre-production, production, and postproduction audio and video activities.
AUDIO/VIDEO PRODUCTION 2 W/LAB
(2 hr class)
Grade Level:
11-12
Credit:
Pre-requisite:
Audio/Video Production 1
2
Students develop an advanced understanding of the industry with a focus on pre-production, production, and post production activities. Both the class and the lab must be taken concurrently.
Graphic Design & Illustration I
Grade Level:
10-12
Credit:
1
Pre-requisite:
Principles of Arts, A/V Tech & Comm
Students develop knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the industry with a focus on fundamental elements and principles of visual art and design.
Fashion Design
Grade Level: 10-12
Credit:
1
Pre-requisite or Concurrent: Principles of Arts, A/V Tech & Comm
Students develop an advanced understanding of the industry with a focus on fashion with using software and design techniques.
Graphic Design & Illustration II w/Lab
(2 hr class)
Grade Level:
10-12
Credit:
Pre-requisite:
Graphic Design & Illustration I
2
Students expand their knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the industry with a focus on fundamental elements and principles of visual art and design.
Commercial Photography I & II (with Lab optional)
(1 or 2 hr class)
Grade Level:
10-12
Credit:
1 or 2
Pre-requisite:
Principles of Arts, A/V Tech & Comm
In addition to developing advanced technical knowledge and skills needed for success, students will be expected to develop an advanced technical understanding of the commercial photography industry with a focus on producing, promoting, and presenting professional quality photographs.
PRACTICUM IN AV PRODUCTION
(2 hr class)
Grade Level:
12
Credit:
Pre-requisite:
Audio/Video Production 2 w/Lab
2
Careers in audio/video production span all aspects of the audio/video communications industry. Building upon the concepts taught in Audio/Video Production II and its co-requisite Audio/Video Production II Lab, in addition to developing advanced technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications Career Cluster, students will be expected to develop an increasing understanding of the industry with a focus on applying pre-production, production, and post-production audio and video products in a professional environment. This course may be implemented in an advanced audio/video or audio format. Instruction may be delivered through lab-based classroom experiences or career preparation opportunities. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
Business Management and Administration Technology
PRINCIPLES OF BUSINESS, MARKETING & FINANCE
Grade Level:
9-12
Pre-Requisite:
None
Credit:
1
Students gain knowledge and skills in economies and private enterprise systems, the impact of global business, marketing of goods and services, advertising, and product pricing.
BUSINESS LAW
Credit:
1
Grade Level:
10-12
Pre-requisite:
PRINCIPLES OF BUSINESS, MARKETING & FINANCE
Business Law provides an insight into the evolution and development of laws that govern business in our society. Students will develop a clear understanding of their rights and duties within the business environment. The course includes a focus on criminal vs. civil law, contract law, tort law, and consumer law. Students will analyze various aspects of the legal environment, including ethics, the judicial system, contracts, personal property, sales, negotiable instruments, agency and employment, business organization, risk management, and real property.
BUSINESS MANAGEMENT
Credit:
Grade:
11-12
Prerequisites: Business Law
1
Business Management is designed to familiarize students with the concepts related to business management as well as the functions of management, including planning, organizing, staffing, leading, and controlling. Students will also demonstrate interpersonal and project-management skills.
SPORTS & ENTERTAINMENT MARKETING
Credit:.5
Grade 10-12
Suggested Prerequisite: Principles of Business, Marketing & Finance
Students learn basic marketing, target marketing and segmentation, sponsorship, event marketing, promotions, sponsorship proposals, and implementation of sports and entertainment marketing plans.
BUSINESS ENGLISH
Grade level:
12
Pre-Requisite:
English 3,
Recommended Pre-Req: BIM 1
Credit:
1
GPA Level: none
(unless used as a 4
th
English)
This course is a Career and Technology Education course that can be used as a 4th year English class. Students recognize, evaluate, and prepare for a rapidly evolving global business environment that requires flexibility and adaptability. They will apply technical skills to address business applications of emerging technologies; enhance reading, writing, computing, communication and reasoning skills and apply them to the business environment; plan, draft, edit, and complete written compositions; proof compositions for clarity, engaging language, and the correct use of the conventions and mechanics of the written English language, and produce final, error-free drafts for business reproduction.
STATISTICS & BUSINESS DECISION MAKING
Credit:
1
Grade Level:
11-12
GPA Level: none (unless used as a 4 th Math)
Pre-Requisite: Algebra 2
This course is a Career and Technology Education course that can be used as a 4th year math class. Students will use a variety of graphical and numerical techniques to analyze patterns and departures from patterns to identify and manage risks that could impact an organization. Students will use probability as a tool for anticipating and forecasting data within business models to make decisions, and determine the appropriateness of methods used to collect data to ensure conclusions are valid. Students will use career planning concepts, tools, and strategies to explore careers in the area of risk management.
Construction and Architecture
Principles of Construction
Grade Level:
9-12
Credit:
1
GPA Level: none
Pre-Requisite: None
Principles of Construction is intended to provide an introduction and lay a solid foundation for those students entering the construction or craft skilled areas. The course provides a strong knowledge of construction safety, construction mathematics, and common hand and power tools. For safety and liability considerations, limiting course enrollment to 15 students is recommended. This course also provides communication and occupation skills to assist the student in obtaining and maintaining employment.
Construction Management I
Credit:
2
Grade Level:
10-12
GPA Level: none
Pre-Requisite: Principles of Construction
Principles of Construction is intended to provide an introduction and lay a solid foundation for those students entering the construction or craft skilled areas. The course provides a strong knowledge of construction safety, construction mathematics, and common hand and power
tools. For safety and liability considerations, limiting course enrollment to 15 students is recommended. This course also provides communication and occupation skills to assist the student in obtaining and maintaining employment.
Construction Management II
Credit:
2
Grade Level:
10-12
GPA Level: none
Pre-Requisite: Construction Management I
Principles of Construction is intended to provide an introduction and lay a solid foundation for those students entering the construction or craft skilled areas. The course provides a strong knowledge of construction safety, construction mathematics, and common hand and power tools. For safety and liability considerations, limiting course enrollment to 15 students is recommended. This course also provides communication and occupation skills to assist the student in obtaining and maintaining employment.
Practicum in Construction Management
Credit:
3
Grade Level:
11-12
GPA Level: none
Pre-Requisite: Construction Management I
Principles of Construction is intended to provide an introduction and lay a solid foundation for those students entering the construction or craft skilled areas. The course provides a strong knowledge of construction safety, construction mathematics, and common hand and power tools. For safety and liability considerations, limiting course enrollment to 15 students is recommended. This course also provides communication and occupation skills to assist the student in obtaining and maintaining employment.
Marketing Technology
SPORTS & ENTERTAINMENT MARKETING
Credit:
Grade Level:
10-12
Pre-requisite:
Princ of Business, Marketing, & Finance
.5
Taught 1st semester, this course will provide students with a thorough understanding of the marketing concepts and theories that apply to sports and sporting events and entertainment. The areas this course will cover include basic marketing, target marketing and segmentation, sponsorship, and event marketing. This course will also provide students an opportunity to develop promotional plans and proposals.
ADVERTISING
Credit:
Grade Level:
10-12
Pre-requisite:
Princ of Business, Marketing, & Finance
.5
Taught 2nd semester, this course is designed as a comprehensive introduction into the principals and practices of advertising. Students will gain knowledge of techniques used in
current advertising, including print, broadcast, and digital media. Students will explore the social, ethical, and legal issues of advertising; historical influences, strategies, and media decision processes as well as integrated marketing communications.
ENTREPRENEURSHIP
Credit:
1
Grade Level:
10-12
Pre-Requisite:
Princ of Business, Marketing, & Finance
Students will gain the knowledge and skills needed to become an entrepreneur. Students will learn the principles necessary to begin and operate a business. The primary focus of the course is to help students understand the process of analyzing a business opportunity, preparing a business plan, determining feasibility of an idea using research, and developing a plan to organize and promote the business and its products and services. In addition, students understand the capital required, the return on investment desired, and the potential for profit.
Health Science (Healthcare Therapeutic)
PRINCIPLES OF HEALTH SCIENCE
Credit:
Grade Level:
9 – 12
Pre-Requisite:
None
1
The Principles of Health Science course is designed to provide an overview of the therapeutic, diagnostic, health informatics, support services, and biotechnology research and development systems of the health care industry.
MEDICAL TERMINOLOGY
Credit:
1
Grade Level:
10 – 12
Pre-Requisite:
Principles of Health Science
In this course, the student will learn medical terminology, symbols and abbreviations, and the application of this language in the field of health care. Although the student will analyze terms related to body structure and function, the main focus will be on medical vocabulary and being able to construct terms using word parts such as roots, suffixes, and prefixes.
HEALTH SCIENCE THEORY
Classes: 1
Grade Level:
11
Credit:
1
Pre-Requisite:
Medical Terminology and Biology
The Health Science Theory course is designed to provide for the development of advanced knowledge and skills related to a wide variety of health careers. Students will employ hands-on experiences for continued knowledge and skill development. This course is a requirement for PRACTICUM IN HEALTH SCIENCE.
ANATOMY AND PHYSIOLOGY
Credit:
1
Grade Level:
11-12
GPA Level: none
Pre-Requisite: Biology, Chemistry and Physics
(unless used as a
4
th
Science credit)
Anatomy and Physiology is a detailed study of the systems of the human body. Students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students will study a variety of topics that include: structures and functions of organs and systems and their interactions with each other and their environments and body processes that maintain homeostasis. This course is a Career and Technical Education course that may be used as a 4th year science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement.
PHARMACOLOGY
Credit:
Grade Level:
12
Pre-Requisite: Princ of Health Sciences, Biology, Chemistry
1
The Pharmacology course is designed to study how natural and synthetic chemical agents such as drugs affect biological systems. Knowledge of the properties of therapeutic agents is vital in providing quality health care. It is an ever-changing, growing body of information that continually demands greater amounts of time and education from health care workers. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
PRACTICUM IN HEALTH SCIENCES
Grade Level:
12
Credit:2
Pre-Requisite: Health Science Theory and Biology
2 hr class
The Practicum in Health Science course is designed to give students practical application of previously studied knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of experience. To pursue a career in the health care industry, students should learn to reason, think critically, make decisions, solve problems, and communicate effectively. Students should recognize that quality health care depends on the ability to work well with others. The health care industry is comprised of diagnostic, therapeutic, health informatics, support services, and biotechnology research and development systems that function individually and collaboratively to provide comprehensive health care. Students recognize the employment opportunities, technology, and safety requirements of each system. Students are expected to apply the knowledge and skills necessary to pursue a health science certification or licensure through further education and employment. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
Human Services Technology
PRINCIPLES OF HUMAN SERVICES
Credit:
Grade Level:
9-12
Pre-requisite:
None
1
Principles of Human Services is a laboratory course that will enable students to investigate careers in the Human Services Career Cluster, including counseling and mental health, early
childhood development, family and community, personal care, and consumer services. Each student is expected to complete the knowledge and skills essential for success in high-skill, high-wage, or high-demand human services careers. Possible lab fee: $25.
LIFETIME NUTRITION & WELLNESS
Grade Level:
10-12
Credit:.5
Pre-Requisite:
Princ of Human Services or
Grade Level:
10-12
Pre-Requisite:
Princ of Human Services or
Princ of Health Science
Lifetime Nutrition and Wellness is a laboratory course that allows students to use principles of lifetime wellness and nutrition to help them make informed choices that promote wellness as well as pursue careers related to hospitality and tourism, education and training, human services, and health sciences.
DOLLARS AND SENSE
Credit:.5
Grade Level:
10-12
Pre-Requisite:
Princ of Human Services or
Princ of Health Science
This class focuses on consumer practices and responsibilities, the money management process, decision-making skills, and the impact of technology in preparation for human services careers. Students will learn how to manage money, how to make wise purchases, how to invest money, save money, create a budget, college budgeting, scholarship researching, resume writing, college application preparation, and other college and workforce readiness skills.
COUNSELING & MENTAL HEALTH
Grade Level:
11-12
Credit:
Pre-Requisite:
Princ of Human Services
1
Students will model the knowledge and skills necessary to pursue a counseling and mental health career through simulated environments. Students are expected to apply knowledge of ethical and legal responsibilities, limitations, and the implications of their actions. Professional integrity in counseling and mental health care is dependent on acceptance of ethical and legal responsibilities. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
PRACTICUM IN HUMAN SERVICES
(FUTURE COURSE)
Grade Level:
11-12
Credit:
2
Pre-Requisite:
Princ in Human Services
Interview with Teacher
Driver's license and/or Transportation
Must be a member of FCCLA organization ($25)
This course provides occupational specific training and focuses on the development of consumer services, early childhood development and services, counseling and mental health services, family and community service careers and personal care services.
Information Technology
PRINCIPLES OF INFORMATION TECHNOLOGY – SWAT 1
Grade Level:
10-12
Credit:
Pre-Requisite:
Teacher Approval
1
In Principles of Information Technology, students will develop computer literacy skills to adapt to emerging technologies used in the global marketplace. Students will implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. Students will enhance reading, writing, computing, communication, and reasoning skills and apply them to the information technology environment.
COMPUTER MAINTENANCE – SWAT 2
Grade Level:
11-12
Credit:
1
Pre-Requisite:
Princ of Information Tech
Teacher Approval
In Computer Maintenance, students will acquire knowledge of computer maintenance and creating appropriate documentation. Students will analyze the social responsibility of business and industry regarding the significant issues relating to the environment, ethics, health, safety, and diversity in society and in the workplace as related to computer maintenance. Students will apply technical skills to address the IT industry and emerging technologies.
NETWORKING – SWAT 3
Grade Level:
12
Credit:
Pre-Requisite:
Computer Maintenance
Teacher Approval
1
In Networking, students will develop knowledge of the concepts and skills related to data networking technologies and practices in order to apply them to personal or career development. To prepare for success, students will have opportunities to reinforce, apply, and transfer knowledge and skills to a variety of settings and problems.
Law, Public Safety, & Security Technology
PRINCIPLES OF LAW, PUBLIC SAFETY, CORRECTIONS AND SECURITY
Grade Level: 9-10
Pre-Requisite:
None
Credit:
1
Students will examine the roles and responsibilities of police, courts, corrections, private security, and protective agencies of fire and emergency services. The course provides students with an overview of the skills necessary for careers in law enforcement, fire service, security, and corrections.
FORENSIC SCIENCE
Credit:
1
Grade Level:
11 – 12
GPA Level: none
Pre-Requisite: Biology and Chemistry
(unless used as a
Students will learn terminology and investigative procedures related to crime scene, questioning, interviewing, criminal behavior characteristics, truth detection, and scientific procedures used to solve crimes. Using scientific methods, students will collect and analyze evidence through case studies and simulated crime scenes such as fingerprint analysis, ballistics, and blood splatter analysis. Students will learn the history, legal aspects, and career options for forensic science. This course is a Career and Technical Education course that may be used as a 4 th or 5 th science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement. All required Science courses must be completed before taking this course.
Science, Technology, Engineering & Math Technology (STEM)
INTRODUCTION TO ENGINEERING AND DESIGN (PLTW)
Credit:
1
Grades: 9-10
Pre-Requisite: None
The major focus of the IED course is to expose students to design process, research and analysis, teamwork, communication methods, global and human impacts, engineering standards, and technical documentation. The course of study includes the Design Process, Modeling, Sketching, Measurement, Statistics, Applied Geometry, Presentation Design and Delivery, Engineering Drawing Standards, CAD Solid Modeling, Reverse Engineering, Consumer Product Design Innovation, Marketing, Graphic Design, Engineering Ethics and Virtual Design.
PRINCIPLES OF ENGINEERING (PLTW)
Future Course
Grades: 10-12
Pre-Requisite: Introduction to Engineering and Design (PLTW)
Students will develop problem-solving skills and apply their knowledge of research and design to create solutions to various challenges. Students will also learn how to document their work and communicate their solutions to their peers and members of the professional community. Students will have an opportunity to investigate engineering and high-tech careers. In Engineering Science, students will employ science, technology, engineering, and mathematical concepts in the solution of real-world challenge situations.
AEROSPACE ENGINEERING (PLTW)
Future Course
Grades: 11-12
Pre-Requisite: Principles of Engineering
Students learn the fundamentals of atmospheric and space flight. As they explore the physics of flight, students bring the concepts to life by designing an airfoil, propulsion system, and rockets. They learn basic orbital mechanics using industry-standard software. They also explore robot systems through projects such as remotely operated vehicles & drones.
ENGINEERING DESIGN & PROBLEM SOLVING (PLTW)
Grades: 12
Pre-Requisite: Aerospace Engineering
Future Course
Capstone engineering course for students to explore and create using what they have learned in previous learning.
PHYSICS: PRINCIPLES OF TECHNOLOGY
Grade Level:
11-12
Pre-Requisite:
Biology and Algebra 1
Grade Level:
11-12
Credit: 1 GPA Level: none (unless used as a Physics credit)
Pre-Requisite:
Biology and Algebra 1
Credit may not be earned for both Physics and Principles of Technology to satisfy a science credit. In Principles of Technology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Various systems will be described in terms of space, time, energy, and matter. Students will study a variety of topics that include laws of motion, conservation of energy, momentum, electricity, magnetism, thermodynamics, and characteristics and behavior of waves. Students will apply physics concepts and perform laboratory experimentations using safe practices. This course is a Career and Technical Education course that may be used as a 3 rd or 4 th science course. To receive Science credit, students must meet a 40% lab and fieldwork requirement.
Computer Science
Some of the courses listed in this section are planned for the future. We will begin to implement them as resources become available and as student interests in this area rises.
COMPUTER SCIENCE I
Credit:
1
Grade Level:
9-10
Credit:
Pre-Requisite: Algebra 1
Computing has changed the world in profound ways: it has opened wonderful new ways for people to connect, design, research, play, create, and express themselves. However, using the computer is just a small part. The TEALS Computer Science I uses Snap!, an approachable, visual, block-based programming language, with a robust tool set, perfect for introducing students to code for the first time. Snap! is taught as a single semester course or during the first semester of the full year course. In the year-long option, students will benefit from exposure to a Python-based programming curriculum.
COMPUTER SCIENCE II
Grade Level:
10-12
Credit:
Pre-Requisite:
Computer Science 1
1
Through data analysis, students will identify task requirements, plan search strategies, and use computer science concepts to access, analyze, and evaluate information needed to solve problems. By using computer science knowledge and skills that support the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create solutions, and evaluate the results.
Scheduling Notes/Grad Plan
Student Name:___________________________________________ ID # ____________
Expected Grad Date:_____________________
Courses
Endorsement Selected (Select One)
❏ STEM
❏ Arts & Humanities
❏ Business & Industry
❏ Multidisciplinary
❏ Public Services
STARR EOC Checklist (Must Pass all)
❏ English I
❏ English II
❏ Algebra I
❏ Biology
❏ US History
English Language Arts (4 Credits)
❏ English I
❏ English II
❏ English III
❏ English IV
Social Studies (4 Credits)
❏ World Geography
❏ World History
❏ US History
❏ Government and Economics
Mathematics (4 Credits)
Science (4 Credits)
Algebra I Geometry Algebra II Advanced Mathematics
Biology Chemistry Advanced Science
Fine Arts (1 Credit)
PE (1 Credit)
Elective/Endorsement Course:
Course 1 ________________
Course 2 ________________
Course 3 ________________
Course 4 ________________
Course 5 ________________
Celina High School
3455 N. Preston
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Sermon on Sophie & Hans Scholl and Shiphrah & Puah
Yesterday, on 24 February, exactly 75 years ago, Sophie and Hans Scholl were buried in the cemetery in München-Perlach, just a few blocks away from our church.
I came across their names first, when I was a teenager and someone gave me a small book with the title "The White Rose". The photo on the cover is the photo we have on our bulletins today.
I am sharing a lot of details with you when I share Sophie and Hans Scholl's story, and I also use real names of people involved because I want to show how human everyone was who was part of their story. I want to show what normal people – like you and me, in a way - with normal names in very normal places are able to do, when they need to resist or when they are caught in the wrong ideology…
Sophie Scholl was born on May 9, 1921, the daughter of Robert Scholl, the mayor of Forchtenberg. Her full name was Sophia Magdalena Scholl. The family lived in Ludwigsburg, Germany from the summer of 1930 till spring of 1932, after which they moved to Ulm and finally to Munich where Sophie attended a secondary school for girls.
At the age of twelve, she was required to join the Bund Deutscher Mädel (League of German Girls) as were most young women at the time, but her initial enthusiasm gradually gave way to strong criticism. She was aware of the dissenting political views of her father, of friends, and also of some of her teachers. Political attitude had become an essential criterion in her choice of friends. The arrest of her brothers and friends in 1937 for participating in the German Youth Movement left a strong impression on her.
After leaving school in 1940 Sophie became a kindergarten teacher at the Fröbel Institute in Ulm. She had chosen this kindergarten job hoping that it would be recognized as an alternative service to the National Labour Service, a prerequisite to be admitted to the University.
In May 1942, she finally enrolled at the University of Munich as a student of biology and philosophy. Her brother Hans Scholl, who was studying medicine there, introduced her to his friends. Hans spent two years in the military, and was a medic serving on the Eastern front, along with his friends Alexander Schmorell, Willi Graf and Jürgen Wittenstein.
Although this group of friends were eventually known for their political affairs, they were initially drawn together by a shared love of art, music, literature, philosophy and theology. Hiking in the mountains, skiing and swimming were also of importance. They often attended concerts, plays and lectures together.
In the summer of 1942, the friends began to question and resist the principals and policies of the Nazi regime. The group decided to adopt the strategy of passive resistance that was being used by students fighting against racial discrimination in the United States.
This included publishing leaflets calling for the restoration of democracy and social justice. These were distributed throughout central Germany. And the Gestapo soon became aware of the group's activities.
