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Children's Oral Health Toolkit: Case Study #2, Press Release
This document is a press release about a state's ranking in a national oral health report. This case study looks at the document after implementing reframing recommendations, and illustrates the importance of capitalizing on this type of media opportunity, using a strong message frame.
Opening Paragraphs:
Florida Receives an "F" on Oral Health Status of Children
For Immediate Release
Tampa, Florida, March 5, 2010 -- Dental decay is the most common, chronic disease of childhood, five times more common than asthma. Left untreated, it can spread to other parts of the body and can impact a child's ability to eat, sleep, and pay attention in school. Nationally, 51 million school hours are lost each year to dental related absences. Preventing this disease in early childhood will prevent expensive treatments, missed school and missed opportunities later in life.
According to a report released February 23, 2010 by the Pew Center on the States, Florida received an "F" on how well we're employing proven approaches to ensure the oral health of our children. Florida met only two of eight policy benchmarks aimed at addressing children's dental health, which were the percent of residents receiving fluoridated water supplies, and reimbursement of physician-provided dental health services. We can do better! Proper preventive care can eliminate most dental disease. "When children have access to preventive care early and often, we can stop the majority of dental disease from ever occurring" said Claude Earl Fox, pediatrician and Executive Director of the Florida Public Health Institute.
Analysis:
The opening paragraph establishes why children's oral health is important, and establishes some of the consequences of poor oral health. The subsequent paragraph emphasizes the values of Prevention and Ingenuity ("We can do better!"). Finally, by using a pediatrician as a spokesperson, it implicitly ties the issue to overall health.
Subsequent Paragraphs:
Four solutions stand out for their cost-effectiveness and high return on investment for the children and taxpayers alike. They are: 1) schoolbased sealant programs; 2) water fluoridation; 3) increased Medicaid reimbursement for providers of preventive dental services, and 4) workforce models that expand the number of dental providers. Dental hygienists can serve as the primary workforce for school-based dental sealant programs. Currently, 30 states authorize dental hygienists to place sealants on children's teeth without having an exam by a dentist. However, in Florida, they are unable to do this because of current restrictions in the law. Children in Florida deserve the same opportunity as children in other states to be healthy.
Recently, Florida Senator, Chris Smith, introduced Senate Bill 490 and Florida Representative, Pat Patterson, introduced House Bill 1469 that authorizes Registered Dental Hygienists to provide direct access to preventive care, such as placing sealants in school-based settings. These bills use the existing dental hygiene workforce in our state to increase access to oral health care for all Floridians. When policy makers, school nurses, pediatricians, business leaders and other community members work together with dental professionals, changes can occur to provide Florida residents access to much needed dental services.
Analysis:
The solutions are stated clearly and the value of Fairness Between Places is used to establish why Florida should authorize dental hygienists to apply sealants ("Children in Florida deserve the same opportunity as children in other states to be healthy."). The press release ends on a positive note, reminding the reader that change can occur.
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Hacking The LSAT
Full Explanations For LSATs 29-38
or
Explanations For "The Next Ten Actual Official LSATs"
Volume I: LSATs 29-33
Graeme Blake
1
Copyright © 2012 by Graeme Blake
Blake Publications
Montreal, Canada
www.lsathacks.com
ALL RIGHTS RESERVED. This book contains material protected under International and Federal Copyright Laws and Treaties. Any unauthorized reprint or use of this material is prohibited. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without express written permission from the author / publisher.
LSAT is copyright of the LSAC. The LSAC has not reviewed or endorsed this material.
ISBN 13: 978-0-9881279-0-6
ISBN 10: 0-9881279-0-3
2
Testimonials
Self-study is my preferred way to prep, but I often felt myself missing a few questions each test. Especially for Logic Games, I wanted to see those key inferences which I just couldn't seem to spot on my own. That's where Hacking The LSAT came in. These solutions have been a tremendous help for my prep, and in training myself to think the way an experienced test taker would.
LSAT PrepTests come with answer keys, but it isn't sufficient to know whether or not you picked the credited choice to any given question. The key to making significant gains on this test is understanding the logic underlying the questions.
- Spencer B.
Graeme paraphrases the question in plain terms, and walks through each step in obtaining the right answer in a very logical way. This book uses the same techniques as other guides, but its so much more consistent and concise! By the time you read through all the tests, you've gradually developed your eye for the questions. Using this book is a great way to test your mastery of techniques!
- Sara L.
Graeme's explanations have the most logical and understandable layout I've seen in an LSAT prep book. The explanations are straightforward and easy to understand, to the point where they make you smack your forehead and say 'of course!
- Michelle V.
"Graeme is someone who clearly demonstrates not only LSAT mastery, but the ability to explain it in a compelling manner. This book is an excellent addition to whatever arsenal you're amassing to tackle the LSAT."
- J.Y. Ping, 7Sage LSAT,
www.7Sage.com
I did not go through every single answer but rather used the explanations to see if they could explain why my answer was wrong and the other correct. I thought the breakdown of "Type", "Conclusion", "Reasoning" and "Analysis" was extremely useful in simplifying the question. As for quality of the explanations I'd give them a 10 out of 10.
- Christian F.
This is where Graeme's explanations really shine. You may wonder whether your reasoning for a specific question is sound. For the particularly challenging questions, you may be at a complete loss as to how they should be approached.
Having these questions explained by Graeme who scored a 177 on the test is akin to hiring an elite tutor at a fraction of the price. These straightforward explanations will help you improve your performance and, more fundamentally, enhance your overall grasp of the test content.
- Morley Tatro, Cambridge LSAT,
www.cambridgelsat.com
Through his conversational tone, helpful introductions, and general recommendations and tips, Graeme Blake has created an enormously helpful companion volume to The Next Ten Actual Official LSATs. He strikes a nice balance between providing the clarity and basic explanation of the questions that is needed for a beginner and describing the more complicated techniques that are necessary for a more advanced student.
Even though the subject matter can be quite dry, Graeme succeeds in making his explanations fun and lighthearted. This is crucial: studying for the LSAT is a daunting and arduous task. By injecting some humor and keeping a casual tone, the painful process of mastering the LSAT becomes a little less painful.
When you use Hacking The LSAT in your studying, you will feel like you have a fun and knowledgeable tutor guiding you along the way.
- Law Schuelke, LSAT Tutor,
www.lawLSAT.com
Graeme's explanations are clear, concise and extremely helpful. They've seriously helped me increase my understanding of the LSAT material!
- Jason H.
Graeme's book brings a different view to demystifying the LSAT. The book not only explains the right and wrong answers, but teaches you how to read the reading comprehension and the logical reasoning questions. His technique to set up the games rule by rule help me not making any fatal mistakes in the set up. The strategies he teaches can be useful for someone starting as much as for someone wanting to perfect his strategies. Without his help my LSAT score would have been average, he brought my understanding of the LSAT and my score to a higher level even if english is not my mother tongue.
- Patrick Du.
This book is a must buy for any who are looking to pass or improve their LSAT, I highly recommend it.
- Patrick Da.
This book was really useful to help me understand the questions that I had more difficulty on. When I was not sure as to why the answer to a certain question was that one, the explanations helped me understand where and why I missed the right answer in the first place. I recommend this book to anyone who would like to better understand the mistakes they make.
- Pamela G.
Graeme's book is filled with thoughtful and helpful suggestions on how to strategize for the LSAT test. It is well-organized and provides concise explanations and is definitely a good companion for LSAT preparation.
- Lydia L.
The explanations are amazing, great job. I can hear your voice in my head as I read through the text.
- Shawn M.
Hacking the LSAT, especially the logic games sections, was extremely helpful to my LSAT preparation.
The one downside to self study is that sometimes we do not know why we got a question wrong and thus find it hard to move forward. Graeme's book fixes that; it offers explanations and allows you to see where you went wrong. This is an extremely helpful tool and I'd recommend it to anybody that's looking for an additional study supplement.
- Joseph C.
Regardless of how well you're scoring on the LSAT, this book is very helpful. I used it for LR and RC. It breaks down and analyzes each question without the distraction of classification and complicated methods you'll find in some strategy books. Instead of using step-by-step procedures for each question, the analyses focus on using basic critical thinking skills and common sense that point your intuition in the right direction. Even for questions you're getting right, it still helps reinforce the correct thought process. A must-have companion for reviewing prep tests.
- Christine Y.
Take a thorough mastery of the test, an easygoing demeanor, and a genuine desire to help, and you've got a solid resource for fine-tuning your approach when you're tirelessly plowing through test after test. Written from the perspective of a test-taker, this book should help guide your entire thought process for each question, start to finish.
- Yoni Stratievsky, Harvard Ready, www.harvardready.com
This LSAT guide is the best tool I could have when preparing for the LSAT. Not only does Graeme do a great job of explaining the sections as a whole, he also offers brilliant explanations for each question. He takes the time to explain why an answer is wrong, which is far more helpful when trying to form a studying pattern.
- Amelia F.
Table Of Contents
Introduction
The LSAT is a hard test.
The only people who write the LSAT are smart people who did well in University. The LSAT takes the very best students, and forces them to compete.
Reading Comprehension: You should form a mental map of the passage. This helps you locate details quickly when needed. Make a 1-2 line summary of each paragraph (it can be a mental summary).
If the test's difficulty shocked you, this is why. The LSAT is a test designed to be hard for smart people.
That's the bad news. But there's hope. The LSAT is a standardized test. It has patterns. It can be learned.
To get better, you have to review your mistakes. Many students write tests and move on, without fully understanding their mistakes.
This is understandable. The LSAC doesn't publish official explanations for most tests. It's hard to be sure why you were wrong.
That's where this book comes in. It's a companion for The Next Ten Actual Official LSATs. (LSATs 29-38)
This book lets you see where you went wrong. It has a full walk through of each question and of every answer choice. You can use this book to fix your mistakes, and make sure you understand everything.
By getting this book, you've shown that you're serious about beating this test. I sincerely hope it helps you get the score you want.
There are a few things that I'd like to highlight.
Logical Reasoning: It can be hard to identify conclusions. You don't get feedback on whether you identified the conclusion correctly.
This book gives you that feedback. I've identified the conclusion and the reasoning for each argument. Try to find these on your own beforehand, and make sure they match mine.
Logic Games: Do the game on your own before looking at my explanation. You can't think about a game unless you're familiar with the rules. Once you read my explanations, draw my diagrams yourself on a sheet of paper. You'll understand them much better by recopying them.
I've written my own summaries for each passage. They show the minimum amount of information that you should know after reading a passage, without looking back.
Always do these three things:
1. Know the point of the passage.
2. Understand the passage, in broad terms. Reread anything you don't understand.
3. Know where to find details. That's the point of the paragraph summaries. I usually do mine in my head, and they're shorter than what I've written.
If you do these three things, you can answer most Reading Comprehension questions with ease.
Other Resources
This is volume I of my explanations for The Next Ten Actual Official LSATs.
This volume covers LSATs 29-33. If you don't already have it, volume II covers LSATs 34-38.
This book assumes some basic familiarity with LSAT concepts such as formal logic. There wasn't space to add more general tips - this book is already pretty big.
If you need introductory help, check out www.lsathacks.com or www.reddit.com/r/LSAT, where I'm the moderator.
Good luck!
Graeme
p.s. I'm a real person, and I want to know how the LSAT goes and what you think of this book. Send me an email at email@example.com!
p.p.s. If you like this book, please let everyone know by leaving an Amazon review. I'd really appreciate it!
9
How To Use This Book
The word "Hacking" in the title is meant in the sense used by the tech world and Lifehacker: "solving a problem" or "finding a better way".
The LSAT can be beaten, but you need a good method. My goal is for you to use this book to understand your mistakes and master the test.
This book is not a replacement for practicing LSAT questions on your own.
You have to try the questions by yourself first. When you review, try to see why you were wrong before you look at my explanations.
Active review will teach you to fix your own mistakes. The explanations are there for when you have difficulty solving on a question on your own.
When you do use the explanations, have the question on hand. These explanations are not meant to be read alone. You should use them to help you think about the questions more deeply.
Most of the logical reasoning explanations are pretty straightforward. Necessary assumption questions are often an exception, so I want to give you some guidance to help you interpret the explanations.
The easiest way to test the right answer on a necessary assumption question is to "negate" it.
You negate a statement by making it false, in the slightest possible way. For example, the negation of "The Yankees will win all their games" is "The Yankees will not win all their games (they will lose at least one)."
You don't have to say that the Yankees will lose every game. That goes too far.
If the negation of an answer choice proves the conclusion wrong, then that answer is necessary to the argument, and it's the correct answer.
Often, I negate the answer choices when explaining necessary assumption questions, so just keep in mind why they're negated.
Logic games also deserve special mention.
Diagramming is a special symbolic language that you have to get comfortable with to succeed.
If you just look at my diagrams without making them yourself, you may find it hard to follow along. You can only learn a language by using it yourself.
So you will learn much more if you draw the diagrams on your own. Once you've seen how I do a setup, try to do it again by yourself.
With constant practice, you will get better at diagramming, and soon it will come naturally.
But you must try on your own. Draw the diagrams.
Note that when you draw your own diagrams, you don't have to copy every detail from mine. For example, I often leave off the numbers when I do linear games. I've included them in the book, because they make it easier for you to follow along.
But under timed conditions, I leave out many details so that I can draw diagrams faster. If you practice making drawings with fewer details, they become just as easy to understand.
Keep diagrams as minimal as possible.
If you simply don't like the way I draw a certain rule type, then you can substitute in your own style of diagram. Lots of people succeed using different styles of drawing.
Just make sure your replacement is easy to draw consistently, and that the logical effect is the same. I've chosen these diagrams because they are clear, they're easy to draw, and they keep you from forgetting rules.
Short Guide to Logical Reasoning
LR Question Types
Basic Logic
Must be True: The correct answer is true.
Most Strongly Supported: The correct answer is probably true.
Strengthen/Weaken: The answer is correct if it even slightly strengthens/weakens the argument.
Parallel Reasoning: The correct answer will mirror the argument’s structure exactly. It is often useful to diagram these questions (but not always).
Sufficient Assumption: The correct answer will prove the conclusion. It’s often useful to diagram sufficient assumption questions. For example:
The conclusion is: A ➞ D
There is a gap between premises and conclusion:
A B➞C➞Dmissing link: A➞B orB ➞ A
A ➞ B ➞ C D missing link: C ➞ D or D ➞ C
A➞B C➞Dmissing link: B➞C orC ➞ B
The right answer will provide the missing link.
Necessary Assumption: The correct answer will be essential to the argument's conclusion. Use the negation technique: If the correct answer is false (negated), then the argument falls apart. The negation of hot is "not hot" rather than cold.
Point at Issue: Point at Issue questions require two things. 1. The two speakers must express an opinion on something. 2. They must disagree about it.
Flawed Reasoning: The correct answer will be a description of a reasoning error made in the argument. It will often be worded very abstractly.
Practice understanding the answers, right and wrong. Flawed Reasoning answers are very abstract, but they all mean something. Think of examples to make them concrete and easier to understand.
Take the phrase: "All cats have tails."
"Cats" is the sufficient condition. Knowing that something is a cat is "sufficient" for us to say that it has a tail. "Tails" is a necessary condition, because you can't be a cat without a tail. You can draw this sentence as C ➞ T
The contrapositive is a correct logical deduction, and reads "anything without a tail is not a cat." You can draw this as T ➞ C. Notice that the terms are reversed, and negated.
Incorrect Reversal: "Anything with a tail is a cat." This is a common logical error on the LSAT.
T ➞ C (Wrong! Dogs have tails and aren't cats. )
Incorrect Negation: "If it is not a cat, it doesn't have a tail." This is another common error.
C ➞ T (Wrong! Dogs aren't cats, but have tails.)
General Advice: Always remember what you are looking for on each question. The correct answer on a strengthen question would be incorrect on a weaken question.
Watch out for subtle shifts in emphasis between the stimulus and the incorrect answer choices. An example would be the difference between "how things are" and "how things should be."
Justify your answers. If you're tempted to choose an answer choice that says something like the sentence below, then be sure you can fill in the blank:
Answer Choice Says: "The politician attacked his opponents' characters",
Fill In The Blank: "The politician said ________ about his opponents' characters."
If you cannot say what the attack was, you can't pick that answer. This applies to many things. You must be able to show that the stimulus supports your idea.
11
A Few Logic Games Tips
Rule 1: When following along with my explanations....draw the diagrams yourself, too!
This book will be much more useful if you try the games by yourself first. You must think through games on your own, and no book will do that for you. You must have your mind in a game to solve it.
If you don't think you have time to draw diagrams for each question, practice drawing them faster. It's a learnable skill, and it pays off.
Use the explanations when you find a game you can't understand on your own, or when you want to know how to solve a game more efficiently.
Some of the solutions may seem impossible to get on your own. It's a matter of practice. When you learn how to solve one game efficiently, solving other games becomes easier too.
Try to do the following when you solve games:
Work With What Is Definite: Focus on what must be true. Don't figure out every possibility.
Draw Your Deductions: Unsuccessful students often make the same deductions as successful students. But the unsuccessful students forget their deductions, 15 seconds later! I watch this happen.
Draw your deductions, or you'll forget them. Don't be arrogant and think this doesn't happen to you. It would happen to me if I didn't draw my deductions.
Draw Clear Diagrams: Many students waste time looking back and forth between confusing pictures. They've done everything right, but can't figure out their own drawings!
You should be able to figure out your drawings 3 weeks later. If you can't, then they aren't clear enough. I'm serious: look back at your old drawings. Can you understand them? If not, you need a more consistent, cleaner system.
Draw Local Rules: When a question gives you a new rule (a local rule), draw it. Then look for deductions by combining the new rule with your existing rules. Then double-check what you're being asked and see if your deduction is the right answer. This works 90% of the time for local rule questions. And it's fast.
Try To Eliminate a Few Easy Answer Choices First: You'll see examples in the explanations that show how certain deductions will quickly get rid of 1-3 answer choices on many questions. This saves time for harder answer choices and it frees up mental space.
You don't have to try the answer choices in order, without thinking about them first.
Split Games Into Two Scenarios When
Appropriate: If a rule only allows something to be one of two ways (e.g. F is in 1 or 7), then draw two diagrams: one with F in 1, and one with F in 7. This leads to extra deductions surprisingly often. And it always makes the game easier to visualize.
Combine Rules To Make Deductions: Look for variables that appear in multiple rules. These can often be combined. Sometimes there are no deductions, but it's a crime not to look for them.
Reread The Rules: Once you've made your diagram, reread the rules. This lets you catch any mistakes, which are fatal. It doesn't take very long, and it helps you get more familiar with the rules.
Draw Rules Directly On The Diagram: Mental space is limited. Three rules are much harder to remember than two. When possible, draw rules on the diagram so you don't have to remember them.
Memorize Your Rules: You should memorize every rule you can't draw on the diagram. It doesn't take long, you'll go faster, and you'll make fewer mistakes. Try it, it's not that hard.
If you spend 30 seconds doing this, you'll often save a minute by going through the game faster.
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Biopolicy – Establishing Needed Priorities for Rio+20
Professor Agni Vlavianos Arvanitis
President and Founder, Biopolitics International Organisation 10 Tim. Vassou St., Athens 11521, Greece Tel: (+30210) 6432419, Fax: (+30210) 6434093 e-mail: email@example.com www.biopolitics.gr
Biopolicy – strengthening global governance for sustainability
If the world is to cope with a growing population and climate change while avoiding social breakdown and environmental collapse, we can no longer afford to disregard the close relationship between our actions and the environment. The 1992 Earth Summit in Rio was a milestone in international policy. It brought environmental issues firmly into the public arena and made it clear that world environment and development needs must be addressed together. Even though we are still lagging behind, the climate negotiations launched at Rio were a crucial step forward in the determination of legally binding conventions for the mitigation of environmental destruction and global warming, changing attitudes and stimulating environmental progress across the globe.
Only twelve months away, Rio+20 provides a new opportunity for a coordinated response to this challenge. To succeed in this effort, it is essential to lay the foundation for a vibrant green economy focusing on clean energy, the protection of the environment and decent jobs for all. Since its inception in 1985, the Biopolitics International Organisation (B.I.O.) promotes such a foundation based on biopolicy for the protection and appreciation of bios, all life on our planet. Biopolicy proposes new educational and economic paradigms, new legislative and institutional frameworks for environmental protection, and new defence strategies to ensure our planet's health and security.
Today, people are aware of environmental dangers, but we still have not implemented the needed action. Conventional structures and approaches have not been effective and fast enough. But time is of the essence, and we must act now. Insatiable over-consumerism has led to a crisis in values and to the financial and environmental instability threatening our future globally. It is essential to realize that peace, health, education, job security, culture, safe natural resources, biodiversity, clean air, are a genuine profit for humanity. We have to rebuild our value system by placing as a priority the preservation of life, the beauty of our world. The task is both enormous and urgent.
The transition to a green economy and the strengthening of international governance – both key objectives for Rio+20 – cannot be effective without environmental security. Biodefence to protect life and the environment must become a priority on the global agenda, and all nations need to channel their efforts to eliminate environmental threats and to preserve life and prosperity. With the help of the bio-assessment of technology, the life-supporting dimensions of progress can be evaluated and retained, and technology can be guided towards building a safer, cleaner and greener world for all.
Placing our world onto on a more sustainable path requires the right institutional framework. Governments cannot achieve sustainability alone and need to work with citizens, international agencies, and all stakeholders. People who suffer most from environmental catastrophes, border disputes, natural disasters, polluted or depleted natural resources rarely have a say in world affairs. A World Referendum, where every citizen can voice their willingness to save the environment and life on our planet, can stimulate a global response
The role of education is vital, as it is only through education that innovation can be achieved. Bio-education, with the environment at the core of every human endeavour, can lead to new technology, new policy and new employment opportunities, which can create sustainable livelihoods. The media are also essential in this effort, because they can raise the necessary global awareness of the urgent need for action and change.
that will urge world leaders to rethink development and prompt a wide range of actions for socially and environmentally sustainable economic growth.
The need for action is now. Climate change is accelerating desertification, plant and animal species are disappearing from the earth at unprecedented rates, human populations are being displaced and driven to poverty and disease, the credit crunch is affecting consumers' environmental efforts across the globe. Meeting today's challenges requires new ways of stimulating creativity in politics and policy-making, in technology, industry and commerce, in education and the arts, and in social and community development. The widespread adoption of environmental thinking is the only way to alleviate economic instability and create a green society of hope. This should be the ultimate challenge for Rio+20.