This is where today's sermon text can enter the stage…
The two Hebrew midwives, whose story we heard a moment ago, are almost forgotten in the tradition of Christian preaching. Little attention was paid to them over the centuries.
Shifra and Puah?
As a member of Peace Church you may have come across them, because I love their story and did preach on it even though it has never been a suggested lectionary text.
Should their story be brand new to you, no worries at all! It is not your fault. Those two brave Hebrew women share the fate of so many women in the Bible who were considered not worth mentioning.
Shifra and Puah resisted the orders of a mighty man. Their subversive resistance to state authority may not have been a favourite topic to many leaders in church and politics then and now.
There may be two reasons for this: they were women, and the men who collected the Bible texts, and interpreted them over the centuries did not find them interesting at all. And second their story was a story of resistance.
But for us today they are important. They are important when we look at the political situation in the world at present with journalists imprisoned here and presidents threatening each other with weapons and wars there…- and especially when we remember the destiny of Sophie Scholl and her brother Hans and their friends.
The White Rose group, as they were called, co-authored six anti-Nazi Third Reich political resistance leaflets. The White Rose instructed Germans to passively resist the Nazis. The men of the group had been horrified by the behaviour of the Germans on the Eastern Front where they had witnessed a group of naked Jews being shot in a pit.
The core of the White Rose consisted of students; Hans Scholl, Alex Schmorell, Willi Graf, and Christoph Probst, all in their early twenties. Also members were Hans and Sophie's sister Inge Scholl, and a professor of philosophy, Kurt Huber. Sophie also joined the group, however contrary to popular belief, she was not a coauthor of the articles.
Her brother had been initially keen to keep her ignorant of their activities, but once she discovered his activities, she joined him and proved invaluable to the group: as a female, her chances of being randomly stopped by the special police forces of the Hitler regime were much smaller.
And here let us get back to Shifra and Puah.
Throughout history women's lives were often not paid so much attention to. So they could more easily act and resist. What they did happened outside the courts and governments and big public places…
Life for the Israelites was already very dark, full of fear, full of cruel exploitation, full of oppression and violence, when Shifrah & Puah enter the narrative. Our worst fears are fulfilled, when we hear the words the king of Egypt speaks to the midwives of the Hebrews.
The order is extremely abrupt; the language full of horror. There is no courtesy about this speech, no attempt at diplomacy… nothing but utter cruelty.
The pharaoh chooses midwives to work his planned massacre. He chooses midwives to kill and destroy, and wipe out…
Shifrah's & Puah's role was to deliver babies, to help to bring to life, to lead out of pain into joy. And the pharaoh commands them to be the agents of death.
straightforward as that of the pharao's command. The narrator does not celebrate
The language that describes the two women's resistance is as simple and the women enthusiastically as heroines, but simply explains their motive: they
"feared God".
Very much what Sophie and Hans Scholl and their friends did. They feared God. Between June 1942 and February 1943, they prepared and distributed six different leaflets, in which they called for the active opposition of the German people to Nazi oppression and tyranny. Several of the group members had been deployed to the Eastern Front for military service during the academic break. In late fall the men returned from the East front and the White Rose resumed its resistance activities. In January 1943, using a hand-operated duplicating machine, the group is thought to have produced between 6,000 and 9,000 copies of their fifth leaflet, "Appeal to all Germans!", which was distributed via courier to many cities.
Copies appeared in Stuttgart, Cologne, Vienna, Freiburg, Chemnitz, Hamburg and Berlin. Composed by Hans Scholl with improvements by Professor Huber, the leaflet warned that Hitler was leading Germany into the abyss; with the gathering might of the Allies, defeat was now certain. The reader was urged to "Support the resistance movement!" in the struggle for "Freedom of speech, freedom of religion, and protection of the individual citizen from the arbitrary action of criminal dictator-states". These were the principles that would form "the foundations of the new Europe". (just as a side note: this was 75 years ago…)
Professor Huber drafted the final two leaflets. A draft of a seventh leaflet, written by Christoph Probst, was found in the possession of Hans Scholl at the time of his arrest by the Gestapo, who destroyed it. The leaflets caused a sensation, and the Gestapo initiated an intensive search for the publishers.
In old Egypt the Pharaoh searched for the two midwives.
They did not tell him to his face that they will not do as he commands. Shiphrah & Puah don't show their disgust and refusal. They simply go away and carry on doing their work as they have always done it.
Because of their fear of God, Shiphra and Puah didn't owe the pharaoh anything. They knew where their loyalty lay. And this loyalty to their God, to his creation, to life in general, enabled them to defy the pharaoh and to confront him with astonishing directness. They refused his awful plan. They refused to wear the uniform of his soldiers underneath their outfits as midwives.
At no point in the story are we told that the pharaoh was informed about the midwives' activities. But a little later we can well imagine them being in real danger… standing in front of a merciless tyrant who is mad with fear and obsessed with power.
Shifrah's & Puah's reward spills over to the whole people of Israel. All the Pharaoh tried to do to bring the Israelites down only led to their growth and the keeping of God's promises to make them into a large nation… - thanks to two ordinary women who simply feared their God.
…the Hebrew women are bursting with life, they tell the Pharaoh, by the time the midwife gets to them, they have already given birth… And with these words the audience ends.
I think, the secret of Shifrah's & Puah's courage and resistance is that those two knew who they were. They knew their vocation. They knew they were called to assist life, not death. They knew they had no power before pharaoh…
Nor had the Scholls before Adolf Hitler.
On February 18, 1943, the Scholl's brought a suitcase full of leaflets to the university here in Munich. They hurriedly dropped stacks of copies in the empty corridors for students to find when they flooded out of lecture rooms. Leaving before the class break, the Scholl's noticed that some copies remained in the suitcase and decided it would be a pity not to distribute them. They returned to the atrium and climbed the staircase to the top floor, and Sophie flung the last remaining leaflets into the air.
The truth Sophie and Hans Scholl and their friends, and Shifrah and Puah understood, was that pharaohs, in some form or fashion, always exist. And as Shiphra and Puah faced the pharaoh of their day, Sophie Scholl and the White Rose faced Adolf Hitler's cruel regime.
As Christians they wanted to face with courage and with determination those who wanted to take away freedom, dignity and peace.
Sophie Scholl's frantic action throwing out the last remaining leaflets was observed by a custodian of the university. The police were called and Hans and Sophie were taken into Gestapo custody, Adolf Hitler's special police force. The other active members were soon arrested too, and the group and everyone associated with them were interrogated and charged with treason.
Shiphrah & Puah, the two Hebrew midwives of so many years ago were luckier. They got away with their lives. And together with people of resistance at all times and in many places they teach us how to stand on the side of freedom. How to make our choice for liberation. How to find the courage to be defiant. How to choose civil disobedience. How to sacrifice safety and comfort for the sake of healing and life.
But how, we may want to ask, how did they make their stand so boldly? And the only possible answer is: Together!
Pharaoh had tried to impose his power on them.
It was together that these two women were able to choose the risky path to freedom.
But instead, these two claimed the power that already belonged to them, a power which refused to kill and brought blessing and hope.
Together, strengthened by one another, they rejected the slave master who wanted to control and use them. They followed their calling to be on the side of life to enable the growth and nurture of God's people.
And this is very much what Sophie Scholl and her friends did. Together they were courageous and bold. But this did not prevent them from being killed: In the People's Court before the notorious Judge Roland Freisler on February 21, 1943, Sophie Scholl, the 21 year-old woman, was recorded as saying "Somebody, after all, had to make a start. What we wrote and said is also believed by many others. They just do not dare express themselves as we did." Sophie Scholl and her brother's defiance, in the face of terrifying consequences, gained them enormous admiration.
On February 22, 1943, Sophie Scholl, her brother Hans and their friend Christoph Probst were found guilty and condemned to death. They were all beheaded by executioner Johann Reichhart in Munich's Stadelheim Prison only a few hours later at 5pm.
Her last words were "Die Sonne scheint noch"—"The sun still shines."
The execution was supervised by Dr. Walter Roemer who was the enforcement chief of the Munich district court. Prison officials emphasized the courage with which Sophie Scholl walked to her execution.
For Shiphra and Puah the sun really shone after their act of resistance. Not so for Sophie and Hans Scholl and their friends.
If we want the sun to continue to shine for them and their brave conviction we must remember them. We must tell and preach and discuss the story of the White Rose just as much as we have to remind each other of Shiphra and Puah.
If we want the sun Sophie saw just before her execution, to shine on an earth today in which peace and justice reign we must face the pharaohs of our time – as our brave brothers and sisters did before us.
We must cooperate in resistance – great and small - to all that limits, binds, and destroys life, peace, justice and happiness of all people – no matter who they are and where they live. Amen. | <urn:uuid:496b8cdb-747d-4764-9770-f90a75f41873> | CC-MAIN-2020-40 | https://s4babbd761ca7b720.jimcontent.com/download/version/1599719989/module/13709787932/name/SophieHans%20Scholl%20and%20ShifraPuah.pdf | 2020-09-25T21:57:27+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00681.warc.gz | 577,508,691 | 2,976 | eng_Latn | eng_Latn | 0.993324 | eng_Latn | 0.998763 | [
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Problem Solver
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Solve the problems.
Raj buys 20 cupcakes priced £2.40 each and a chocolate cake priced £5.50. How much did he spend altogether?
I got £48.50 for my birthday. I spent £8.67 on Saturday and £19.49 on Sunday. How much spending money have I got left?
Mabel has 360 stickers. She shares them equally between four friends. Out of one of her friend’s share, she gives her sister 54 stickers. How many stickers does her friend have remaining?
Maths | Year 6 | Addition, Subtraction, Multiplication and Division | Addition and Subtraction Multi-Step Problems | Home Learning Task: Problem Solver
I think of a number. I divide it by 25 then multiply the answer by four. The answer is 128. What was my starting number?
On Sunday, I spend 114 minutes on my art project, and 45 minutes on my numeracy homework. On Thursday evening, I spent a total of 111 minutes on my homework. What is the difference between the time I spend doing homework on Sunday and Thursday evening?
Helena has £50. She buys eight CDs priced £4.60 each. How much money will she have remaining?
Use a pencil and a paperclip as a spinner. Flick the paperclip to choose an answer for your problem. Create three two-step problems.
1)
2)
3)
27 1094
954
153
328
485
3284
95
Problem Solver Answers
Problem Solver
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Solve the problems.
Maths | Year 6 | Addition, Subtraction, Multiplication and Division | Addition and Subtraction Multi-Step Problems | Home Learning Task: Problem Solver
Sarah completed her marathon raising £551.20. She shares her raised money between her four chosen charities. Her mum insisted on giving £43 to each chosen charity as well. How much did each charity receive?
I think of a number. I divide it by 25 then I subtract 45.5 The answer is 128. What was my starting number?
Lex has £95.27. He wants to buy eight DVDs priced £8.67 each. How much money will he have left?
Use a pencil and a paperclip as a spinner. Flick the paperclip to choose an answer for your problem. Create three two-step problems.
1)
2)
3)
4.5
10 343
594
148
6.8
6.90
209
701
I think of a number. I multiply the number by 100 then add 3.9. My answer is 7.85. What was my starting number?
Each table in a classroom is 100cm long and 50cm wide. There are 16 tables in a classroom. What is the total area of the tables in the classroom in square metres?
Ruby has 1.096l of juice. She shares it equally between eight cups. Her sister drinks two cups. How much juice does she have remaining?
Problem Solver Answers
Problem Solver
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.
Solve the problems.
Maths | Year 6 | Addition, Subtraction, Multiplication and Division | Addition and Subtraction Multi-Step Problems | Home Learning Task: Problem Solver
I think of a number. I divide it by 25, add 14.56 then halve the answer. My answer is 14.28. What was my starting number?
A bakery sells 19 types of muffins. They make seven of each type in every batch they bake. How many muffins does the shop bake in 40 batches?
At the fabric shop, I bought 245.67 metres of orange fabric, 94.35 metres of yellow fabric and 294.05 metres of purple fabric. I have used 144.59 metres of orange fabric, 58.74 metres of yellow fabric and 59.97 metres of purple fabric. How many metres of fabric do I have left in total?
Use a pencil and a paperclip as a spinner. Flick the paperclip to choose an answer for your problem. Create three two-step problems.
1)
2)
3)
61 9
549
271
369
204
4.5
1180
For breakfast, Helena bought a croissant for £1.86 and a glass of orange juice for £2.34. At lunch, Helena spent £4.70 on a sandwich and £1.09 on a bottle of water. How much more money did Helena spend on lunch than on breakfast?
A carpet costs £7.80 per square metre and underlay costs £3.25 per square metre. A bedroom measures 4m by 3m. How much will it cost to lay underlay and carpet in the bedroom?
45.9 x 8 = - 83.24
Problem Solver Answers | <urn:uuid:a66827df-d345-4f2f-bfe3-6987b0ed15a1> | CC-MAIN-2020-40 | http://luttonstnicholasprimary.org/classes/workpacks/y6/june15/Problem%20Solver%20Home%20Learning%20Tasks.pdf | 2020-09-25T22:18:41+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00683.warc.gz | 71,687,601 | 1,140 | eng_Latn | eng_Latn | 0.997675 | eng_Latn | 0.998014 | [
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ASBESTOS IN BUILDINGS
About 20% of all public and commercial buildings in the U.S. contain some asbestos material, according to the Environmental Protection Agency. In about two-thirds of those buildings, at least some of the asbestos material is damaged. Almost half have "significantly damaged" asbestos.
Asbestos may be found in a variety of locations:
◆ Insulation on boilers and steam pipes;
◆ Fireproofing on structural steel and decking; and/or
◆ Sprayed or troweled on plaster material for acoustic, decorative, or other purposes on ceilings, walls, and other surfaces.
Asbestos that is tightly bound or sealed into the building material does not pose a health hazard. It is only when the asbestos material becomes "friable" – capable of becoming crumbled and releasing asbestos fibers into the air – that the danger of asbestos disease exists. This can happen when asbestos-containing material becomes damaged or deteriorated due to heat, water leaks, vibration, maintenance work, or renovation.
Another potential problem exists where asbestos fireproofing is exposed to air flow, when the air space between a ceiling and the floor above is used as part of the air conditioning system of a building. This air movement can pick up asbestos fibers and circulate them throughout the building.
Workers in many construction and maintenance trades, especially those who have done plastering, fireproofing, or pipe or duct insulation may have had heavy asbestos exposure. The asbestos exposure, and therefore the health risk, for people who work in asbestos-contaminated buildings is much higher.
Health Effects of Asbestos
Asbestos causes cancer. The most common asbestos-related cancer is lung cancer. Asbestos also causes cancer of the mouth and throat areas, larynx, esophagus, stomach, colon, rectum, and kidneys.
Asbestos is the only known cause of mesothelioma – cancer of the lining of the lungs or the lining of the abdomen.
Even a very small amount of asbestos exposure can lead to cancer. People who have worked with asbestos for only a few days and members of the families of asbestos-exposed workers have been known to contract asbestos-related cancer.
Asbestos-related cancers usually do not show up until 20, 30, or more years after the person is first exposed.
Asbestos causes a progressively crippling lung disease called asbestosis. This is not a cancer, but rather is caused by the scarring of the lung tissue by asbestos fibers. (This generally results only from very heavy exposures.)
How to Identify Asbestos
It is not possible to tell whether a building material contains asbestos simply by looking at it with the naked eye. Asbestos and asbestos-substitute material look very similar.
The only way to tell for certain whether material contains asbestos is to have a small sample examined under a microscope by a specially trained laboratory technician. This can easily be arranged and results can usually be reported with 24 hours if necessary.
Asbestos Removal
Once a potential asbestos hazard is identified in a building, the best, most permanent way to reduce or eliminate the hazard is to remove the asbestos. This must be done by specially trained and equipped workers, following rigorous asbestos removal and handling procedures. If not, the asbestos removal may cause more exposure to people who use that building, and very dangerous asbestos exposures to the people doing the work.
◆ The work area should be completely sealed off with plastic sheeting and tape.
◆ All heating/ventilation openings into the work area should be sealed off.
◆ The work area should be kept under negative pressure, so no asbestos-contaminated air can escape. This is done with exhaust units equipped with special high-efficiency "HEPA" filters.
◆ Air monitoring should be done outside the work area while the job is in progress, to make sure no asbestos fibers are escaping.
◆ Signs must be posted to warn unauthorized persons from entering the work area.
◆ Everyone who enters the work area must have a respirator and protective clothing to cover their entire body.
◆ Asbestos removal workers must leave their contaminated work clothes behind and shower before putting on their street clothes and leaving the work area.
◆ Asbestos material should be thoroughly wetted down before it is removed, and should be cleaned up and placed in sealed containers while still wet.
◆ All asbestos waste must be transported away from the work area in plastic bags or other sealed containers with warning labels.
◆ When removal is completed, the work area should receive a final cleaning with wet mops and special vacuum cleaners with high-efficiency "HEPA" filters.
◆ A final visual inspection followed by "aggressive" air monitoring, in which a deliberate effort is made to stir up any remaining dust, should be done when the job is completed, in order to make certain that no asbestos contamination remains.
Asbestos is often disturbed when workers enter crawl spaces or run electric, telephone, or computer cables between floors. Building renovation work can also release asbestos fibers into the air. These activities require essentially all of the same precautions that are followed in asbestos removal.
OSHA Standards
OSHA has two separate standards governing worker exposure to asbestos: one for general industry, and one for construction. The construction asbestos standard covers asbestos removal, demolition, and renovation work. These standards are designed primarily for people who work directly with asbestos, not for people who work in asbestos-contaminated buildings. | <urn:uuid:85befaed-68fa-4a56-9aa7-0678397c20be> | CC-MAIN-2020-40 | https://teamster.org/wp-content/uploads/2018/12/asbestos.pdf | 2020-09-26T00:29:11+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00683.warc.gz | 622,911,133 | 1,099 | eng_Latn | eng_Latn | 0.998225 | eng_Latn | 0.998452 | [
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Teaching Scissor Skills
(Adapted from articles by Anne Zachry and Meredith Corporation)
Cutting with scissors requires the skill of hand separation, which is the ability to use the thumb, index, and middle fingers separately from the pinkie and ring fingers. This can be challenging for a youngster with small hands. Although many 3- or 4-year-olds have the skills needed to snip and cut, scissor skills are not fully developed until around age 6.
Select Good Scissors. Scissors come in a variety of sizes, so search for a pair that fits your child's hand. For an inexperienced cutter, select scissors with a blunt point, and give them a trial run to make sure the blades are sharp enough for cutting. Dull scissors can fold the paper instead of cutting it.
Left-handed children should always use left-handed scissors. The upper blades on true lefthanded scissors are on the left side so that children can see the cutting line. Beware of scissors that are supposedly ambidextrous; although these can easily be held with the left or right hand, the upper blade is still on the right side, which makes it difficult for lefties to see the cutting line.
Children with special needs, hand weakness, or coordination problems may need special or adaptive scissors to start, though many are able to progress to regular scissors over time. There are various types of adaptive scissors that work well for children with physical limitations. One is spring scissors, which automatically spring open after being squeezed closed. These are useful for a child with limited strength or coordination. Mounted tabletop scissors are suitable for children with one functional hand. "A pair of very small Benbow Learning Scissors, designed by an occupational therapist, can also make correct positioning easier," says Barbara A. Smith, M.S., an occupational therapist and author of From Rattles to Writing: A Parent's Guide to Hand Skills.
Blunt-tipped Fiskar scissors are preferred by schoolteachers. "The reason I have come to love the Fiskar brand is that it works," says Carol Welch, a kindergarten teacher with 23 years experience. "As parents we often think 'safety scissors' are the best option for beginners, but all too often these scissors have dull blades, which makes it harder to cut. Children who try are often unsuccessful and they become discouraged or give up. Fiskar scissors actually cut the paper successfully in a short amount of time," she says.
Stress Scissor Safety. Scissor safety is critical and should always be emphasized at the beginning of each cutting activity. Welch reveals her two "golden scissors safety rules" for her kindergarten class.
1. Scissors are only for cutting paper. Nothing else! (This includes shirts, crayons, fingers, hair, and lips.) If a child feels the need to cut something other than paper, he loses the privilege of having scissors until he is ready for another chance. If the problem happens again, the scissors are taken away.
http://www.parents.com/toddlers-preschoolers/development/physical/teaching-preschoolers-to-usescissors/
http://drannezachry.com/
2. Avoid walking with scissors. Discourage children from walking around the classroom while holding scissors. On the rare occasion that they must do so, the students know the proper way to hold them is with the blades closed, gripping the blade end in the hand, forming a fist around the blades, and leaving the handles exposed. The scissors should be held close to one's side when walking. By following this rule, there is no risk of children walking around while opening and closing the blades.
Work on Fine Motor Skills First. Before teaching your child to use scissors, have him participate in some fun activities that will strengthen his hand and finger muscles and improve bilateral coordination. Tong activities are an entertaining option. Have your child use kitchen tongs to stack small blocks or to move cotton balls from one container to another. Or jump-start his fine motor skills with these activities:
* Tear paper into small pieces to improve the ability to use both hands in a coordinated manner.
* Spin a top to exercise the muscles in the thumb, index, and middle finger.
* Punch holes on index cards with a handheld puncher to strengthen the hand muscles and improve bilateral skills.
* Squeeze water out of squirt-toys in the bathtub so hand muscles get a workout.
* Use an eye dropper filled with watercolor paints to challenge fine motor skill.
* Finger puppet play is entertaining and addresses finger isolation and dexterity.
* Place clothespins or kitchen clips on the edge of a paper plate to strengthen small hand and finger muscles and encourage bilateral skills.
Steps to Perfect Scissor Development
Start the Snipping Process. Once your child's hand muscles have strengthened and her bilateral and coordination skills have improved, introduce the scissors. Follow these simple instructions for holding scissors correctly.
1. Position the wrist so that the thumb is turned upward, the thumb joint resting inside the thumb loop.
2. Make sure the tip of the middle finger is inside the opposite loop. Some scissors have enough space for the middle and ring fingers to be positioned inside this loop. There may even be adequate space for both fingers.
3. Place the index finger outside the loop, in front of the middle finger serving as a "guide."
4. The ring finger and pinkie should be curled into the palm (unless the ring finger is inside the loop with the middle finger). "Many children need frequent help positioning the wrist correctly in the 'thumbs up' position," Smith advises. "A helpful strategy is to hold the paper above eye level or tape it to the wall so that the child is cutting upwards. Cutting in this position automatically positions the wrist correctly."
http://www.parents.com/toddlers-preschoolers/development/physical/teaching-preschoolers-to-usescissors/ Showcase Your Own Skills. Teach your own scissor skills to your child. "Modeling, while sitting beside your child instead of across, is easier, especially for kids who are challenged with body position and space," says Sunita Murty-Gami, an occupational therapist and Clinical Coordinator for PediaStaff. Be sure to explain what you are doing at each step. For example, say, "Look, I am using my thumb to open and close the scissors." Provide a visual cue, such as, "The http://drannezachry.com/
scissor blades are opening and closing like a crocodile's mouth." If your child has a difficult time manipulating the scissors, there are "two-person" training scissors available in many craft stores or online. These are excellent because they have an extra set of loops. You can hold and manipulate the outside loops while your child holds the inside loops, allowing your little one to "feel" the movement of the blades opening and closing.
Encourage Independent Cutting. Once your child can hold and manipulate a pair of scissors with ease, she is ready to cut on her own. She can start by snipping several colorful straws into small pieces. Thread a colorful piece of string or yarn through the pieces to make a bracelet or necklace. Once she has mastered snipping, offer her one-inch-wide strips of card stock, construction paper, or old file folders. The firmness of these materials makes cutting easier for a beginner because the paper doesn't flop around and the short width of the paper allows for cutting the strips in half with one snip. Never let the scraps of paper go to waste. "I often have a child snip pieces of green, yellow, and orange paper into small pieces to make leaves for a tree or sprinkles for an ice cream cone picture," Murty-Gami says.
Have your child attempt to snip sequentially by cutting across a 4-inch piece of paper and progressing to an 8-inch piece. With practice, he will learn to cut on straight lines, curved lines, angled lines, and simple shapes with skill. The cutting lines should be thick and bold in the beginning; as your child's skills improve, progress to thinner lines. If your child has difficulty staying on the lines while cutting, make a practice sheet by outlining the cutting line with two thin strips of school glue. Once the glue dries, have your child cut on the line between the ridges of glue. If he veers off of the line, he will feel a bump as he cuts across the glue strip. After completing several practice sheets, the sensory feedback should help him understand how to stay on the lines.
Encourage Scissor Skill Development. Don't worry if your child is a messy cutter at first. Kids progress at their own pace, so prepare his little hands with fun games and activities that challenge fine motor skills. Keep this development progression in mind as your kid begins using scissors:
1. The child begins to show an interest in cutting.
2. The child holds the scissors correctly.
3. The child opens and closes the scissors in a coordinated manner.
4. The child uses an entire hand to snip paper.
5. The child uses scissors to cut forward across a piece of paper with two or more consecutive snips.
6. The child cuts a piece of paper in half.
7. The child follows straight lines, with the scissors (not the paper) moving to stay on the line.
8. The child manipulates scissors and paper to cut out shapes with curves.
9. The child cuts squares.
10. The child cuts more complex shapes.Remember that using scissors efficiently is a complicated skill that improves with practice and, as we all know, practice makes perfect.
Copyright © 2012 Meredith Corporation.
http://www.parents.com/toddlers-preschoolers/development/physical/teaching-preschoolers-to-use- scissors/
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Bearpark Primary School
Homework Policy
Adopted by Curriculum and Standards Committee of The Governing Body in July 2019
Signed _________________________(Chair of Governors)
Signed__________________________(Headteacher)
Date of review: July 2021
Bearpark Primary School: Policy for Homework
Rationale
The school policy for homework was developed and agreed by the whole staff and has the full agreement of the Governing Body. The policy was approved and ratified by the Curriculum and Standards Committee of The Governing Body during the Summer Term 2019 and is regularly reviewed.
Aims
- Ensure that parents are clear about what their child is expected to do.
- Ensure consistency of approach throughout the school.
- To use homework as a tool to help continue to raise standards of attainment.
- Improve the quality of the learning experience offered to pupils and to extend it beyond the classroom environment.
- Provide opportunities for parents, children and the school to work together in partnership in relation to children's learning.
- Encourage pupils and their parents to share and enjoy learning experiences.
- Reinforce work covered in class by providing further opportunities for individual learning.
- To practise or consolidate basic skills and knowledge, especially in Numeracy and Literacy.
- Encourage children to develop the responsibility, confidence and self-discipline needed to study independently.
- To prepare Year 6 pupils for the transfer to secondary school.
The Nature of Homework
It should be noted that homework can be set in many different forms with many different expectations and outcomes. It is important to remember that when expecting and setting homework there are a number of points to consider:
1. The nature and type of homework changes throughout a pupils school career.
2. Amount and frequency of homework should increase as a pupil gets older but this may also vary through the school year and be appropriate to the ability of the child.
3. It will not necessarily come in the form of a written task.
4. Homework should be set regularly from the Foundation Stage to Year 6.
Recommended Time Allocation
If parents have any concerns they should not hesitate to contact the school. Normally, more than one day will be allowed for the completion of a homework task, except where daily practice is to be encouraged e.g. reading, spelling and times tables.
The following are government recommendations as appropriate time allocations for homework activities.
Years 1 and 2 - 1 hour per week
Years 3 and 4 - 1.5 hours per week
Years 5 and 6 - 30 minutes per day
Homework Tasks
Listed below, for each Phase of Bearpark Primary School, are a number of example tasks and activities that might be given as homework. This is by no means an exhaustive list and is open to constant change, although many of these tasks and activities will be used on a regular basis. Homework activities will change to meet the needs of the pupils involved and activities that might be occurring in class. All homework tasks and activities will have a clear purpose and assist pupils in the process of their academic development.
Foundation Stage
These may include:
- Reading books and key words
- Counting in the environment.
- Reciting nursery and counting rhymes.
- Identification of shapes in the environment.
- Fastening and unfastening buttons and zips and tying shoelaces – getting dressed and undressed etc. etc
Year 1 and Year 2
These may include:
* Reading books and key words
* Learning spellings
* Learning number facts
* Literacy activities
* Maths written method activities
Year 3 and Year 4
These may include:
* Reading
* Spellings
* Reading comprehension activities
* Maths written method activities
* Learning number facts
* Self-directed project (1 term)
* TT Rockstars
Year 5 and Year 6
They may include:
* Reading
* Spellings
* Reading comprehension activities
* Maths written method activities
* Learning number facts
* Self-directed project (1 term)
* TT Rockstars
Responsibilities
Role of the Class Teacher
- To provide an explanation of homework tasks to children and, when necessary, parents and give guidance of how they might assist their child. This may be done by
a note with the work, at a pre-school parents meeting or at an open evening if possible.
- To set up regular homework in an easily followed routine.
- To ensure that homework is set consistently across classes in the Year group.
- To set homework that takes equal and racial opportunities into account.
- To ensure any homework is purposeful and links directly to the curriculum being taught.
- To reward and praise children who regularly complete homework tasks.
- To mark homework appropriately, when necessary and give feedback to pupils.
Role of the Head teacher and Governing Body
- To check compliance of the Policy.
- To meet and talk with parents when appropriate.
- To discuss with staff how far the policy is being successfully implemented.
Role of Parents/Carers
- To support the school by ensuring that their child attempts the homework.
- To provide a suitable place for their child to carry out their homework.
- To encourage and praise their child when they have completed their homework.
- To become actively involved and support their child with homework activities.
- To make it clear that they value homework and they support the school by explaining how it can help learning.
At Bearpark Primary School we are very keen for parents to support and help their children with homework. We take the view that children are likely to get more out of an activity if parents get involved. However, there are times when we will want to see what children can do on their own. It is particularly important, as they get older, for children to become increasingly independent in their learning. If a parent is unsure about what their role should be, they should discuss it with their child's teacher.
Equal opportunities
All children are provided with equal access to homework within the curriculum. We aim to provide suitable learning opportunities regardless of gender, ethnicity or home background.
Monitoring and evaluation
The effectiveness of the implementation of this policy will be reported to the Governing Body. This policy will be reviewed and revised as necessary, but no later than July 2021. | <urn:uuid:6cbf7985-6945-4b20-b6ef-a42af244137d> | CC-MAIN-2020-40 | http://www.bearpark.durham.sch.uk/wp-content/uploads/sites/32/2019/07/Homework-Policy-July-2019.pdf | 2020-09-26T00:02:21+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00684.warc.gz | 162,255,686 | 1,264 | eng_Latn | eng_Latn | 0.996214 | eng_Latn | 0.998813 | [
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Math
Telling Time Game complete the BOOM
mlearning.com/hy perplay/KXr6jj8N
Use your Login ID
| | Monday | | Tuesday | | Wednesday | | Thursday | | |
|---|---|---|---|---|---|---|---|---|---|
| MUST DO ACTIVITY MATH ESCAPE ROOM! Click the link and use the login information to complete the BOOM cards. https://wow.boomlearning .com/hyperplay/KXr6jj8N pe86Cc8a8/6SDbwyNLfh5 GGo6np/ Use your Login ID (sent in Dojo) Password: tyman | MUST DO ACTIVITY | PIZZA FRACTIONS! Click the link and use the login information to complete the BOOM cards. https://wow.boomlearning .com/hyperplay/KXr6jj8N pe86Cc8a8/F9dZ4xtEKb5x dtqHn/ Use your Login ID (sent in Dojo) Password: tyman | PIZZA FRACTIONS! | MUST DO ACTIVITY ARRAYS AND MULTIPLICATION Click the link and use the login information to complete the BOOM cards. https://wow.boomlearning .com/hyperplay/KXr6jj8N pe86Cc8a8/FPbeThYYkhJQ sQeGe/ Use your Login ID (sent in Dojo) Password: tyman | MUST DO ACTIVITY | MULTIPLICATION CATCH Click the link and use the login information to complete the BOOM cards. https://wow.boomlearning .com/hyperplay/KXr6jj8N pe86Cc8a8/MeDGt2tXwCm e3Lavu/ Use your Login ID (sent in Dojo) Password: tyman | MULTIPLICATION CATCH | | |
| | MATH ESCAPE ROOM! | | | | ARRAYS AND | | | | |
| | | | Click the link and use the | | MULTIPLICATION | | | | |
| | Click the link and use the | | login information to complete | | | | Click the link and use the | | |
| | login information to complete | | the BOOM cards. | | Click the link and use the | | login information to complete | | |
| | the BOOM cards. | | | | login information to complete | | the BOOM cards. | | |
| | | | https://wow.boomlearning | | the BOOM cards. | | | | |
| | https://wow.boomlearning | | .com/hyperplay/KXr6jj8N | | | | https://wow.boomlearning | | |
| | .com/hyperplay/KXr6jj8N | | pe86Cc8a8/F9dZ4xtEKb5x | | https://wow.boomlearning | | .com/hyperplay/KXr6jj8N | | |
| | pe86Cc8a8/6SDbwyNLfh5 | | dtqHn/ | | .com/hyperplay/KXr6jj8N | | pe86Cc8a8/MeDGt2tXwCm | | |
| | GGo6np/ | | | | pe86Cc8a8/FPbeThYYkhJQ | | | | e3Lavu/ |
| | | | Use your Login ID (sent in | | sQeGe/ | | | | |
| | Use your Login ID (sent in | | Dojo) | | | | | | |
| | Dojo) | | Password: tyman | | Use your Login ID (sent in | | Use your Login ID (sent in | | |
| | Password: tyman | | | | Dojo) | | Dojo) | | |
| | | | | | Password: tyman | | | Password: tyman | |
| Choose a multiplication game! | | Choose a multiplication game! | | Choose a multiplication game! | | Choose a multiplication game! | | | |
Students who have access to i-Ready should complete at least 45 minutes and pass 1 lesson. | <urn:uuid:8309835d-5b83-41ef-8dc0-e9984f5e9a6e> | CC-MAIN-2020-40 | https://scottwohlers.files.wordpress.com/2020/06/grade-3-math-week-11.pdf | 2020-09-26T00:03:40+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00683.warc.gz | 587,262,549 | 1,021 | eng_Latn | eng_Latn | 0.983308 | eng_Latn | 0.983308 | [
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STRANDS AND STANDARDS EQUINE SCIENCE-YEAR
Course Description
Students will be exposed to equine science and technology principles which include genetics, anatomy, physiology/nutrition, diseases, pests, and management practices. The scientific processes of observation, measurement, hypothesizing, data gathering, interpretation, analysis, and application are stressed. Career opportunities and educational preparation are examined. Learning activities are varied, with classroom, laboratory, and field experiences emphasized.
Students will develop an understanding of the role of FFA in Agricultural Education Programs.
Standard 1
Students will understand the history and organization of FFA.
* Students will explain the mission and strategies, colors, motto, parts of the emblem, and the organizational structure of the FFA.
* Students will explain how, when, and why the FFA was organized.
* Students will recite and explain the meaning of the FFA Creed.
* Students will explain the purpose of a Program of Activities and its committee structure.
Standard 2
Students will discover opportunities in FFA.
* Students will identify major state and national activities available to FFA members.
* Students will describe how the FFA develops leadership skills, personal growth, and career success.
Standard 3
Students will determine FFA degrees, awards, and Career Development Events.
* Students will identify the FFA proficiency awards.
* Students will explain the FFA degree areas.
* Students will explain various team and individual Career Development Events.
Performance Objective
* Attend an FFA meeting.
Students will understand the benefits of a Supervised Agricultural Experience (SAE) Program.
Standard 1
Students will determine the benefits of an SAE.
* Students will define supervised horticultural/agricultural experience.
* Students will explain the importance of goals and career ladders.
* Students will explain the benefits of supervised horticultural/agricultural experience programs.
Standard 2
Students will determine the kinds of SAE programs.
* Students will describe research/experimentation and exploratory SAE's.
* Students will explain the difference between entrepreneurship and placement SAE's.
* Students will explain the characteristics of a good SAE program and student responsibilities that are involved.
Standard 3
Students will research possible SAE programs.
* Students will identify skills needed for career success.
* Students will identify career interest areas in agriculture.
* Students will explain opportunities for SAE programs.
Standard 4
Students will plan an SAE program.
* Student will identify the parts of an annual SAE program plan.
* Student will identify the steps in planning an SAE program.
* Student will discuss the function of a training plan and/or agreement in an SAE program.
Standard 5
Students will implement SAE programs.
* Students will explain the types of financial records needed to support a chosen SAE program.
* Students will discuss the importance of keeping records on an SAE program.
* Students will identify standards to follow in keeping records on an SAE program.
Performance Objective
* Develop short and long rage SAE goals.
* Develop short and long range leadership and personal development goals.
* In an approved record book, record all transactions and activities on a SAE.
Students will study career opportunities in equine science
Standard 1
Students will present the general skills required for employment.
Standard 2
Students will use resources and assess information
Standard 3
Students will describe the educational opportunities available.
Standard 4
Students will list three ways to gain experience in the horse industry.
Standard 5
Students will identify eight careers and entrepreneurship opportunities in equine science.
STRAND 4
Students will understand the history of the modern horse and the development of horse breeds, types, and classes.
Standard 1
Students will describe the development of modern horses.
Standard 2
Students will discuss the domestication of the horse.
Standard 3
Students will identify historical trends of human utilization of horses.
Standard 4
Students will describe the current horse industry.
Standard 5
Students will describe the gait and movement of horses.
Standard 6
Students will classify and describe equine as pony, light, draft, and long-eared.
Standard 7
Students will list and describe equine breeds and their origins.
Performance Objective
* Correctly classify specific equine breeds.
* Identify equine breeds.
Students will analyze equine anatomy and physiology.
Standard 1
Students will identify the external parts of the horse.
Standard 2
Students will explore equine bodily systems.
Standard 3
Students will describe the skeletal and muscular systems of the horse.
Standard 4
Students will describe the digestive system of the horse.
Standard 5
Students will describe the reproductive systems of the horse.
Performance Objective
* Identify the parts of the skeletal system.
* Identify the parts of the digestive system.
* Identify the parts of the reproductive system.
* Identify the external parts of a horse.
STRAND 6
Students will learn about equine nutrition and feeding management.
Standard 1
Students will list and discuss basic nutrients.
Standard 2
Students will identify feeds important to horses.
Standard 3
Students will balance an equine ration.
Standard 4
Students will list and describe equine nutritional disorders.
Performance Objective
* Develop a balanced equine ration.
Students will explore concepts in equine health management.
Standard 1
Students will list, identify, and describe equine diseases.
Standard 2
Students will identify horse internal and external parasites.
Standard 3
Students will properly care for hooves and explain hoof anatomy.
Standard 4
Students will determine proper horse health management practices.
* Teeth floating and aging
* Vaccination program
* Sanitation
Performance Objective
* Identify symptoms of equine diseases and parasites.
STRAND 8
Students will understand horse genetics.
Standard 1
Students will explore the fundamentals of genetics.
Standard 2
Students will investigate horse coat color and markings.
Standard 3
Students will explain the heritability of performance traits.
Performance Objective
* Predict the heritability of coat color, markings, and performance traits.
STRAND 9
Students will explore horse reproduction and parturition.
Standard 1
Students will describe the physiology of the reproduction tracts of stallions and mares.
Standard 2
Students will summarize the estrus cycle and proper times to breed.
Standard 3
Students will describe proper horse gestation management.
Standard 4
Students will explore equine reproductive technology.
* Embryo transfer
* Artificial insemination
* Cloning
Standard 5
Students will discuss proper care during pregnancy and parturition.
Standard 6
Students will describe the horse condition scoring system.
Performance Objective
* Develop a breeding schedule for a mare.
STRAND 10
Students will study and utilize equine behavior training.
Standard 1
Students will list and discuss horse behavioral categories.
Standard 2
Students will demonstrate safe handling of horses.
Standard 3
Students will explain imprinting.
Standard 4
Students will identify abnormal horse behavior (vices).
Standard 5
Students will discuss how to load and haul a horse and how to check the safety of a trailer.
Performance Objective
* Demonstrate the safe handling of horses.
STRAND 11
Students will learn about equine facilities and equipment.
Standard 1
Students will identify, discuss, and describe the usage of Western and English tack.
Standard 2
Students will outline the transportation of horses.
Standard 3
Students will investigate horse facilities and fencing.
Standard 4
Students will discuss waste management.
Performance Objective
* Develop a waste management plan.
STRAND 12
Students will know how to evaluate and select a horse.
Standard 1
Students will summarize the considerations of purchasing a horse.
Standard 2
Students will recognize the ideal horse conformation characteristics.
Standard 3
Students will recognize conformation faults and predict potential unsoundness
Standard 4
Students will present oral and written reasons in horse evaluation.
Performance Objective
Present oral reasons in horse evaluation.
* Select a horse based on conformation characteristics.
Skill Certificate Test Points by Strand | <urn:uuid:ccad4b0b-f9c9-43af-b17d-1a2b073f24c6> | CC-MAIN-2020-40 | https://schools.utah.gov/file/e926508e-913b-4dbb-a126-b02ecdbf7a85 | 2020-09-25T23:23:55+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00683.warc.gz | 586,206,833 | 1,655 | eng_Latn | eng_Latn | 0.986896 | eng_Latn | 0.990176 | [
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SCIENCE: The science program instills and reinforces a sense of curiosity and discovery in the investigation of the world. Students are encouraged to learn scientific principles, vocabulary, inquiry, experimentation, and reporting at the appropriate skill level for the age. Whole class/small group instruction, verbal and visual presentations, journal keeping, and making real world connections help this subject to come "alive" for the students.
Overview: across the grades levels, introduces, refines, and masters the following:
* Earth science
* Geology
* Astronomy
* Water, weather and climate
* Oceanography
* Life Science o Cells, structure, function, processes
* Plants o Animals o Ecosystems and the diversity of living things
* Health o Body Organs
* Physical Science
* Matter
* Motion and forces
* Energy
* Waves o Light
* Electromagnetic Systems
* Scientific Method
* Lab Reports
* Science Fair
Sampling of topics covered:
Grades 1 – 3
* Comparing and contrasting living and non-living things.
* Understanding that there is interdependence among living organisms within a geographic area which calls for mutual care and nurturing within an environment, specifically the Arctic and rainforest.
* Recognizing the similarity in familiar animals and plants.
* Studying the life cycle of a plant · Introduce the five senses and their functions · Develop and understanding of proper nutrition and hygiene
* Understand the necessity for personal safety · Looking at fossils that give evidence of prehistoric life
* Recycling
* Understanding that sun, water, and air are major factors in weather
* Recognizing fair weather and storm clouds.
* Understanding the movement of the major bodies in our solar system
* Understanding the concept of rotation; why the sun appears to rise and set
Grades 4 – 6
All of the above, as well as:
* Classifying geologic eras.
* Identifying the earth's surface and interior make-up.
* Classifying rocks using characteristics of each type.
* Studying volcanoes, earthquakes, movements of continents, creation of mountains.
* Examining fossils, their type and formation.
* Recognizing constellations, visible planets · Identifying the three states of water: solid, liquid, gas
* Distinguishing between weather and climate
* Understanding condensation, precipitation, evaporation, freezing, and melting
* Understanding how clouds form
* Comparing and contrasting the parts of plant cells and animal cells.
* Describing how cells are organized.
* Understanding that plants and animals go through predictable life cycles: growth, development, reproduction, and death.