Green economy – stimulating effective action at every level
Rio+20 is expected to propose development policy for a new green economy resulting in global prosperity for decades to come. For this task to succeed, we need to set firm guidelines to restructure our economies, curb unemployment, eradicate poverty, protect biodiversity, and promote clean energy, education, international cooperation and intercultural dialogue. The interdependence of interests is obvious. We need to forget the paradigms of the past where the neighbour was considered a dangerous "other" and where differences in culture or religion were a source of alienation and power games. We need to give priority to a new dimension of profit; not profit in terms of money only, but also in terms of values and of ways of rebuilding society.
Small additions to past patterns are no longer sufficient. Economic growth with concern for goods and income only is not viable. By encouraging over-consumerism, we are running towards a cliff. It is time for health, education, natural capital, water, food, biodiversity, culture, intellectual sharing, productivity, peace and security to be quantified and to assume their rightful place in a three-dimensional approach to economic growth. If we take into account the cost of environmental catastrophes such as floods and earthquakes, as well as increased migration due to environmental deterioration, the integration of environmental issues into investment decisions is more urgent than ever.
The greening of economies need not be a drag on growth. On the contrary, the greening of economies has the potential to be a new engine of growth, a net generator of decent jobs, and a vital strategy to eliminate persistent poverty. We cannot discard the old system within a day, but we can make big steps by introducing a new scale for evaluating "quality of life" and for encouraging an economy where the harmony and beauty of life are truly respected and appreciated.
Green salaries
The mitigation of environmental degradation is an overwhelming global responsibility, but it has also created new opportunities for employment and economic growth by spurring the need for innovation and skills. Environmental improvement jobs have benefitted many economies by providing the work force and their families with money to spend, which is then recycled through the economy. The environmental projects established may require equipment and materials, which must be purchased and create opportunities for new markets to develop. The eventual improvement to the environment is itself an economic benefit, allowing for productive use of the restored environment for resource management, wildlife habitat, parkland or tourism.
Too often, people view the protection of the environment as someone else's job. They consider that industry or the government should have the responsibility for cleaning up pollution. If we are to succeed in reversing global environmental degradation, people everywhere must be imbued with a love and respect for the environment.
The problems of environmental degradation and unemployment may appear, at first glance, to be unrelated. However, numerous opportunities exist for linking the two through the concept of "green salaries," a proposal put forward by B.I.O. in order to promote employment that also improves the environment and curtails climate change, pollution, loss of biodiversity and resource depletion. The green salary can also help to elicit a positive feeling among the unemployed, in addition to providing new opportunities for work and aiding the attempt to lower unemployment levels. Moreover, businesses could be granted special tax deductions and other financial privileges when providing opportunities for the unemployed to be involved in environmental projects. The creation of green jobs, particularly for youth, is an imperative for regenerating the world's economies. Sustainable employment opens the possibilities for disadvantaged groups and youth to develop their employment potential and also creates new jobs and work opportunities, which is an ethical imperative in a socially responsible green economy.
Bio-tourism
Tourism is a leading global industry, responsible for a significant proportion of world production, trade, employment, and investments. In many developing nations, it is the most important source of foreign exchange and foreign direct investment. Tourism growth, environmental conservation, and social wellbeing can be mutually reinforcing. Therefore, making the tourism business more sustainable will foster the industry's growth, create more and better jobs, consolidate higher investment returns, benefit local development and contribute to poverty reduction, while raising awareness and support for the sustainable use of natural resources.
Bio-tourism contributes to a green economy through investments leading to energy and water efficiency, climate-change mitigation, waste reduction, biodiversity and cultural heritage conservation, and the strengthening of linkages with local communities. It promotes biodiversity, the conservation of natural resources, and the use of clean and renewable energy. It also offers fertile ground for the creation of green jobs, which alleviate poverty and help to preserve the environment. Through the support of education, the promotion of culture and "mythos," and responsible travel options which contribute to carbon offsetting, bio-tourism is sensitive to the protection of local traditions, respectful of environments and communities, and provides countless opportunities to learn about and engage in sustainable livelihoods.
Bio-tourism – tourism that supports and protects culture and the environment – leads to environmental sustainability and reduces poverty. It is an approach to travel and recreation which is constructive, protecting fragile natural and cultural environments, and endangered species.
The consumption of energy drives the engine of our urbanised society. However, the impacts of energy based on fossil fuels on the global environment and its contribution to climate change make it imperative that we develop more sustainable energy sources. Ongoing environmental catastrophes are signals that climate change is occurring sooner than expected. It is therefore more urgent than ever to devote greater resources to the development of new energy technologies, which do not pollute the atmosphere and which do not contribute to global warming. Biological models can serve as paradigms for clean and renewable energy.
Hydrogen has unique potential for reducing today's dependency on fossil fuels. Hydrogen can be produced from renewable resources, such as water and agricultural products, eliminating the net production of CO2 and helping to alleviate global warming. The transition to a hydrogen based economy begins with the commercial production of hydrogen-based fuel cells, where it is efficient and intrinsically clean, for all end-use applications. Additional research is needed in this area to reduce the cost of hydrogen production, solve hydrogen storage problems and in the longer term, integrate renewable energy sources into hydrogen fuel production.
Algae are tiny biological factories that use photosynthesis to transform carbon dioxide and sunlight into energy. Algae can grow in salt water, freshwater or even contaminated water, at sea or in ponds, and on land not suitable for food production. Moreover, algae grow even better when fed extra CO2, the main greenhouse gas, and organic material like sewage, and can be used in carbon sequestration programmes. Algae also produce hydrogen under certain conditions and can be used for the renewable and environmentally friendly generation of large quantities of hydrogen (H2) gas.
Bio-education for a global responsibility
The best way to protect our planet today and for future generations is to foster an environmentally aware and motivated society that values and nurtures the environment. This is the goal and vision of bio-education, which promotes environmental protection at the core of every academic and professional endeavour.
The purpose and responsibility of bio-education is to uplift the spirit of humanity and to reverse the crisis in values. By providing interdisciplinary models with environmental considerations in every speciality, bio-education seeks to apply environmental protection to every human endeavour. To advance this vision, B.I.O. launched the International University for the Bio-Environment (I.U.B.E.) in 1990. This educational initiative urges scholars, decision-makers, diplomats, business leaders, teachers and students to actively contribute to the development of an environmentally conscious society. Bearing in mind that universities should be, by definition, "universal," the I.U.B.E. promotes a model bio-education and acts as a catalyst to accelerate environmental awareness and impart a biocentric message to students and training professionals around the world. Leading educators and decision-makers infuse existing educational institutions with bios promoting values.
An essential vehicle for making bio-education available to as many individuals as possible, is the I.U.B.E.'s e-learning programme, a series of online environmental courses that have so far elicited the participation of representatives from 119 countries. The goal of these courses is to address the urgent need to improve quality of life and to mobilise each individual to participate in protecting our common environment and its rich biodiversity. By using technological advances in this positive way, a uniquely rich source of information and training material can be placed at the fingertips of teachers, students and professionals around the world.
Bio-assessment of technology
Technology is advancing at a breathtaking pace. What was considered groundbreaking yesterday is commonplace today and will be obsolete tomorrow. Technology expands human potential, but can also have disastrous consequences if it proceeds without concern for its social and environmental impacts. Time and again, we have witnessed the emergence of new technologies which promised positive change, but which ultimately created greater problems than they solved.
In our global effort to defend life, genetic diversity should not be overlooked. The true wealth of our planet is in the sheer breadth, richness and beauty of plants and animals. However, many of these species are being lost by resource plundering, and careless economic growth. B.I.O. proposes that we safeguard this wealth of life on our planet by creating genetic banks which preserve the genetic material of endemic plant and animal species and thereby protect biodiversity. The new technologies available in the field of genetics can be applied to preserving genetic variety in urban green spaces and stimulate wider interest and knowledge of the natural world. In rural areas, local genetic banks can preserve genetic material from endemic crop species. This can help to restore genetic variation in agricultural crops and result in pest-resistant, high-yield varieties which do not depend on chemical fertilisers. The preservation of genetic material can also be used in programmes relevant to human diseases and, therefore, have wide applications in medicine.
A bio-assessment of technology, ensuring innovation and economic progress that support the environment would bridge the gap between technology and societal values. In a dialectic exchange of views, presenting a thesis and antithesis and then creating a synthesis of new concepts, ways of reducing negative environmental impact could be identified so as to truly benefit from the contributions of technological breakthroughs. Emphasis should be placed on the eradication of factors causing the decline of values in society, so as to harness environmental deterioration, species extinction, water and atmospheric pollution, climate change, soil erosion, acid rain and nuclear waste. This is a crucial responsibility for humanity if we are to develop technologies that respect and protect bios.
Bio-diplomacy and bio-defence to meet new and emerging challenges
Economic growth cannot be achieved on a planet ravaged by pollution, hunger and disease. The over-exploitation of environmental resources will not lead to long-term prosperity. What is urgently needed – and should be promoted by Rio+20 – is a common strategy, a global defence protocol against climate change, the loss of biodiversity and natural resources, environmental pollution, and the deterioration of land and water ecosystems. Just as all the parts of the human body need to function together in harmonious coordination to maintain a healthy individual, modern society desperately needs a common vision to secure a harmonious and peaceful future.
Bio-diplomacy is an opportunity for the aspirations of sovereign states and civil society to converge in pursuit of long-term policy and action, enhancing a spirit of solidarity among states. It recognises that cultural differentiation constitutes the wealth of the body of humanity. Humanity is part of the overall body of bios, where DNA, the genetic code for every living organism, is the link connecting all forms of life. Environmental threats are international problems. Trees, the source of oxygen on our planet, can be considered the "lungs" of the body of bios. When a person's lungs are damaged, the entire body suffers. Similarly, the widespread destruction of trees and forests that we are seeing today has drastic implications for the health of our entire planet. The required solutions entail the development of bold plans of action for international co-operation. Nations must declare war on environmental destruction and abuse. Foreign policy should shift from a fragmented, competitive framework to a vision of unity and interdependence. Bio-diplomacy seeks to improve human relations and attain the goal of world peace by replacing current diplomatic attitudes with a comprehensive international and intercultural perspective.
Bio-diplomacy – a concept pioneered by B.I.O. at a time when the world community had not fully realised the urgency of adopting common environmental policy – focuses on the interdependence of all forms of life. Bio-diplomacy supports efforts to maintain biological and cultural diversity and seeks to improve human relations and to attain the goal of world peace by replacing current diplomatic attitudes with a complete international and intercultural perspective. Within this framework, respect for human rights and the existence of multiethnic and multi-cultural societies is an undeniable principle. International cooperation in environmental protection enhances the quality of life and strengthens efforts for peace and security.
Re-channelling defence infrastructure
Β.Ι.Ο. believes that the greatest challenge for the 21 st century will be the permanent reconfiguration of defence infrastructure into programmes for the defence of the planet. The nations of the world must stop investing in instruments of destruction and begin investing in instruments of peace for the protection of our common environment. Competition to find better methods to destroy life, should be replaced with cooperation to find ways to save it. Time is of the essence, and this new vision is urgently needed.
The environment, as a common point of reference, can bring all peoples of the world together, in a state of harmony and the absence of war. The conversion of war regimes to programmes for the preservation of the environment would guarantee a better future. Such a programme would not have negative economic effects, but rather, it would stimulate the global economy and provide jobs, since existing defence industries would be re-tooled into "defence-for-life" industries. Existing defence manpower and equipment can be adapted for peaceful tasks such as reforestation, water resource clean up, soil erosion recovery, protection of the ozone layer and de-contamination of areas affected by nuclear radiation. These problems represent real threats to the continuation of life on our planet, and no human resource should be spared in the effort to contain them.
National defence is a major priority among most nations of the world. A substantial portion of national budgets is committed to the maintenance of armed forces and the acquisition of weapons, such as highly sophisticated fighter aircraft, warships, submarines and missiles. Globally, about 10% of central government budgets are devoted to defence.
The military offers a disciplined and trained source of manpower, readily available equipment such as road vehicles, ships and aircraft, communications and transportation capabilities, trained medical staff and logistics like tents, food and blankets. It has engineering capabilities and can work on civil projects, such as building or repairing roads, hospitals and schools. This resource has been already used to respond to natural disasters and to provide humanitarian assistance in areas ravaged by poverty and disease. In the same way, the military can apply its resources and know-how to work on projects of environmental restoration, including reforestation, erosion control, habitat and species protection, treeplanting, bringing fish back to the oceans, and cleaning up contaminated waters and soils.
Institutional framework for sustainable development
Improving our response to worldwide environmental harms and creating a green economy also requires institutional support and coordination to implement international environmental agreements and enhance national and global environmental policy-making. In this effort, sound global environmental governance is key.
These elements, however, are like the branches of a tree. Without the right ethical and legislative framework, the tree cannot bear fruit. This framework can be provided by an International Court of the Environment, an initiative that has always been supported by B.I.O. In this context, B.I.O. has emphasized that, instead of relying on a punitive function, it is essential for an International Court of the Environment to develop as an institution that can provide new guidelines and set standards for international cooperation and understanding by overcoming the negative prototypes of the past. A beacon, conveying the needed values to help society put an end to the crisis that has resulted in our economic and environmental downfall and to empower a new structure of hope.
Environmental and economic threats are growing because enlightened leadership is in scarcity in the world today. Effective environmental governance can spur environmental and economic progress by creating the context for change. This requires committed individuals, who can challenge traditional notions of governance with progressive participatory techniques through multi-stakeholder dialogue, systems thinking, and inclusive cross-cultural processes.
World Referendum – closing the gap between the rich and poor
Strong international environmental governance is important in preventing conflict, restoring peace, and building a society that can resist destructive tendencies. With the tools made available by modern technologies, governments everywhere can better focus on the true needs of their citizens.
It is the purpose of the B.I.O. World Referendum, first proposed in 1991, to transcend national boundaries and bring the world together in a common cause. In today's complex society, nations seldom share priorities. Climate change and other environmental concerns are possibly the only issues that are relevant to all the nations of the world. Furthermore, environmental degradation and resource depletion are often the impact of extreme poverty on the planet. A simultaneous electronic ballot on saving bios is a brilliant opportunity to demonstrate that, as citizens of the world, we can all – both rich and poor – agree on safeguarding the Earth for the generations to come.
Breakthroughs in the field of information and communication technology provide the opportunity for the public to be actively involved in issues concerning our daily lives and to be able to cast a vote through the internet and other communication link-ups, which can make immediate feedback possible from any corner of the globe. This will allow opinions to be actively expressed, so that politicians will no longer be able to delay or go back on their responsibilities.
Decisions on our common future should no longer rest solely on world leaders, who can evade or even obstruct meaningful change. Every individual, whether poor, underprivileged or not, can and should be involved. By giving priority to individual voices to be heard, the World Referendum can elicit the personal involvement of every citizen in the race to save the environment and help to bridge the gap between the rich and poor.
Building a "green" society – the ultimate challenge for Rio+20
Responses to global environmental threats require measures in a variety of sectors and have to be consistent with priority national and international development agendas. The "Rio Conventions" present a legal framework to address environmental threats and to reverse current trends of environmental degradation, by focussing on development strategies that respond simultaneously to social and economic development and global environmental concerns.
Decisions on our common future should no longer rest solely on world leaders, who can evade or even obstruct meaningful change. Every individual can and should be involved. An important challenge for Rio+20 is to engage people everywhere much more directly and deeply in the process and move them to take action in their own communities and lives. By giving priority to individual voices to be heard through a World Referendum, we can encourage the participation of every individual and every profession in the race to save the environment.
Following in the footsteps of previous Earth Summits, Rio+20 will again search for solutions to poverty, war, and the growing gap between industrialized and developing countries. Concerned educators, leaders and decision-makers, who see the need for new mechanisms to protect the environment and ensure sustainable development, will convene to discuss the building blocks for change. The building blocks for a strong, effective, participatory and inclusive governance framework for sustainable development. A "green society" of security and transparency, where bios is valued over greed and where peace and harmony replace discord and destruction, helping us understand and value the multiple links between the environment, the economy and the future development of society.
The clock is ticking. Can we hear it and act now, or will we face the continued decline in our environment and quality of life? The pursuit of narrow self-interest has resulted in a global crisis which threatens world peace, as well as the natural environment and human prosperity. We urgently need to change these trends by building a responsible and sound economy that can lead humanity to a brighter future. A bios-promoting vision that places the ethics of bios at the heart of societal structure can serve as an inspiration for a world in which the gift of life is truly appreciated. "Defence for bios" and an international framework of cooperation and coexistence can provide the needed ethical tools to resolve political, economic and environmental crises and contribute to the building of a society of hope and joy.
Bibliography
1. Vlavianos-Arvanitis A. (1985) Biopolitics. Dimensions of biology. Biopolitics International Organisation, Athens, 16 pp.
3. Vlavianos-Arvanitis A. (1989) Biopolitics. The Bios Theory. In: A. Vlavianos-Arvanitis (ed.), Biopolitics – the bio-environment II. Biopolitics International Organisation, Athens, pp. 17-31
2. Vlavianos-Arvanitis A. (1999) Protecting the environment and ensuring the continuity of bios – a priority policy for the millennium. In: A. Vlavianos-Arvanitis and L. Kapolyi (eds.), Biopolitics – the bio-environment VII. The Budapest Sessions. Biopolitics International Organisation, Athens, pp. 12-28
4. Vlavianos-Arvanitis A. (2001) Biopolitics – bio-culture. A millennium vision for peace. In: A. Vlavianos-Arvanitis (ed.), Biopolitics – the bio-environment VIII. Racing to Save the Environment. Biopolitics International Organisation, Athens, pp. 15-40.
5. Vlavianos-Arvanitis A. (ed.) (1990) Biopolitics – the bio-environment III. The International University for the Bio-Environment. Biopolitics International Organisation, Athens, 683 pp.
7. Vlavianos-Arvanitis A. (1996) Biopolitics: a new dimension of the concept of profit. In: A. Vlavianos-Arvanitis (ed.), Business strategy for the bio-environment III. Biopolitics International Organisation, Athens, pp. 14
6. Vlavianos-Arvanitis A. (1992) Biopolitics – the bio-environment – Bio-Syllabus Biopolitics International Organisation, Athens, 151 pp.
8. Vlavianos-Arvanitis A. (ed.) (2003) Bio-Syllabus for European Environmental Education. Biopolitics International Organisation, Athens, 880 pp.
9. Vlavianos-Arvanitis A. (2008) Green Salaries: Reversing Unemployment through Environmental Protection. Biopolitics International Organisation, Athens, 144 pp.
11. World Bank (2010). World Development Indicators. http://data.worldbank.org/news/ world-development-indicators-2010-released
10. UNEP (2011) Towards a Green Economy: Pathways to Sustainable Development and Poverty Eradication, www.unep.org/greeneconomy
12. UNEP (2010) Green Economy Developing Countries Success Stories, www.unep.org/pdf/ GreenEconomy_SuccessStories.pdf
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Basic Health Concerns for Learning Center Classrooms
The following are only guidelines. The program nurse will orient classroom staff to each student's individual needs.
Standard Precautions
* Proper hand washing/use of sanitizing gel
o Before and after contact with each student
o After touching contaminated objects
o After cleaning up spills
o After glove removal
o Before and after taking breaks and at the end of each day
* Use gloves for all contact with:
* Disinfect equipment after use
o Blood
o Mucous membranes/feeding & oral care
o Non-intact skin
o Feces
o Urine
o Respiratory secretions
o Diapering/toileting
o Cleaning equipment/spills
o Continuously if you have open sores/wounds on your hands
*** Dispose of gloves after each use. DO NOT REUSE. ***
Seizure Interventions
It should be noted that seizure activity varies from student to student. Specific seizure patterns for each individual student will be conveyed to staff as needed to assist them in recognizing the onset of seizure activity that would then set the following interventions in motion:
* Stay with the student
* Call the nurse
* Not the time seizure activity starts
* Maintain an open airway
* Describe what you saw to the nurse (activity/any movements, vocalizations, respiratory status, any color changes in the student).
* Loosen restrictive clothing (not seatbelts)
Skin Observation & Assessing for Infection
* Inspect skin daily (during diaper changes, application and removal of orthotics/braces, routine care) to look for:
o Open areas/wounds
o Redness
o Bruising
o Color changes
o Swelling
o Warm skin
o Wound drainage
* Signs & symptoms of infection include bet are not limited to:
o Redness or swelling around stomas & IV sites
o Draining from IV sites
o Drainage from tube sites
o Drainage from tracheostomy site
o Changes in pulmonary secretions
*** Notify the nurse of your observations & concerns, allowing the nurse to observe first-hand whenever possible. ***
Enteral Tubes ~ G-Tubes, J-Tubes & Associated Equipment
Students have abdominal tubes placed for a variety of reasons. Most frequently, they are used for feeding, when oral feedings are not a sufficient source of nutrition. Most often these tubes are connected externally to a pump by a longer tube, known as the extension set, which needs guarding.
* Use caution with positioning and transfers to ensure the tube is not dislodged.
* Students are to be unhooked from tube feedings for all transfers, as instructed by the program nurse, then the feeding is to be resumed as soon as possible.
* Alert the nurse to any drainage or leakage from the tube ends, or around the abdominal insertion site.
* If the extension set or "tail" is in place, tuck it in, appropriately, to prevent pulling accidents.
* If the feeding pump begins "beeping," alert the nurse, or turn off as instructed.
Behavior Safety Plans
* Be aware of student-specific plans and follow as directed by classroom teacher or behavior analyst. | <urn:uuid:7e5bc523-eb17-46ac-8c95-b0387c764aa4> | CC-MAIN-2021-43 | https://northrivercollaborative.org/wp-content/uploads/2019/12/Basic-Health-Concerns-Learning-Center-071917.pdf | 2021-10-20T17:10:21+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585322.63/warc/CC-MAIN-20211020152307-20211020182307-00123.warc.gz | 547,729,159 | 656 | eng_Latn | eng_Latn | 0.927706 | eng_Latn | 0.976451 | [
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40th English Oratorical Contest
Okinawa Christian University
Sakura Ishadoh
"Finding Identity"
Good morning everyone, I am Sakura Ishadoh and this is my third year here at Okinawa Christian Institute. I entered OCJC in April 2018 and transferred to OCU this year. In the three years here at this university, there have been several things I experienced, learned, and gained. I have also been able to meet many new people who have stimulated me both intellectually and emotionally. Speaking about the people I met, the other day I met a girl who was struggling for 21 years to find an answer to one of the most essential questions a person could ask themselves as they walk on with their lives. The question was: "What is my Identity?"