* Classify living things by kingdom, phylum, class, and order, family, genus, and species.
Jr. High
All of the above, as well as:
* Executing the process of scientific inquiry and reporting, including clearly stating the purpose or question, planning the experiment, collecting the necessary materials, formulating a hypothesis, perform an experiment to test the hypothesis, executing the systematic and precise collection and reporting of date, and formulating conclusions based upon the data.
* Encouraging students to take responsibility for their own learning.
* Devising procedures for carrying out independent investigations within the framework of the Science Fair project.
* Developing awareness of environmental issues and the global impact of human actions.
* Learning the parts of and learning to use a compound microscope.
* Using the microscope to identify and differentiate the parts of the cell.
* Understanding the difference between self and cross-pollination.
* Identifying the types of leaves and their classifications.
* Comparing groups of organisms in terms of their diversity and analyze and compare the theories of Lamarck and Darwin.
* Learning the levels of classification for: kingdom to species; living things; vertebrates, and invertebrates.
* Analyze the effects of inertia in everyday experience.
* In Newton, estimate the force needed to lift an object; measure the size of a force. | <urn:uuid:52e1bcfd-6bde-4ed8-9b75-631f3237e7c9> | CC-MAIN-2020-40 | https://stjohns-peabody.com/wp-content/uploads/2019/12/Science-Overview.pdf | 2020-09-25T22:01:16+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00686.warc.gz | 641,931,027 | 803 | eng_Latn | eng_Latn | 0.982731 | eng_Latn | 0.986918 | [
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This reflects your listening experience of social distancing during the Covid19 Pandemic of 2020
Listening Passport belonging to
3
Collect
Write down all of the sounds you hear
Select
Describe some of your good sounds
Personal notes
Use this for your own notes or comments
4
6 – 17
18 – 33
34 – 38
We all have the power to change our own environment and the impact it has on us. When we change the way we look and listen at our surrounding then change will happen.
This Listening Passport will help you. This is for you to use alone, with mates online or in a family setting.
Upload your recordings to instagram using the hashtags #listeningpassport and #isolationsounds. Follow @thelisteningpassport.
There are only a few simple instructions. Please follow the simple instructions for each section. There are examples given for each task .
Your Listening passport will allow you to focus on your surroundings and environment. You will be asked to identify and describe the positive things you hear, see and feel around you.
5
Write down all of the sounds you hear
Make note if it’s daytime or night, inside or out, and if you like the sound
Like
Eg. Birds in the garden.
Outside. In a group. Summer. Daytime.
Eg. Wash washer in kitchen
Inside. Daytime.
Eg. Feeding the goldfish
Inside. Night time before bed.
Eg. Clicking a jigsaw together
Inside. Early morning.
X
X
X
X
6
7
Like
Like
Like
8
9
Like
Like
10
Like
Like
12
Like
Like
14
Like
Like
16
Inside
Outside
Inside
With others
Day
Outside
Alone
Night
Eg.
The sound of Lego bricks being connected and played with.
Inside
With others
Day
Outside
Alone
Night
20
Inside
With others
Day
Outside
Alone
Night
Inside
With others
Day
Outside
Alone
Night
Inside
With others
Day
Outside
Alone
Night
26
Inside
With others
Day
Outside
Alone
Night
Inside
With others
Day
Outside
Alone
Night
Inside
With others
Day
Outside
Alone
Night
Personal notes
34
36
38
But hark! joy – joy – strange joy.
Lo! heights of night ringing with unseen larks.
Music showering our upturned list'ning faces.
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peter m. haas
Environment: Pollution
Peter M. Haas
the twenty-first century, suggests renowned biologist E. O. Wilson, will be the age of the environment. 1 Despite the convenience of millennial accounting, this age started earlier—with the 1972 UN Conference on the Human Environment (UNCHE), when the international community first became aware of the widespread impact of human behavior on the natural environment. Before then, national leaders were by and large unfamiliar with environmental issues, scientific understanding was rudimentary; and there were few national or international institutions available for promoting environmental protection. Over the last thirty years, however, the environment has become firmly established on the international diplomatic agenda, and, through regime formation, binding rules have been developed for most human activities affecting environmental quality. Almost all areas of human economic activity are now subject to at least one international environmental accord, and most countries are bound by a number of international environmental commitments. One feature of international environmental governance is particularly striking: national governments have become increasingly aware of the complexity of the threats to the world's ecosystems and of the need for more comprehensive and collective responses. Accordingly, the substance of regional and international legal arrangements on the environment has begun to reflect this awareness. Environmental governance—the ever-expanding network of legal obligations and formal institutions influencing states' environmental policies—has evolved principally through the development of better scientific understanding about the behavior of the physical environment combined with a growing appreciation of the role that international institutions can play. These regulations and institutions have contributed to a structural change in the world economy and to the development of markets for clean technology.
UNCHE provides the benchmark against which progress in international environmental governance has occurred. UNCHE, which took place in Stockholm in
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1972, was the first global governmental conference on the environment. It popularized the environment, putting the environment firmly on the international agenda, as well as triggering administrative reforms in most governments of the world that had to designate environmental bodies to be responsible for producing reports on national environmental problems. UNCHE provoked states to take initial positions on the environment that revealed deep cleavages that have persisted throughout subsequent negotiations. Industrialized countries expressed principal concern about matters of industrial pollution, whereas developing countries were primarily concerned with natural resource usage and that they would have to forgo economic development to protect the environment. In addition, UNCHE was the first UN conference to have a parallel nongovernmental organization (NGO) forum, marking the beginning of the formal involvement of NGOs and civil society in international conference diplomacy. UNCHE adopted both the Stockholm Declaration establishing twenty-six principles of behavior and responsibility to serve as the basis for future legally binding multilateral accords and the Action Plan for the Human Environment that specified 109 recommendations in the areas of environmental assessment, environmental management, and supportive institutional measures.
The conference also created the UN Environment Program (UNEP). Based in Nairobi, Kenya—the first UN agency to have headquarters in a developing country—UNEP served as the environmental conscience of the UN system for over twenty years. UNEP urged other UN agencies to internalize environmental concerns into their programmatic activities, engaged in public environmental education, helped draft dozens of international environmental treaties, trained developing country officials in environmentally sensitive natural resource management techniques, helped monitor the environment, and tried to empower environmental NGOs in many countries.
The UN Conference on Environment and Development (UNCED), held in Rio de Janeiro in 1992, marked the twentieth anniversary of UNCHE. UNCED adopted the Rio Declaration with 27 principles for guiding environmental policy and a sweeping action plan to promote sustainability. The action plan was called Agenda 21 and provided 2,509 specific recommendations with elements applying to states, international institutions, and members of civil society. 2 UNCED created the UN Commission on Sustainable Development (UNCSD) and cemented the tacit North-South compromise that environment and development were complementary in the long term, so long as the North contributed financial assistance to developing countries to pay for much of their pollution control that would affect conditions elsewhere in the world. In 2002 there will be a Rio Plus 10 Conference held in Johannesburg, South Africa, to continue the efforts by the international community to protect the global environment and to encourage sustainable development.
This chapter looks at the creation and evolution of multilateral regimes that address transboundary and global pollution threats—what the UNEP calls multilateral
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environmental agreements (MEAs). It seeks to describe the major trends in international environmental policy since the 1970s and explain the principal policy factors that account for the dramatic increase in concern about and commitment to improving the quality of the Earth's environment. Multilateral regimes help to coordinate and influence state actions, and although they do not directly stop human activities that degrade the environment, they do offer a set of institutional expectations and pressures on states to develop and enforce policies toward that end.
Ecological ideas introduced by environmental scientists, NGOs, and international institutions over the last thirty years have evolved against a backdrop of new trends in international politics. 3 Transnational networks of environmental scientists grew influential in the 1970s in the aftermath of the UNCHE. Until the end of the Cold War, dominant attitudes toward international institutions remained burdened with dominant calculations about national security and geopolitics, to which environmental concerns were subordinated. However, with the end of the Cold War, interest in developing more powerful international institutions has increased worldwide, as people have become more comfortable with the notion of globalization, and geopolitical calculations no longer dominate the mind-sets of elite policy makers in the West. Popular interest in environmental quality issues has also grown in this period as the emergence of green parties in most advanced industrial societies would attest. To some extent, the decline of profound North-South cleavages in the 1980s facilitated consensus on sustainable development as a policy goal. Lastly, the spread of civil society and democratization since the early 1990s has increased the influence of environmental voices both at home and abroad through complex networks of transnational influence that are beginning to make governments accountable not only to their own citizens but also to citizens from other countries and to international institutions. Still, the majority of these background changes, which surely contributed to an acceleration of environmental governance, only occurred in the early 1990s, following twenty years of real progress in the development of environmental regimes. Many of the ideas and actors were already present, but UNCED focused attention on them.
NATURE OF GLOBAL ENVIRONMENTAL THREATS
Global environmental problems should be of great concern not only because of nature's intrinsic value or because of ethical concerns for future generations. They also matter because environmental problems can harm human health and well-being, impose disruptive costs on national economies, and even fuel political instability and violent conflict by exacerbating inequalities and tensions in resource-poor areas. 4
Environmental degradation is the collateral damage of modern economic growth based on fossil fuel consumption and industrial production. Most industrial and
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other human activities generate contaminants that accumulate in the physical environment, leading to unanticipated environmental risks and often irreversible consequences. Ironically, environmental threats can be the unanticipated result of wellintentioned efforts at improving prosperity.
Ecosystems transfer pollutants geographically. Thus contaminants from emissions in one area may eventually appear elsewhere. Contaminants that accumulate in ecosystems may have nonlinear effects on environmental quality, so that even in small quantities they could have unanticipated and sometimes disastrous results. For instance, in 1972 many were shocked to learn that DDT, a chemical pesticide widely used for the elimination of malaria-transmitting mosquitoes, had been detected in Antarctica. Scientists determined that the pesticide caused penguin eggshells to become more fragile, which ultimately meant that fewer penguins were born alive. Chlorofluorocarbons (CFCs), industrial coolants that have been widely used since the 1930s for refrigeration and insulation, were found to accumulate in the stratospheric ozone layer. Not only do CFCs contribute to seasonal thinning of the ozone layer, but also to the increase of ultraviolet rays reaching the surface of the earth. According to some, these rays are responsible for the increase in the skin cancer rate in humans and declines in fisheries and agricultural productivity.
Climate change is humankind's most recent global environmental problem and its most politically challenging. Recent scientific consensus suggests that the use of fossil fuels will lead to the warming of the Earth's climate by 2050 to an extent that may lead to widespread interference with vital ecosystems. The Intergovernmental Panel on Climate Change (IPCC) is a body of government-nominated scientists, created in 1988, responsible for ascertaining the state of scientific consensus on climate change. In 1996, it concluded that "the balance of evidence suggests a discernible human influence on the global climate." The IPCC now predicts that if current emissions rates continue, the average temperature on the planet will rise by 2.5-10.4 degrees Fahrenheit over the next 100 years—the most rapid change in ten millennia and 60 percent higher than the IPCC predicted six years ago—leading to widespread coastal flooding and submersion of small islands and deltas, changes in growing seasons and agricultural productivity, more acute weather patterns, widespread loss of biodiversity, and the spread of tropical diseases, although estimates of the full magnitude or timing of the impacts of human-induced climate change remain unclear.
Political Problems Impeding Effective Environmental Governance
Transboundary and global environmental risks have been politically difficult to manage at the international level for several reasons. Technically, efforts to cope with environmental threats must be comprehensive if they are to address the complex array of causal factors associated with them. Yet comprehensiveness is difficult to achieve,
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because few governments or international institutions are organized to cope with the multiple dimensions of environmental problems, and many states lack the technical resources to develop and apply such efforts. 5
Many tools of international environmental governance can help to address these political problems. For instance, through providing new information to all actors and by empowering NGOs, imaginative efforts at environmental governance by international organizations may improve national abilities to anticipate environmental threats. They also create domestic constituencies for dealing with them and for verifying or overseeing compliance with environmental regulations. Building national scientific competence and educating the public and elites about the behavior of complex ecosystems can also transform states' notions of their national interests when negotiating international environmental regimes. This, in turn, can make them more likely to accept voluntary constraints on economic growth and on state authority to preserve international environmental resources.
Many neorealist and institutionalist analysts characterize international environmental politics principally in terms of problems of collective choices. 6 Although collective action may be desirable to address shared problems, neorealists and realists believe that the international system is institutionally and administratively too weak to leverage sufficient political pressure on states to act. As such, the ability of states to manage shared problems is inadequate to the task of protecting the environment.
Most environmental problems require joint action because they are typically created by large numbers of countries, and because many of their consequences extend beyond the jurisdiction of any one country (including the atmosphere and open oceans). Individual countries accurately assume that their environmental policies will not yield significant benefits unless most states agree to cooperate. Some observers assign principal blame for this to the persistence of state sovereignty. This view may be overstated, however, given that much effective environmental governance has been successful despite continuing claims of national sovereignty. 7
Governments frequently have different experiences with environmental problems and thus do not share common preferences about which problems should be addressed or the importance accorded to various environmental protection efforts. For instance, developed countries typically express concern with transboundary and global pollution threats, whereas developing countries voice greater concern about national problems associated with resource use and environmental degradation. Moreover, most developing countries stress the urgency of economic development and are leery of the short-term opportunity costs associated with environmental protection.
Political factors often influence states' environmental policies. National governments, for example, find that most international environmental issues are politically difficult to address because they are Olsonian public goods problems: that is, the costs of solving them are concentrated, whereas the benefits are diffuse. This means generally that those responsible for paying for the short-term costs of pollution con|
trol are usually more politically organized than those who benefit from environmental protection.
Domestic and international political systems are typically ill-equipped to create and implement environmental policy. Problems of both information availability and of political power and practice inhibit their rapid and effective application. Governments vary broadly in their administrative ability to develop and enforce environmental policies. Most governmental agencies and international organizations are designed to address disjointed problems and thus lack the knowledge base or administrative influence needed to address the full range of complex interactions that characterize environmental issues. For instance, agricultural ministries are responsible for increasing food production, typically through intensive agriculture, but they do not heed the social or environmental consequences of increasing reliance on chemical inputs. National regulatory bodies are usually organized to consider and apply management styles designed for discrete problems rather than cross-cutting ones; timely environmental quality data are often absent; and the relevant holistic or ecological models, when they exist, tend to remain restricted to the scientific community. In addition, environmental experts must contend with a government administration that at times can appear either ignorant or indifferent. 8 The institutional barriers are the consequences of long-held public administration orthodoxy, developed at the turn of the century for military and civilian organizations. They established iron triangles and patronage relationships between the government and society and weakened transmission channels connecting universities and environmental research institutions with relevant government agencies.
Lack of knowledge about the environment compromises effective management. Ecologists stress the need for comprehensive models of ecosystems, ecosystem health, and the human activities that influence ecosystems and are affected by them. Yet governments and modern institutions—as well as specialized modern scientific disciplines—are organized functionally to address only parts of such a broad problematique. Fragmented and incomplete scientific understanding of environmental threats and the behavior of ecosystems also inhibits the formulation of sweeping environmental measures. Moreover, the scientific myopia is reinforced by research funding imperatives from government sources that often stress narrow mission-based research rather than broader ecological studies. Consequently, most national and international efforts have sought to address specific environmental threats rather than work toward the protection of broad transboundary or global ecosystems.
Government officials' unfamiliarity with environmental problems has often hindered their ability to appreciate how their states' national interests can be harmed by environmental degradation. Further, it has retarded the development of effective environmental quality. For instance, in the early 1970s, Mediterranean governments responded to alarms about the decline of the sea's health and created the robust Mediterranean Action Plan, which has reversed much of the decline of the Mediter|
ranean Sea. Officials in the Mediterranean were genuinely unaware of the pollutants their countries were emitting, the concentrations of these pollutants in the sea, the human health and long-term consequences of these activities, and what to do about them. Such uncertainty in fact opened up political opportunities. Because the political leaders were uncertain about how their state interests would be affected by pollution, they turned to scientists for advice. Politicians, uncertain of the domestic coalitions likely to support or oppose environmental protection—although the tourism industry was vigorously opposed to any public admissions of environmental risk— could afford to take political gambles that they would not have likely taken if they had better anticipated the degree of domestic opposition by industry.
Most states now have national agencies for environmental protection, as well as sustainable development agencies. Governments have experimented with various institutional designs to make their agencies more effective. Some have focused on making their environmental agencies highly centralized, which proved useful for devising and enforcing environmental policies. Others have tried interagency coordination as a way to ensure that environmental concerns are reflected in the policies of other agencies responsible for managing activities that have an environmental impact. The most effective environmental agencies are found in states party to the Organization for Economic Cooperation and Development (OECD). In Eastern Europe and in most developing countries, however, such bodies still suffer from a lack of budgetary resources, political authority, popular support, and competent technical staff.
TRACK RECORD
International efforts to protect the environment have taken off since the creation of UNCHE. The number of multilateral treaties has more than doubled, a variety of new regimes have been established, and many innovative institutional support arrangements have been introduced. More than half of the 140-plus multilateral environmental treaties signed since 1920 have been adopted since 1973. 9 Since UNCHE, the catalyzing event of 1972, the international focus has shifted to a new set of environmental threats—from oil pollution of the seas and endangerment of whole species to atmospheric and marine pollution caused by, among other things, politically and economically costly industrial manufacturing (see table 8-1).
In the last thirty years, the adoption of treaties dealing with the environmental effects of economic activities, and framework treaties laying out agendas of interrelated issues for subsequent collective action, has greatly increased. This change signals a move away from trying to conserve individual species to controlling the negative consequences of economic activities that have traditionally been dealt with in isolation.
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Table 8-1. Changing Substantive Focus of Environmental Treaties
Note: Totals may not add to 100 because of rounding.
The substance of global environmental governance has expanded to capture the broad scale and functional scope of environmental threats. Global action has been taken to confront threats to the atmosphere. Marine treaties for global commons problems (such as pollution from shipping) have also acquired a global scope. Meanwhile efforts to confront problems with regional characteristics (such as coastal marine management) remain regional, although efforts are under way to develop global guidelines for managing land-based sources of marine pollution and for creating integrated coastal management. Before the 1970s, marine environmental law focused almost exclusively on preventing oil spills from tanker-related emergencies and operational activities. Recently, however, marine pollution control moved from controlling tanker-based sources of pollution to controlling marine dumping and the politically more difficult and economically costly land-based sources of pollution and air pollution, and to protecting ecosystems in which valued species dwell.
Attention has also shifted more generally from local and regional risks to global ones. For example, the conservation of localized bird species (as characterized by environmental law through the 1950s) has given way to efforts, starting in the 1970s, to protect migratory birds' habitats. Negotiations have also moved away from global regional approaches to issues (such as acid rain) in the 1970s and 1980s to global atmospheric issues such as stratospheric ozone protection and climate change in the 1980s and 1990s.
Substantively, environmental governance arrangements have become increasingly ecological in form, heeding the ecological laws espoused by environmental scientists and focusing on the sustainable management of ecosystems rather than containing threats to environmental quality. The laws of man are increasingly based on under|
standings of the laws of nature. Species management is cast in terms of a habitat's ability to support multiple species rather than in terms of protecting individual populations living in the area. Environmental impact assessments are now widely required by governments and international organizations so that they may weigh the environmental consequences of economic or development decisions. International debates now regularly consider new concepts such as "ecological sensitivity values" to bound the rates of economic growth. Richard Gardner notes that the preamble to the UN Framework Convention on Climate Change (FCCC) commits signatory states "to the goal of stabilizing greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous interference with the earth's climate, and to do so in a time frame that will permit ecosystems to adapt." 10 The 1987 Montreal Protocol on Substances that Deplete the Ozone Layer (the Montreal Ozone Protocol), with 168 parties, has a design that reflects a growing willingness to accept scientific uncertainty when applying science to environmental management. Mandated reductions in CFC use are scheduled to take effect unless scientific consensus determines that such reductions are unnecessary, thereby indicating a readiness to stop using scientific uncertainty to avoid action. Such provisions shift the burden of proof from those pressing for environmental action to those urging delay. 11
A number of national and international organizational innovations have been introduced since 1972. In addition, most governments have created national environmental authorities, and, since 1992, sustainable development bodies as well. Countries have experimented with various forms of institutional design, with some opting for centralized bodies capable of creating and enforcing environmental policy. Often, however, these bodies have little or no influence over other important governmental agencies responsible for making policy affecting the generation of environmental stresses. Others have chosen more coordinated arrangements that encourage other agencies to internalize environmental considerations. Some of these, however, lack the resources to monitor compliance. Many national pollution control and environmental protection programs have become more comprehensive during this period as well. For example, by the mid-1990s, 150 integrated coastal zone management efforts were in place in sixty-five countries. 12
International institutional innovations occurred as well. UNEP was established in 1973, with a mandate to spur environmental action within the UN system. Other UN agencies developed new institutional resources to monitor environmental quality, foster policy research, create international laws, and verify state compliance. They have sought to do this by building national concern, transferring technology, training, and institutional lessons to governments to improve state capacity, and reaching out to NGOs and civil society. Since 1986 the World Bank has taken increased account of the consequences of its development projects, seeking, in particular, to minimize environmental damage. In addition, it has spent more money on environmental remediation and in helping governments develop national environmental plans.
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Gaps remain, however, in the institutional structure for environmental governance. Better early warning systems are needed; compliance mechanisms are weak and increasingly vulnerable to challenge when they infringe on free trade; more research is necessary for what is now widely called sustainability; and verification of state compliance is often weak. Substantively, few institutional efforts exist in the areas of soils protection, toxic waste management in developing countries, and freshwater pollution control.
Major international conferences have only had limited impacts on international environmental diplomacy. The UNCHE, the UNCED and its follow-up conferences, and the European Conferences on the European Environment have generated momentary public attention to the environment, but they have not been able to mobilize longer-term resources or induce governments to change their policies. Such conferences are better at stimulating public concern and galvanizing administrative reforms (member states must designate responsible national agencies) than they are at sustaining momentum in international environmental protection.
Some regimes have been highly effective in protecting the quality of the environment. The ozone regime is credited with virtually eliminating CFCs that once threatened the stratospheric ozone layer. The rate of environmental decline caused by organic and inorganic contaminants has been slowed in the Mediterranean, North Sea, and Baltic. The quality of the marine environment may have stabilized in the South Pacific and Southeast Pacific regions, although the data are much scantier for those areas. Airborne emissions of sulfur in Europe declined by 35 percent from 1980 to 1991, and a slight reduction in nitrogen emission from 1987 to 1991 has been recorded. 13 These achievements are all consequences of regime influences over state actions because the political pressures and information generated by relevant regimes influenced states to enforce their environmental commitments. 14
More general assessments about environmental conditions are limited by data availability. Seldom are high-quality time series environmental data available to determine real changes in the quality of the environment (or even to measure changes in the activities giving rise to environmental stresses). Analysts are often forced to make proxy judgments by looking at states' activities (such as political or administrative reforms) that are likely to result in better environmental policy making and thus improve environmental quality.
Other improvements in environmental conditions have been documented, but they are not causally attributable to the multilateral governance efforts discussed in this chapter. Ronald Mitchell calls these "spurious accomplishments." The intensity of materials usage in modern industrial economies has declined, as has the energy intensity of modern advanced industrial societies. Energy and materials usage is growing disconnected from economic growth. The spread of wastewater treatment plants, and thus the reductions in contamination of many freshwater resources, is attributable to broader growth of economic prosperity in many developing countries.
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LESSONS LEARNED ABOUT ENVIRONMENTAL GOVERNANCE
International relations studies of international environmental politics have proliferated since the early 1970s. 15 The literature began by documenting global environmental harm and trying to explain the various reasons for such widespread unanticipated consequences from actions that were not ill intentioned. More recently, international relations scholarship has begun to look at explanations of collective responses to shared environmental threats. Most explanations of international environmental governance study the five groups of actors involved in environmental governance and their interactions: national leadership, international institutions, NGOs and civil society, consensual knowledge, domestic politics, and multinational corporations (MNCs). Most work has focused on the interplay of institutions and knowledge. Domestic pressure, NGOs and civil society, and MNCs have only recently come to play significant roles. This section first explores the roles of each of these actors in environmental governance. It then examines environmental governance within the framework of this book—agenda setting, negotiations, compliance, and reactions to noncompliance—while noting the imaginative and novel practices that may result from different stages of international governance.
Role of the Main Actors in Environmental Governance
National Leadership. States are the legal authorities responsible for adopting treaties, and they are increasingly subject to influence from a variety of other actors. However, state leadership has not played an especially important role in international environmental politics. In fact, much successful cooperation actually has occurred in the absence of strong state leadership, and the United States—the presumptive international hegemon—has not demonstrated any systematic pattern of behavior across environmental regimes in which it has been involved. 16 The United States has vigorously promoted strong environmental regimes for stratospheric ozone protection, vigorously opposed strong environmental regimes for biodiversity, and straddled the fence on climate change and many regional seas arrangements. Congress has held only a few hearings on issues other than climate change and these only after 1989. At times the United States has been a unilateral leader, for example, in trying to stem operational oil pollution and pushing for the passage of requirements for double-hull tankers—even in the absence of harmonized policies by other states. The United States has been highly selective, however, in its attention to UNEP activities, of which it is the largest funder.
Robert Paarlberg attributes this inconsistency in U.S. foreign environmental policy to the separation of powers and the pluralist nature of the American state. 17 Congress is responsive to domestic groups, and domestic interests are highly issue-specific.
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Thus, in the case of ozone depletion, where domestic environmental coalitions have been dominant, the United States has taken a leadership role. In other cases, such as biodiversity and climate change, where environmental groups have been weaker than their industry counterparts, the United States has opposed international environmental efforts.
International Institutions. Formal international institutions, when permitted by their member states, can play an important role in promoting environmental governance and sustainable development. They can help to build more comprehensive regimes and encourage compliance by providing a venue for international cooperation, building national capacity, and strengthening political will. In particular, this means providing politically tractable instruments to groups within countries that are interested in, for example, supporting sustainable development and marine protection, and building stable political coalitions that can press their governments and others to support such issues.
Major research by international relations scholars conducted in the 1980s and 1990s identified a variety of properties that helped international organizations to effectively steer environmental governance. 18 Influential institutions were able to provide a forum for international negotiations. Their members met often to maintain the political saliency of certain issues. It also helped to convene periodic high-level meetings, so that parliamentary environmental ministers could garner the domestic political benefits of being seen as environmental leaders by their constituencies. For instance, the North Sea ministerial conferences are convened roughly every three years, although annual lower-level meetings are held within the Paris and Oslo Commissions. UNCED negotiations were held for nearly two weeks, capped by a threeday ministerial session. Linkages among institutions—such as the partially overlapping memberships of the European Union, the Oslo and Paris Commissions for the North Sea, and the Baltic Commission—amplify the influence of any one institution and regional decision by providing a political mechanism for having the policies endorsed in other institutions as well, and thus spread the number of countries and environmental media subject to environmental controls. Links between the UN Economic Commission for Europe (UNECE) and the European Union (EU) have a similar salutary effect on air pollution regulations for Europe.
Oran Young and Robert Keohane have suggested that institutions with small numbers of members, at least under seven, are likely to be more effective than those with larger memberships, because diplomacy is easier and not as many countries' activities will have to be monitored for compliance. This would suggest that in negotiations regional bodies are preferable to global, universal bodies, or that some form of weighted or bloc voting should be developed to streamline negotiations. In practice, though, the most influential institutions have been of intermediate size: UNEP has a governing council of fifty-four members, the UNECE has fifty-five members, and strong
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regimes have emerged from regions with as many as sixteen participants in the Mediterranean Action Plan.
Institutions that can build national environmental concern are also more likely to exercise influence in international environmental governance. The key activities in this effort include: popularizing issues, setting agendas, generating new information, encouraging public participation, public education, and engaging in training programs, involving new actors (including NGOs), requiring national reporting, environmental monitoring, and conducting policy verification of states' compliance activities.
Influential international institutions also have the ability to build member states' administrative and political national capacity for environmental protection. National capacity can be improved by the provision of environmental information, as well as through environmental monitoring activities, training programs for government officials, the transfer of technology, and the supply of financial assistance. Through public education and the dissemination of information, the capacity of the public to engage effectively in national environmental discussions can also be improved.
Not all international organizations have these properties. The UNCSD, for example, lacks resources to advance the sustainable development agenda. In the environmental realm, the most influential international organizations have been the World Bank, the UNEP, and the UNECE. These are organizations whose members have endowed them with sufficient resources to play an important role in international environmental politics, and they operate as autonomous actors and "provide independent inputs into the policy process, or somehow amplify the outputs of the process." 19 In UNEP's case, this autonomy was the result of widespread popular concern with the environment at the time of its creation, and the absence of profound geopolitical schisms associated with its mission. Established in 1972 during a period of détente, the UNEP was spared the geopolitical calculations that informed the creation of most UN bodies after World War II. Similarly, the UNECE is a détente body, and the World Bank became environmentally constructive after 1986, when concern in the United States led to profound institutional reforms in the organization.
These institutions have been able to play a role independent from the interests of their member states because their missions command widespread support, their governing bodies are devoid of deep political schisms, they have been led by deft executive heads, they command sufficient financial resources, they have maintained relationships with outside policy networks, and their staffs have been recruited based on merit. In addition, institutionalized science leads to regimes that are more comprehensive, more judicious, and slower to negotiate than regimes that are negotiated through institutions in which science is not allowed to play a significant role, or where scientific consensus does not exist.
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UNEP has played a powerful role in environmental protection the last thirty years. It has successfully maintained political support for its activities from the Group of Seventy-Seven (G-77). With a staff of less than 200 professionals and a budget now on the order of $100 million a year, UNEP has led global environmental monitoring efforts, catalyzed environmental protection activities in other UN bodies, served as the environmental conscience of the UN system, and sponsored the conclusion of dozens of international environmental treaties.
Despite these successes in the 1990s, the United States grew disillusioned with UNEP's influence and its ability to drive negotiations beyond what the United States was willing to tolerate in both climate change and biodiversity. Indeed, the United States has supported the World Bank in its endeavors and tried to create organizational structures from scratch for climate change negotiations that did not involve UNEP. More recently, the United States has become more willing again to rely on UNEP for regime creation, as seen by the recent development of a Persistent Organic Pollutants Protocol and global guidelines on land-based sources of pollution. Given the proliferation of international institutions with environmental competencies, the United States no longer has to rely on UNEP for developing all international environmental regimes and thus only defers to UNEP when the United States already supports strong environmental controls on a particular issue.
NGOs and Civil Society. Analysts have often stressed the importance of NGOs and civil society in international environmental politics. 20 They highlight, in particular, that NGOs can shape public perceptions and values about the environment and press governments to adopt and comply with more vigorous environmental positions. UNCED was a transformational international conference at which NGOs exercised a strong presence.
Although potentially contributing to effective regional governance, domestic pressure and NGOs have not played a strong role in environmental governance to date. 21 In Europe, concern about the environment was very modest until the late 1980s and only took off in the rest of the world in the early 1990s. A Gallup poll prepared for UNCED in 1992 noted increased worldwide concern for the environment, but it also suggested very little interest on transboundary and global issues. Public opinion seemed highly issue specific, such as the sites for individual factories rather than developing regional plans. 22
In general, NGOs, when involved in environmental regimes, have expressed preference for pursuing principled norms and pressing for strong commitments of principles to which governments may subsequently be held accountable. Most NGOs avoid recourse to precise formulations of regime rules, because they often lack the resources to carefully observe compliance. NGOs' own abilities to garner financial resources from public contributions often rest on their ability to put forward prin|
cipled positions and to embarrass governments and firms found in violation of their commitments. NGOs prefer regimes based on the prohibition of certain activities, rather than efforts to shape tolerable ranges of action (there is a parallel here between disarmament and arms control) or other doctrinal approaches such as the precautionary principle, which urges firms and governments to exercise environmental caution even in the absence of scientific consensus that specific activities may cause environmental damage. 23
For instance, Greenpeace has been seeking to establish a moratorium on whaling—in the face of more nuanced schedules of tolerable whaling harvests suggested by cetologists, estimates of the population dynamics, and degree of threat to individual whale species—and the creation of a marine sanctuary in the Southern Ocean. In the North Sea, Greenpeace's Brent Spar campaign successfully induced Shell Oil to dispose of obsolete oil drilling platforms on shore, rather than at sea, with higher economic costs but with clearly higher environmental benefits. With regard to the Convention on Trade in Endangered Species (CITES), Greenpeace has pushed to ban poaching of endangered species, rather than set tolerable limits on takings.
Knowledge and Epistemic Communities. Transnational networks of policy professionals who share common values and causal understandings, called epistemic communities, are the principle developers and disseminators of new scientific understandings for public policy. When they become involved in national policy making, epistemic community members inform national preferences and policy agendas with their own preferred visions. Epistemic community members have typically served as consultants to national governments engaged in environmental negotiations and as officials at international institutions engaged in environmental politics (most notably UNEP, UNECE, and the World Bank). Epistemic communities often work in conjunction with broader policy networks, functional bureaucrats, transnational scientists, NGOs, and international civil servants. 24
Members of epistemic communities seek to introduce national measures consistent with their beliefs and utilize the enforcement mechanisms of the bureaucratic units in which they operate. Patterns of regime support and compliance are thus based on the extent to which these members are able to acquire influential positions in national administrations and international institutions.
The epistemic community pattern may have differential impacts on advanced industrialized and developing countries. Advanced industrial countries, given their greater resources and ability to evaluate new information, are more likely to defer to transnational scientific advice. Epistemic communities are most likely to gain prompt entrée in democratic states that have a high degree of technical competency in the substantive area in question. Conversely, many developing countries are highly suspicious of foreign technical advice and will only heed scientific advice provided through
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domestic channels. The development of indigenous scientific capability reinforces the authority of those scientists giving advice to decision makers.
In the environmental realm, epistemic communities have been active in negotiating and implementing a number of regimes on specific topics. Epistemic community members have a shared understanding of complex systems requiring management subject to consensus about the tolerable concentrations of contaminants that individual ecosystems can sustain. For instance, when involved in negotiating the Montreal Ozone Protocol, atmospheric chemists identified substances to control that had the highest ozone-depleting potential and set reduction targets to achieve environmentally sustainable goals. In the Mediterranean, oceanographers, marine biologists, engineers, and environmental planners helped to establish emission and ambient standards for individual substances that reflected the scientists' understanding of the Mediterranean's ability to recycle wastes. They also helped to design national policy programs to reduce coastal zone stresses. Scientists involved in making multilateral environmental policy agree that the environment must be preserved, but that emissions need not be reduced to zero. Rather, they argue, emissions should be controlled subject to the scientific consensus about the behavior of the particular ecosystems with which policy makers are concerned. The "critical loads" concept that underlies efforts to reduce European acid rain uses a similar approach.
Finally, epistemic communities seek to develop common national policies that will ultimately reduce environmental stresses, rather than merely stipulate uniform environmental standards for governments. In the Mediterranean, for example, treaty negotiations on pollution control standards have been conducted in parallel with policy research on demographic patterns, land-use planning, and broader coastal zone management, so that governments would be able to make more macroeconomic policy changes that would be environmentally beneficial as well as focusing narrowly on drafting pollution control standards.
Multinational Corporations. MNCs were largely absent from international environmental politics until the creation of UNCED. Initially, most firms seemed to misjudge the depth of environmental concern and the potential influence of scientists and international institutions. Analysts suggest that MNCs are important forces for environmental improvement if they choose to use green and efficient technology and to develop new cleaner products and production techniques. Institutionally, MNCs they have helped to provide information exchange about timely and valuable technologies.
Many MNCs have guidelines and codes of conduct for environmental practices, ecological accounting procedures, and public environmental accounting, either through the International Standards Organization's ISO 14000 procedures for conducting environmental audits or through voluntary sectoral guidelines developed by
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industry groups. 25 Some of the world's largest MNCs associated with the Business Council for Sustainable Development, an industry forum created before UNCED to facilitate input from MNCs, have called for global uniform environmental standards based on some of the most stringent national measures currently in force. For obvious reasons, the private sector prefers voluntary standards over regulation. Further, MNCs argue that they are more dynamic over the long run when they can avoid locking in premature or obsolete technologies into command-and-control–based policies.
International Relations of the Environment. Analysts of international environmental politics fall into one of two schools of thought: the transformative school and the neoliberal institutionalist school. 26 Members of both schools aspire to make treaties that can be negotiated promptly, quickly enter into force, enjoy widespread compliance, are designed to address the key environmental threats confronting the parties, and are likely to yield significant improvements in the quality of the environmental medium in question. All agree that most regime dynamics are principally the consequence of the interplay of knowledge and institutional forces, with some reinforcing action from NGOs and possibly amplification by domestic politics in democratic societies.
On the one hand, a transformative view sees regimes as dynamic, open-ended social forces that evolve over time and may help to transform national calculations of self-interest as well as redistribute material capabilities among countries. 27 Peter Sand in 1990 listed a number of potentially transformative institutional activities. 28 This school sees uniform patterns across the stages of regime development, depending on the configuration of actors and influences at early stages of regime development. In this perspective, strong institutions capable of mobilizing and deploying ecological epistemic communities may be able to introduce new ecological perspectives on environmental policy making. Not all regimes are evolving, open processes. Transformative regimes are only likely to occur with particular configurations of institutional properties (strong institutions) combined with the presence of an epistemic community.
On the other hand, a more static view, associated with most neoliberal institutionalists, sees institutions as serving a more mechanical role—one that allows states to achieve preexisting goals. Institutions thus serve principally as formal arrangements to reduce transactions costs and increase the availability of useful information to state actors.
Of the two views, the dynamic school has been superior at accounting for changes over time in environmental governance because it has been better able to account for the mechanisms by which states' notions of the national environmental interest have changed as a consequence of their involvement in international environmental regimes and their exposure to international institutions.
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Agenda Setting
Agendas are typically set by a highly publicized galvanizing event. For instance, the establishment of UNCHE followed in the wake of widespread concern about limits to growth, alarms about oil spills, and the unknown long residency times of inorganic chemicals in the environment. Mediterranean pollution control was spurred by Jacques Cousteau's widely publicized proclamations that the ocean was dying. The 1989 Basel Convention on the Control of Transboundary Movements of Hazardous Wastes and Their Disposal was catalyzed by the publicity accorded to the voyage of the toxic-waste-carrying barge Khia Khan that was denied dumping permission around the world. North Sea pollution control was similarly catalyzed by a similar waste-dumping episode, and the ozone regime has sparked alarms of seasonal Antarctic stratospheric ozone thinning.
Scientists, credible NGOs, and international institutions typically sound these alarms in high-level conferences. In the absence of such events, actors have used lower-profile meetings or even the media to launch a call for action. Once the alarm has been sounded, transnational policy networks try to keep the issue politically salient by convening workshops, publishing, and speaking out. Few national environmental agencies have sufficient international standing or conduct monitoring of truly global or transboundary ecosystems to sound the alarm. Some international organizations and regime secretariats have been created to perform selective environmental monitoring of the ecosystems within their regulatory purview, although they are seldom prompt or particularly accurate.
Agenda setting has two dimensions. The first is to get the issue onto the international agenda and into negotiations. More subtle and important in the long term is the framing of the issue that can greatly influence the final outcome or predispose the subsequent field of possible outcomes. If an authoritative actor sets the agenda, then the particular presentation and institutional venue in which the agenda is set will have lasting influence over subsequent negotiations. The rhetoric associated with an issue will establish a baseline against which national positions must be couched (for example, environmental threats versus economic costs). The international institution in which the issue has been submitted will influence the array of actors likely to participate, the form of discourse, and the voting rules by which decisions will be reached (consider the consequence if GATT rather than UNEP had been made the principal international organization after UNCHE).
A consequence of agenda setting is to privilege subsequent types of collective responses. For instance, North Sea environmental threats were initially viewed as marine pollution problems that required the banning or control of certain contaminants. Thus, at later stages of the regime states banned offshore incineration, even though scientists did not widely regard this as a major source of marine pollution and it was considered a superior mode of waste disposal compared to storage on
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land. But if the frame had been one of waste reduction, then offshore incineration would have been encouraged as a more efficient means of disposal leading to less waste accumulation in Europe.
UNEP helped to set the international agenda for a variety of environmental issues and has helped to frame the way in which the issues were addressed. In 1981, for example, UNEP identified land-based sources of marine pollution, damage to the ozone layer, and the transport, handling, and disposal of toxic and hazardous waste as serious environmental concerns. Less urgent but still serious were lack of international cooperation in coastal zone management, soil erosion, transboundary air pollution, pollution of inland waterways, the absence of legal and administrative mechanisms for prevention or redress of pollution damage, as well as the methods of environmental impact assessment. 29
At best, agenda setting has been haphazard. It has relied on prompt publicity recast about environmental disruptions. Not all alarms are heard by the media, however, and not all disasters generate policy responses. Conducting widespread environmental monitoring and publication of the results in, for example, the UNEP annual State of the World Environment reports and triennial Global Environment Outlook assessments, could improve ongoing monitoring of global ecosystems by among other things signaling early warnings for disruptions. If necessary, new regimes could be created or modifications made in existing regimes that are performing poorly. Appraisals of the environment are offered at annual meetings of regimes by secretariats, secretariats' networks, and the conferences of parties.
Standing monitoring bodies could also generate the information for triggering prompt responses to newly identified problems. The UN system is currently underinstitutionalized to perform this function, however, and there is also a need for a regularized early warning system. Creating standing bodies of environmental scientists—akin to the Group of Experts on Scientific Aspects of Marine Environment Protection (GESAMP) for marine issues or the IPCC for climate change—would make possible prompt environmental assessments and announcements of warnings, thus accelerating the agenda-setting process in environmental governance.
Negotiations and Regime Formation
International law can take one of two forms: "hard law" or "soft law." The overwhelming majority of international environmental obligations are granted in hard law as are environmental regimes, which are established by treaties. Soft-law commitments are expressed in, for example, conference declarations, UN resolutions, and the UNEP nonbinding guidelines drawn up between 1978 and 1987 covering ten areas of environmental management: managing shared natural resources (1978), weather modification (1980), offshore mining and drilling (1982), a World Charter
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for Nature (1982), banned and severely restricted chemicals (1984), marine pollution from land-based sources (1985), environmentally sound management of hazardous wastes (1987), environmental impact assessment (1987), and the exchange of information about chemicals in international trade (1987).
Soft law can also be used as a precursor to hard-law instruments. Soft-law instruments can establish norms and habits. UNCHE adopted the Stockholm Declaration, establishing twenty-six principles of behavior and responsibility to serve as the basis for future legally binding multilateral accords. The Action Plan for the Human Environment specified 109 recommendations in the areas of environmental assessment, environmental management, and supporting institutional measures. UNCED adopted the 1992 Rio Declaration with 27 principles guiding environmental action and a sweeping environmental policy to promote sustainability (Agenda 21), with 2,509 specific recommendations applying to states, international institutions, and members of civil society. 30
In the environmental area, diplomats generally fall back on soft law when there is insufficient political support for anything stronger or as an initial step to achieve more significant commitments in the future. For instance, UNEP's voluntary guidelines on hazardous waste and toxic chemical management, which were initially developed by expert groups and endorsed by the governing council, served as the foundation for later treaties on the transport of hazardous wastes and persistent organic pollutants. In adopting a soft-law principle, diplomats also do not have to worry about a contentious ratification process or an unfriendly reception by Congress or parliament.