Let me give you a short story about her and how she was able to find her true identity. She was educated at an International School from the age of two years old but had to attend a Japanese public school when she was in 6th grade. She was pretty excited at first to attend a new school and meet new people, but the six months she spent there were 180 degrees the opposite of the fun and enjoyable time she had expected to spend there. Instead, it felt like a never-ending journey in the darkness, ending up with her being bullied because she was "different."
By the time students are in 6th grade, they have already formed a group of friends and people with whom they always spend time. That already made it difficult for her to fit in, but the fact that she was able to speak English made it worse. In her class, there were quite a few half-American students who basically looked American, but who couldn't speak English at all. The first words they said to her were "Hey, say something in English." She was still immature and spoke in English because she thought they were able to speak in English too, but that was the start of her days being bullied. Every time they had to make pairs or groups she was left out because she "couldn't speak the same language as they do," and she was "not Japanese nor American, but someone from a different planet." Being in a new environment with new people and being bullied for the first time was already a big challenge for her ...but that wasn't even the worst pain for her back then. The worst thing was that her teacher just ignored the fact that students were bullying her. Not only that but at the parent-teacher conference, he told her mother that she was the one causing bullying to happen. He also told her mother that the reason she was being bullied was that she was being a "lone-wolf" and "didn't try her best to fit in." That was the last day she attended that school.
Now, to be honest, this whole story about my friend was actually about me, and are the things I experienced back in elementary school. I spoke about it as someone else's story, because it felt a bit awkward for me to talk about it as my own personal experience.
Since then I have struggled for years trying to find a way to give myself an identity. "Who am I?" "What am I?" "Where do I belong?": I always asked myself these questions. In the midst of trying to find a way out from the endless loop of questions, I graduated high school and came to this school. Honestly, I was pretty scared to enter a new environment and to interact with many more new people compared to elementary school, but because I came here to OCI, I have now found who I truly am and my identity.
My nationality is Japanese, but I have the blood of both Japan and Okinawa. I speak both Japanese and English, but in my head, I prefer thinking in English. I could read books written in both Japanese and English, but my Kanji writing abilities are horrible. But this is all ME. I am who I am and no one has the right to fit me into a mold that they made. The teachers and faculty members here at OCI didn't try to shape me in the way they wanted me to be like cookie dough, but instead, they took my hand and walked with me to discover who
I really am, and helped me find the right shape for me. Some of you here could be struggling with the same questions I had. Some of you might be looking for someone to find an answer together. Please don't try to struggle inside. Please don't carry it all by yourself. Please talk to your teachers; they might not always have an answer, but they will definitely take your hand and walk with you. Come to me, we could go get some coffee at Maki-san's and chat to look for an answer. Most important of all, NEVER, EVER, think that no one will accept you as you.
Thank you for your attention. | <urn:uuid:a9f6c7e3-be5b-44a2-8931-d44107966bd0> | CC-MAIN-2021-43 | https://www.ocjc.ac.jp/wp-content/uploads/2020/12/20201221_01-Sakura-Ishadoh.pdf | 2021-10-20T17:05:45+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585322.63/warc/CC-MAIN-20211020152307-20211020182307-00124.warc.gz | 1,110,061,471 | 997 | eng_Latn | eng_Latn | 0.999632 | eng_Latn | 0.999665 | [
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English
St Margaret's at Cliffe Curriculum Overview for Year 4 Term 4 2020 - 2021
Mathematics
Speaking and Listening
- Listen and respond appropriately to adults and their peers.
- Ask relevant questions to extend their understanding and knowledge.
- Use relevant strategies to build their vocabulary.
- Articulate and justify answers, arguments and opinions.
- Consider, evaluate different viewpoints, building on the contributions of others.
- Use spoken language to develop understanding through speculating and exploring ideas.
Reading
-Continue to develop a positive attitude to reading a range of appropriate texts fluently and accurately and understand what is read.
-Compare the key themes across different books.
-Confidently talk about the effects of different words and phrases to create different images an atmosphere (powerful verbs, descriptive adjectives and adverbs).
-I can read a range of appropriate texts fluently and accurately, including exception words.
-I can use syllables to read unknown polysyllabic words, including knowledge of common prefixes and suffixes (un-im-por-tant).
Grammar
- I can use the present perfect form of verbs in contrast to the past tense.
- I can use pronouns appropriately to avoid repeating the noun.
- I can express time, place and cause using conjunctions, adverbs or prepositions.
- I can identify the main and subordinate clause in a sentence.
- I can use paragraphs as a way to group related material.
- I am beginning to use fronted adverbials.
- I can choose specific nouns and powerful verbs depending on the purpose of my writing.
- I can compare the apostrophe for omission with the apostrophe for possession.
- I can explain and demonstrate the difference between plural and possessive 's'.
Writing
- I can talk about a genre of writing identifying is structure, vocabulary and grammar.
- I can discuss and record my ideas.
- I can compose and rehearse sentences orally improving them through a range of varied and rich vocabulary and range of sentence structures.
- I can organise my writing in paragraphs around a theme.
- I can use the features of non-narrative material.
- I can create settings, characters and plot in narrative writing.
- I can write in a variety of genre.
Punctuation
-Punctuate speech accurately in my writing.
-Use commas after fronted adverbials.
-Use a comma to mark a pause in a complex sentence.
-Indicate possession by using the possessive apostrophe with plural nouns.
Fractions & Decimals
-Recognise, find and write fractions of a discrete set of objects and numbers.
-Beginning to compare and order unit fractions on a number line.
-Add and subtract fractions with the same denominator.
-Count forwards and backwards in tenths expressed as decimals.
-Compare numbers with the same number of decimal places up to two decimal places.
Shape
-Identify acute and obtuse angles in 2D shapes.
-Identify lines of symmetry in 2D shapes in different orientations.
-Draw symmetric pattern using a variety of media.
-Compare and classify triangles using geometric properties.
Position & Direction
-Read, write and use pairs of co-ordinates in the first quadrant.
-Beginning to describe movements between positions as translations of a given unit to the left/right and up/down.
Multiplication & Division
-Recall multiplication & division facts for the 6, 7 and 9 times tables.
-Multiply three numbers together.
-Use formal written methods of short multiplication & division with exact answers.
-Recognise and use factor pairs for numbers up to 20 & 30 and commutativity in mental calculations.
Problem Solving
-Solve problems involving increasingly harder fractions to calculate quantities, and fraction to divide quantities, including non-unit fractions where the answer is a whole number.
-Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
-Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.
Music
History of Music
- Understand the earliest known forms of musical expressions and instrumentation.
- Develop an understanding of music played and listened to during the Medieval period as well as the instruments used.
- Learn to sing a medieval chant/Gregorian chant/compose a medieval sounding piece of music.
- Develop an understanding of the music played and listened to during the Renaissance and Baroque periods.
- Understand how instruments have evolved.
RE
Why are festivals important to religious communities?
- What is worth celebrating?
- What do Christians celebrate at Easter?
- Why is Diwali significant to Hindu's?
- Why do Muslims celebrate at the end of Ramadan?
- Why do Jewish people celebrate Pesach every year?
- What can we learn from celebrations and festivals?
Art and Design
PSHE
Healthy Me
- Identify the feelings I have about my friends and my different friendship groups.
- Be aware of how different people and groups influence me and can recognise the people I most want to be friends with.
- Recognise negative feelings in peer pressure situations.
- Identify feelings of anxiety and fear associated with peer pressure.
- Tap into my inner strength and know how to be assertive.
Physical Education
Tag Rugby
- Evade and tag opponents.
- Evade opponents while keeping control of the rugby ball.
- Pass the ball accurately and receive the ball safely.
- Pass the ball accurately and receive the ball safely on the move.
- Pass the ball accurately and receive the ball safely in a game situation.
- Apply learned skills in a game of tag rugby
Computing
Painting
- Practise different techniques of adding colour to an image.
- Learn the relationship between primary, secondary and tertiary colours.
- Create monochromic paintings.
- Design and name colours of my own creation.
- Use paint to show feelings and emotions within an image.
- Create a range of observational paintings.
- Assess the effectiveness of colour use within paintings.
- Assess the effectiveness of black and white within paintings.
Collecting & Presenting Information
- Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
- Sort and organise information to use in other ways.
- Use key vocabulary to demonstrate knowledge and understanding in this strand.
French
Where in the World?
- Listen to and respond to topic vocabulary.
- Answer questions orally using topic vocabulary.
- Write an answer in a sentence using topic vocabulary.
- Use an English/French dictionary to translate from English to French.
Science
All Living Things
- Sort living things into groups.
- Generate questions about animals.
- See similarities and differences between vertebrates.
- Identify vertebrate groups.
- Identify the characteristics of living things.
- Suggest how to have a positive effect on the local environment.
- Record observations on a map.
- Name some endangered species.
Geography
Compare Canterbury & Rome
- Locate cities around the world.
- Compare the size and land use of two cities.
-
Look at how maps are constructed.
- Compare human and physical features of two cities. | <urn:uuid:1f2740f1-34ca-40c5-82d3-807baef0e982> | CC-MAIN-2021-43 | https://www.stmargaretsprimary.co.uk/attachments/download.asp?file=4690&type=pdf | 2021-10-20T16:12:01+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585322.63/warc/CC-MAIN-20211020152307-20211020182307-00126.warc.gz | 1,197,170,279 | 1,485 | eng_Latn | eng_Latn | 0.997299 | eng_Latn | 0.997493 | [
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St Margaret's-at-Cliffe Primary School
Terms 3 & 4 2019 Mrs. Wong and Mrs. Griffiths
Golden Dragons 'Zoom into action' and explore the Rain Forests of the wider world
Welcome back everyone and Happy New Year! May I thank those of you, on behalf of Mrs Griffiths and myself, for the very thoughtful Christmas gifts you gave us at the end of term.
The children have made a great start to this unusually mild term and are already demonstrating their eagerness to get to grips with this term's new topics. The spring term is such an important term when the children really engage and understand more challenging concepts. If they miss just a few days the children feel very left out when they miss the stepping stones which enable them to fully grasp a concept. I am particularly proud of the children at the moment, as they have become such eager learners and in turn are making such good progress.
English: As well as our 'Lion, The Witch and The Wardrobe' topic, the children will be reading Myths and Legend stories and some other stories from around the world connected to our topic of Rain Forests. Using these stories we will be concentrating on writing stories using descriptive language to set the scene. Non-fiction reports and diaries, leaflets and posters will also be a focus through writing as we explore the extraordinary facts of the Rain Forests around the world. The children will also have the opportunity to read and write their own play scripts and develop their ability to write and perform poetry. We will be immersing ourselves in understanding similes, metaphors, and personification and extending our understanding of how we can use this wonderful form of language in our descriptive writing. As always we will continue to read and analyse more challenging texts in groups throughout the week. The children really enjoy this activity.
Maths: This term our weekly topics are: Number, place value and money, Mental addition and subtraction, Written addition and mental subtraction, measures/data length, weight, bar charts, fractions (1/2, 1/3, 1/4, 1/6, 1/8), number, place value and money, mental addition and mental subtraction, measures/shape, time, position and direction, mental multiplication and division. We will spend approximately a week on each area with different daily objectives.
Science: The pupils will be learning about pollination and seed dispersal in flowering plants. They will learn about the anatomy of a flower and involves a role-playing activity in which pupils learn about pollination as well as fertilisation and various methods of seed dispersal. After half term, we will be learning lots about animals, skeletons and nutrition when we begin our topic on Animals including Humans.
Geography: Our topic is exploring the amazing Rainforests around the world and looking towards how we can help prevent their demise. I know this topic will really excite the children so watch out, you will be sure to be picking up 'gems of knowledge' courtesy of the children. Can you come on a great American Road Trip? Using ordinance survey maps of the United Kingdom and North and South America, we will be exploring the world identifying biomes, and key features of places.
Art: We will be looking at improving techniques such as drawing and painting with varied materials and will be focusing on artists such as Monet and Henri Rousseau. We will also be noticing and recreating patterns that occur naturally in the rain forests. In Design & Technology the children will be making a diorama of a rain forest scene so please begin collecting shoe boxes, empty fruit nets and small items in preparation.
Home Learning: This continues to be a very important part of our class routine and I will be giving the children a variety of different investigative homework related to class learning and reading comprehension. I am always grateful for your support when helping your children at home. As always home learning will be given on a Friday and expected back the following Wednesday. Can I reiterate how important it is to have the homework in on a Wednesday otherwise I find it difficult to mark it in time for Friday.
P.E. is on Monday and Friday. We will be going outside for games so please can the children have a tracksuit, warm top and socks in their bag (all marked with names please). Can I also ask you to regularly ask your child if their P.E shoes still fit them as I often hear cries of 'my shoes don't fit me' as we begin each session. Trainers are fine for outside but the children still need a pair of black pumps for inside for dance and gymnastics.
Weather! Although we have not yet had the freezing cold temperatures of previous years the wind is bitter in the playground so can you remind your children to wear their hat, scarf and gloves (all marked with names please). I really don't want the children catching a chill and then missing school.
Lastly, I would like to thank everyone for ensuring that bags come to school every day but could I just remind you of the importance of your child using an actual book bag, we have had drinks bottles leak on books and school work when rucksacks and other bags have been used.
Thank you for your continued support.
Mrs Wong | <urn:uuid:14e24a42-9010-4f74-8651-9068927ed7e5> | CC-MAIN-2021-43 | https://www.stmargaretsprimary.co.uk/attachments/download.asp?file=2506&type=pdf | 2021-10-20T16:34:51+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585322.63/warc/CC-MAIN-20211020152307-20211020182307-00126.warc.gz | 1,196,791,250 | 1,058 | eng_Latn | eng_Latn | 0.998567 | eng_Latn | 0.998747 | [
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The Gone Book by Helena Close
Book Guide
Synopsis
Note: This summary of the story is here just as a quick reference point. Don't read it before you read the book, as reading it first will ruin your experience.
Matt is 15 and lives with his dad, his older brother Jamie and his younger brother Conor in a flat overlooking the river in Limerick city. His mother is no longer around, and they haven't heard from her in years. Ever since his mother left, Matt has been keeping a kind of diary of what he has been doing and how he has been feeling since his mother disappeared. He calls it his 'Gone Book'.
Matt's best friend is Mikey, who lives with his mother and brothers; his Chinese father lives locally and runs a Chinese takeaway. Mikey has a serious weight problem and tells terrible jokes. Matt's other good friend and possible love interest is Anna, whose Polish parents don't speak English.
The one thing that makes Matt feel good is skateboarding. He is really good at it and it takes him to a whole new place.
Other characters include Mikey's mother, Mrs Chung, who is the nononsense maternal heart of the book. She used to be friendly with Matt's mother, Lucy, but has no time for her since she abandoned her family; Matt's dad, a reformed alcoholic with an addiction now to running; Smart, a rich boy who is very sporty and skates and surfs very well; Hammer, a friend of Jamie's who is serious trouble; a homeless couple Hal and Blackie; a dog that goes by a variety of names.
The story opens with Matt and Mikey messing about. Mikey takes a fall and for an awful moment Matt thinks he is dead. To Mikey's great amusement. It is not so amusing when Jamie's friend Hammer turns up with some friends, who badly bully Mikey, including very blatant homophobic taunts and fat-shaming.
When Matt's mother turns up in town with a new boyfriend and a small daughter, Taylor, Matt is torn. He desperately wants to meet his mother,
but he also wants to punish her. He and his brothers do get to meet her, and for most of the rest of the novel, Matt struggles with the longing to be loved by his mother and his anger at her for leaving them.
Mikey's mother takes a mobile home at Lahinch for a family holiday, and she invites Matt to join them. Matt is delighted to go. There is some tension between Matt and Mikey during the holidays, because Matt becomes friendly with Smart, who (like half of Limerick) is also in Lahinch on holidays. Smart introduces him to surfing. Matt is a natural at this sport, and adores it, and Mikey clearly feels left out.
Matt's mother turns up, renting a house with her new family very close to Mrs Chung's mobile home, and Conor and Jamie also arrive. Anna comes too, but just on a short visit, as her mother is very ill and she needs to get home. Matt and Anna finally get to kiss, and Matt likes it a lot.
In the evenings, the lads go drinking at the 'Cliff Bar' – not a real bar, just a drinking spot on the cliff. Hammer turns up and starts handing out pills. Matt is very suspicious, but Mikey takes a fistful of them, and then swims the bay in the dark and very nearly drowns. For the second time, Matt thinks Mikey is dead.
Matt's mother, eager to please him, buys him an expensive surfboard, which he is thrilled about. Jamie is jealous and puts pressure on his mother to give him money, since she has spent so much on Matt. She complies, and Jamie gets the impression she is wealthy.
Matt's fabulous new surfboard is stolen (from the shed outside his mother's holiday house) along with Matt's mother's fussy little dog. The dog turns up after a day or two, but there is no sign of the surfboard. Jamie's friend Hammer is the prime suspect.
Trying to be helpful, Mikey shops Hammer, but this causes havoc, as Hammer has broken the law in much more serious ways, and the police find and confiscate a stash of drugs in his car. Matt is furious with Mikey for bringing the cops into it, and won't talk to him.
Back in Limerick, Jamie is beaten up, presumably by drug dealers who control Hammer, because of the €3000 worth of drugs that were confiscated from Hammer by the police. Jamie is OK, but he still has to
find €3000 or face more trouble. He tells Matt he's going to ask their mother for the money, as he believes she is loaded. He needs her address, as he wants to write her a letter, so Matt writes it on an envelope for him.
Skating down the street, Matt spots Smart, lying in a comatose state on drugs. Smart, semi-conscious, admits to Matt that it was he, Smart, who stole the surfboard, because he needed money. Mikey comes running to Matt, trying to make up with him, and Matt tells him it was Smart who stole the surfboard, not Hammer after all, so all Mikey did in shopping Hammer was bring the cops down on him and get the drugs confiscated for nothing, and now Jamie owes the drug barons €3000. Mikey, desperate to make friends again, follows Matt to where he is going – which is to see his mother, because he wants to have a final showdown with her about how she abandoned him as a child.
But when Matt arrives at his mother's house, he lands in on a tiger kidnapping. There are two men wearing novelty masks and armed with knives, and the mother's boyfriend is tied up.
Matt quickly realises that the men in masks are actually Jamie and Hammer – and it was Matt who gave Jamie their mother's address, so this is all his fault. He confronts Jamie, and their mother realises it is her own son who has come here with threats and violence. Furious with her, Jamie tells Matt that he caught their mother in bed with a schoolboy when he was still at school himself and that is why he hates her so much. Not only that, but his mother told Jamie he was not his father's son. (Which is not true.)
There is consternation when Mikey appears at the window. Hammer goes wild when he sees Mikey, because he knows he is the one who caused all the trouble with the police. There is a massive fight outside the house, and Hammer thumps Mikey so hard he falls on the flagstones and hits his head. Matt yells at Jamie to call an ambulance. But Mikey is badly hurt. After a few words with Matt, he dies. This time it is for real.
Matt is devastated, and misses his friend dreadfully. His mother has cleared off again. The only good thing to come out of it all is that Matt's father steps up, and Jamie is now getting on better with his family and is back at school and focused.
Things start to look up for Matt too when Anna appears and takes him skateboarding.
Before you read …
Take a look at the front cover. Nice image? What does it make you think of or what kinds of feelings does it bring up for you?
Would you think this is quite a sophisticated cover? Would it make you think this is a book for adults or young readers or who? Can you work out why you think that?
What do you think about the title? Hard to know what it might be about, isn't it? Does that make you more interested in having a go at the book, or does it put you off? Why?
Opening pages
What do you make of the first sentence? Does it make you laugh? Would you think it gives you an indication of the kind of book this is going to be? For example, you probably get a strong impression that it's not going to be about anything very cuddly or polite, right? So what kind of story do you think this might turn out to be, and what kind of characters do you think you are likely to meet?
The kind of language that is used in this novel, right from the first sentence, is not everyone's cup of tea, but you'd have to agree that it is realistic for a story that is set in working-class Limerick among teenage boys around 2019. You might notice that a lot of the 'bad' words are in the dialogue: the author has written the things her young characters say to each other in the way they would actually speak.
Moving on, you can see that the first few pages of the book set the story up. You find out early on who the main character is, where he lives and what kind of place it is, what his family set-up is, who his friends are. A novel has to do that early in the story, so that the reader has enough information to make sense of what is going on, but the author has to do this in a way that draws the reader into the story and makes them want to keep reading.
If you've ever tried to write a story yourself, you'll probably know how difficult that is. The temptation is to just tell the reader, straight out, 'This
is Matt and he's telling the story and he lives with his dad and his two brothers in a flat in Limerick. His dad is a recovering alcoholic with a major interest in sport and training; his mother has done a runner.' But that's not really all that interesting for the reader, is it? It's just a bunch of facts. It's far better if the writer can let all that information come out as the story is happening.
When you have read to the end of chapter 2, look back at the bit in the last paragraph here, where it says 'This is Matt …' and so on, and see if you think it gives most of the important information.
It doesn't really, does it? There is loads of other information in these two chapters, about Matt's friends, for example, and about the kind of people they are.
A very good way to start a story (instead of with a whole lot of bald information) is with a dramatic event. Would you agree that Helena Close does that here, from the very first page – even, as we have seen, from the very first sentence? Would you agree that she draws you into the story and makes you want to read on, while she is also feeding you a whole lot of information about her characters?
By now you will have noticed that Matt is telling the story himself. He is a first-person narrator – meaning that, instead of the author telling us everything about what is happening to Matt (Matt did this, he thought that), it is as if Matt is talking directly to us, the readers (I did this, I thought that). Why do you think the author chose to write the story in this way? What advantages does a story get from being told in the first person like this? On the other hand, can you think of any disadvantages for the writer in telling the story in this way?
Writing exercise
Choose a paragraph from anywhere in the book and rewrite it in the third person – describing what Matt is doing and thinking and saying using 'he' instead of 'I'.
How do you think using the third person (he/she) to tell the story changes the impact it makes on the reader?
The 'Gone Book'
From chapter 3 on, we get to know this 'Gone Book' that Matt keeps. It's a kind of diary, but it is really all about how he feels about his absent mother – how he misses her, how angry he is with her. That's why he calls it the 'Gone Book'—it's all about his mother being gone. (The title of the story starts to make sense now.)
As the novel progresses, the extracts we get to read from Matt's 'Gone Book' come closer and closer to the present. The first bit we read is when he is only ten, but by the time we get near the end of the book, we are reading things we already know about because they only happened very recently, since the point at which the novel opened.