There are three types of environmental treaties and regimes: social learning, institutional bargaining, and least-common-denominator results. 31 Each is characterized by a distinctive set of discrete political patterns of participation, agenda setting, interest formulation, compromise, and resilience, and each is associated with discrete configurations of actors and influence.
Most environmental regimes have a strong command-and-control orientation, rather than market-based instruments or the precautionary principle. Despite current policy debates in climate change discussions about the efficiency gains from the use of market instruments in environmental regimes, for example, or the NGO arguments about the desirability of the precautionary principle, regimes retain a presumptive approach based on uniform cuts or scientifically derived differential obligations. The absence of economic frames is largely due to control of negotiations by international institutions staffed principally by environmental scientists rather than by economists. The Bretton Woods institutions, which are dominated by economic styles of policy making, were not active in international environmental negotiations until the 1990s, so that the vast majority of treaties concluded before the 1990s reflected an environmentalist approach to command-and-control-type environmental policy making.
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When regimes are negotiated with the involvement of epistemic communities and strong international institutions, they develop through a process of "social learning." Negotiations occur within a scientific discourse, in which political debate and compromise reflect expert consensus on the behavior of ecosystems and their ability to sustain stress. The substance of regimes reflects scientific consensus about the most important environmental threats, and negotiated standards reflect consensus about the degree of environmental stress the target environment can sustain. Social learning generates treaties with differentiated national obligations and substantive commitments, based on expert consensus on causes and environmental effects. For instance, the 1980 Land-Based Sources Protocol for the Mediterranean requires more stringent emission controls on the industrialized countries than on the developing countries, because the magnitude of degradation of the northern coast of the Mediterranean was much more severe than it was on the southern coast.
The most effective regimes are those in which strong norms, institutions, and science have all been brought to bear. Enduring organizations are built around clear normative references supported by a body of knowledge. Institutionalized science leads to regimes that are more comprehensive and judicious than regimes negotiated through institutions in which science is not allowed to play a significant role or for issues for which scientific consensus does not exist. Regimes developed through social learning include the stratospheric ozone protection regime, the 1979 Geneva Convention on Long-Range Transboundary Air Pollution (LRTAP), subsequent treaties addressing European acid rain, and pollution control efforts for the Mediterranean, Persian Gulf, South Pacific, and South East Pacific.
Maurice Strong, Secretary-General of UNCHE and UNCED and UNEP's first executive director, helped design the outlines of this process of social learning. Strong believed that "the policy is the process": that is, by generating an open political process in which states are exposed to consensual science, government officials may be persuaded to adopt more sustainable policies, and individual scientists may gain heightened political profiles at home that may ultimately increase their effectiveness as well. Most social learning treaties have standing environmental monitoring and research committees, to provide timely warnings of new problems, monitor achievements of regime goals, and educate politicians and policy makers on environmental issues.
However, social learning takes time. Comprehensive treaties are slower to negotiate than are others, because they require persuasion and consensus rather than mere compromise. From a policy perspective, though, comprehensive regimes are likely to be superior in their ability to protect the environment in a cost-effective and politically acceptable manner. 32 Moreover, treaties developed with help from the scientific community typically enter into force more rapidly than without it, presumably because of the weight that involvement of scientists carries in the ratification process. 33
Strong institutions alone yield regimes concluded through institutional bargaining. Goals are reached through political compromise and thus are less likely to gener|
ate technical results at an optimal economic cost than are arrangements worked out in conjunction with experts. Environmental regimes developed through institutional bargaining contain legal efforts that are uniform and commitments that tend to entail across-the-board emission cuts. A typical example of institutional bargaining is the 1990 North Sea Ministerial Declaration calling for 50 percent reductions for thirty-seven pollutants and 70 percent reductions for emissions of dioxins, mercury, cadmium, and lead. The coastal states adopted 30 and 50 percent cuts on emissions of more than thirty chemicals into the sea. The percentages were chosen based on their political appeal, not on scientific conclusion. Interestingly, it is not clear if the thirty chemicals identified in the agreement are in fact the most important contaminants. It is also unclear what the environmental effects will be of achieving the mandated cuts.
Limiting negotiations to small groups or bargaining blocs accelerates negotiations because logistically these are more efficient, and there are usually fewer naysayers. 34 This method was useful in attaining agreement in European acid rain negotiations and is consistent with bargaining theorists' focus on "k-groups." 35 If not carefully designed, however, limited negotiations may alienate developing countries if they are not members of the bargaining bloc. Because developing countries control so many votes in UN-sponsored negotiations, their opposition may scuttle any talks.
Horizontal linkage between institutions, both functionally and geographically, has allowed environmentally progressive states to "forum shop" (that is, to find institutions likely to be receptive to their ideas). For instance, a decision by a group of states to control the emission of certain contaminants into the North Sea could spur another group of perhaps some of the same states to push for similar control in the Black Sea. Similarly, the EU and UNECE agreed on setting standards on sulfur emissions in Europe. Attention to equity concerns did not permeate regime rules, although they were widely expressed by developing countries.
Finally, with only thin institutional contexts and no epistemic communities, states create regimes based on a least-common-denominator pattern. Regimes in this category are grounded in weak treaties with only limited national obligations. They are unlikely to have a strong impact on environmental quality. In the absence of any compelling external political pressure to induce states to adopt strong environmental treaties, the most vocal and reluctant party will exercise the most influence in seeking compromise. Consequently, in the absence of strong institutions or persuasive scientific consensus, negotiations will be driven by a race to the bottom because collective agreement must be acceptable to the least willing (and dirtiest) participant. Most multilateral fisheries agreements have been of this type, as have efforts to protect the Caribbean, West African seas, and East African seas. Similar difficulties also marred talk on the North Sea until 1987, when the negotiations were transferred from lowprofile bureaucratic forums to higher profile ministerial meetings at which environmental ministers had an incentive to reach an understanding—and in the process
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distinguish themselves to be environmentally progressive to their increasingly green domestic constituencies.
Social learning is becoming increasingly common, as a result of the growing institutionalization of ecological understanding, and a greater willingness among states to defer to key institutions that are to some extent beyond the immediate control of major states. As the scientific understanding of different ecosystems has improved, ecological epistemic communities have grown more vocal. Regime dynamics are thus increasingly driven by the spread of consensual knowledge about the environment and in turn have helped to increase the number of epistemic communities across issue areas.
UNEP has developed a growing confidence in exercising leadership in a wide variety of environmental negotiations, including those focused on pollution, ozone protection, and the preservation of natural habitats. The UNECE has been a leader in European acid rain, using many of the same techniques to institutionalize the role of science. Some of the key secretariat members in UNECE once worked in UNEP and with UNEP "administered regimes." The principal resources that helped these institutions to institutionalize knowledge included their access to and control over technology transfer, training, and public education. In addition, high-tech, highprofile diplomatic meetings exposed political leaders to new ideas and to networks of experts. With the growth of domestic environmental consciousness and the end of the Cold War, governments have been increasingly willing to grant a greater autonomy to international institutions that they believe would help improve the environment.
Mostafa Tolba has identified several techniques that he argues helped UNEP move along negotiations of environmental agreements: the use of selective incentives in treaties, differential obligations, regionalization, and the promotion of overachievement of environmental goals by lead countries. 36 Tolba does not specify when such techniques are likely to be attractive or on which types of countries they may exercise an influence. Differential obligations will appeal to developing countries that are worried about equity considerations in treaties. The application of differential obligations is a signal that the treaties reflect their norms of equity. In general, these are techniques that can be applied only if the negotiators are willing to accept them (that is, that little substantive disagreement exists).
Environmental lawyers have developed a variety of legal innovations to accelerate the regime formation process and to make treaties more comprehensive. These include signing framework treaties that are tied to specific protocols, drafting black lists that ban highly toxic substances and gray lists that regulate less toxic substances, allowing modification of these lists by expert agreement without having to reconvene the political parties, pursuing an iterated negotiating process for each regime so that individual problems get addressed separately while the corpus of the regime grows over time, establishing trust funds so that regimes may be self-supporting, and creat|
ing committees for monitoring treaty compliance. 37 The Montreal Ozone Protocol, for example, has eliminated a number of ozone-depleting substances by allowing the Conference of Parties to approve environmental regulations without having to go through governmental ratification.
Any of these techniques are widely used and help to provide the institutional framework in which new perspectives and actors can participate in regime development and promote social learning. The social learning regimes have been concluded using these diplomatic techniques.
Other reviews of social learning efforts provide a complementary set of lessons about how to generate scientific consensus within environmental regimes. First, an epistemic community's most important political resource is its reputation for impartiality (coupled with its own socialized consensus process for truth). Members of the epistemic community are thus likely to give advice that will be relatively untainted politically, and decision makers, in turn, are likely to treat such advice with confidence. Consequently, epistemic communities are most influential when scientific consensus precedes the policy negotiations. In instances when consensus is being built concurrently with policy talks, the network must be protected from overt political influence.
Based on comparative studies of most of the social learning regimes, including UNEP's Regional Seas Program and UNECE's efforts for European acid rain control, the following lessons about how to build policy networks of scientific expertise for environmental governance can be drawn. 38
Scientific policy networks are not self-organizing. International institutions had to provide the initiative to identify and organize people with shared beliefs and understandings. Once organized within the institutional framework provided by UNEP, these individuals were able to exchange information and operate as a policy network.
UNEP carefully surveyed the population of marine scientists in the Mediterranean to assure a commonality of views. In the Mediterranean, a UNEP consultant spent nine months visiting national laboratories around the region to inventory national capabilities and to build a scientific network before any meetings were convened. UNEP then carefully recruited individuals, paying particular attention to the scientific reputations of the national and regional institutions from which they recruited to help assure that those chosen would be able to contribute to collective monitoring, research, and policy. They based recruiting decisions on individuals' professional credentials and networking ability. UNEP avoided relying on any one national institution to provide research and training, out of a concern that this could compromise the political authority of the work and make longer-term financial support contingent on capricious national science budgets. UNEP provided professional outlets for members by organizing conferences and publications in refereed professional journals, which enhanced the domestic profile of individual scientists who could then be recruited to fill positions in national administrations.
UNEP now recognizes that it is necessary to maintain momentum within the scientific community by continuing to sponsor projects and make research opportunities available so those members do not drift away. In the Mediterranean, collective efforts have slowed tremendously because the first generation of epistemic community members have retired or moved on to other projects and have not been replaced within the UNEP network. Maintaining a vital scientific enterprise prevents the need of having to reconstitute the community every time a new problem emerges. In the Regional Seas Program, UNEP provided opportunities for exchanges of experts among institutions, countries, and even regimes to encourage the dissemination of knowledge and experiences and to strengthen environmental networks. At the same time, however, UNEP had to strive, however, to avoid spreading the network too thin and overloading key individuals with networking and administrative responsibilities.
UNEP and other institutions have taken care to create international interdisciplinary panels for environmental risk assessment. This is vital to ensure a network of experts free of state influence. They selected individuals for both their areas of expertise and their ability to work with experts from other field. Institutions sought to ensure the participation of individuals from multiple scientific disciplines to avoid capture of the network by any one scientific discipline or school of analysis, because this would limit the ability of the policy advice to capture externalities. It would also undermine the political authority of the experts if they were not seen as impartial. UNEP avoided government-nominated scientists, choosing instead to designate experts itself. That governments have sometimes appointed scientists has compromised the authority of the policy panels they sit on—including those of the IPCC. International institutions arranged for focused interactions among scientists, diplomats, and policy makers to discuss the technical substance of the issues. In European discussions on acid rain, this proved an effective technique for educating diplomats about the technical aspects of sulfur emissions, and for familiarizing them with the critical loads approach to policy making. By encouraging environmental ministry officials to attend international meetings, UNECE and the International Institute for Applied Systems Analysis (IIASA) were able to expand and reinforce membership in transnational policy networks. IIASA was responsible for modeling transport patterns and the environmental efforts of acidic depositions in different ecosystems, and IIASA modelers were able to explain their findings to diplomats.
A comparison of cases and the lessons above yield some guidelines for building social learning dynamics into international environmental negotiations. Relying on thick international institutions provides the basis for independent political planning and deploying sufficient institutional resources to be able to influence the environmental positions of many governments. The lessons about the care and feeding of scientific networks provide some ideas for how to design and organize a scientific network for use in multilateral environmental regime making. It must be remembered that scientific consensus and the existence of a transnational epistemic com|
munity are not always present. In their absence, institutional bargaining is the best prospect for regime development.
Compliance
Discussions about the determinants of compliance with environmental regimes have been extensive. 39 This is a particularly important theme, because not all MEAs are in effect. Most still require the participation and ratification of one major polluting party, and the entry into force after ratification is often disappointingly slow. For example, the United States is not a party to the Kyoto Protocol, and the EU Commission often finds that as many as half of its members are not carrying out their obligations under some EU environmental directives.
In fact, information on compliance and effectiveness is available for only a small number of the seventy major international environmental treaties that were concluded after UNCHE and are currently in force. The results are highly mixed across the nineteen treaties for which there is evidence. It seems that if there were widespread state compliance with international environmental treaties, then international relations scholars would have more data about the subject, and analysts would know more about patterns and determinants of compliance. The relative ignorance about the topic, seen politically, is caused by an absence of information or reluctance on the parts of states to reveal information on noncompliance because it may be embarrassing before domestic or foreign audiences.
Consequently, most studies of compliance proceed from more general insights about compliance with international law in other functional areas. Recent studies by Harold Jacobson and Edith Brown Weiss, and by David Victor, Kal Raustiala, and Eugene Skolnikoff develop a number of complementary hypotheses about factors that may influence state compliance with environmental commitments. 40 Both works proceed from more general insights about compliance with international law in other functional areas.
Most analysts agree that implementation requires states to enjoy the political will and bureaucratic or administrative capacity to enforce regimes. 41 Implementation with environmental commitments is usually a matter of calculation because compliance entails economic costs. Many industrialized societies have the capacity to comply, but the political will is less predictable. In developing countries and economies in transition, states lack the institutional capacity—and often the political will—to carry out their obligations. In many newly industrialized countries, political will is also absent, due to the national priority accorded to economic development, even if capacity exists.
Not all countries attach the same degree of importance to compliance. In the United States, diplomats like to talk of a culture of compliance: the United States
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does not like to sign treaties with which it will not comply, or with which others will not comply. Diplomats are worried that Congress will not ratify a treaty that will commit U.S. financial resources when others may not reciprocate. But in practice, the United States will often tolerate escape clauses or overlook noncompliance out of a recognition that other countries are less concerned about compliance or that other parties may be able to comply later on even if they cannot comply immediately. Most other countries are much less insistent on firm compliance provisions, and some countries may actually prefer not to have stringent compliance requirements as they wish to show environmental concern but are unable to enforce the law. For instance, Eastern European governments have signed treaties knowing they could not satisfy their requirements—such as European acid rain commitments—hoping that by signaling a desire to comply, they might receive financial support to help facilitate future compliance. They further hope that it will indicate their subscription to broader norms supported by other institutions they hope to join one day (such as the EU). In short, compliance decisions are often taken independently of decisions about joining a regime, and the United States should display greater tolerance of marginal noncompliance by nondemocratic countries in the hope of being able to improve the compliance process over the longer term.
Harold Jacobson and Edith Brown Weiss develop three factors that may influence the decision to comply with environmental regulations: characteristics of the activity involved, characteristics of the treaty or regime, and the international environment. 42 The major characteristics of the activity include a relatively small number of actors, so that supervision of compliance is easy; the availability of economic incentives for compliance; and the involvement of a small number of MNCs in the activity, so that few activities have to be controlled. In addition, because of concern for their global reputations, MNCs may be willing to eliminate environmentally unfriendly activities. Still, not all MNCs are equally concerned about their reputations. Those that are likely to help states comply with strong environmental obligations have exposure in markets where they are prone to consumer boycotts. Thus, Jacobson and Weiss add a fourth dimension to the characteristic of the activity: the environmentally degrading activity must be concentrated in major countries, where states are capable of exercising regulatory control, and citizens or NGOs have recourse to the legal system.
Jacobson and Weiss identify eight factors characteristic of the treaty or regime that may also influence compliance: perceived equity of the obligations, so that developing countries will be willing to commit scarce resources to compliance; clearly defined obligations, so that noncompliance may be readily identifiable and states would worry about their reputations if they did not comply; the availability of scientific and technical advice; reporting requirements on compliance; the provision of other forms of monitoring of state behavior; an independent and technically able
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secretariat; informational, financial, and technological incentives; and sanctions for noncompliance.
They also specify six background factors that may encourage state compliance: major international conferences; worldwide media and public opinion; NGOs; a critical mass of countries already adhering to the treaty; the involvement of international organizations; and international financial institutions that provide monetary incentives. Further discussion of each factor and the cluster of factors is not necessary because all the analysis by Jacobson and Weiss and by Victor, Raustiala, and Skolnikoff is explicit that each factor is indeterminate. Jacobson and Weiss argue that "each factor interacts with the others to produce a combined effect on implementation, compliance, and effectiveness." 43 Victor, Raustiala, and Skolnikoff conclude that the influence of each factor varies by case and by target country. 44 They argue that "different national circumstances have led countries to take different approaches," but that compliance more generally is positively affected by a system of interacting influences. In short, more is better, and it is difficult to differentiate the tangible impacts of each factor.
Rather, lessons about compliance focus on the aggregation of factors, subject to the application of some background innovations involved with international society, such as the influence of soft law, a culture of compliance, and the interaction of institutions and policy networks to induce states to comply with commitments out of broader notions of national interest rather than any particular concern about environmental protection. The current array of compliance-related factors remains weak and requires strengthening if it is to truly affect state compliance decisions.
Weiss offers some propositions about general lessons for facilitating or permissive factors that may contribute to compliance. 45 She stresses the influence of dense linkages between treaties, so that commitments in one area are substantively connected with those in others. When international relations are based on a tight network of interactions with other actors, concerns about reputation and concessions in linked negotiations may encourage states to live up to their obligations. Related to this is the notion of an ongoing relationship among the participants, which is likely to have similar effects. In addition, norms of compliance may shape states' decisions. Institutional structures that encourage transparency and accountability may reinforce a culture of compliance. Threats of sanctions for noncompliance may also induce states to fulfill their obligations. Finally, if states believe that their public welfare and ecological survival will be satisfied by compliance, then they are also more likely to comply.
In the following section, some of the more powerful propositions about compliance are discussed. These propositions come from the works previously discussed as well as from the broader international relations literature on international institutions.
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Soft law may be more politically effective than hard law, although less environmentally beneficial. Weiss also suggests, along with Victor, that compliance with soft law may be easier than compliance with hard law and thus may be more effective. The appeal of this idea is that soft-law commitments may be established without a formal, difficult ratification process, yet states will choose to comply with those commitments through an array of domestic and institutional incentives. Yet this does not appear to be borne out in practice. Few soft-law obligations have the precision of hard law, so it is difficult to ascertain if states are in compliance. Moreover, many soft-law commitments, such as Agenda 21, call for expanded political participation, rather than for substantive policy decisions by governments. To the extent that such commitments are complied with, then, they would be merely instrumental to institutional and political capacity for compliance. However, even this does not always appear to be true. For example, the 1992 Climate Change Convention commitments are in essence voluntary but have not led to significant reductions in greenhouse gas emissions in most of the world, nor have they significantly added to the political constituency behind such efforts.
A culture of international compliance can improve national compliance. Most neoliberal institutionalist analysts believe that if a set of aspirations and shared expectations about compliance exists, reinforced by a dense set of interlocking institutions, then states (and firms) may have incentives to comply with their international commitments. The problem for compliance in the environmental realm, compared to other areas of international relations, is that no real culture of compliance with international environmental law exists, and the density of relationships in the environmental realm remains fairly thin. Broader norms of environmental protection are not widely accepted by governments, in part because of the relatively recent entry of environmental issues onto the international agenda. The Stockholm Declaration, for instance, is singularly ambivalent in its assertion that states with an obligation to maintain resource quality can still enjoy full national sovereignty. The development of an Earth Charter and other normative instruments of soft law could help build the foundations for such a compliance culture.
Linkages between issues, between institutions, and between governments are not as dense in the environmental arena as they are in others, particularly those focused on economic issues. Although density of linkages between institutions and policy networks has contributed to regime formation, the hurdles to compliance are also higher. The effects of national environmental practices do link countries closely, but these links are not always well understood or recognized by decision makers or publics. Environmental regimes are not tightly linked together because their policy networks seldom overlap. Problems in different environmental media are addressed by different government agencies with only a weak environmental body coordinating them. There are no mechanisms either within or between governments to tie to|
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gether the policy networks of various environmental regimes. In addition, no single environmental regime has a strong social or cultural identity. Consequently, the actors responsible for compliance in one environmental regime have no reason to consider seriously the nature of their broader involvement with international society.
The inclusion of target groups in environmental regimes may help to encourage compliance and effectiveness. The strongest finding of Victor, Raustiala, and Skolnikoff is that the participation of target groups in multilateral negotiations and institutions can improve compliance. An example of this is the design standards of the International Convention for the Prevention of Pollution from Ships (MARPOL), which seek to reduce operational oil pollution from tankers. Enforcement falls, in practice, to the insurance industry, because insurance providers do not want to be liable for oil spill cleanups or for paying for faulty tankers. Consequently shipyards and tanker owners have no choice but to comply with the state's written regime. 46 In climate change, Greenpeace has been trying to involve the insurance industry by publicizing the unusual frequency and expense of cleanups after major weather-related disasters (such as hurricanes) that Greenpeace argues are the consequence of global warming. Careful thought needs to be given to the potential role of the insurance industry in helping to improve compliance with other environmental regimes. Establishing key liability standards for pollution and ecosystem disruption in all environmental regimes would provide a strong motivating force for involving the insurance industry.
The involvement of key groups also helps to generate better information about policy options, technical feasibility, and environmental benefits, thus leading to more effective treaties and compliance. This is an interesting finding, because in the 1970s and 1980s most target groups opposed all international regimes and, when involved in the negotiations, would try to either dismiss the need for the regime or urge voluntary measures instead. For instance, in the Montreal Ozone Protocol, the initial response of the CFC manufacturers was to oppose any controls and to challenge the scientific authority behind calls for them. In MARPOL, tanker owners and shipyards opposed any tanker designs that would introduce additional production costs. Moreover, not all target groups contribute to compliance. So a tension is involved at the moment appropriate for including target groups in environmental governance: if they help design the regime they may develop weak measures that do not significantly contribute to improvements in environmental quality, yet it is difficult to involve them just at the compliance stage without having them involved in the drafting. Jacobson and Weiss note that timber companies actively oppose efforts for sustainable forestry within the International Tropical Timber Organization. There has to be an affinity between the potential for market gains for the target groups and compliance: the net benefits of pollution control must offset the additional costs of such control, which means that there have to be penalties for continuing to pollute and market opportunities for new product development. These conditions are likely
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only for highly profitable firms in countries where they justly anticipate regulatory costs or loss of reputation for noncompliance.
However, with the increase in domestic environmental consciousness, the heightened willingness in the industrialized societies to pay for green products, and the growth of demand for environmental cleanup technology, more firms may be interested in contributing to environmental negotiations and adhering to their commitments than in the past.
Compliance is most successful when it is within a system for implementation review. Compliance is the consequence of multiple interacting forces. For key groups to engage in compliance, they must be subject to accountability, review, and surveillance pressures. Victor, Raustiala, and Skolnikoff term the institutionalized arrangements through which parties share information, review performance, handle noncompliance, and adjust commitments a system for implementation review (SIR). Thus, they accurately conclude, actor groups and states must be bound together in a synergetic set of institutional forces that combine policy verification with participation.
No single SIR for environmental regulation exists. In practice, however, the enforcement of multilateral environmental regimes has occurred against a backdrop of decentralized systems for implementation review. Most international governance schemes have had to rely on a small number of institutional- and knowledge-based incentives to spur state compliance. The most important activities for inducing compliance have been environmental monitoring, policy verification, and technological and financial assistance. In addition, international institutions and NGOs have engaged in bureaucratic training programs and public and elite education to instill norms of environmental protection, a culture of compliance, and notions of environmental self-interest, as well as to increase the density of relationships among environmental actors.
Environmental monitoring contributes to compliance by providing information about the quality of the environment, and thus indirectly about whether a state's efforts are worthwhile and whether other states are living up to their obligations. It may also mobilize public concern and stimulate pressure for compliance.
Monitoring efforts worldwide remain largely the domain of governments, although most treaties require the provision of periodic reports to international authorities. National reporting to secretariats on state environmental protection activities (which may include monitoring environmental quality or providing information on compliance efforts) is often poor, and many secretariats lack the resources or authority to check data submitted by governments. A 1991 U.S. General Accounting Office survey found that only about 60 percent of the parties to the 1972 London Dumping Convention were complying with reporting obligations; only 30 percent of the members of the MARPOL convention on oil pollution submitted reports; and many
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reports under the Montreal Ozone Protocol and the Helsinki Sulfur Dioxide Protocol are incomplete and impossible to verify. 47 Reporting under the 1982 Memorandum of Understanding on Port State Control in Implementing Agreements on Maritime Safety and Protection of the Marine Environment is much better, suggesting that well-designed questionnaires may evoke higher response rates than poorly designed ones, and further research is necessary on optimal designs for reporting and verification questionnaires.
Many NGOs are now capable of monitoring environmental quality as well as national compliance and are becoming involved as a source of shadow verification of government obligations in the EU and elsewhere. Their activities help compensate for the dearth of reliable environmental quality data and also provide an independent quality check on data collected through other sources. Greenpeace International seeks to keep track of national compliance with many treaties, and the Natural Resources Defense Council collects data on national compliance with the FCCC. The World Conservation Union (IUCN) and Greenpeace also try to track national compliance with many of the species conservation treaties.
The World Meteorological Organization (WMO) and UNEP routinely monitor of atmospheric quality. UNEP, the Food and Agricultural Organization (FAO), and the World Health Organization (WHO) conduct studies of freshwater quality in lakes and river basins. UNEP and the Intergovernmental Oceanographic Commission (IOC) monitor the oceans. These efforts provide background information on environmental quality.
Much of the environment can be monitored remotely from satellites and does not require the active collection and submission of data by governments, although not all environmental conditions are equally accessible to remote monitoring. Remote sensing and satellite monitoring can enhance verification of trends in natural resource use and pollution from organic sources and from oil. It is also useful in monitoring levels and production of greenhouse gases, although double checking from groundbased instruments and by human personnel is still necessary to confirm remote sensing data. Satellite- and airplane-based monitoring is less effective at monitoring inorganic marine contamination and urban air quality, for instance, which requires localized sampling and monitoring. Institutional problems still exist with the use and dissemination of such remote sensing data once they have been collected. 48 With the proliferation of private satellites, NGOs will find it increasingly easy to acquire tailor-made monitoring data.
Direct verification of state compliance may affect state choices to comply. Prompt access to information about other's actions not only enhances early detection of violations but also reduces concerns of free riding. Also, by making information available of one's own activities, verification may indirectly deter noncompliance by increasing the likelihood of detection. To seriously influence compliance, verification data must be timely and reliable. Verification may not be equally feasible in all cases
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and is easier when the actions to be verified are large: that is, a few activities conducted by easy-to-identify actors.
Many actors are responsible for performing verification functions. Fifty-eight international environmental treaties stipulate some provisions for verification. Governments are required to produce verification reports in 72 percent of the treaties, although it is not specified to whom the reports are to be made available. Governments have to submit reports to international institutions in only 7 percent of the cases, and international institutions are held responsible for conducting verification studies in 3 percent. The remaining 18 percent are unspecified.
Policy verification may be most credible when not performed by states. Some international organizations conduct periodic verification assessments of national compliance with environmental standards. The OECD has been regarded as having successfully provided such assessments for a number of its members, publicizing infractions and identifying areas for improvement.
NGOs are also increasingly active in verifying state compliance with environmental accords, and the EU has sought to expand participation in its development of sectoral policies to include such alternate NGO submissions of information about compliance and noncompliance. In international regimes, Greenpeace now regularly monitors trade in hazardous wastes and in flora and fauna, and it publicizes shipments in violation of international treaties. TRAFFIC, the wildlife trade monitoring program of IUCN and the World Wildlife Fund, for instance, verifies compliance with the CITES regime on trade in endangered species. The publicity generated by these activities is often sufficient to pressure recipient governments to enforce their international commitments as well as to refuse entry of such products. Many NGOs have become virtual watchdogs over private activities in the field as well, replacing or supplementing the monitoring activities of national enforcement agencies. Because governments are often unwilling to cede the semblance of authority to NGOs, private monitoring of governments' actions and of the environment may best be accomplished through independent scientific panels that have access to a variety of sources of information. Surprise visits by independent inspectors are used in some regimes as a means of verification and have long been a part of the nuclear nonproliferation regime and the Antarctic Treaty System. The 1980 Convention on the Conservation of Antarctic Marine Living Resources (CCAMLR) provides for such visits, and the Helsinki Commission, in managing the Baltic Sea area, has also considered them. Eastern European and OECD countries accept the concept, but developing countries are suspicious that acceptance will lead to further forms of World Bank and International Monetary Fund conditionality.
Technology and financial transfers may also help states comply with their environmental obligations by providing new equipment with which to reduce emissions. Technology panels that parallel international regimes exist with government, MNC,
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and mixed participation. Technologically advanced states and firms can serve a constructive role on technology panels by being invited to serve as lead countries, allowing them the opportunity to foster demand in export markets for environmentally clean technologies. Technology panels organized on this principle exist for the following regimes: European acid rain, Mediterranean, ozone, North Sea, and Baltic.
None of these factors are uniformly implicated in compliance decisions because not all governments face the same difficulties in fulfilling their obligations. Thus, they require different technical or political incentives to comply. For instance, democratic societies with strong national environmental administrations, such as the OECD countries, are likely to have their compliance decisions shaped by the provision of verification and monitoring provisions. Verification helps the state guard against free riding, and monitoring reinforces public demands for compliance. In nondemocratic strong states, including many newly industrialized countries, compliance decisions are driven largely by verification and monitoring activities, as these would influence states' expectations of the behavior of others but would not be tied in to domestic-level pressures on the government. Weak states are much more prone to the inducements provided by technology and financial transfers. States with significant science and technology resources are less likely to find the limited offerings of international institutions significant in their calculations of national policy.
Reactions to Noncompliance
Compliance mechanisms are fairly modest. Most analysts are unsure about the extent of state compliance with international commitments. Reliable data are lacking, and the institutions for verifying compliance remain haphazard. If there were more compliance, then international lawyers would likely have more data about the subject, and analysts would likely know more.
Few formal mechanisms exist for addressing noncompliance in the environmental realm. Most efforts rely on sanctions and dispute resolution panels. NGOs have successfully penalized noncompliant actors through public campaigns and may contribute to effectiveness well in excess of formal legal obligations. Similarly, consumer boycotts against endangered tropical hardwoods have led producers to engage in environmentally more sustainable forestry practices, and World Bank threats of green conditionality on financial flows if environmental guidelines were not met led Brazil to reform some of its unsustainable development policies in the Amazon. In each of these cases, NGOs did not launch their campaigns in the country they were trying to influence. Keck and Sikkink call these innovative NGO campaigns a "boomerang effect," as NGOs exercise their political influence on nonstate actors over whom they
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enjoy some influence. 49 For instance, NGOs successfully launched a campaign against the dumping of the Shell Oil Brent Spar drilling platform in the North Sea by focusing a consumer boycott in Germany, where Shell had a large market presence, rather than in England, where Shell Oil headquarters were located. Consumer boycotts in Europe against imports of tropical timber grown with nonsustainable forestry practices led exporters in Southeast Asia to modify their practices. In the Brazilian case, U.S. NGOs lobbied Congress to exercise its influence over the World Bank to induce the World Bank to threaten to withhold loans to the Brazilian government until the Brazilian government reformed its policy in the Amazon.
Sanctioning noncompliance is seldom possible. A number of agreements contain provisions for trade sanction against violators (including the Montreal Protocol, CITES, the Basel Convention on Control of Transborder Movements of Hazardous Wastes and their Disposal, and ten species conservation treaties), but these have seldom been invoked and are increasingly losing legitimacy in the anticipated WTO legal battles against trade-restricting environmental regulations. 50 To the extent that they may actually be invoked, it would be more likely part of a conscious challenge of the WTO's authority by groups that were challenging the principles of unrestricted free trade.
Even though most treaties contain language providing for adjudication and the creation of dispute resolution panels, no countries have ever convened an arbitration panel to enforce a regime. This is probably because most regimes cover a number of different activities, and every government anticipates that it is not in compliance with some set of them. Consequently, no state wishes to launch proceedings against another party, when they may have to face a reciprocal challenge.
Two limited examples exist of arbitration proceedings that are not limited to state choices. The World Bank Inspection Panel solicits submissions from NGOs and has found favorably for NGO complaints against projects that were likely to be environmentally destructive. However, the Bank panel has no formal authority over the Bank, so its reports are merely advisory. The North American Free Trade Agreement (NAFTA) has a unique arrangement in which an NGO can submit protests about its own government's noncompliance with NAFTA environmental rules. Despite recent efforts by Mexican NGOs to use this mechanism to protest their government's environmental lapses, the panel operates by a majority vote of two of the three governments, which makes it difficult for NGO submissions to be upheld.
The Montreal Ozone Protocol has experimented with encouraging voluntary reporting of noncompliance. Yet in an extensive study of verification systems and compliance with the Montreal Ozone Protocol, David Victor found few examples of voluntary reporting and compliance. Those he did find related to self-reporting countries with hopes of attracting financial assistance to achieve compliance. Effective self-reporting requires additional institutional mechanisms for financial and technology transfers to reward the self-reporters. 51
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Rio Plus 10 provides the next major opportunity for reforming and streamlining multilateral environmental governance. A delicate web of regimes and actors has developed over the last thirty years, creating a new global policy network of environmental actors. To date, agenda setting and regime development have been far more successful than compliance. NGOs are most active in agenda setting. States continue to be responsible for regime development and compliance. International institutions are involved in all three steps, as are scientists and epistemic communities. MNCs have remained largely involved with just compliance.
This chapter has focused principally on the activities of international institutions. Although these institutions perform a variety of functions, substantive gaps remain in the environmental realms subject to governance. Further inventory of governance activities performed by NGOs and the private sector is necessary.
The international environmental governance system has not been significantly overhauled in three decades. After UNCHE, UNEP was the only international institution responsible for environmental protection. Since then, however, most international institutions have assumed some environmental responsibilities. To some extent, UNEP's success has led to its own obsolescence because it is no longer equipped to conduct its activities or to serve as the UN system's conscience on environmental issues now that the system has become so robust and decentralized. Recent evaluations suggest that there are administrative overlaps in the system, as institutions have assumed new responsibilities for the environment, as well as inefficiencies in the system. There is also growing disenchantment with UNEP's remote location in Kenya and its lack of resources. Suggestions for improvements focus on reforming UNEP and on the creation of a Global Environmental Organization (GEO). These improvements seemed a more likely political agenda for a U.S. Democratic administration before the 2000 U.S. presidential election. 52
At present, UNEP lacks the resources to perform all functions effectively and to pressure states to pursue environmentally sustainable policies. UNEP nonetheless has a comparative advantage in the UN system for its scientific expertise and should be preserved as a monitoring and environmental assessment body. UNEP should also help develop rosters of experts for use by governments, international organizations, NGOs, and the private sector for assessing new environmental risks as they are identified. UNEP also has long-standing experience with coordinating loose, decentralized networks around the world. Thus it may still be capable of serving a coordinating function to ensure that the multiple elements of SIRs are coordinated, to anticipate any gaps, and to keep members of international policy networks in touch with one another. It would serve as an air-traffic controller for issues on the international environmental agenda, as well as for the multitude of associated ongoing studies and negotiations.
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A GEO should be established to fulfill the policy and technology-based functions that provide institutional support for multilateral environmental governance. A GEO would consolidate environmental policy research, technology databases, and clearinghouses; conduct training; and centralize the secretariats that administer current environmental regimes. Centralizing these secretariats would facilitate the creation of a broader global policy network across specific environmental issues and justify the creation of national environmental embassies to represent states and participate in future negotiations. A GEO could also serve as a legal advocate for environmental protection and regulations to counterbalance the WTO by collecting a roster of international environmental lawyers to participate in WTO panels. The GEO should have high-profile annual ministerial meetings to address all environmental issues to assure widespread involvement in environmental policy networks and galvanize rapid responses to new alerts. Ongoing efforts would continue to be addressed through the existing secretariats and conferences of parties. The GEO could even have a panel of environmental inspectors available to verify compliance by states and firms with MEAs.
Much progress has been made in international environmental policy since Stockholm. The system remains fragile, however, and requires continual support and new recruitment to bolster its many policy networks and to maintain the pressure on governments for continued environmental protection.
NOTES
1. Edward O. Wilson, "On the Age of the Environment," Foreign Policy, no. 119 (Summer 2000), p. 34.
2. Michael Grubb et al., The "Earth Summit" Agreements: A Guide and Assessment, An Analysis of the Rio '92 Conference on Environment and Development (London: Earthscan and Royal Institute of International Affairs, 1993).
3. James Rosenau, Turbulence in World Politics: A Theory of Change and Continuity (Princeton, N.J.: Princeton University Press, 1990).
4. P. J. Simmons, "Environmental Security," in Routledge Encyclopedia of Political Economy (London: Routledge, 2001).
5. See Sheldon Kamieniecki, ed., Environmental Politics in the International Arena: Movements, Parties, Organizations, and Policy (Albany, N.Y.: SUNY Press, 1993); Miranda Schreurs and Elizabeth C. Economy, eds., The Internationalization of Environmental Protection (Cambridge, U.K.: Cambridge University Press, 1997); Martin Jänicke and Helmut Weidner, eds., Successful Environmental Policy: A Critical Evaluation of 24 Cases (Berlin: Edition Sigma, 1995); The Social Learning Group, Social Learning and the Management of Global Environmental Risks (Cambridge, Mass.: MIT Press, 2001); William Ascher, "Understanding Why Governments in Developing Countries Waste Natural Resources," Environment, vol. 42, no 2 (March 2000), pp. 8–18; Ruth Greenspan Bell, "Building Trust," Environment, vol. 42, no. 2 (March 2000), pp. 20–32; and Arild Underdal and
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Kenneth Hanf, eds., International Environmental Agreements and Domestic Politics: The Case of Acid Rain (Aldershot: Ashgate, 2000).
6. See Elinor Ostrom and Robert O. Keohane, eds., Local Commons and Global Interdependence: Heterogeneity and Cooperation in Two Domains (Thousand Oaks, Calif.: Sage Publications, 1995); and Oran R. Young, Governance in World Affairs (Ithaca, N.Y.: Cornell University Press, 1999).
7. See Ken Conca, "Rethinking the Ecology-Sovereignty Debate," Millennium, vol. 23, no 3 (1994), pp. 701–11; Ronnie Lipschutz and Ken Conca, eds., The State and Social Power in Global Environmental Politics (New York: Columbia University Press, 1993); and Karen Litfin, ed., The Greening of Sovereignty in World Politics (Cambridge, Mass.: MIT Press, 1998).
8. Viktor Sebek, "Bridging the Gap Between Environmental Science and Policy-Making," Ambio, vol. 12, no. 2 (1983), pp. 118–20; Martin W. Holdgate, "The Environmental Information Needs of the Decision-Maker," Nature and Resources, vol. 18, no. 1 (January–March 1982), pp. 5–10.
9. The number is over 900 if one includes soft law, bilateral agreements, and EU directives. See Edith Brown Weiss, Daniel Barstow Magraw, and Paul C. Szasz, International Environmental Law: Basic Instruments and References, 1992–1999 (Ardsley, N.Y.: Transnational Publishers, 1999).
10. Richard N. Gardner, Negotiating Survival: Four Priorities After Rio (New York: Council on Foreign Relations, 1992), p. 37.
11. Arild Underdal and the Oslo School refer to this class of problems as "malign problems" that are unlikely to yield effective collective responses.
12. Biliana Cicin-Sain and Robert W. Knecht, Integrated Coastal and Ocean Management: Concepts and Practices (Washington, D.C.: Island Press, 1998), pp. 32–6.
13. OECD Compendia, UNCSD, "Global Change and Sustainable Development," E/CN.17/ 1997/3; UNCSD, "Overall Progress Achieved Since the United Nations Conference on Environment and Development," E/CN.17/1997/2/Add.7.
14. Indur M. Goklany, "Factors Affecting Environmental Impacts: The Effects of Technology on Long-term Trends in Cropland, Air Pollution, and Water-related Diseases," Ambio, vol. 25, no. 8 (December 1996), pp. 497–509.
15. Early work includes Richard A. Falk, This Endangered Planet: Prospects and Proposals for Human Survival (New York: Vintage Books, 1971); and Harold Sprout and Margaret Sprout, Toward a Politics of Planet Earth (New York: Van Nostrand Reinhold Company, 1971). Since then the major works of primary research include David Kay and Harold Jacobson, eds., Environmental Protection: The International Dimension (Totowa, N.J.: Allanheld Osmun, 1983); Peter M. Haas, Robert O. Keohane, and Marc A. Levy, eds., Institutions for the Earth: Sources of Effective International Environmental Protection (Cambridge, Mass.: MIT Press, 1993); Nazli Choucri, ed., Global Accord: Environmental Challenges and International Responses (Cambridge, Mass.: MIT Press, 1993); Oran R. Young, ed., Global Governance (Cambridge, Mass.: MIT Press, 1997); Marvin S. Soroos, The Endangered Atmosphere: Preserving Global Commons (Columbia, S.C.: University of South Carolina Press, 1997); Oran R. Young and Gail Osherenko, eds., Polar Politics: Creating International Environmental Regimes (Ithaca, N.Y.: Cornell University Press, 1993); Oran
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R. Young, ed., The Effectiveness of International Environmental Regimes: Causal Connections and Behavioral Mechanisms (Cambridge, Mass.: MIT Press, 1999); Edith Brown Weiss and Harold K. Jacobson, eds., Engaging Countries: Compliance with International Environmental Accords (Cambridge, Mass.: MIT Press, 1998); David Victor, Kal Raustiala, and Eugene Skolnikoff, eds., The Implementation and Effectiveness of International Environmental Commitments: Theory and Practice (Cambridge, Mass.: MIT Press, 1999); Mostafa K. Tolba and Iwona Rummel-Bulska, Global Environmental Diplomacy: Negotiating Environmental Agreements for the World, 1973–1992 (Cambridge, Mass.: MIT Press, 1998); Steinar Andresen et al., Science and Politics in International Environmental Regimes: Between Integrity and Involvement (Manchester, U.K.: Manchester University Press, 2000); and Peter Sand, Lessons Learned in Global Environmental Governance (Washington, D.C.: World Resources Institute, 1990).
16. See Stephen Hopgood, American Foreign Environmental Policy and the Power of the State (Oxford, U.K.: Oxford University Press, 1998); and Robert Paarlberg, "Lagged Leadership," in Norman Vig and Regina Axelrod, eds., The Global Environment: Institutions, Law, and Policy (Washington, D.C.: CQ Press, 1999), pp. 236–55. Strong environmental leadership need not lead to positive environmental outcomes. For instance, the United States exercised its leadership in opposing the biodiversity treaty and in seeking to water down a climate change treaty. From the perspective of climate change skeptics conducting policy analysis, the United States is exercising hegemonic leadership to promote social welfare by opposing a set of unwarranted commitments and thus preventing policy based on a diagnosis of a false positive.