Why do you think the author chose to include these 'Gone Book' extracts in the novel? Do you think that reading about Matt's feelings as he was growing up without his mother gives us any more insight into his thoughts and feelings than we can get from reading about what is happening right now?
Later in the novel the 'Gone Book' becomes part of the story itself, when Matt gives the book to his mother to read, to try to make her understand how he has missed her. But then he finds she hasn't even taken it out of the bag he gave it to her in. That's kind of typical of her.
When you've finished reading the book and know the full story, it might be interesting to read these 'Gone Book' extracts again, in sequence, without the chapters dealing with the present time. (They're short; it won't take long.) You'll probably find the 'Gone Book' narrative has a different effect on you when you read it all together like that, outside of the main story, so to speak. Why do you think that might be?
Writing exercise
Matt records various important events in his life – his confirmation, his grandfather's funeral – that his mother misses, and we get a sense of how hurt he is by her absence on those occasions.
Think of another episode in Matt's life that his mother misses and have a go at writing the 'Gone Book' entry he might have written about it. Before you begin, decide what age he was at the time, because that will affect how he would have written at that stage of his life.
This writing exercise is not easy, but it's worth having a go at, if only so you can see how well Helena Close has done in writing the 10-year-old Matt, the 12-year-old Matt and so on.
Mothers and sons
At one point, Mrs Chung (the wise one in this story) says, 'It's complicated. People are complicated.' And that about sums up the whole story.
Conor was only five when his mother left, and he just misses her terribly and longs to be close to her again. Quite an uncomplicated relationship as far as his feelings go. Jamie, on the other hand, clearly hates his mother – not so much because she left, but because of the circumstances, which only become clear towards the end of the novel.
Matt is in the middle of the family, and his feelings about his mother are a bit like Conor's – very attracted by her, longing to be hugged and loved by her – and also a bit like Jamie's – very angry with her for abandoning him and not very trusting of her once she reappears.
At the beginning of the novel, Matt is very keen to make contact with his mother, but as soon as he hears she is back in Limerick, he starts to feel confused. Would you think that Matt's feelings about his mother are connected to all the other things that are going on in his life? How?
Then when he meets her, at first by chance in town, and later by arrangement with his father, Matt's feelings are more and more confused. Do you think that is realistic? At this stage of the story, you might be inclined to put his more negative feelings about his mother down to his distress at having been abandoned as a child, which is clear from the feelings he expresses in his 'Gone Book'.
As the novel progresses, Matt's mother's character is revealed to be flawed and shallow. She is not all bad and her own feelings are clearly quite mixed too, but she is not able to meet Matt's very simple demand: 'I just want my mother to care.' Do you think that maybe some of Matt's confusion about how he feels about his mother might be down to his sense of her as not a very trustworthy person?
Friendship
Matt and Mikey
Apart from Matt's complicated feelings about his mother, the main emotional content of this novel is the friendship between Matt and Mikey.
See if you can pick out, say, five or six scenes where that friendship is especially closely examined, and see if you can work out how the author creates the sense of Matt and Mikey's friendship in the reader's mind.
Writing exercise
For each of the scenes you have identified, write:
- a single sentence to describe what happens in the scene
- a single word that describes the emotions of the boys at that point
- a single word to describe the emotional impact the scene had on you
It's OK to use the same word more than once in this exercise – but do try to vary it a bit, to do justice to how each scene works.
You'll notice that though the friendship is deep and loyal, it's not without its conflicts and tensions. Some of the confrontations between Mikey and Matt are really only slagging – a kind of expression of their closeness and their feelings for each other that looks like the opposite of what it is.
Find a run of dialogue anywhere in the text where Matt and Mikey are saying awful things to each other, but it's really not meant meanly or hurtfully. How do you know the insults are only in fun? Does the author give you any clues so that you do get this?
At other times, the confrontations between Mikey and Matt are more serious. See if you can find one piece of dialogue between them where they are seriously in conflict.
Who do you think is more in control in the situation you have chosen – Mikey or Matt? How do you know this? Do you think this is typical of the relationship or an exception to the way it usually works?
Overall, who do you think is the better friend to the other? Or is that not a fair question? And how would you sum up the relationship between Mikey and Matt? Even without the sacrifice Mikey makes at the end of the book to save Matt's life, would you say it is clear that Mikey and Matt love each other? What makes you agree (or disagree) with that?
Matt and Anna
Matt's other friendship in the story is with Anna. This relationship starts as a fairly casual friendship. See if you can find a scene from early in the book where you would say that's how things are between them.
As the novel goes on, it's clear that the friendship is developing into an attraction. Where in the story would you say the relationship is at its most intense?
No relationship in this book is simple. All feelings are mixed. Would you agree with that statement? At what stage in Matt's relationship with Anna would you say the emotions are most confused?
Mrs Chung and Lucy (Matt's mother)
Here is a relationship where the emotions seem a lot clearer. These two women used to be friends, but now there is a very clear rift between them, and Mrs Chung has no regard any more for Lucy. See if you can find something that Mrs Chung says – a sentence or two – that reveals just how much contempt she feels for her former friend.
Sexual identity and body image
There are some very interesting things going on in this story to do with sexual identity. On the one hand, the author (through the narrator) is
both quite open about these issues and at the same time not at all explicit about the sexual identity of the characters. Again, it's a question of 'People are complicated.'
Early in the book when Mikey is attacked by Hammer and his mates, there is a clear homophobic tone to their insults, and the attack comes very close to sexual assault. Later in the story, there are tenuous suggestions that possibly Mikey is gay, but it is never resolved. At the same time, 'gay' and 'girly' are used here among the boys as terms of abuse, though, as Matt himself notes, the opposite should really be the case.
There is some ambivalence also about Matt. He himself thinks he looks like a girl, especially since he lost a lot of weight before the opening of the story. This is partly because he wears his hair long and in a ponytail. Later in the story he does seem to come across as heterosexual, especially in relation to Anna, but the author has left it open.
What is certainly clear is that Mikey eats far too much unhealthy food, and it is not unlikely that his addiction to food is connected to his insecurities. The author has managed to create, in Mikey, a character who is extremely likeable – lovable, even, you might think – and who is also extremely overweight. Considering social attitudes to overweight people, that is quite an achievement – would you agree?
Sometimes Mikey seems not to be bothered by his fat, makes a joke of it, but at other times it does seem to be a problem for him. Can you find an episode in the story where Mikey seems not to mind being so overweight, or one where you get the impression it is a problem for him?
And then there is the interesting fact that Matt himself used to be overweight too, but then lost it, and by the end of the book is beginning to put on weight again. What do you make of that?
Skateboarding, surfing … and other addictive pursuits
Mikey's craving for food is not the only hint of addiction in this story. Matt's instant passion for surfing, once he is introduced to it, has the potential to be and addiction, and we know his father has an addictive
streak in him too. And then of course there is an important subplot concerning drugs and drug-taking. This book faces up squarely to the fact of addictions (hardly ever actually naming them as such, though) without being in any way judgmental. Another remarkable achievement of the author.
And finally …
There is a lot going on in this novel, and it all seems to happen very quickly, which makes it an exciting read. Would you agree?
Can you identify one scene in the novel that stands out for you as important – for the story, or for the way the characters are portrayed, or for the emotional impact it makes? (If a scene makes you laugh, that counts as an emotion too – it doesn't all have to be fear or joy or anger or longing or tears!)
Writing exercise
This part is easy! Write a short summary of the scene you have chosen as one that stands out for you – a paragraph or two should be plenty – making sure to cover everything important that happens in the scene.
This part is a bit more difficult – but give it a go! Re-read your chosen scene in the book and see if you can work out what the author has done to make it exciting or revealing, over and above what you have mentioned in your summary of what happens in the scene.
And this part is for people who really like writing! Examine your chosen scene carefully again, and now have a go at writing it in the form of a film script, a play or a song lyric.
Now, having read the whole book (you have, haven't you), what would you identify as the high point of the novel? (There is no right answer to this. It's just a question about how the book affects you personally.)
Did you enjoy the book? Did you learn anything from it? Were you emotionally affected by it? Do you think the author has done a good job? Do you think she has reflected modern teenage life well? Is there
anything you dislike about the book? Is there anything you feel is missing from the story?
Would you recommend this novel to a friend? What age group would you recommend it for? Do you thin boys or girls would enjoy it more? Would you give it to an adult? Why or why not?
One last writing exercise
See if you can describe this book in a sentence. Not the story – that would take far more than a sentence – but the kind of book it is, how it is written, what it is 'about'. You might want to use words like exciting, emotional, friendship, rough, hard-hitting, funny, fear, realistic, dysfunctional, high … Or not! | <urn:uuid:73c777f5-b118-4a58-a11a-6bb62525ecae> | CC-MAIN-2021-43 | http://littleisland.ie/wp-content/uploads/2021/06/the_gone_book_guide.pdf | 2021-10-20T16:33:14+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585322.63/warc/CC-MAIN-20211020152307-20211020182307-00127.warc.gz | 43,666,289 | 5,010 | eng_Latn | eng_Latn | 0.999269 | eng_Latn | 0.999612 | [
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Year 5 Newsletter -
Week commencing: - 18th May 2020
Hello Parents/Carers, welcome to a new week. This will be the last week before half term which begins on the 25th of May.
Eid
This year, Eid is set to be on either May 23 or May 24, 2020. It is an important religious holiday for Muslims and marks the end of the fasting month of Ramadan. Well done to everyone who has fasted in this month! Especially the children!
EID MUBARAK TO ALL THOSE CELEBRATING!
Although, due to the coronavirus pandemic, Eid will be slightly different we hope that families will still enjoy the weekend celebrations at home.
The following link shows some simple videos about people celebrating Eid.
https://www.bbc.co.uk/cbeebies/puzzles/lets-celebrate-eid
Let's not forget Sports Day
Although it may be unlikely that Sports Day will go ahead this year, Miss Bell (Year 1) has created a video on Sports Day events that can be done at home.
Maybe you could make some home-made medals too - I think that Miss Bell definitely deserves one!
https://vimeo.com/418552525
Password - year1
Padlet Learning Wall
Thank you to those who continue to contribute to our Padlet wall. It has been lovely catching up with you and seeing the home learning that you have been doing at home as well as photos showing other ways that you have been spending your time. We have added more pictures to share how we are spending our time at school too.
Learning Wall Rules:
* check with your parent or carer before you post
* don't write your name if you are in the photo
* only write your first name if you post a picture of your work or are writing a comment
* be kind if writing comments
*
we approve all posts before they show up on the wall so you may have to wait before you can see your
post!
Follow this link to share: https://padlet.com/miss_rodgers/8vgbxurmbh2ocqps
If you have any concerns about posting photos or work on the learning wall, please contact the school office and we will get back to you.
We look forward to seeing what you have been up to.
Timetable - This will remain the same
Reading
We are going to continue reading, using our retrieval and inference skills to answer questions.
English
This week the focus for writing will be - Biographies/ Autobiographies
The focus for grammar is -Uplevelling sentences Proofreading
The focus for spelling is - Suffixes
The following website is good for teaching various spelling patterns. https://www.spellzone.com/curriculum/national-curriculum/years-5-6.cfm
The session should start with the grammar activity which should take approximately 20 minutes. The writing activity should be done afterwards and take approximately 50 minutes to complete.
Maths
This week the focus will be:
Miss Rodgers's Maths group - decimals
Mr Monerville and Ms Husain's Maths groups - decimals, fractions and percentages
Topic
This week the focus will be -
PSHE -To explore the impact of puberty on the body
ART -Sketching skills
RE - EID
Please feel free to supplement the session with any additional research or learning around the topic e.g. google research, watch a YouTube video, draw a picture associated with the subject, make a learning poster.
These sessions could also be complemented by a number of short activities, such as:
Mindfulness https://www.youtube.com/user/CosmicKidsYoga
5 minute move https://www.youtube.com/watch?v=d3LPrhI0v-w
Listen a storyhttps://stories.audible.com/discovery
Word scramble https://www.turtlediary.com/game/word-scrabble.html
Countdownhttps://nrich.maths.org/6499
A game of scrabble https://funkypotato.com/scrabble-online/
If your child is struggling with anything, the following websites have good explanations and helpful examples:
www.theschoolrun.com https://www.bbc.co.uk/teach
https://www.bbc.co.uk/bitesize/subjects/z826n39
http://www.primaryresources.co.uk/
Have a good week!
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Nature & Biodiversity in your locality
Supporting the Sustainable
Development Goals
2
The SuperValu TidyTowns competition commenced in 1958 and has since become Ireland's best-known sustainable and environmental initiative. The competition is administered by the Department of Rural and Community Development and has been proudly sponsored by SuperValu since 1991.
The competition is independently adjudicated under eight categories, these are;
Community-
Your Planning
& Involvement
Streetscape
& Public Places
Green Spaces
& Landscaping
Nature & Biodiversity
in your Locality
Sustainability -
Doing more with less
Tidiness
& Litter Control
Residential Streets
& Housing Areas
Approach Roads,
Streets & Lanes
In September 2015, 193 UN Member States adopted the 2030 Agenda for Sustainable Development "Transforming our World". The centrepiece of this Agenda are the 17 Sustainable Development Goals (SDGs) which reflect economic, social and environmental dimensions of sustainable development. Throughout the entry form, you will see where many of these goals are aligned to the different TidyTowns categories. Please identify, if applicable, under each category where your projects or initiatives aim to address one or more of the sustainable goals.
You will see that the "Nature and Biodiversity in your locality" category aligns to goals 6. 13. 14. 15 & 17.
This Handbook, which has been prepared with input from the national panel of TidyTowns adjudicators, is divided into sections, each category is covered individually, however, the entrant is advised not to read each section in isolation from the others. Landscaping has an important role to play in the adjudication of Streetscapes and Public Places, Residential Streets and Housing Areas and Approach Roads, Streets and Lanes, Tidiness and Litter control, likewise will be looked at in a number of categories. We would encourage you therefore to refer to all categories regardless of the project or initiative being undertaken.
Please refer to the General Information section also which contains valuable information for all TidyTowns groups.
In this section, we look at "Nature & Biodiversity in your locality" which is worth 50 marks in the competition. The entry form contains the following text to assist the entrant in completing this section of their entry form;
Show your understanding and awareness of nature and biodiversity in your locality. This may include protected areas and/or areas important for conservation e.g. waterways, field boundaries, coastal features etc. Show an appreciation of how your local species and habitats should be best managed and protected. Evidence of cooperation with expert groups and relevant authorities, especially in carrying out work in sensitive areas is desirable.
Please state if you have entered a Special Award relevant to this category.
List projects undertaken since June 1st, 2019 including, new projects (N) completed this year, previous projects that you have improved or maintained (M) and future projects (FP) you are proposing to develop. It would be helpful if you could number your project descriptions and include date project was initiated and completed, where applicable.
Note: Please ensure all priority projects are uniquely referenced on your map and legend using the reference numbers assigned below.
NATURE & BIODIVERSITY IN YOUR LOCALITY
Nature: the phenomena of the physical world collectively, including plants, animals, the landscape, and other features and products of the earth.
Biodiversity: The diversity of life forms i.e. species of mammals, birds, plants etc., but also the variety of habitat types i.e. the diversity of places where nature thrives in your area and the different ways that living and non-living things interact.
Ecology: the branch of the biological sciences that studies plants and animals in their natural habitats and the web of life and ecosystems that join us all.
About this Category
This category is all about how you understand, protect and enhance nature and biodiversity in your local area. The Adjudicator is looking for evidence that you have a clear understanding of the natural components of your locality and that your work takes these into account at a very fundamental level. Crucially, you should demonstrate that you appreciate the most ecologically valuable areas in your locality and that your work will never have a negative impact on these. You should tell us how you have sought good advice on dealing with these areas and how you have put this into practice. Ideally, your TidyTowns Group should be carrying out well-informed and researched projects that will help to enhance and protect nature and biodiversity in your locality either through projects on your own or through your working with local businesses and community groups. How you share your knowledge and awareness of your community's natural resources is also a key aspect of this category.
What your Adjudicator considers
1. Knowing and Understanding Nature and Biodiversity in your Locality
2. Habitats and Species in your Locality
3. Actions for Nature and Biodiversity
4. Awareness
Note: TidyTowns groups and volunteers are reminded that their safety and welfare must always take priority. In order to ensure the safety of volunteers, TidyTowns groups are encouraged to seek the advice of An Garda Síochána prior to undertaking projects on roads, roadsides and road verges.
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1. KNOWING AND UNDERSTANDING NATURE AND BIODIVERSITY IN YOUR LOCALITY
Key to this category is knowing what habitats exist in your area and where they are. A Habitat Survey is a very important step that should be taken as soon as possible. An ecologist will be able to advise you on how this should be carried out. If you have never taken this step before, you are advised to ask an experienced TidyTowns Group in your area how they went about completing this survey. Another useful contact is your County's Heritage and/or Biodiversity Officer. The survey should include descriptions of the various habitat types in your area and the key species of flora and fauna occurring there. It is recommended that the Heritage Council's Guide to Habitats in Ireland (free to download – see Useful Materials, below) is used in identifying the habitats in your survey area. A crucial output of your habitat survey will be a Habitat Map.
A Habitat Map should indicate the location and extent of the habitats in your area. Lots of useful online mapping applications are available if you wish to create a digital map. However, a clear handdrawn map is also absolutely acceptable. Your map should be to scale, show all of the relevant habitat areas such as rivers, streams, hedgerows etc. but most importantly it should indicate the presence of any sensitive, threatened or protected habitats and/or species.
Areas Designated for Nature Conservation
or Protection are without exception the most important areas to know about in your locality. So, how do you know if an area is protected? Well, there has never been more information on this so easily available. The National Parks and Wildlife Service (see Who Does What? below) has an easy to use online mapping database that shows all the areas designated for nature conservation in Ireland. It is essential that you show that you are aware of any designated or protected areas in your locality and why they are important.
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TYPES OF PROTECTED AREAS
Natural Heritage Area (NHA) – an area of national importance for habitats or which holds species whose habitats need protection.
Special Area of Conservation (SAC) – a protected area of international importance for habitats and species. Part of a Europe-wide network of protected sites
Special Protection Area (SPA) - a protected area of international importance for certain bird species and their habitats.
Nature Reserves – an area protected for wildlife and is usually owned by the state.
Wildfowl Sanctuaries – sites where game birds may not be shot
Biodiversity and the Law: It is important that you are aware of the most important legislation that is in place to protect wildlife and habitats. The bestintentioned group might unknowingly breach wildlife law while undertaking a project so it is vital to know the basics. The Wildlife Act, first introduced in 1976 and since amended several times is the basis of our national legal protection for species and habitats. Almost all birds and mammals are protected under this act. Habitat protection (e.g. forbidding the cutting of hedgerows during the bird-nesting season) is also allowed under this act. This act also allows the state to designate protected areas (NHAs) and control hunting. The Habitats Directive is European legislation that requires member states to protect the most important habitats and species and allows for the creation of Special Areas of Conservation (SACs). The Birds Directive is another piece of European law that requires states to protect certain bird species and create Special Protection Areas (SPAs). We strongly recommend that you contact your local NPWS Conservation Ranger or County Council Heritage or Biodiversity Officer if you think that any of your work might involve protected areas or species.
WHO DOES WHAT IN NATURE AND BIODIVERSITY?
Environmental Awareness Officer – this person is employed by the local authority to promote environmental policies and plans, including waste management, anti-litter actions, pollution prevention and protection of amenities. The EAO is a key contact for TidyTowns.
Conservation Ranger – formerly known as Wildlife Rangers. These are the, 'on the ground' officers of the National Parks and Wildlife Service (NPWS) who oversee the implementation of wildlife legislation. They can also be excellent sources of advice.
Heritage Officer – employed by the local authority, this person plays a key role in the promotion of awareness and knowledge of local heritage and provide advice and guidance on aspects of county heritage.
Biodiversity Officer – also employed by the local authority this person is in charge of implementing the county Biodiversity Action Plan and to provide advice and guidance on biodiversity matters at a local level. Note that few counties have a full-time Biodiversity Officer.
2. HABITATS AND SPECIES IN YOUR LOCALITY
HABITATS IN YOUR LOCALITY
Rivers, Streams, Lakes and Freshwater Habitats are among the most important and probably the most sensitive of habitat types in any area. Your habitat map should indicate these clearly and you should tell us how your work helps to protect or enhance these areas. Often, these habitat types go 'unnoticed' in towns and villages and are not as well protected as they might be. There are excellent resources available online (see recommended websites table below) which show you where all our watercourses and waterbodies are and here you can find out who your local Community Waters Officer is (See who does what? above). The EPA also has detailed mapping of watercourses with useful features showing characteristics like directions of flows.
Beaches, Dunes and Coastal Areas: If you are lucky enough to have these types of areas in your locality, please be aware that there is a good chance that they are protected areas. Certainly, they will include sensitive habitat types and need special care and attention when planning any work here. Ask your local Conservation Ranger for advice before you start.
Woodlands, Treelines and Hedgerows: Mature trees and especially woodlands are among the most valuable habitat types for nature in any area. Long-lived and stable wooded areas provide year-round food and shelter for a surprising range of species from plants, fungi and invertebrates to birds and mammals. We would recommend that you always try to maintain mature trees and woody areas and enhance them where you can. Treelines – a feature of many approach roads – are valuable 'commuting' habitat for birds and bats. The network of hedgerows throughout Ireland are the lifelines of biodiversity through many areas especially in recent years with the intensification of agriculture. Mapping your local hedgerows and recording the species you find there is taking on
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more importance now as they are disappearing fast with pressure from housing and agriculture. They can be terrific reservoirs of biodiversity in a locality and can provide focus for many different kinds of projects from Community 'Edible hedges' (i.e. hedges planted with fruit and nut trees) to a traditional hedge-laying skills project to bird and bat recording projects etc.
Buildings and Stonewalls: Every community will have examples of these habitats. Be aware that buildings may hold bat roosts or bird nests (see below) so any works on these structures should only go ahead if it is confirmed that these are not present. If you are renovating an old building, look out for open or broken windows or other ways bats or birds like swallows may have been entering the building and plan for how this access may be retained (see the Swift Conservation Ireland website, details below). Stonework can be home to a wide variety of lichens, ferns and plants. If possible, it is recommended that these be left undisturbed. There is usually no need to remove ivy from buildings. It is an important food plant and hibernating location for bugs, mammals and birds and pulling well-established ivy from brick or stonework can damage a building, so leaving it in place is advised.
Parks and Open Spaces: Most communities have some form of parkland and amenity grassland. While regularly mown grassy spaces are not usually very biodiverse, parks and housing estate green spaces offer plenty of space for potential biodiversity enhancement through wildflower meadow creation. Often this is simply a case of decreasing the number of mowings, removing the cuttings and waiting to see what plants come into flower. Depending on the use of the space, inviting grass paths can be mown through the area or benches put in place from where the resulting butterflies and other pollinator species can be watched.
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SPECIES IN YOUR LOCALITY:
Bats & TidyTowns: All bat species, (we have 9) are protected by law in Ireland. The places they sleep and rest in (roosts) are also protected if they are occupied by bats. If your work involves the demolition, restoration or enhancement of a building (even old sheds) you are strongly advised to contact your local Conservation Ranger for advice before you start so that you minimise the chance of harming any bats. Bat Conservation Ireland have an excellent website that we recommend you visit (see website table below). They have written a free handbook of guidelines especially for TidyTowns groups available in pdf form (https://www.batconservationireland.org/wpcontent/uploads/2015/05/BCIrelandGuidelines_ TidyTowns.pdf). The installation of bat roosting boxes is an excellent initiative for TidyTowns groups to undertake. We would advise you again to get good advice on how to go about this. It is not difficult but you must know how!
Minding Birds in your Locality: For many people, birds are representative of all that is good about nature. Indeed, the boundless variety of birdlife makes these species and their lifestyles a constant source of fascination. Please be aware that all Irish birds are protected by law to some extent. Perhaps the best work that TidyTowns groups can do for birds is protecting their habitats. Woodland, treelines, hedgerows and other 'woody' vegetation is where many bird species shelter, feed and breed. Be conscious of this in planning the clearance of any area and be mindful of the nesting season. This is particularly applicable in the case of ivy, which is a native plant that a huge number of species depend upon for food (both pollen and fruit) in autumn and winter. Its evergreen leaves also provide shelter and hibernation sites for many species of insects, birds and sometimes-even bats. Creating habitat for birds is another invaluable role that TidyTowns groups fulfil. This can be planting of new wooded areas or hedgerows but might also include 'low-mow' regimes (see Parks & Open Spaces above) so that there are more aerial insects for the hunting birds.
Creating nesting places is an excellent addition to just about any location. If you are making or putting up bird nesting boxes make sure that you are using appropriate materials and following good guidance. Birdwatch Ireland have great information on their website. The RSPB (see website table below) also have detailed advice on making and installing nesting boxes. Remember though, bird nesting boxes have to be maintained annually and this is something that the Adjudicator will be looking for evidence of. Many of our bird species have suffered severe declines in numbers and we'd like to see TidyTowns groups helping out species like swifts and swallows with well-informed actions. The incorporation of 'Swift bricks' into buildings being built or renovated is a really valuable initiative. The erection of Swift boxes and Swift callers is another project that many TidyTowns communities can work on and is of vital importance as this fascinating species is in decline across Ireland. See the website table below for more information.
Feeding Birds is a really enjoyable and worthwhile activity for all sorts of groups. If you want to put up birdfeeders, we would recommend that you plan where you will put them, who will be looking after them and who will keep them filled. If you do put up feeders, please be aware that you should be keeping these filled throughout the year. This may be difficult for schools or Community Centres that might have long winter and summer holidays, so plan this well ahead. Birdwatch Ireland has an excellent FAQ on feeding birds on its website.
3. ACTIONS FOR NATURE AND BIODIVERSITY
This section looks at some of the active projects that your group might undertake to protect or enhance nature and biodiversity. There are far too many possible initiatives to describe here, but some are described below:
A Local Biodiversity Action Plan - This is a plan that is devised specifically for your area that will help your community understand, protect and enhance nature and biodiversity. While no two TidyTowns centres are the same, even the most built-up of areas will have areas of biodiversity and opportunities to make these better. A Local Biodiversity Action Plan (LBAP) should be drawn up after your habitat survey is complete and perhaps with some nature-based projects already under your belt. The LBAP sets out a series of actions that may be undertaken at a local level to protect enhance and add to your community's biodiversity. The plan should be drawn up by an ecologist and in conjunction with your local authority. Ireland's first National Biodiversity Plan called for all local authorities to support the creation of such plans at local levels so they will be happy to assist your group with this initiative. The LBAP will have a timeframe of several years and will give your group a thorough grounding in what projects you should be undertaking.
Surveys – gathering information is always a good idea and a well-planned survey is a very valuable initiative. Specific surveys for threatened species such as Swifts are highly recommended. However, surveys of wildflowers and other plants are also very worthwhile. Different conservation groups and academic centres are looking for volunteers to all sorts of surveys from counting butterflies and other insects to bat detector surveys at night. There is lots of information on these 'citizen science' projects on the website of the EPA (www. epa.ie) and on www.biodiversityireland.ie. This latter website run by the National Biodiversity Data Centre also encourages TidyTowns groups to record your actions for biodiversity, which will be mapped, and you can see the actions for biodiversity taking place all over Ireland.
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Tree planting - The best time to plant a tree is 20 years ago and the second best time to plant one is now. …So says an old proverb that underscores the importance of trees to us all. Indeed, all TidyTowns groups are recommended to add to their existing stock of trees by organising tree-planting initiatives with as many residents as possible involved. Do get as much advice on this as you can before you embark. A tree can live hundreds of years so this is truly a long-term project that needs planning. Consult with the local authority on suitable sites. Landowners are very often well-disposed to TidyTowns groups planting trees on or near their land, but always ask. Many farmers are by now expert in tree planting so look to them for advice too. When choosing your site remember that your trees may become very large, so make sure that there is room. Look up before you plant! When choosing which species of tree to plant, first look around to see what grows well in your locality; these will generally be well suited. We always recommend planting native trees, as they will be best for wildlife e.g. the Irish oak is habitat in itself with more than 200 other species associated with a mature tree! However, there are non-native species (e.g. Lime, Amelanchier and Bay) that are also of great benefit for wildlife. The Irish charity Trees on the Land provides free native tree whips to community groups as part of their initiative to increase the cover of native trees in Ireland. See the website table below for more information.
Actions for Pollinators – In recent years, it has become clear that many of our insect pollinating species are in crisis. TidyTowns groups have been at the forefront of efforts to assist our pollinators. Given the importance of pollinating insects to biodiversity, it is expected all groups will undertake projects with these species in mind. The good news is that there is now a wealth of information out there on how to go about such projects. The 'bible' of this field is the All-Ireland Pollinator Plan, which contains a wealth of information on the subject, including project ideas. You are strongly advised to visit www.pollinators.ie which has guidelines, downloadable resources, news and details on training. Many pollinator-friendly actions will also add to the beauty of your locality from wildflower meadows to fruit trees. Most local authorities have signed up to the All-Ireland Pollinator Plan so you will likely find a good response when you ask for assistance and advice in this area.
8
Habitat Creation – creating habitats can be very simple (e.g. making a log-pile or compost heap) or more complex, like creating a pond from scratch. However, they are always fascinating projects from which your group could learn much. Artificial nesting sites like Sand martin banks need some expertise but readily doable projects like hedgerow planting, bee and butterfly banks are easy and inexpensive. Be aware that some of your other projects will have biodiversity benefits 'built-in.' For example, stone walls are great for some pollinating insects, allotments and community gardens can be pollinator-friendly too and your landscaping can be made up with edible components for birds.
Habitat Management – taking a look at how existing habitat areas might be better managed for wildlife is always recommended. Again, this can be very simple, like changing a mowing regime from every fortnight to twice a year for a tall wildflower meadow or every six weeks for a short wildflower meadow. Removing non-native or overly-vigorous plants from an area can increase biodiversity almost immediately e.g. Cherry laurel in hedges and woodland. Reducing the extent of some woody species can allow better ground flora to develop. Always get expert advice if a big clearance project is planned.
Invasive Species – Invasive species are nonnative species that are persistent and can cause economic or ecological harm. Most of the problematic species that fall into this category are plants and Japanese Knotweed is perhaps the most notorious of these. However, there are many invasive species that may be encountered by TidyTowns groups as they go about their work. Helpfully, there is excellent information on these species on the website www.invasivespeciesireland. com. However, it is strongly recommended that you seek expert advice if you even suspect that you may have an invasive species in your area. The most problematic of the species are subject to legal controls so it is most important that you are well-informed. If an invasive species is noted during adjudication, the Adjudicator will hope to see evidence in your entry form of your awareness of its existence and how you propose to ensure it is properly managed.
Planting Schemes that are Pretty (and) Good
for Wildlife – you are strongly recommended to consider wild species when you are planning your planting schemes but sometimes more formal planting schemes are needed particularly in the urban situations. Perennial plants tend to be better for pollinators and are often more cost-effective as they last for 10-12 years. A mix of herbaceous perennials and structural shrubs can provide colour for a good 10 months of the year if the right group of plants is chosen. The 'Pollinator Planting Code' free to download at www.pollinators.ie/ resource contains very helpful lists of perennials, trees and bulbs, when they are in flower and the best situation to plant them in i.e. sunny, shaded etc. For this type of decorative planting, the plants need not be native to be of good biodiversity value. Many non-native species not only look great but offer sustenance for pollinating insects. These include Rudbeckia, Astrantias, Penstemons, Hellebores, Sedums, Salvias and Lavenders. Woody shrubs like Cotoneaster and Pyracantha have fruit and flowers that help wildlife. When selecting trees, always consider natives but be aware that non-natives like Limes, Viburnum Catalpa and all the fruit trees such as Apples, Pears, Plums and Cherries are all good for pollinating insects as well as hungry birds and mammals.
4. AWARENESS
TidyTowns groups have a unique position when it comes to biodiversity awareness. They are very often the driving force in a community's understanding and appreciation of wild places and spaces. We would encourage every group to do their best in spreading the word on any nature or biodiversity project they are undertaking, even if it is only telling the community where the best places for wildlife are in the locality.
Schools – if there is a school in your community, we would really like to see how you work together with the pupils and teachers for the betterment of local biodiversity. The Green School movement means that almost all schools are environmentally aware and want to have links 'outside the school gate', so you will be pushing an open door. School gardens are terrific places for wildlife projects and pupils and students are keen on helping with wildlife surveys. Make sure to talk to the Transition Year co-ordinator to see if any 2nd-level students can help you with your work. Also make sure your local schools are fully aware of all the helpful resources available for teachers and pupils at www. pollinators.ie/resources. Here they will find the schools version of the All-Ireland Pollinator Plan as well as lots of project ideas that the schools could perhaps work with the local TidyTowns group on.
Signs – many groups are keen to put up signs with information on biodiversity and wildlife. We would always caution that you take your time doing this and give it lots of thought. It is essential that good quality, accurate information be displayed, so do get expert advice on content. We would also recommend that the information displayed is relevant to the particular area and not generic. Make sure that you will not be creating or adding to signage 'clutter' and spoiling a perfectly nice place. Please ensure that you will be able to maintain your sign to keep it clean and in good repair. Signs can aid a group in their efforts to enhance biodiversity locally e.g. when you change the mowing regime a 'Managed for Wildlife' sign can inform and assure locals that the longer grass in the verge is an informed biodiversity project. Please note that the use of such signs should not be abused and erected in an area that is unkempt and uncared for!
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Leaflets – As with signage, plan any leaflets and other publications well ahead. Hard-copy maps are still often sought-after by visitors so a map that shows where they can go to see your best areas might be a great idea. Do make sure that it is accurate and proofread before printing. Hiring a designer to put it together is highly recommended.
Website – With the capability of storing masses of information online, it is recommended that you add your nature and biodiversity information to your website. You can display your survey results here, as well as photographs of your biodiversity hotspots and links to similar projects or organisations.
Social Media – We recommend that groups consider using the power of online media platforms to help to spread the word. These are fast and efficient tools for telling your community and the wider world about your important wildlife areas and what you are doing to help them. Use your social media channels to put up photos of your local wildlife – especially as the results of your biodiversity projects come to fruition. Also use your social media channels to help spread the word on good, informed websites e.g. all the different helpful resources available at www.pollinators.ie – you could put the focus on a different resource each month of the year.
Events – Public events are a great way to raise awareness and increase involvement in your community. These events could include a simple wildlife 'walk and talk' or you could host practical conservation days where the public are invited to help you with tree-planting, hedge laying or a river clean-up. Some of your biodiversity projects could lend themselves to community events e.g. your Community Orchard or Edible Hedge project could result in a community harvest day in autumn. We recommend that you ask advice from your Heritage Officer or Environmental Awareness Officer when planning these. Consider asking conservation organisations like Birdwatch Ireland, Bat Conservation Ireland, the Irish Peatland Conservation Council or the Irish Wildlife Trust, these may provide free expertise.
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ADDITIONAL INFORMATION AND GUIDANCE ON BIODIVERSITY
* www.tidytowns.ie
Department of Rural and Community Development Guidelines, Entry forms, adjudication reports, special competitions, news & FAQs
* www.rhs.org.uk
* www.biodiversity.ie
The Royal Horticultural Society - Very useful gardening advice website with lots of advice on pollinator-friendly garden plants for more formal planting schemes, flowerbeds and containers.
National Biodiversity Data Centre - Records of wild species of all sorts, sites protected for wildlife, searchable mapping database for species, biodiversity news, events, training and workshop updates.
* www.npws.ie
National Parks and Wildlife Service - Has mapping of all the protected and other designated sites in the Irish Republic. Detailed information on what makes these sites important.
* www.epa.ie
Environmental Protection Agency - Up to date information on our environment, including river and other waterbodies, waste and air. Excellent mapping database for our natural environment.
* www.birdwatchireland.ie Birdwatch Ireland - Excellent website for information on all of Ireland's bird species.
* www.swiftconservation.ie
Swift Conservation Ireland - Swift Conservation Ireland is a volunteer led initiative. This website is a platform for providing advice and information about conservation actions for the Swifts across Ireland.
* www.rspb.org.uk
Royal Society for the Protection of Birds - The website of the leading British charity for the protection of birds, it has lots of helpful guidance for making bird boxes.
* www.iwt.ie
Irish Wildlife Trust - Wildlife information, news, blogs, educational material.
* www.batconservationireland.org
Bat Conservation Ireland - Really useful website with information on all of Ireland's bats. Advice for householders and community groups. Information on events.
* www.pollinators.ie
National Biodiversity Data Centre - Possibly world's best website for information on pollinators. The AllIreland Pollinator Plan is available here as well as a host of good guidance material. The blog section is recommended for TidyTowns groups.
* www.wildflowersofireland.net
Wildflowers of Ireland - A beautiful and detailed online database of many of Ireland's wildflowers. Easily searched with lots of information.
* www.invasivespeciesireland.com
Invasive Species Ireland - The all-Ireland database for invasive species. Excellent species information and guidelines. Alerts for potential invasive species threats, information on legislation.
* www.ipcc.ie
The Irish Peatland Conservation Council Helpful website of Ireland's leading charity for the conservation of our bogs and fens.
* www.treecouncil.ie
Tree Council of Ireland - A helpful website form the NGO with lots of advice about trees
* www.treesontheland.ie
Trees on the Land - An Irish charity dedicated to planting native Irish trees all over Ireland. They donate free young trees (whips) that have all been sourced and sown in Ireland to private individuals and community groups.
* www.watersandcommunities.ie
The Local Authority Waters Programme Support for local communities who wish to get involved in the care of their local waters and engage with river basin planning
* www.catchments.ie
Environmental Protection Agency - A website from the EPA that shares science and stories about Ireland's water catchments, and people's connections to their water.
* www.communityfoundation.ie
The Community Foundation for Ireland - A philanthropic foundation that is committed to supporting community groups. They have recently set up an Environment and Nature fund and are funding Biodiversity Action Plans for local community groups.
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NOTES
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Growing Trees
Children: Thomas and Isaiah
26 February
Teacher: Margaret
It's our centre's first birthday and distinguished guests have come from afar to help us celebrate. Isaiah and Thomas stand around the birthday cake with other tamariki.
Some of our guests donate trees to the centre. We were so lucky to receive two silk trees, two kauri trees, and an olive tree.
During morning mat times, we discuss the trees we received for our birthday in detail, thinking about the process that they may take to grow and develop. The tamariki take an interest and assist in digging the holes for the trees, planting the trees, and giving small karakia to Tàne Mahuta to help our trees grow.
Watering the trees takes on a new meaning for
Thomas as he waters one of the silk trees. Whaea Margaret explains that the trees need to be watered every day to help them to grow. Naming the trees as they are watered helps the tamariki to recognise the differences between them. Isaiah says, "There's silk trees at the kindy too, aye Whaea?" (referring to his last kindergarten). Whaea agrees and says, "One day our silk trees will be just as big as those ones."
Thomas and Isaiah count and name the trees as they water them. Soon, other tamariki take an interest and ask if they can have a turn at watering the trees.
Short-term review
Thomas and Isaiah take an active part in any discussions that arise about the growth and development of plants and trees.
Tuakana-teina relationships develop as a result of Thomas and Isaiah's interest. (That is, both boys show the younger tamariki how to water and care for our trees and help them to recognise certain trees.)
What learning occurred here?
Science, maths, social skills, co-operative play, tuakana-teina relationships, and communication skills.
What next?
A programme on the theme of autumn and what happens when leaves change colours and fall to the ground.
Discuss and provide hands-on experiences of animals that may use some trees as homes (for example, birds and insects).
Give the tamariki an awareness of Tàne Mahuta and his role and importance to Màori (for example, through discussions, waiata, and looking at pictures of the ngahere [forest]).
A trip to the ngahere.
Evaluation
Still evaluating. The programme is ongoing. Thomas was very excited about his painting. "Look, Whaea Aggie, I drew a silk tree."
"Ka pai, Thomas, he òrite tò ràkau, ki ngà ràkau a waho (your tree looks just like the trees outside)," Whaea Aggie tells him.
Isaiah explains: "I dig a big hole. Isaac and Whaea Helen filled the hole with water."
Somebody else has made a wonderful effort as well. Ka pai e tamaiti.
Learning story: autumn
Isaiah also painted a wonderful silk tree. He knows how to care for our silk trees and can name the other trees that were donated at our first birthday.
To extend the theme in the previous story on the growth of trees, the centre is looking at the theme of autumn, with staff and tamariki making their own tree. We are putting leaves that have fallen from the trees in our environment onto our tree trunk.
The leaves on our tree have a new home. There are lots of differentcoloured leaves that we picked up off the ground around the centre.
Tyscheen does an excellent job of gluing fallen leaves onto the tree that most tamariki helped to paint. Using the glue gun also has its benefits ... it's fun to use!
Tyscheen helps Eden to stick leaves onto the tree with the glue gun. Ka rawe korua.
What's happening here?
This exemplar is from a whànau-based early childhood centre. It starts with a group story about celebrating the centre's first birthday and the gift of trees from the visitors. It continues with stories about children caring for the trees, showing the younger children how to water and care for them, and helping them to recognise certain trees. The children draw and paint the trees in recognition of their significance. There is a feeling here that the trees are part of the community.
What aspects of community participation does this assessment exemplify?
The sense of community is expressed in relationships, history, people, place, participation, manaakitanga, karakia, waiata, and te reo Màori.
The birthday celebration includes welcoming "guests ... from afar", and the tree planting includes a karakia to Tàne Mahuta.
The children plant the trees and look after them, and tuakana-teina relationships develop as Thomas and Isaiah show the younger tamariki how to water, care for, and recognise the trees.
How might this assessment encourage community participation?
Photographs and records of significant community events are a regular feature of this centre, reinforcing and encouraging others' involvement in the learning community.
What might this tell us about informal noticing, recognising, and responding in this place?
Activities at the whànau-based centre have meaning for tamariki, whànau, iwi, and others beyond the immediate learning community. | <urn:uuid:8610daa3-b0b1-4b5f-bf29-4a1a448c5625> | CC-MAIN-2021-43 | https://assets.education.govt.nz/public/Documents/Early-Childhood/Kei-Tua-o-te-Pae/ECEBk5P18to19GrowingTrees.pdf | 2021-10-20T15:47:31+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585322.63/warc/CC-MAIN-20211020152307-20211020182307-00131.warc.gz | 203,309,300 | 1,103 | eng_Latn | eng_Latn | 0.9968 | eng_Latn | 0.997015 | [
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Advocacy brief:
Towards Integrated WASH 'Nutrition Programming
The objective
Bringing WASH and Nutrition programming together to ensure maximum synergy and hence better outcomes for women and children.
The problem
Globally, 159 million children under five are undernourished (UNICEF, WHO and World Bank Group, 2015). In South Sudan, over one million children under five are acutely undernourished and 31% of all children are stunted (A2Z Project, 2007).
Undernutrition increases the risk of mortality and illness; it impedes physical growth and cognitive development irreversibly. It therefore reduces achievements at school, reduces physical productivity and results in a decrease in income potential later in life. An undernourished child is at risk of losing 10% of their lifetime earning potential (World Bank, 2015). At national level, losses to gross domestic product (GDP) through undernutrition are as high as 11% per year (International Food Policy Research Institute [IFPRI], 2016). The annual economic losses due to poor sanitation are equivalent to between 1% and 2.5% of GDP (World Bank, 2012). The global economic return on sanitation spending is US$ 5.5 per US dollar invested
Undernutrition is estimated to cause nearly half of all deaths (45%) of children under five — 2.6 million deaths a year, globally. In South Sudan, this is equivalent to at least 17,310 deaths per year among children under five. Each of these deaths can be prevented (WHO and UNICEF, 2009) by addressing the causes of undernutrition. South Sudan's population has one of the worst access to toilets in the world, resulting in approximately 61% of the population practicing open defecation (World Bank, 2015). In South Sudan, diarrhea is responsible for 10% of deaths in children under 5 years of age (WHO, 2015). Of diarrheal deaths of children under five worldwide, 88% per cent are attributable to unsafe water, inadequate sanitation and poor hygiene.
The causes of undernutrition are complex and multi-factorial, as shown by the causal framework for undernutrition (Figure 1). An unhealthy environment with poor WASH, leading to diseases including diarrhea, helminth infections and conditions such as environmental enteric dysfunction, is a significant causal pathway to undernutrition. Greater investment in policies, processes and practices for scaling up WASH and Nutrition within an overall multi-sectoral approach is therefore needed.
The pathways
There are three main pathways directly linking WASH and Nutrition. Each of these relate to the vicious cycle of infection and nutrition. Infections reduce appetite and the ability to absorb nutrients, causing weight loss; in turn, an undernourished child is weakened and more susceptible to infections.
The 3 main direct pathways are
Ø Repeated bouts of diarrhea — children with diarrhea eat less and are less able to absorb nutrients from the food they do eat; undernourished children are more susceptible to diarrhea when exposed to fecal contamination from their environment (Caulfield, et al., 2004).