17. Paarlberg, "Lagged Leadership."
18. For similar inventories of properties of institutions capable of inducing behavior change by member units, see Haas, Keohane, and Levy, eds., Institutions for the Earth; Elinor Ostrom, Governing the Commons: The Evolution of Institutions for Collective Action (Cambridge, U.K.: Cambridge University Press, 1990); Young, Governance in World Affairs; Weiss and Jacobson, eds., Engaging Countries; Ernest Haas, When Knowledge Is Power: Three Models of Change in International Organizations (Berkeley, Calif.: University of California Press, 1990); Victor, Raustiala, and Skolnikoff, eds., The Implementation and Effectiveness of International Environmental Commitments; see also earlier international institutions literature: John Gerard Ruggie, "International Responses to Technology," International Organization, vol. 29, no. 3 (Summer 1975), pp. 557–84; Eugene Skolnikoff, The International Imperatives of Technology, Technological Development and the International Political System (Berkeley, Calif.: Institute of International Studies, University of California Press, 1972); and Kay and Jacobson, eds., Environmental Protection.
19. Arild Underdal, "The Roles of IGOs in International Environmental Management," in Michael H. Glantz, ed., The Role of Regional Organizations in the Context of Climate Change (Berlin: Springer-Verlag, 1994), p. 153. See also Peter M. Haas and Ernst B. Haas "Learning to Learn," Global Governance, vol. 1, no. 3 (September 1995), pp. 255– 85.
20. See Paul Wapner, Environmental Activism and World Civic Politics (Albany, N.Y.: SUNY Press, 1996); Ronnie Lipschutz with Judith Mayer, Global Civil Society and Global Envi|
ronmental Governance (Albany, N.Y.: SUNY Press, 1996); Sheila Jasanoff, "NGOs and the Environment," in Thomas Weiss, ed., Beyond UN Subcontracting: Task-sharing with Regional Security Arrangements and Service-providing NGOs (New York: St. Martin's Press, 1998), pp. 203–23; Kal Raustiala, "States, NGOs, and International Environmental Institutions," International Studies Quarterly, vol. 41 (1997), pp. 719–40; and P. J. Simmons, "Learning to Live with NGOs," Foreign Policy, no. 112 (Fall 1998), pp. 82–109.
21. Russell J. Dalton, The Green Rainbow (New Haven, Conn.: Yale University Press, 1994).
22. See Riley E. Dunlap, George H. Gallup Jr., and Alec M. Gallup, Health of the Planet Survey (Princeton, N.J.: Gallup International Institute, 1992). The countries are Brazil, Canada, Chile, Denmark, Finland, Germany, Great Britain, Hungary, India, Ireland, Japan, Mexico, Nigeria, Netherlands, Norway, Philippines, Poland, Portugal, Russia, South Korea, Switzerland, Turkey, United States, and Uruguay.
23. The Delaney Clause in U.S. pharmaceutical regulations is an early example of such an approach. The Delaney Amendment of 1985 states that no additive shall be deemed safe if it is found to induce cancer when ingested by man or animal. Thus, it sets an absolute regulatory standard, subject to evolving determination of dose-response relationships that cause cancer.
24. Wolfgang H. Reinicke and Francis Deng, Critical Choices: The United Nations, Networks, and the Future of Global Governance (Ottawa: International Development Research Centre, 2000).
25. See Naomi Roht-Arriaza, "'Soft Law' in a 'Hybrid Organization': The International Organization for Standardization" in Dinah Shelton, ed., Commitment and Compliance: The Role of Non-binding Norms in the International System (Oxford, U.K.: Oxford University Press, 2000); Riva Krut and Harris Gleckman, ISO 14001: A Missed Opportunity for Sustainable Global Industrial Development (London: Earthscan 1998); Aseem Prakash, Greening the Firm: The Politics of Corporate Environmentalism (Cambridge, U.K.: Cambridge University Press, 2000); Ronie Garcia-Johnson, Exporting Environmentalism: U.S. Multinational Chemical Corporations in Brazil and Mexico (Cambridge, Mass.: MIT Press, 2000); and Stephen Schmidheiny with the Business Council for Sustainable Development, Changing Course: A Global Business Perspective on Development and the Environment (Cambridge, Mass.: MIT Press, 1992).
26. See Michael Zurn, "The Rise of International Environmental Politics," World Politics, vol. 50, no. 4 (July 1998), pp. 617–49. Compare with George W. Downs, Kyle W. Danish, and Peter N. Barsoom, "The Transformational Model of International Regime Design," Columbia Journal of Transnational Law, vol. 38, no. 3 (2000), pp. 465–514; and Ronald B. Mitchell, "Structures, Agents, and Processes in International Environmental Politics," in Thomas Risse, Beth Simmons, and Walter Carlsnaes, eds., Handbook of International Relations (Thousand Oaks, Calif.: Sage Publications, 2001).
27. Peter M. Haas, "Do Regimes Matter? Epistemic Communities and Mediterranean Pollution Control," International Organization, vol. 43, no. 3 (Summer 1989); Abram Chayes and Antonia Handler Chayes, The New Sovereignty: Compliance with International Regulatory Agreements (Cambridge, Mass.: Harvard University Press, 1995).
28. Sand, Lessons Learned in Global Environmental Governance.
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29. Tolba and Rummel-Bulska, Global Environmental Diplomacy, p. 6.
30. Grubb et al., The "Earth Summit" Agreements.
31. Other analysts have similar taxonomies of regime patterns. See Ethan Nadelmann, "Global Prohibition Regimes: The Evolution of Norms in International Society," International Organization, vol. 44, no. 4 (Autumn 1990), pp. 479–526; Oran R. Young, Governance in World Affairs; and Stacey VanDeveer, "Protecting Europe's Seas," Environment, vol. 42, no. 6 (July/August 2000), pp. 10–26.
32. Peter M. Haas, "Scientific Communities and Multiple Paths to Environmental Cooperation," in Anathea Brooks and Stacy VanDeveer, eds., Saving the Seas: Values, Scientists, and International Governance (College Park, Md.: Maryland Sea Grant College, 1997), pp. 206–07.
33. From data presented in Bertram I. Spector and Anna R. Korula, "Problems of Ratifying International Environmental Agreements," Global Environmental Change (December 1993), pp. 369–81; Peter M. Haas and Jan Sungren, "Evolving International Environmental Law," in Choucri, ed., Global Accord, pp. 401–30.
34. Sand, Lessons Learned in Global Environmental Governance.
35. The concept of a k-group, introduced by Thomas Schelling, is a small core group of countries that are responsible for enough of a problem that if they reach an agreement, then the problem is likely to be resolved, making it easier for other countries to join the regime out of an anticipation that their costs will not be futile.
36. Tolba and Rummel-Bulska, Global Environmental Diplomacy, pp. 17–21.
37. See Patrick Szell, "The Development of Multilateral Mechanisms for Monitoring Compliance," in W. Lang, H. Neuhold, and K. Zemanek, eds., Environmental Protection and International Law (London: Graham & Trotman, 1991); Peter H. Sand, Trusts for the Earth (Hull, U.K.: University of Hull Press, 1994). UNEP administers twelve trust funds for the Regional Seas Program and CITES. The World Bank administers the Montreal Trust Fund for the ozone regime, while the Global Environment Facility (GEF) exists to finance the international component of projects intended to preserve biodiversity, protect the ozone layer, curtail climate change, control marine pollution, and limit desertification.
38. For UNEP's regional seas experiences, see Peter M. Haas, "Save the Seas," in Elisabeth Mann Borgese et al., Ocean Yearbook 9 (Chicago: University of Chicago Press, 1991), pp. 188–212; and Peter M. Haas, "Prospects for Effective Marine Governance in the NW Pacific Region," Marine Policy, vol. 24, no. 4 (July 2000), pp. 341–48. For acid rain in Europe, see Leen Hordijk, "Task Force on Integrated Assessment Modelling," Monitair, vol. 4, no. 6 (October 1991), pp. 8–11.
39. See Ronald B. Mitchell, "Compliance Theory: A Synthesis," Review of European Community and International Environmental Law, vol. 2, no. 4 (1993), pp. 327–34; and Ronald B. Mitchell, "Compliance Theory: An Overview," in James Cameron, Jacob Werksman, and Peter Roderick, eds., Improving Compliance with International Environmental Law (London: Earthscan, 1996), pp. 3–28; and Ruth Greenspan Bell, "Developing a Culture of Compliance in the International Environmental Regime," The Environmental Law Reporter, vol. 27, no. 8 (August 1997), pp. 10402–12.
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40. Harold K. Jacobson and Edith Brown Weiss, "Assessing the Record and Designing Strategies to Engage Countries," in Jacobson and Weiss, eds., Engaging Countries, pp. 511– 54; and Kal Raustiala and David G. Victor, "Conclusions," in Victor, Raustiala, and Skolnikoff, eds., The Implementation and Effectiveness of International Environmental Commitments, pp. 659–707. Young, ed., The Effectiveness of International Environmental Regimes, provides a similar analysis.
41. See Peter M. Haas, "Choosing to Comply: Theorizing from International Relations and Comparative Politics," in Dinah Shelton, ed. Commitment and Compliance, pp. 43–64; and Peter M. Haas, "Compliance with EU Directives," Journal of European Public Policy, vol. 5, no. 1 (March 1998), pp. 17–37.
42. Harold K. Jacobson and Edith Brown Weiss, "Assessing the Record and Designing Strategies to Engage Countries," in Jacobson and Weiss, eds., Engaging Countries, pp. 511– 54.
43. Ibid., pp. 520–21.
44. See Kal Raustiala and David G. Victor, "Conclusions," in Victor, Raustiala, and Skolnikoff, eds., The Implementation and Effectiveness of International Environmental Commitments.
45. Edith Brown Weiss, "Concluding Remarks," in Dinah Shelton, ed., Commitment and Compliance.
46. Ronald B. Mitchell, "Regime Design Matters," International Organization, vol. 48, no. 3 (Summer 1994), pp. 425–58; and Ronald B. Mitchell, International Oil Pollution at Sea (Cambridge, Mass.: MIT Press, 1994).
47. Peter H. Sand, "Introduction," in Peter H. Sand, ed., The Effectiveness of International Environmental Agreements (Cambridge, U.K.: Grotius Publications, 1992), pp. 13–14; U.S. General Accounting Office, International Environmental Agreements Are Not Well Monitored (Washington, D.C.: U.S. General Accounting Office, January 1992).
48. "Remote Sensing and Environmental Treaties," available at <http://sedac.ciesin. columbia.edu/rs-treaties/>.
49. Margaret Keck and Katherine Sikkink, Activists Beyond Borders: Advocacy Networks in International Politics (Ithaca, N.Y.: Cornell University Press, 1998).
50. Steve Charnovitz, "Trade Measures and the Design of International Regimes," Journal of Environment and Development," vol. 5, no. 2 (June 1996), pp. 168–96.
51. David Victor, "The Operation and Effectiveness of the Montreal Protocol's Non-Compliance Procedure," in Victor, Raustiala, and Skolnikoff, eds., The Implementation and Effectiveness of International Environmental Commitments, pp. 137–76.
52. See Frank Biermann, "The Case for a World Environment Organization," Environment, vol. 42, no. 9 (November 2000), pp. 22–31; Calestous Juma, "The UN's Role in the New Diplomacy," Issues in Science and Technology, vol. 17, no. 1 (Fall 2000), pp. 37–8; Dan Esty, "The Case for a Global Environmental Organization," in Peter B. Kenen, ed., Managing the World Economy: Fifty Years After Bretton Woods (Washington, D.C.: Institute for International Economics, 1994), pp. 287–309; and Dan Esty, "An Earthly Effort," Worldlink (September/October 2000), available at <http://www.worldlink.co.uk/ stories/storyReader$334>.
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SUGGESTED ADDITIONAL READING
See also Peter H. Sand's recommended readings on nature conservation.
Andresen, Steinar, T. Skodvin, Arild Underdal, and J. Wettestad. Science and Politics in International Environmental Regimes: Between Integrity and Involvement. Manchester, U.K.: Manchester University Press, 2000.
Benedick, Richard Elliot. Ozone Diplomacy: New Directions in Safeguarding the Planet. Cambridge, Mass.: Harvard University Press, 1998.
Benedick, Richard Elliot et al. Greenhouse Warming: Negotiating a Global Regime. Washington, D.C.: World Resources Institute, 1991.
Haas, Peter M. Saving the Mediterranean: The Politics of International Environmental Cooperation. New York: Columbia University Press, 1990.
Haas, Peter M., and Ernst B. Haas. "Learning to Learn." Global Governance, vol. 1, no. 3 (September 1995), pp. 255–85.
Mathews, Jessica Tuchman, ed. 1991. Preserving the Global Environment. New York: W.W. Norton & Company, 1991.
Mitchell, Ronald B. "Structures, Agents, and Processes in International Environmental Politics," in Thomas Risse, Beth Simmons, and Walter Carlsnaes, eds., Handbook of International Relations (Thousand Oaks, Calif.: Sage Publications, 2001).
Skodvin, Tora. Stucture and Agent in the Scientific Diplomacy of Climate Change: An Empirical Case Study of Science-Policy Interaction in the Intergovernmental Panel on Climate Change. Dordrecht: Kluwer Academic Publishers, 2000.
Victor, David G., Kal Raustiala, and Eugene B. Skolnikoff, eds. The Implementation and Effectiveness of International Environmental Commitments: Theory and Practice. Cambridge, Mass.: MIT Press 1999.
Weiss, Edith Brown, and Harold K. Jacobson, eds. Engaging Countries: Compliance with International Environmental Accords. Cambridge, Mass.: MIT Press, 1998.
Young, Oran R., ed. The Effectiveness of International Environmental Regimes: Causal Connections and Behavioral Mechanisms. Cambridge, Mass.: MIT Press, 1999.
Young, Oran R. Governance in World Affairs. Ithaca, N.Y.: Cornell University Press, 1999.
Young, Oran R., and Gail Osherenko, eds. Polar Politics: Creating International Environmental Regimes. Ithaca, N.Y.: Cornell University Press, 1993.
Zurn, Michael. "The Rise of International Environmental Politics." World Politics, vol. 50, no. 4 (July 1998), pp. 617–49.
Internet sites
International Treaties and Institutions
The Interlinkages Initiative: Synergies and Coordination Between Multilateral Environmental Agreements <http://www.geic.or.jp/interlinkages/>
Yearbook of International Cooperation on Environment and Development <http:// www.ngo.grida.no/ggynet/>
|
Environmental Treaties and Resource Indicators (ENTRI) at the Center for International Earth Sciences Information Network (CIESIN), of Columbia University, New York <http:// sedac.ciesin.org/entri/texts-home.html>
International Institutions
UN Environment Program (UNEP) <http://www.unep.org>
Rio Plus 10: The World Summit on Sustainable Development <http://www.un.org/rio+10> UN Commission on Sustainable Development (UNCSD) <http://www.un.org/esa/sustdev> World Bank <http://www.worldbank.org>
Intergovernmental Panel on Climate Change (IPCC) <http://www.ipcc.ch>
Global Environment Facility (GEF) <http://www.gefweb.org>
U.S. Department of State, Bureau of Oceans and International Environmental and Scientific Affairs <http://www.state.gov/www/global/oes/index.html>
Global Environmental Assessments Global Environment Outlook, UNEP <http://www.unep.org/Geo2000> World Conservation Monitoring Centre <http://www.wcmc.org.uk> | <urn:uuid:7e917bb9-ad84-4585-ae94-ca01ccbeec6a> | CC-MAIN-2020-40 | https://carnegieendowment.org/files/ch08MGI.pdf | 2020-09-25T23:39:00+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00686.warc.gz | 316,517,757 | 24,395 | eng_Latn | eng_Latn | 0.927689 | eng_Latn | 0.996832 | [
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What to do today
IMPORTANT Parent or Carer – Read this page with your child and check that you are happy with what they have to do and any weblinks or use of internet.
1. Imagine how characters might react.
* Read Messenger's Proclamation
* In the story this proclamation is read to Mufaro, Manyara and Nyasha.
How do you think they will react? If you were in the story, how would you react?
2. Read the next part of the story
* Read Manyara's Journey to find out what happened to her after she had heard the proclamation.
* Write down what you would have done, with each of the people that she met.
3. Listen to the whole story being read.
* Listen to this reading of the whole story. https://www.youtube.com/watch?v=dP9cQkS8p2Q&t=24s
* Answer the Story Questions.
4. Think about the character of the King
* Write notes around The King. What do we know about him from the story? What do you think about him? Was he fair?
Try the Fun-Time Extras
Can you try telling the story of Mufaro's Beautiful Daughters to somebody else?
Can you act out a scene from the story?
Messenger's Proclamation
The most worthy and beautiful daughters in the land are invited to appear before the King, and he will choose one to become Queen!
Manyara's Journey
Read about Manyara's journey and decide what you would do.
That night when everyone was asleep, Manyara stole quietly out of the village. She had never been in the forest at night before and she was frightened, but her greed to be the first to appear before the king drove her on. In her hurry, she almost stumbled over a small boy who suddenly appeared, standing in the path.
The boy told her he was hungry and asked her politely for something to eat.
1. What would you do? Why?
After travelling for what seemed to be a great distance, Manyara came to a small clearing. There, silhouetted against the moonlight was an old woman seated on a large stone.
The woman gave advice. She told Manyara that she would see laughing trees but must not laugh in return. She told her that she would meet a man with his head under his arm and that she must be polite to him.
2. What would you say? Why?
Manyara came to the grove of trees and they did seem to laugh at her.
3. What would you do if the trees laughed at you? Why?
Later Manyara saw the man with head tucked under his arm.
4. What would you do? Why?
Story Questions
1. Were you surprised about how Manyara treated those she met? Why/Why Not?
2. What did Manyara say about the monster that she saw?
3. How do you think Nyasha felt as she went into the chamber?
4. Why did Mufaro say that he was the happiest father in all the land, at the end of the story?
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Make Way for Chipmunks!
By Dawn Pettinelli, UConn Home & Garden Education Center
Local chipmunk populations seem to be booming this year. These cute little rodents are running rampant throughout my yard, stuffing their cheeks with birdseed and then burying clusters of seeds in my garden beds. Up pops a dozen or so sunflower or millet plants where you would least expect them.
The eastern chipmunk (Tamias striatus) is a very distinctive member of the squirrel family. Its 5 to 6-inch body is covered with short, dense, rusty red fur. The tail is another 3 to 4-inches long and held upright as the critter scurries along. Five black and 2 white stripes run down its back and sides. The cheek pouches of the eastern chipmunk can hold a large amount of food and stretch to 3 times the size of its head.
While natural habitats from Maine to northern Florida include forests and woodlands, chipmunks are quite content to inhabit urban and suburban parks and yards. They especially appreciate the birdseed we humans leave out in hopes of attracting feathered friends.
Chipmunks are omnivores with nuts, berries, seeds and fruits making up the majority of their diets. They will also consume insects, slugs and worms, occasionally feeding on bird's eggs, frogs and even baby birds. Most likely their abundance this year is due to the heavy acorn crop in many places last year as well as a mild winter.
The burrow that a chipmunk digs is quite amazing. The 2-inch entrance hole leads to a tunnel 2 to 3 feet down and 10 to 30 feet long. Off the main tunnel are chambers used for storing food, giving birth, sleeping and defecating. Once the burrow is excavated, the chipmunk plugs up the original entrance hole with its tell-tale mound of dirt and makes a less conspicuous entrance perhaps under a fallen tree or rock.
In Connecticut, chipmunks typically have two litters per year, one in early spring and the other in mid-summer. After mating, males and females go their separate ways and the male does not participate in rearing the young. After a gestation period of about 30 days, 2 to 5 hairless, blind young are born.
The female is an attentive mother for the first 6 weeks or so as the young begin to venture outside the burrow. She then starts becoming more aggressive with them forcing them to start foraging on their own. At about 10 weeks, the young are no longer allowed into her burrow and must find new homes. As a rule, chipmunks are solitary creatures coming together only for mating purposes.
They can be quite vocal with shrill, repeated chirps. It is thought that these might be to signal mating interest or territorial in nature. They also are made when a threat is sensed. Chipmunks have a fair number of predators including hawks, owls, foxes, weasels, coyotes and snakes.
During the winter, chipmunks spend long periods sleeping but do not go into a true hibernation. They are able to slow down their heart rate and lower their body temperature, but they wake up every so often to feed on stored seeds and nuts and to defecate.
While they are cute and fun to watch, too many chipmunks can be a nuisance. In the garden, they are digging holes and most annoyingly, digging up newly planted transplants leaving them with their exposed roots to die in the hot sun. They often dig up recently planted bulbs as well. Some they eat but the unappealing ones they just leave on top of the ground. Apparently, we gardeners are invading their territory, and this is how they let us know that they do not approve.
Another issue with chipmunks is that they can undermine patios, porch steps, rock walls and other structures because of their digging habits. They can be excluded from some areas by using quarter inch mesh hardware cloth. Other control mechanisms include trapping, repellents and landscape modifications.
For questions about chipmunks or for questions on other gardening topics, feel free to contact us, toll-free, at the UConn Home & Garden Education Center at (877) 486-6271, visit our website at www.ladybug.uconn.edu or contact your local Cooperative Extension center. | <urn:uuid:a6a94efb-6dd1-42ff-b6c8-e64b0ae0d429> | CC-MAIN-2020-40 | http://www.ladybug.uconn.edu/index_291_3172082290.pdf | 2020-09-26T00:07:13+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00688.warc.gz | 187,102,797 | 903 | eng_Latn | eng_Latn | 0.998631 | eng_Latn | 0.998594 | [
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