Ø Environmental enteric dysfunction — a subclinical gut disorder which affects the structure and function of the gut and reduces the capacity to absorb nutrients, whilst at the same time increasing requirements. It, rather than diarrhea, is thought to be the primary pathway linking WASH, stunting and anemia (Humphrey, 2009).
Ø Intestinal worm infection — poor sanitation directly causes the soil-transmitted helminth infections roundworm, hookworm and whipworm, which affect nutritional status by causing malabsorption of nutrients, loss of appetite and blood loss.
There are additional, indirect pathways linking WASH and Nutrition
Ø The time spent by women and children in collecting water, often traveling long distances, and the cost of water purchased from vendors when it is not readily available at home, impact on the amount and quality of water consumed, and on care and hygiene practices. These in turn affect nutrition (Fenn, et al., 2012).
Ø Time and costs associated with caring for and seeking treatment for children who are ill with diseases associated with poor water and sanitation.
Ø Time spent sick and fetching water affects educational attainment, which, in turn, has a significant impact on health, nutrition, wellbeing and poverty over a lifetime, and from one generation to the next.
These pathways are illustrated in figure 2.
The evidence for linkages between WASH and Nutrition
There is a strong and growing body of evidence of linking poor WASH to undernutrition, with the linkages stronger than previously understood.
A recent World Bank report (Spears, 2013) based on the analysis of trends in DHS data suggests that open defecation explained 54% of international variation in child height. This was in contrast with GDP, which explained 29%. The effect was particularly strong for areas with high population density areas and in children under two years.
Ø The WHO estimates that half of all cases of undernutrition, translating into over half a million children in South Sudan, are associated with repeated diarrheal or intestinal worm infections — a direct result of unsafe water and poor hygiene practices (WHO, 2008).
Ø Around one quarter of stunting cases, presenting around 152,350 children in South Sudan, can be attributed to five or more episodes of diarrhea before the age of two years. Each episode of diarrhea may increase the possibility of stunting by 4% (Walker, et al.,2013).
Ø At country level, hygiene promotion and improved water and sanitation coverage have been shown to contribute to declines in stunting. (eg. In Bangladesh, a 12% reduction in stunting between 1997 and 2011; in Brazil, a 30% fall between 1975 and 2007, IFPRI, 2014).
Diarrhea can be a major cause of the rapid weight loss associated with wasting and acute malnutrition.
South Sudan specific linkages between WASH and Nutrition
Beyond what is known globally about the important linkages between WASH and Nutrition, there is also direct evidence of the links emerging from South Sudan.
Ø An investigation into the determinants of nutrition status in South Sudan (A2Z, 2007) found that while Food insecurity is important, the causes of malnutrition are much broader and include a high burden of infectious diseases including malaria, diarrhea, and pneumonia, and that these infections worsen the severity of malnutrition that already exists.
Ø An Integrated Food and Nutrition Security Causal Analysis (IFANSCA, 2017) found that the population with highest GAM levels had the highest child morbidity. And that the most common morbidities amongst children were water and sanitation related – being malaria and diarrhea. In this analysis one of the three independent predictors of morbidity was whether the household owned a toilet.
Ø A nutrition causal analysis lead by ACF, also in Northern Bahr el Ghazal (2011), found that household water treatment, hand washing behaviour, child illness especially diarrhea and malaria, and excreta and household waste disposal were all significantly associated with acute undernutrition.
Ø A study done by Mercy Corps in Northern Bahr el Ghazal (2017) indicated positive WASH behaviours are correlated with better nutritional outcomes (through the disease pathway) with the strongest connection being between drinking from unsafe water sources and prevalence of undernutrition.
The evidence for integrated WASH and Nutrition service delivery
Lessons learned from USAID WASHplus projects in Mali, Uganda and Bangladesh
Ø Impact on stunting — programs with integrated WASH activities show greater impact on the reduction of stunting that programs with nutrition activities alone
Ø Attribution — there are challenges in measuring the extent to which nutritional outcomes are the result of WASH interventions or of joint interventions
Ø Planned vs opportunistic integration — WASH is often added to the nutrition program after it starts and this makes it more difficult to track the results of integration
Ø Benefits of two-way integration — while two-way integration appears logical and more collaborative evidence strongly supports the WASH contribution to nutrition outcomes, there is little evidence to suggest that integrating Nutrition into WASH enhances WASH outcomes
Ø Adapted sanitation interventions — traditional WASH interventions to reduce open defecation may need to be supplemented with new approaches to break the fecal-oral transmission cycle of animal feces
Ø Targeting scope — Nutrition activities target outreach staff and caregivers whereas many of the WASH activities target the whole community
WHY integrate WASH and Nutrition programming in South Sudan?
Ø It makes common sense!
The associations and pathways between WASH and Nutrition described above provide a strong case for more synergized programming. Although the evidence base for the effectiveness of incorporating WASH actions into nutrition programs and Nutrition actions into WASH programs is limited, more joined-up programming makes theoretical sense and has a strong plausibility and observational evidence base.
Ø Sustainable improvements in undernutrition will not be achieved without complementary
WASH improvements (among other nutrition-sensitive approaches) to address the key underlying causes that nutrition-specific interventions do not address.
Ø It maximizes opportunities and can create efficiencies
There are many common entry points for integrating actions across WASH and Nutrition at different levels. Simple activities require minimal additional resources and small programming changes to maximize opportunities and create efficiencies. Nutrition interventions already have a high cost-benefit ratio. Every $1 spent on preventing undernutrition delivers $16 in returns on investment (Hoddinott, et al., 2013). Similarly, WASH interventions have been shown to have a high cost-benefit ratio ($1-$2 for water and $1-$5.5 for sanitation) (Hutton, 2013) without taking into account the potential nutrition benefits.
There could be a strong economic argument for integration if the targeting of WASH investments brings greater returns, as measured by health and nutrition outcomes. Similarly, leveraging delivery channels could lead to cost savings, resulting in more cost-effective programs.
Ø It is supported by international conventions, policies and frameworks
There is a strong policy base. The Conventions on the Rights of the Child, the International Covenant on Economic, Social, and Cultural Rights, resolutions adopted by the UN General Assembly and the World Health Assembly, the International Conferences on Nutrition (1992 and 2014) and the SUN Movement, to name but a few, all support joint actions on WASH and Nutrition.
Ø It is in line with key donor priorities and strategies
Integrating WASH and Nutrition programming and approaching programming from a comprehensive and cost-effective approach:
§ Contributes to the achievement of donor goals and targets in the reduction of undernutrition
§ Contributes to the scale-up of multi-sector, nutrition-sensitive interventions
§ Accelerates progress towards the Sustainable Development Goals (SDGs)
§ Focuses on the 1,000 days
§ Can contribute to better value for money through more efficient cross-sector planning and programming
§ Focuses on women and children, and can help to address gender disparities
§ Contributes to improving resilience of households and communities.
A strategic framework for integration WASH and Nutrition in South Sudan
A 3-year strategic framework was developed at the beginning of 2018 to support the Clusters on integrating key WASH and Nutrition actions.
Objectives
* Focus interventions both at nutritional centre and at home toward breaking the "diarrhea/nematodes/enteropathy-malnutrition" vicious circle;
* Work towards more integrated WASH and Nutrition services to achieve maximum impact on health, nutrition and wellbeing of the most vulnerable households
Principles
I. Essential minimum package of integrated services. The package details nutrition sensitive WASH services, as well as a series of essential WASH actions that should be integrated into all nutrition programmes.
II. Joint assessment and analysis. Standard emergency and routine assessment and surveillance tools should include both WASH and nutrition indicators. A joint analysis platform should be established between the Clusters.
III. Capacity development. There needs to be comprehensive and deliberate training on WASH'Nutrition in order to build cross-sectoral understanding and capacities.
IV. Cross-sectoral coordination, planning and advocacy. Joint meetings of both Clusters' Strategic Advisory Groups should ensure that joint analysis is being used for planning. There should be improved articulation and communication for how the sectors influence and impact each other and how that translates into a healthier population.
References
1. Action Against Hunger (2011). Nutrition causal analysis: Aweil East County, Northern Bahr el Ghazel State South Sudan.
2. Arnold, B., Null, C., Luby, S. et al. (2013). Cluster-randomised controlled trials of individual and combined water, sanitation, hygiene and nutritional interventions in rural Bangladesh and Kenya: the WASH Benefits study design and rationale. BMJ Open (3): e003476. DOI:10.1136/bmjopen-2013-003476.
3. A2Z Project (2007). Nutrition Status and its Determinants in Southern Sudan: A Summary of Available Data. Academy for Educational Development, Washington, DC.
4. Brown, J., Cumming, O., Bartram, J. et al. (2015). A controlled, before-and-after trial of an urban sanitation intervention to reduce enteric infections in children: research protocol for the Maputo Sanitation (MapSan) study, Mozambique. BMJ Open (5): e008125. DOI: 10.1136/bmjopen-2015-008215.
5. Caulfield, L., de Onis, M., Blössner, M. and Black, R. (2004). Undernutrition as an underlying cause of child deaths associated with diarrhea, pneumonia, malaria, and measles. American Journal of Clinical Nutrition, 80(1), pp.193–8.
6. Chase, C. and Ngure, F. (2016). Multisectoral approaches to improving nutrition: water, sanitation and hygiene. WSP Technical Paper 102935 World Bank. Feb 2016.
7. Dangour, A., et al. (2013). Interventions to improve water quality and supply, sanitation and hygiene practices, and their effects on the nutritional status of children. Cochrane Database of Systematic Reviews, (Issue 8), Art. No. CD009382.
8. Fenn, B., Bulti, A., Nduna, T., Duffield, A. and Watson, F. (2012). An evaluation of an operations research project to reduce childhood stunting in a food-insecure area in Ethiopia. Public Health Nutrition. 15(9), pp. 1746–54.
9. Hoddinott, J., Alderman, H., Behrman, J., Haddad, L. and Horton, S. (2013). The economic rationale for investing in stunting reduction. Maternal and Child Nutrition, (9, Suppl. 2), pp. 69–82.
10. Humphrey, J. (2009). Child undernutrition, tropical enteropathy, toilets and handwashing. The Lancet, (374), pp. 1032–1035.
11. Humphrey, J. et al. (Ongoing). Sanitation, Hygiene, Infant Nutrition Efficacy Project (SHINE). Clinical Trials.gov https://clinicaltrials.gov/ct2/show/NCT01824940 [Last updated 28 Sept. 2015].
12. Hutton, G., (2013). Global costs and benefits of drinking-water supply and sanitation interventions to reach the MDG target and universal coverage. Available online at: http://www.who.int/water_sanitation_health/publications/2012/global_costs/en/.
13. IFANSCA : Integrated Food and Nutrition Security Causal Analysis (2017). A collaborative study by MoH, NBS, UNICEF, FAO, WFP, and Save the Children.
14. International Food Policy Research Institute (2014). Global Nutrition Report 2014: Actions and Accountability to Accelerate the World's Progress on Nutrition. Washington, D.C.: International Food Policy Research Institute (IFPRI).
15. International Food Policy Research Institute (2016). Global Nutrition Report 2016: From Promise to Impact: Ending Malnutrition by 2030. Washington, D.C.: International Food Policy Research Institute (IFPRI).
16. Kothari, M., Abderrahim, N., Coile, A. and Yuan, C. (2014). Nutritional Status of Women and Children: A 2014 Update on Nutritional Status by Sociodemographic and Water, Sanitation and Hygiene (WASH) Indicators Collected in Demographic Health Surveys. Rockville: ICF International. Available online at: http://www.dhsprogram.com/publications/publication-nut6-other-nutritionreports.cfm.
18. Spears, D. (2013). How much international variation in child height can sanitation explain? The World Bank, Sustainable Development Network, Water and Sanitation Program. Available online at: http://sanitationdrive2015.org/wp-content/uploads/2013/09/sanitation-height.pdf.
17. Mercy Corps (2017). Investigating the links between WASH and malnutrition. Prepared by Forcier.
19. UNICEF, WHO and World Bank Group (2015). Joint Child Malnutrition Estimates – Levels and Trends (2015 edition). Available at http://www.who.int/nutgrowthdb/estimates/en/.
20. Walker, C., et al. (2013). Global burden of childhood pneumonia and diarrhoea. The Lancet: Childhood Pneumonia and Diarrhoea Series, (381), No. 9875.
21. WHO (2008). Safer water, better health: Costs, benefits and sustainability of interventions to protect and promote health. Available at: http://whqlibdoc.who.int/publications/2008/9789241596435_eng.pdf.
22. WHO/UNICEF (2009). Diarrhoea: Why children are still dying and what can be done. Available at http://www.unicef.org/health/index_51412.html.
23. World Bank (2012). Economic impacts of poor sanitation in Africa. Available at http://siteresources.worldbank.org/INTAFRICA/Resources/economic-impacts-of-poorsanitation-in-africa-factsheet.pdf
24. World Bank (2013). Improving Nutrition Through Multisectoral Approaches. Washington, D.C.
25. World Health Organizaton, 2015. Improving nutrition outcomes with better water, sanitation and hygiene:, | <urn:uuid:536cda94-10ec-4a99-ba0c-a006a3cd9cb1> | CC-MAIN-2021-43 | https://whatworks.co.ke/download/70/all-publications/4935/advocacy-brief-towards-integrated-wash-nutrition-programming.pdf | 2021-10-20T16:26:14+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585322.63/warc/CC-MAIN-20211020152307-20211020182307-00129.warc.gz | 737,305,358 | 3,848 | eng_Latn | eng_Latn | 0.934809 | eng_Latn | 0.989993 | [
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Coptic art is a distinctive art associated with Christianity in Egypt. It is the richest art of the Eastern Christian arts. It appeared in the third or fourth century and began to flourish in the fifth century. Coptic art can only be understood and appreciated in the light of Egypt's economic and social circumstances over the centuries. Lacking royal patronage, it is perhaps best characterized as folk art.
Various stages of evolution between pagan art and Coptic art are recognizable, especially in the fourth and fifth centuries. Coptic art has been influenced by Greco-Roman art. Mythological scenes and decorative elements, such as vine scrolls and interlaced patterns, were taken from pagan art. The iconography of the majority of the Christian themes derives from early Christian and Byzantine traditions.
The styles and fashions of the Byzantine world were adapted with originality and individuality. Some of the motifs, such as the looped cross and the Holy Virgin suckling the Child Christ, reveal ancient Egyptian influence.
The White Monastery demonstrates affinities with ancient Egyptian temple architecture. By the 10th century, Coptic ornamentation began to assume an Islamic flavor. Scenes from the New Testament are very popular, especially episodes of the Christological cycle.
Coptic liturgy influenced church decoration during medieval times. Scenes from the Old Testament, such as Abraham's sacrifice and his meeting with Melchizedec, decorate the sanctuary because of their reference to the Eucharist. Saints occur often in mural paintings. Coptic art is primarily decorative art and very rich in its geometric and floral designs. Coptic churches, ancient and modern, are decorated with icons, wall paintings, carved wood, and architectural sculptures. A considerable part of the images in the Coptic Church has a function within the church
building and the liturgy.
Excavations of the monasteries of St. Jeremiah at Saqqara and St. Apollo at Bawit, yielded architectural sculptures and wall paintings of the sixth and seventh centuries that belong to the most important monuments of Christian art. The new discoveries of wall paintings in the monasteries of the Syrians and the Archangel Gabriel have enriched Coptic art, especially of the 8th through the 11th centuries. The 12th and the 13th centuries witnessed the creation of huge Coptic wall paintings in the monasteries of Wadi al-Natrun and the monasteries of St. Antony and St. Paul, and in some churches of Old Cairo.
In the 13th century, Cairo was the center of a workshop of Christian painters of several Christian communities, such as Armenians and Syrians. They were responsible for the painting of icons, wall paintings, and manuscript illumination, which attest to the survival of Coptic art in the narrower sense of a purely Christian art in the service of the Church. The art of wall painting ceased for a few centuries and appeared again in the 18th century in the Monastery of St. Paul. Beginning in the same century, icon paintings and manuscript illumination flourished. Contemporary Coptic art began and flourished in the second half of the 20th century.
Although the majority of Coptic churches and monasteries were demolished and a considerable number of them suffered many waves of persecution in medieval times—when much of their beautiful original murals, woodwork, icons, and valuable liturgical objects were destroyed or plundered by the mobs under Muslim rulers—what remains of the elaborate wooden altars, ciboria, doors, and screens, as well as beautiful objects of metal such as lamps, chandeliers, Bible caskets, and censers is beyond estimation.
GAWDAT GABRA
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Subject: Mathematics Year: 7
In Mathematics we strive to develop our students into skilled strategic problems solvers who are Maths literate and fluent in mathematical procedures. We believe in setting a high level of challenge, while sequencing the curriculum so that students keep practicing topics they have learnt before. In Y7 students first develop a firm foundation in Number and then apply this to learning core concepts in algebra, geometry and statistics.
Term
Home Learning:
Useful resources:
* www.ttrockstars.com
* Minimum one weekly task on Hegarty Maths. This should take approximately 45 minutes to complete.
* www.hegartymaths.com
Focus
Assessment
Subject: Mathematics Year: 8
Term
In Mathematics we strive to develop our students into skilled strategic problems solvers who are Maths literate and fluent in mathematical procedures. We believe in setting a high level of challenge, while sequencing the curriculum so that students keep practicing topics they have learnt before. In Y8 students will deepen their understanding in algebra, learning to solve linear equations for the first time and develop their understanding of ratio and proportional reasoning.
Focus
Assessment
* Indices
* Rounding
* Prime Factorisation
* Fractions
* Negative numbers revision
* Linear equations
* Coordinates and basic graphs
* Units of measurement
* Circumference
* Angles
* Proportional reasoning
* Ratio
* Fractions, decimals and percentages
* Area of composite shapes
* Averages
* Presenting and interpreting data
* Two way tables
* 3-D visualisation
* Volume
Home Learning:
* Minimum one weekly task on Hegarty Maths. This should take approximately 45 minutes to complete.
Topic tests throughout the term and a short half term assessment.
A 75 minute assessment on all topics learnt this year.
Topic tests throughout the term.
A 75 minute assessment on all topics learnt this year.
Topic tests throughout the term.
Two papers, 1 hour each, on all topics learnt this year.
Useful resources:
* www.ttrockstars.com
* www.hegartymaths.com
Subject: Mathematics Year: 9
In Mathematics we strive to develop our students into skilled strategic problems solvers who are Maths literate and fluent in mathematical procedures. We believe in setting a high level of challenge, while sequencing the curriculum so that students keep practicing topics they have learnt before. In Y9 students formally follow the 3 year GCSE course following the AQA specification. They consolidate their fluency in Number and Algebra to access higher level proportional reasoning, geometry and statistics.
Term
Home Learning:
Useful resources:
* www.ttrockstars.com
* Minimum one weekly task on Hegarty Maths. This should take approximately 45 minutes to complete.
* www.hegartymaths.com
Focus
Assessment
Subject: Mathematics Year: 10
In Mathematics we strive to develop our students into skilled strategic problems solvers who are Maths literate and fluent in mathematical procedures. We believe in setting a high level of challenge, while sequencing the curriculum so that students keep practicing topics they have learnt before. From the middle of Y10 students follow the curriculum for either Higher or Foundation for the AQA Specification. The aim is to cover the bulk of the GCSE curriculum by the end of Y10.
Term
Subject: Mathematics
Year: 11
In Mathematics we strive to develop our students into skilled strategic problems solvers who are Maths literate and fluent in mathematical procedures. In Y11 each class will be following a tailored curriculum focusing on the priority topics they need to master from the AQA specification, whether Foundation or Higher. The aim is to cover all topics by the end of Spring Term to leave plenty of time for revision and preparation for exams.
Term
Home Learning:
Useful resources:
* www.corbettmaths.com
* Minimum five weekly tasks on Hegarty Maths as directed by the teacher
* www.hegartymaths.com
Focus
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The Role of Music in Assimilation of Students at the Carlisle Indian Industrial School
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When compared with students who didn't take any music lessons, musically-engaged students had more improvements in IQ subtests, index scores, and a standardized measure of academic achievement. If you're interested in enrolling your child in music lessons outside of the school system for more engagement with music, take a look at this article to learn about the costs. Music education is also a great way to enhance reading comprehension abilities in children. Another study, which was also conducted at Northwestern University, found that students who actively participated in music classes had be Carlisle's founder, Richard Henry Pratt, seated center on the bandstand, with a group of Navajo students upon their arrival at the school on Oct. 21, 1882. Photo: John N. Choate via Carlisle Indian School Digital Resource Center. "Kill the Indian, Save the Man". Photo: Carlisle Indian School Digital Resource Center. From Boarding School to Foster Care. Thirty-five years after Carlisle closed, when Sandy White Hawk was 18 months old, she was adopted out to a white missionary family who promised to "save" her from a life of poverty and abuse on the Rosebud Reservation, where she was born. White Hawk did not escape either in her adopted family, and the problems were compounded by a deeper sense of loss over who she was as an Indigenous person. Gallery 1.2 Carlisle Indian Industrial School. In 1879 Davin submitted his Report on the Industrial Schools for Indians and Half-Breeds to the Government of Canada. The report was "anchored to the fundamental belief that to educate Aboriginal children effectively they had to be separate from their families – that the parenting process in Aboriginal communities had to be disrupted" (Milloy, 1999, p. 23). The schools established to ensure the forced assimilation of Indigenous Peoples of Canada have had many designs and names: religious schools, manual labour schools, industrial schools, day schools, residential schools. Colonial governments had a different interpretation of the role and value of education for Indigenous Peoples. - Founder of Carlisle Indian School, Capt. Richard H. Pratt on the education of Native Americans. We are still here. ✊. Angie GunShows is at Carlisle Indian Industrial School. 9 July 2019 · Carlisle, PA, United States ·. "Kill the Indian, and save the man." Founder of Carlisle Indian School, Capt. Over 200 markers of those, many infants, who died at the Indian Industrial Boarding School. The school was part of a system of re-education and assimilation of Native Americans to European, Christian culture. The tactic dates back to the Ancient Near East - the same as used by the Babylonians when they sacked Israel taking captive the young men, educating them in the culture of the conquering nation and then transplanting them among their own kin. | <urn:uuid:b4676ceb-7066-423b-aca8-2c5cfe7e722a> | CC-MAIN-2021-43 | https://nevt.org/923159.pdf | 2021-10-20T17:19:48+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585322.63/warc/CC-MAIN-20211020152307-20211020182307-00131.warc.gz | 546,029,383 | 610 | eng_Latn | eng_Latn | 0.998225 | eng_Latn | 0.998225 | [
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Vol. 5 | Issue 26 | July 2021www.jrspelt.com
Application of the Information and Communication Technologies for the Development of Students' English Language Listening Skill
Adriana Becerra García (firstname.lastname@example.org)
Unidad Educativa Fiscomisional "Sagrado Corazón", Esmeraldas, Ecuador
Marjorie Perlaza Rodríguez,(email@example.com)
Pontificia Universidad Católica del Ecuador Sede Esmeraldas
Abstract
This article shows the results of an investigation which main objective was to analyze the contribution of information and communication technologies in the development of the listening skills in Fifth grade students at "Sagrado Corazon" School of Esmeraldas, 2019 in whose technological application changes were observed not only in the students' attitude also, in their oral expression. Meanwhile, this research was carried out through a qualitative-quantitative approach. In Fact, the observation and the survey were applied because they allowed obtaining the greatest number of data directly front of the protagonists for their subsequent analysis and execution of solutions to the problem posed. As instrument, a questionnaire was applied to thirty-three students and four teachers. Furthermore, the results revealed the little use of these technological tools by teachers in their classrooms, being evident the need for greater training to know, learn and include these tools in the curriculum, which allow developing an interactive, dynamic, and effective teaching and learning process of the English language.
Keywords: Information, Communication, Technologies, Listening Skills, English Language
Introduction
The learning of the English language has great social, economic, cultural, and even more academic impacts, which leads to the investigation and application of new techniques, strategies, and tools that seek to develop the four language skills which are speaking, listening, reading, and writing. Through the progress of education and other social areas, information and communication technologies appear as a teaching-learning tool and the strategies with the greatest impact in the educational field since they have allowed radical changes and advances in this area of human development.
The students of the fifth grade at "Sagrado Corazon" school have many shortcomings in the production of short texts in English since the group of students did not understand oral messages, which leads to get low grades and even more the lack of interest and little enthusiasm to learn this new language; it is necessary to look for other strategies to develop the listening skill, which arises since the use of technological means of daily use such as telephones, tablets, projectors, computers, and as many resources as are available to children under the supervision of their parents, which will contribute to the development of this important skill from the basic levels of teaching-learning the English language. Therefore, this research pointed to solve the question:
How did the application of ICT influence the development of the listening skill in fifth grade students at "Sagrado Corazon" School?
In the teaching-learning process of the English language, all the skills must be developed in an integral way, focusing on hearing as one of the information entry skills, this skill is not easy to acquire, so when knowing and applying the different information and communication technologies students will not only optimize their knowledge but will also improve the input and output of oral messages.
The main objective of this study was to analyze the contribution of information and communication technologies in the development of the student's skills. On the other hand, the specific ones are related to
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make a diagnosis, then to analyze the appropriate activities to improve linguistic listening skills and to apply digital resources in the development of interactive listening.
The incorporation of ICT has meant that for educational spaces they are no longer an option, and the efforts of countries and institutions are directed towards the generation and implementation of initiatives that imply the maximum use of technologies in training processes (Severin, E. 2010).
Listening
According to Saricoban (1999) listening is the ability to identify and understand what others are saying. This involves understanding a speaker's accent or pronunciation, his grammar and his vocabulary, and grasping his meaning. Listening is the process of decoding a series of codes expressed in the oral word, the same one that seeks for the recipient to develop a series of micro listening skills that range from understanding the accent of the speaker to the appropriate use of vocabulary when emitting a message.
When listening, the receiver acts based on the message and its interpretation, considering a series of linguistic signs.
"Listening is the active process of receiving and responding to spoken (and sometimes unspoken) messages. It is one of the subjects studied in the field of language arts and the discipline of conversation analysis" (Nordquist, 2019, p. 77).
Listening is a receptive skill; this provides ways to produce the receptive skills. If teachers motivate learners to produce in different ways, the teaching-learning process may be more communicative.
Moreover, the mentioned process brings us most of the integrated skills. Due to the fact, there are two reasons for using integrating activities in language classrooms: to develop the learners' ability in the use of two or more skills within real contexts and communicative framework. However, the other three English language skills receive a direct educational attention that is reading, writing, and applying correct grammar. Most teachers frequently expect students to develop their ability to listen by osmosis and without help, it is unpredictable to establish the reason why they do this, perhaps due to unknown of strategies, methods, and techniques that allow listening to be developed in their students as one of the most difficult skills.
Stages of the listening process are represented by pre-listening (purpose must be given at this stage), during (in-while) listening, and post-listening (speaking).It is listening on the fourth level that primarily concerns in our teaching. Such listening may add an emotional and dramatic quality. Radio and recordings highlight the importance of listening. Listening is as active as speaking (the other receptive skill), and in some ways even more difficult. It well requires attention, thought, interpretation, and imagination.
To improve the listening skills of students, teachers must allow them to adopt a positive attitude during the teaching-learning process of the English language, be receptive, avoid distractions, because it helps to obtain complete and real information, listen with the purpose of the speaker, look for signs of what is to come, look for summaries of what has happened before, also to evaluate supporting materials and look for non-verbal clues.
Levels of Listening
Saricoban, A. (1.999 ) argued that there are four levels of listening integrated activities, on the other hand, provide a variety in the classroom and thus maintain motivation and allow the recycling and revision of language which has already been taught separately in each skill. How can we be certain that listening experiences will become more productive? In fact, it is necessary to distinguish the four levels related to listening to radio or recordings.
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Level 1. This mood is listening. The sound remains in the background - there is usually limited comprehension, and, indeed, limited attention. One becomes directly aware of sounds only when they stop. Nevertheless, a certain amount of learning may take place.
Level 2. The purpose is relaxation, scape, getting your mind off something rather than on it. The material is comprehended, but usually it is not analyzed for its value. This listening may result useful ideas, but they are usually peripheral and/or accidental.
Level 3. On this level, answers are sought as a key to action. Somebody listens to weather reports, traffic information from a plane-temporarily useful but what we might call forgettable transient information. This form of listening does not require long, sustained concentration.
Level 4. This is the stage of analytical and critical listening. The listener not only seeks a serious answer to a serious question but evaluates the quality of the answer. Round-table discussions, serious listening to talk, spirited conversation, and symphonic music is at the fourth level. At this stage, listening to music is in the foreground of attention not in the background as on previous levels.
Undoubtedly, all these changes in the thinking and acting of humanity, force teachers to adapt to new techniques and means of communication which led to the use of strategies and carry out the teachinglearning process. It should be emphasized that current education has been developed and applied new ways of teaching, with the application of the simplest to the most complex media which have been known. Nowadays, Ecuadorian education has been adapted to the different ITC that the world market offers, which is using them to develop listening skills that allow teachers and students to obtain good results in decoding the messages received.
Information and Communication Technologies
Over the years, new educational trends appear to allow the integral development of the four language arts, it is how humanity found advanced and effective ways in the application of current technology which achieve this integration, and over several decades They have been investigated and applied from the smallest as a blackboard, chalk or a recorder to the electronic and technological devices.
Mendoza, D. (2018) reported, the information and communication technologies constitute a set of applications, systems, tools, techniques, and methodologies associated with the digitization of analog signals, sounds, texts, and images, manageable in real-time. Meanwhile, Evgueni, K. & Patru, M. (2002) established that they are a set of processes and products derived from new tools (hardware and software), supports and communication channels, related to the storage, processing, and digitized transmission of information.
On the other hand, the ICT are a set of technological advances that have been used by computing, telecommunications, and audiovisual technologies, all of them provide tools for the treatment and dissemination of information and have various communication channels. The most powerful element that integrates Information and communication technologies is the internet, which has led to the configuration of the so-called information society, the author indicates that it enables the existence of a third world, where almost everything that is done in the physical world, a second world would be that of the imagination (Graells, 2000).
The information in which people are immersed requires new demands from citizens and new challenges to achieve at an educational level. Among them: Have effective search and selection criteria and information that allow access to relevant and quality information. Knowledge of new communication codes used in new media. Encourage new media to contribute to the dissemination of universal values, without discrimination to any group. Train critical, autonomous, and responsible citizens who have a
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clear vision of the social transformations that are taking place and can participate actively in them. Adapt education and training to the continuous changes taking place at a social, cultural and professional level.
Therefore, discovery and application of new forms of communication, and human imagination has given ways to deeper research with great achievements in the computer field, which allows the teachinglearning process to be part of these advances where the development of hearing has been a fundamental part of the educational field from the earliest levels of education. These technological tools and resources include computers, the Internet (websites, blogs, and emails), live broadcasting technologies (radio, television, and webcasting), recorded broadcasting technologies (podcasting, audio and video players, and storage devices) and telephony (fixed or mobile, satellite, vision/videoconferencing, etc.).
In the process of acquiring a second language, ICT could enrich and favor each of the approaches mentioned, since most of the students naturally lived with them, they have grown with them in many areas of their daily life and now they have only adopted them in their educational work, although they must adequately integrate them into their learning processes if they want to develop communication skills or abilities (López, 2007).
Currently, the new generations have developed with the daily use of different technological means, thus, facilitating adaptation in the educational field, allow auditing specific language skills to have a broad development in the teaching-learning process from the basic years of study.
The correct use of electronic devices, resources have allowed communication to be viable the skill of listening, which receives and internalizes oral messages, which, when correctly decoded, will ensure that the communication process is given. From elementary schools to university academic institutions, technologies are used as tools to promote competencies. The board, for example, allows the teacher to show how a simple mathematical calculation is solved, from the classic "two plus two" to the most complex algebraic operation of a university century.
Tools that allow display could be the simplest and most accurate definition of technologies. In the long paths of teaching, clear proposals were produced about what it is to show and how to do it, which are synthesized in the recognition that has been understood by each other (Hammond, D. et al. 2020).
It should be remembered that from the first years of regular education to university levels, the use of technology in a variety of devices, whether manual or electronic, has allowed teaching-learning to propose and establish several strategies and methods, giving rise to the creation and the application of new fields of action in the educational work, specifically the listening skills developed efficiently. When people are talking about listening as a skill, refer to the reception and decoding of the information received, giving way to interpretation that expresses act according to the objective of the person who issues a message.
On the other hand, Blake , B & Pope, T. (2008) revealed the complexity of the teaching-learning process, for this reason, it is proposed the application of new strategies and tools that will allow both, students and teachers, the development of listening as one of the English language skills.
Antecedents
Read, T. & Kukulska, A. (2015) in their article called The Role of a Mobile App for Listening Comprehension Training in Distance Learning to Sustain Student Motivation, applied an experimental investigation, taking as a population a sample of 45 students registered in their application, they concluded that the data from the applied questionnaires showed that students did not normally use their smart phones or tablets to listen to news before the experiment and that, as a result of this experience, they would do so from now on, even if this particular application I was not available. However, they generally did not seem aware these devices, beyond the applications they might install, could provide
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them with a way to listen to radio broadcasts in the target language while in their everyday life, thus immersing themselves in a context of continuous practice. It is relevant to mention that motivation is one of the most important factors for learning a new language and much more for the development of listening skills.
Shen, Wichura, & Kiattichai (2007) developed a study called Using Websites to Practice Undergraduate Students' Listening Skills. Taking an intentionally selected sample of students who enrolled in the English II course in the 2007 mid-term of the academic year at Suranaree University of Technology; concluded that students had positive attitudes towards the use of the internet as a learning tool, adequate basic knowledge of the internet and considered that learning environment supported the use of the internet for learning.
Teachers must be clear about the teaching-learning objectives, and above all establish rules that maintain control and dominance of the group of students.
According to Olalla, A. (2016) in the research entitled ICT in the development of listening skills in the English language applied to students of 8th grade of basic education at "Jim Irwin" school in Quito, based on the technique of the survey and as an evaluative instrument a questionnaire applied to a population of ninety students and a teacher; concluded that students showed poor performance in the English language, especially in the development of listening skills, because they did not use technological resources in their English classes.
This determines that by not applying ICT, students will not be able to develop listening properly and therefore will not improve their grades in the English subject.
Moreover, Ramírez, M. (2015) in his thesis entitled "Influence of methodological strategies and TICS on the pedagogical process teachers apply to develop listening skill in English" concluded that methodological strategies and ICT to guiding the learner towards an objective clear understanding guides the educator since both can direct their steps. These strategies are fundamental in the educational development process of listening skills since they are more likely to establish a significant student who teaches their own points of sight.
Currently, the role of ICT in society is very important because they offer many services such: electronic mail, information search, online banking, music and film download, electronic commerce, etc. For this reason, they have easily incorporated in different areas of life, including education at all levels and specialties. The world changes day by day, due to the educational systems have progressed, emphasizing on the teaching-learning of the English language, because of the great changes, technology plays a very important role in the development of listening as one of the four skills of this language.
Each one of the devices, tools, and other elements of technology, with the passing of the years from its appearance have allowed great updates in all areas of life, especially in education, much more so in today's times where information and communication technologies are playing a very important role in the teaching-learning process, with new information and communication technologies appearing worldwide. People do not need the internet to apply them to the development of listening, so as alternative TVs and radios can be used to develop the listening comprehension skills of a student in an entertaining atmosphere; also, they are part of ICT. Another way which can be developed refers to singing songs, karaoke and computer games can also have striking effects on student's listening comprehension.
Method
The current study was carried out at the Sagrado Corazón School in Esmeraldas. It is a school with a Fiscomisional nomination. This project was applied to four teachers, with an intentional sample of 33
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learners, 20 girls and 13 boys who are involved in average age of 8 and 9 years old, given the low qualifications that they presented in the fourth elementary grade.
On the other hand, the research was qualitative, taking the diagnosis as a starting point, it was possible to demonstrate the low performance of the students and the little application of ITC to develop listening in the teaching-learning process, it was also a quantitative research since they were assigned numerical values to the data obtained a logical connection between the reasoning of the inductive method that goes from the specific observations to the generalizations, and the deductive reasoning that goes from the generalization to the specific application of the instruments.
The survey included multiple-choice questions related to the knowledge and use of information and communication technologies. The questionnaire was focused on close questions according to the results obtained with their application to the selected group of students, which aimed to describe the qualities, not only be about measuring or evaluating the largest number of people, also, to achieve knowledge, understanding the correct application of all technologies in the development of listening skills.
The data obtained determined whether the application of ICT to the selected group of students would develop listening skills, which would lead to improve their grades in the English language, making them more interested in the subject. The hypotheses were established concerning the development of the variables, in this case, listening skills as the dependent variable and information and communication technologies as the independent variable. These hypotheses were: With the application of ICT children can improve their grades. When applying ICT, children can develop listening more dynamically. If information and communication technologies are applied, learners pay more attention to the subject.
Results
The purpose of this investigation was to know if these teachers of English at Sagrado Corazon School from primary section were aware of the advantages of these new technologies in the development of listening as a linguistic macro-skill and to identify them. Therefore, relevant aspects must be considered when incorporating all technologies and devices into listening teaching some ideas will be provided on methodological strategies with the use of information and communication technologies, the results are showed as follow:
According to the obtained results from the teachers' survey regarding the knowledge of information and communication technologies and the frequency of its application, it was established in figure one that the four of them knew the essentials about the computer and the internet, the projector, cell phones, and players sound and videos. The frequency which students develop the information and communication technologies like computers, projectors, cd records, cell phones and others, for listening in their classes, two of the four teachers agreed that they always applied and used them.
7
Source: Survey aimed at teachers of English
As reported by the statistical (figure two), teachers two and three considered listening as a very important skill. Nevertheless, a hundred percent of the teachers agreed that listening is a basic skill for the teaching process of learning the English language.
Source: Survey aimed at teachers of English
Once the survey was applied to the teachers, a diagnostic evaluation was made to determine the level of understanding from listening to the group of selected students without applying the ICT, at the end of the academic year the same questionnaire was applied but this time with the application of the information and communication technologies during the evaluation process, where it was evident that when applying the technological resources the students had better results, the learners were more motivated, interested in the subject. In the following comparative table, it is noticing the great difference in the results obtained.
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PRETEST
POSTTEST
Source: Pretest and posttest applied to the students.
Contrasting the results with the data of table one selected in the diagnostic evaluation, regarded that most of the students (98%) got low grades, since this evaluation was applied without the use of any technological equipment, only listening to the teacher using paper and pencil, that would allow them to develop listening in a more didactic and entertaining way. However, students practiced for three weeks with some ICT resources such as: computers, headphones, and interactive worksheets in the computing lab. Meanwhile, when applying the final evaluation using ICT to the same group of learners, a hundred percent of them exceeded the score, due to the evaluative instrument applied, which caught pupils 'attention. Also, it was so easy to understand through videos and activities carried out during the final evaluation.
Discussion
It is common to consider the classroom as a place where teachers and students interaction should be the main objective of education, which is why the teacher's role is the main actor in this well-worn process, being a mere transmitter of their knowledge. It should be noted that the teaching-learning process of English has not been the exception in this form of traditional education. With the passing of the years and with the appearance of new academic, labor, social, and even political economic competencies, all these educational models have been left in disuse, so the opportunity is given to the application of ICTs which every day they take more force in their applicability much more in the educational field.
Read, T. & Kukulska, A. (2015) in their article showed that students did not normally use their smart phones or tablets to listen to news before the experiment and that, as a result of this experience, they would do so from now on, even if this particular application is not available; This coincides with the present study, since attracting the students' attention to a significant learning of the English language mainly involves the development of listening skills, taking ICT into account, in this case they were mobile devices and the internet to attend to the news.
In addition, Shen, Wichura and Kiattichai (2007) in their article concluded that students had positive attitudes towards the use of the Internet as a learning tool, adequate basic knowledge of the Internet and considered that the learning environment supported the use of the Internet for learning; which concurs with the present investigation since according to the results obtained, students feel more confident, secure and comfortable, when developing listening activities with the use of ICT, in this case the internet, it is evident that the bases in the management of internet browsers and other networks are fundamental for the development of said learning.
Finally, according to Olalla, A. (2016) in their research concluded that students showed poor performance in the English language, especially in the development of listening comprehension, because they did not
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use technological resources in their English classes; which shows a close relationship with the results of the present investigation, since in reference to the results, they determined that without the use of ICT the students fail their grades and therefore they could not develop listening as one of the macro- English language skills.
Conclusions
Information and Communication Technologies in the teaching-learning process of the English language to develop listening as a linguistic macro-skill has been a relevant topic in recent years. It has generated a great impact on educational advances at the level of teachers and specialists in the teaching of the English area. Currently, teachers of English motivate their students to learn and implement technological tools in the curriculum of their courses. In this regard, the questionnaire applied to students and the meeting applied to teachers provided relevant information, which is provided in the conclusions mentioned below:
The surveyed teaching staff recognized that "good knowledge is a good pedagogical practice" which helped to improve the quality of Listening skills in the teaching-learning process of the English language. However, technological resources, cd recorders, computers, tablets, cell phones, songs, videos, films, and texts, have only been used to search for information and as support material, which had not allowed the various technological tools to provide diversity in planned activities and stimulate development, mental and creative skills of learners in a language class.
Also, it was evident that the group of teachers knows the different Information and Communication Technologies and devices, but their use has been minimal because they do not know their correct application for education or by the reason, they do not have these tools. This limitation in its use does not allow teachers to incorporate technological tools that can also stimulate frequent listening, the exchange of ideas, and the discussion of these through blogs, forums or social networks. This use would enhance the linguistic abilities of the students, especially the listening skills. It is shown that the teachers recognized that information and communication technologies offer updated complementary material, which allows the classes to be less traditional and more innovative. However, this recognition is not enough for these technological tools to be fully incorporated into the classroom curriculum, either due to lack of devices, lack of knowledge in the application of them, or due to not having these resources in the institution.
Furthermore, those who have applied Information and Communication Technologies in their academic activities assure that the Listening language competence of their students has improved through cooperative work and the use of exercises or activities developed with their use. It is worth mentioning that the implementation of them in the planning of the activities to be carried out in the classroom is not a constant or frequent practice common among the teaching staff surveyed. It is necessary to establish certain criteria that determine the importance of the application of ICT in the learning process of the English language, specifically in the development of Listening as a linguistic macro-skill.
To conclude, the technological changes that today´s world experiences are closely related to impact the educational field, so teachers must be in tune and update with these challenges, including in the methods, tools, and all kinds of innovative strategies the incorporation of information and communication technologies into the curriculum and planning in teaching performance should be fundamental in the development of listening skills of the students.
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Shen, Wichura, & Kiattichai (2007). The Use of Websites for Practicing Listening Skills of Undergraduate Students. A Case Study at Suranaree University of Technology, Thailand.
Retrieved from: https://files.eric.ed.gov/fulltext/ED500929.pdf
About authors
Adriana Becerra García (MA) is a teacher of English at Sagrado Corazon School in Esmeraldas. Her research interests deal with the Application of the Information and Communication Technologies for Developing the Students 'Language Listening Skills.
Marjorie Perlaza Rodríguez (MA) is a teacher and researcher at the Pontificia Universidad Católica del Ecuador Sede Esmeraldas. Her research interests are related to the Didactics of English, Pedagogical models, Teaching Grammar, Curriculum Development, Educational Evaluation, Inclusion and Diversity to the English class, and Teaching English to rural students. | <urn:uuid:c48d0f4f-3b9b-4925-87e7-048a085f3fe9> | CC-MAIN-2021-43 | https://secureservercdn.net/166.62.110.232/i6j.795.myftpupload.com/wp-content/uploads/2021/07/Adriana-Listening-Skills.pdf | 2021-10-20T16:10:40+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585322.63/warc/CC-MAIN-20211020152307-20211020182307-00131.warc.gz | 647,216,696 | 6,915 | eng_Latn | eng_Latn | 0.909568 | eng_Latn | 0.995156 | [
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Hamline University
DigitalCommons@Hamline
School of Education and Leadership Student Capstone Projects
School of Education and Leadership
Summer 2022
Social Emotional Learning: A Professional Development Series for Teachers
Danielle Plumley
Follow this and additional works at: https://digitalcommons.hamline.edu/hse_cp
Social Emotional Learning:
A Professional Development Series for Teachers
By
Danielle Plumley
A capstone submitted in partial fulfillment of the requirements for the degree of Master of Arts in Teaching
Hamline University Saint Paul, Minnesota August, 2022
Capstone Project Facilitators: Abigail Rombalski and Shelley Orr
TABLE OF CONTENTS
LIST OF FIGURES
CHAPTER ONE
Introduction
How can we as teachers incorporate social emotional learning on a regular basis to create meaningful progress for students? This is the focus question of my capstone project. This project researched the most effective strategies for teaching social emotional skills to elementary students and provides teachers with resources to do so.
A very important aspect of student success in school is their social emotional well-being. One might consider "success" in the classroom to be only academic success, but students need much more than good grades to be successful in life. They need to be able to do things such as create meaningful relationships, solve conflicts, effectively communicate, and manage their emotions. If they are unable to do those things, it can impact their lives negatively as they grow in life. The lack of social skills to be successful in these areas can also impact their academics. For example, if a student is unable to work through a conflict with a friend, it may cause them to be too distracted to focus on their learning. If they are feeling too frustrated about something small and can't manage that frustration, it can grow into a bigger problem that takes away from their focus on the work. Elementary school students are in a crucial time where these social and emotional skills are being learned and tested on a daily basis. For students to be successful, we need to integrate social emotional skills into our daily learning. There is so much pressure to fit in everything academically, but if we as teachers don't take the time to incorporate Social Emotional Learning (S.E.L.), it will affect students in a negative way as they grow into adults.
Personal Experience
Ever since my first day of student teaching, I have found myself in schools with high behavior needs. The first day I was student teaching in a first grade classroom, we had to evacuate students from the room because one student began throwing crayons at the rest of the class. I thought, "What am I getting myself into?" The girl who was throwing the crayons turned out to be one of the funniest, most charismatic children I had known at that point. I then got my first teaching job in a very diverse school considered a Setting 3 behavior school, which means we not only have high behavior needs in our school, but we house center-based classrooms for students needing constant adult supervision for behavior. The first month in my classroom, I had to stop a fist fight between two fourth grade boys, who were basically the same height as me. I again thought to myself, "What have I gotten myself into? Am I in over my head?" However, yet again, I grew to know those students and learn so much about who they were. We made amazing strides in behavior over the year. What I quickly learned in that time was that my assumption, that students came to school equipped with those social and emotional skills intact and ready to learn, was wildly incorrect. They need help to build those skills at school. I also realized that it is impossible to realize what the students are learning at home when it comes to social emotional skills. Not every parent has the ability or the resources to be able to teach their child social and emotional skills at home.
What I quickly realized as a new teacher was that building relationships with these students, helping them work through their feelings and frustrations, and teaching them skills to deal with those feelings, was the thing I felt most passionate about. I
continue to work at the same school where I began my teaching career. It is a Title 1 school, with minority enrollment making up 92% of the student body, and 82% free or reduced lunch. It is a very challenging school to work at when it comes to student behaviors. However, I pride myself in my ability to help students grow in their social emotional skills by building relationships and earning their trust first. I first need to focus on getting to know the student by asking questions, figuring out what makes them feel comfortable, and showing them they can trust me. Once the relationship is growing and the trust is there, it is much easier to help the student with social emotional needs. If they trust you, they are willing to listen to your advice on how to self-regulate, are more likely to use their words to explain their emotions, make appropriate choices on how to react to situations, etc. Each student is unique, so it takes time to learn what skills they need growth in, and what works for that individual. I love the feeling when I see a student using a technique to keep themselves calm, hear them expressing a frustration with words instead of a behavior, and recognizing that growth in themselves.
Rationale
It is important that we give students direct instruction on social skills. Social skills involve interactions with others. The skills students should be learning about are things such as communication, cooperation, empathy, and building relationships. These are skills that will apply to every aspect of their lives. Learning proper social skills will also help students grow into adults who are able to work and interact with others effectively.
Although academics are important, I find the most important skills to lead a happy and healthy life are social emotional skills. Through the COVID-19 pandemic, many students spent months, or even years, distance learning at home. After returning to in
person learning, I noticed a lack of skills in these areas from students who had not been in a social atmosphere for quite some time. I see students struggle to communicate their feelings to peers in an appropriate way. I see students struggle to work cooperatively. It has become clear that student deficits in these areas are higher than ever. Some of our students did not get social interactions with people other than their family for almost two years, other than on a computer screen. They did not get the chance to play, communicate, build relationships, or work through conflict resolution in person. It is always important to teach students social emotional skills, and this pandemic has proven that it is needed more than ever as we try and help students fill in the gaps that they need in order to reach their full potential. These skills are essential in everyday life, and lead students to success at school.
Mental health is such an important part of any human leading a successful life. Anxiety and depression are already prevalent problems in many people, but it has become an increasingly large problem during the pandemic. Many students who already deal with anxiety and depression struggled with mental health during the COVID-19 pandemic. Social and emotional learning is always important, but right now it is extremely important that focus on these skills is a regular part of classroom instruction. We need to make sure that these students grow into teens and adults who take care of their mental health. In recent years we have also seen an increase in diagnosed behavior problems. Examples of diagnosed behavior problems include things such as attention deficit hyperactivity disorder (ADHD), or emotional behavior disorders (EBD) like oppositional defiant disorder (ODD) and conduct disorder (CD). All students, and especially students diagnosed with behavior problems, will benefit greatly from direct instruction on how to deal with their emotions. Students should understand what is happening in their brain when they are feeling different emotions, and learn effective strategies that work for them. Another group of students who can really benefit from SEL are those who have experienced traumas. Adverse childhood experiences (ACEs) are traumatic or potentially traumatic experiences in a student's life. Examples of an ACE would be abuse, neglect, family with substance abuse problems, or the death of a loved one. These experiences have a tremendous impact on students in many ways. ACEs have long-lasting effects on mental health, and can impact a student's ability to form relationships. What I have found in my years of teaching is that students with trauma outside of school tend to act out when they are at school because they do not know how to handle their feelings and emotions. Depending on their home environment, they also might not have great examples of healthy social skills and communication. The students with the biggest behavior resistances I have worked with almost always have had some sort of outside trauma. For example, I have students who have dealt with death in the family, domestic violence, abuse, homelessness, and many other things. They come to school and are expected to be ready to learn, when there is so much else going on in their brain. They may be feeling angry, sad, agitated, distracted, etc. and are being asked to read or do math. This is where I see students' behavior explode- when they haven't been taught the skills to manage their emotions. If they are unable to communicate a feeling, or have a known skill that can help with that emotion, they may often respond with inappropriate behavior. It is extremely important to build relationships with students to not only know what is going on in their lives, but what exactly they need help with. It may be that they need to be taught how to name a feeling and express it. It may be a breathing strategy to
know how to self-regulate and calm themselves down. It might be modeling how to advocate for themselves when they feel they need help.
There are so many skills that we can teach kids to help them through feelings and emotions. It is also essential to creating a positive learning experience for all students. If you have a student responding to their environment by exploding, slamming doors, yelling, etc. because they are unable to regulate their emotions, it negatively affects their classmates' learning and experience in the classroom. It should be our goal as educators to create a safe, welcoming environment for all students.
Social emotional skills will continue to be important as students grow into adults and enter the workforce. These are skills that employers will value. An employer will value an employee who has good communication and good interpersonal skills. Elementary students are a long way away from the workforce; however, these skills need to be learned now and practiced as they complete school and grow into successful adults. Summary
The question I address in this project is "How can we as teachers incorporate social emotional learning on a regular basis to create meaningful progress for students?" As a teacher, I know that sometimes we have great intentions with teaching SEL in meaningful ways, but it can easily get pushed aside with the pressure to teach academics. . My goal in this project is to compile research-based SEL strategies and resources into a professional development for teachers that can apply to how they approach social emotional instruction in their classrooms. I had intended on creating a curriculum for students, but ultimately felt that it would be most helpful to equip teachers with knowledge and skills to use with their students. The professional development sessions
should leave teachers feeling that they gained new information and skills they can implement in their classrooms to address social and emotional skills with their students. The project will include electronic resources for teachers with visuals they can use as they teach the concepts to their students. The goal is for teachers to know how important social emotional skills are and how much they impact student success.
In the next chapter, I will review different sources of literature that discuss social emotional learning.
CHAPTER TWO
Literature Review
Components of Social Emotional Learning
Social emotional learning, also known as SEL, involves teaching students the skills they need to manage their emotions and handle social situations and relationships with appropriate respect. There are many different frameworks of social emotional learning. Emotional skills are things such as managing frustration, recognizing emotions, and regulating emotional responses in appropriate ways. Social skills are things such as effective communication, social awareness of others, building and maintaining relationships, and responsible decision making. This section will overview all of the aspects of social emotional learning and what it looks like to teach those in the classroom. I will give some examples of the skills as they are represented and utilized during a typical school setting. According to Elias et al. (1997), SEL is "the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development" (p. 2). This all encompassing definition of SEL has a lot of components to it. There is an organization called the Collaborative for Academic, Social, and Emotional Learning (CASEL). This organization first coined the term "Social Emotional Learning (SEL)" in 1994 (CASEL, 2022). They have something they refer to as the CASEL 5, which are the "five broad and interrelated areas" of social emotional learning (CASEL, 2022). Many schools across the country have adapted the CASEL 5 and use these concepts to articulate what students should be able to do to be successful in school. Those five concepts within the framework are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. According to CASEL (2022), self-awareness is when a person has the ability to understand their own emotions, thoughts, and values, as well as how it can influence their behaviors. This skill also involves recognizing your own strengths and weaknesses. Self-management is closely related to self-awareness. It is understanding those previously mentioned aspects of one's self, but then being able to manage them to achieve goals. In life, this can look like being able to control impulses, managing stress, and exhibiting self-motivation. The next two concepts, social-awareness and relationship skills, are closely related as well. When describing social-awareness, CASEL (2022) states that it involves understanding and empathizing the perspectives of others. To have this skill is to demonstrate it across a diversity of people from different cultures or backgrounds. To demonstrate social awareness, one needs to be able to see others' perspectives and show understanding. Social-awareness has to do with compassion for others, which leads to creating relationship skills. Branching off of that, CASEL (2022) explains that relationship skills are the ability to "establish and maintain healthy and supportive relationships". Relationship skills involve healthy and effective communication, cooperation, active listening, and resolving conflicts. The last of CASEL's five concepts is responsible decision-making, which is described as being able to "make caring and constructive choices about personal behavior and social interactions"(CASEL, 2022). These skills are present in all aspects of students' lives, including school, in families, and in the community.
On the following page is the image that summarizes the framework of SEL and shows how they are incorporated into different aspects of life (CASEL, 2022):
CASEL. "CASEL - CASEL." Casel.org, 2019, casel.org/.
First, let's focus on the social aspect of SEL. This involves how someone relates to society and other people. It is important to have social awareness, which means recognizing others that are different from you and having the ability to empathize with them. People are different from one another in many ways, whether it be physically, culturally, or socially. Students must learn to be socially aware of the differences in others compared to themselves, and have the social awareness to show respect and empathy to other people. In a school setting, this skill is so important in many areas. Students are around their peers all day long when they are at school. There are many schools, such as the school I teach in, that are very diverse. This means that students are surrounded by
peers who may look or speak differently than they do. Their peers may come from different backgrounds, cultures, or socioeconomic statuses. They have to have appropriate social skills to be able to form relationships with others. They need to demonstrate social awareness skills of kindness, caring, and empathy to form peer relationships (Denham & Brown, 2010, p. 657). The students have times like lunch and recess, where they have free social interactions and social play, which they have to be able to navigate in appropriate ways. For example, lunch is a time when students can practice respectful communication and active listening. At recess, there are many opportunities during play where students can have the opportunity to communicate and work through conflict.
Recess is a part of every student's daily schedule, and is a place where so many of these skills are necessary. Students need to have the social skills to hold an appropriate conversation with their peers. They need to learn communication skills, like communicating their thoughts and emotions clearly, and active listening. Cooperation is also a skill that becomes a prevalent need in free social play times, like at recess. Children need to be able to navigate conflicts with others, which often come up in games, and work through those with respectful communication. Often, students lacking these skills will resort right to an altercation or frustration scenario because they don't know how to have healthy communication and problem solving with others. If children have the ability to understand themselves and others, it will lead to a successful school experience (Denham & Brown, 2010, p. 653).
Communication skills are also so important in the classroom during academics. Students need to be taught how to effectively communicate their thoughts and ideas, as well as listen to others sharing their ideas. They need to be taught how to have an effective conversation during learning. This can be taught with things like sentence starters. For example, during a math discussion, students can be taught to respond to a peer with a statement like "I agree with how you said…", or "I like your strategy and how you …". Students need to be able to transfer those skills to a group setting, because working with small groups is something they will continue to do throughout their school career. Being an effective group member involves cooperation skills, such as listening to others' ideas, presenting your own ideas, and the ability to compromise with a group of peers. These are all abilities that fall into the "relationship skills" category of social emotional skills, and will lead to success in school. (Denham & Brown, 2010, p. 657)
Social awareness is another important element of social skills. (CASEL, 2022) Students need to be able to recognize and show empathy for others that are different from them. They need to learn to recognize how others are feeling, and how to act appropriately towards others in those situations. Teaching responsible decision making is an important part of creating success in these areas for kids. They need to be able to identify their problem and analyze the ways that they can choose to react and work through their conflicts. It is important to teach skills on what appropriate reactions look like when they are in a situation where they have a disagreement with a peer. Weissberg & Cascarino (2013) state that "social awareness is the ability to take the perspective of and empathize with others from diverse backgrounds and cultures and to recognize family, school, and community resources and supports" (p. 10). I have seen firsthand how important that awareness of diversity is, as I work in a very diverse school with students I hereby accept all Terms and Conditions for the use of Wi‑Fi.from many different cultures and backgrounds. This social awareness is something that can be taught through lessons on appreciating others' differences and how to respect and be empathetic towards those things.
Next, there are the emotional skills aspects of SEL. The concept of self-management is very crucial to a student's success at school. Children are still learning how to manage their feelings and emotions in many situations. There are situations that arise at school that may cause feelings of frustration. Those situations can be academic or social. Perhaps a student is frustrated because a group member was not communicating respectfully to them. Perhaps they are feeling frustrated or defeated because they are working on a difficult math problem. Sometimes, it can be something as simple as a pencil breaking that can cause a student to experience feelings of frustration. The important part is whether or not they have the skills to regulate those emotions. Students' academic success is directly affected by how they are able to manage and regulate their emotions. As said by Denham and Brown (2010), "children who have difficulties dealing with negative emotions may not have the personal resources to focus on learning, whereas those who can maintain a positive emotional tone might be able to remain positively engaged with classroom tasks" (p. 659). For example, if a student is still upset by a conflict they were unable to work through at recess, they may be distracted and not ready to engage in a math activity and focus on an academic task. If that student is taught skills for managing their emotions, such as calming strategies, they may be able to work through those feelings faster and be reading to engage in an academic activity.
Another reason it is important for students to be able to self-regulate their emotions is because they may feel frustration during difficult academic tasks and need to manage that emotion. Students need to be taught about frustration and perseverance to be able to work through things that might feel difficult. Young students may not have the terminology to label their emotions. They need to be given the skill set to identify what feeling they are experiencing, and how to navigate that emotion. They may only know terms such as "happy" or "sad" to label how they feel. The social emotional learning component of self-awareness can help students identify and assess their more complicated feelings, such as frustrated, hyper, distracted, or disappointed, and come up with solutions to work through them. (Denham & Brown, 2010, p. 656) Often, students who are unable to express their feelings or seek solutions, will resort to negative behaviors that ultimately impact their academic success. Negative behaviors can be things such as yelling, slamming doors, refusal, disrespectful or inappropriate language, or many others. It is very typical for a student to exhibit negative behaviors in a way that is trying to seek attention from an adult, because they do not have the necessary skills to communicate what they are feeling or what their needs are.
The Zones of Regulation (Kuypers, 2011) is a visual that helps students understand what "zone" their emotions are in. There are four color zones that each represent a set of emotions. Red represents extreme emotions like anger and aggression. Yellow represents emotions such as frustration, silliness or overexcitement, or worried. Green represents a happy, controlled state. This is the zone that students should be in to be ready to learn. Blue represents slow moving emotions, like sick, sad, or tired. Having these visuals can help students identify those emotions and then be taught skills for how
to get them back to the "green zone" and be ready to learn. Below you will see a visual representation of the Zones of Regulation ("THE ZONES of REGULATION: A CONCEPT to FOSTER SELF-REGULATION & EMOTIONAL CONTROL").
Teaching children about how their brains work can also be a very important component of SEL. They can be taught about the different parts of their brain and what the "job" of each part is. If they understand the concept of "fight or flight", and how their emotions cause their brain to not make logical decisions when upset, it can help them see why it is important to get their brain back to a calm, logical state to make decisions on their behavior. One resource that is used to teach these concepts to kids is the MindUp Curriculum (Mind Up, 2021). The concepts in the resources focus on teaching students about neuroscience, mindfulness, and psychology in relation to SEL. Again, helping students fully understand the ways their brain and body work and connecting that to their emotions can help them recognize their choices and make more logical decisions.
Incorporating all of the components of SEL on a regular basis in the classroom is key to students understanding and implementing skills that will positively impact their success at school.
Benefits of Social Emotional Learning
Acquiring social-emotional skills is beneficial in many ways. McCormick et al. (2020) discuss how social emotional skills are important in becoming a successful student, especially for students in low-income schools. Durlack et al. (2011) conclude that "there are a variety of reasons that SEL programming might enhance students' academic performance" (p. 417), such as attitudes toward school, self-confidence in learning, perseverance in learning, self-discipline, etc. It is also a key component of having meaningful relationships in and out of school. Social skills continue to be important all through one's life and will lead to success in the workforce. This section will detail the benefits and impacts that social emotional learning can have on a student's life.
As mentioned in the previous section, having SEL skills has been shown to impact students' academic success in a positive way. One example is when students come across a difficult academic task, they may feel frustrated and want to quit. If they are taught the skills to identify frustration, as well as skills such as perseverance through a difficult task, they may have better academic performance (Durlack et al., 2011, pp. 417-418).
If students are more self-aware, they may also feel more confident and willing to try more difficult tasks. They will persist in challenging projects and potentially be more motivated in their studies. Whereas, if students are not taught skills of self-awareness and how to work through frustrations, they may continue to give up easily on academic tasks which will continue to impact their success throughout their school career. As an adult, these skills will transfer to the workforce. It will create adults who are able to work through difficult projects, manage stress, and have self-discipline.
Students' ability to self-regulate their emotions is also beneficial to the academics of the rest of the students in the classroom. If you spend the time to regularly incorporate SEL skills to teach students to self-regulate their emotions, you as the teacher will end up needing to spend less time helping individual students work through their emotions and find coping strategies to work through them. As a result, you will have more time dedicated to instruction and helping all students in the classroom with academics. Whereas, if a SEL skills are lacking, a teacher may regularly be pulled away from the rest of the class to help individual students with emotional and behavioral needs. It will take time to regularly incorporate SEL into daily practice, but if it is embedded into routines and regular curriculum, it will have positive effects that will save teaching time in the long run. It is also important to have the tools available to help students self-regulate their emotions. Common calming strategies can be a variety of things, but some examples are sensory options (ex: a stress ball), yoga stretches, deep breathing, or drawing. (Minahan, 2013). These are practices that children can be taught to do on their own in the classroom. Teachers can create a space for students to use calming strategies and teach students the expectations of that space.
Todd, Smothers, and Colson (2022) describe what a space for self-regulation may look like in the classroom:
Creating a sensory-friendly space for mindfulness and self-regulation is another option to promote healthy social and emotional behavioral practices. These spaces may go by a variety of names such as a calm corner, chill zone, or sensory room. The designated area or room is a calm place that allows students to focus solely on emotional regulation. (p. 22)
Another benefit of SEL instruction is the ability to create meaningful relationships through positive social interactions. Relationships are a key element in life, whether that is with family, friends, acquaintances, or coworkers. People need positive relationships to lead a healthy life. As students grow into teenagers and adults, they will continue to build many relationships in different aspects of their lives. If we teach students at a young age how to have social skills of respectful communication, cooperation, and social awareness, it will assist them in creating healthy relationships in all aspects of their lives. If social skills are incorporated into the classroom on a regular basis, it will create long-lasting positive impacts on the way that students maintain relationships. As they grow and become adults, they will be faced with many situations where healthy relationships are important, whether that is going to college or beginning a career. If an adult is in a situation where they have a conflict or disagreement with another person, such as a coworker, they need to have the skill set to handle the situation with respectful listening and communication. In both school and work environments it is essential for people to have "strong social and emotional competence among learners, including the ability to persist, empathize with others, and manage their behavior" (Weissberg & Cascarino, 2013, p.12).
Students who are equipped with social emotional skills in school, have those skills available to take through life and become successful adults. Successful adults should be able to enter the workforce and maintain healthy relationships throughout their lives. We as teachers are building the future generation. The students we are helping to learn and grow right now, are the future citizens of our communities. The intentional focus on SEL along with regular academic curriculum will create adults who are able to handle and navigate the challenges of life more successfully.
Behavioral and Emotional Resistances Impacting Student Success
There are a variety of things that can impact a student's success related to social emotional skills. A student may experience trauma outside of school which causes deficits in certain necessary skills. Howard (2013) discusses how childhood trauma can impact a child's future behavior. She went on to discuss how children with histories of trauma may show either disinhibited behaviors (hyperarousal) or inhibited behaviors (hypoarousal). There are also many diagnosed behaviors that can impact a student's social emotional skills, such as anxiety, ADHD, and emotional behavioral disorders. Children with behavior disorders tend to have difficulties in other areas of their lives that are similar to those with learning and with their teachers (Wilson, 2005). It is important to understand all of these things and how they can impact students at school in order to really focus SEL instruction on what skills students might be lacking related to other factors. This section will outline some of the areas in a student's life that can impact their behavior and social emotional skills.
Childhood trauma is an extremely important piece to consider when thinking about student behaviors. According to the Center for Disease Control and Prevention (2022), trauma can be events such as experiencing or witnessing any form of abuse, violence, neglect, loss of loved ones, homelessness, family illness, etc. These traumas are also known as Adverse Childhood Experiences (ACEs). Research shows that trauma has long-lasting effects on children's lives- including school. The Center for Disease Control and Prevention (CDC, 2022) says that ACEs can impact a student's education and future job opportunities. A student that has experienced trauma or is experiencing trauma outside of school will often show effects through behaviors exhibited at school. Students experiencing trauma may have difficulties when it comes to forming healthy and stable relationships (CDC, 2022). Although teachers cannot control what traumas a student has experienced, there are ways that we can help them cope with the effects through SEL. School is a safe space where students can learn how to manage the emotions they may be experiencing from their trauma. There are scenarios where students are not seeing positive, healthy relationships or communication at home, which impacts their ability to exhibit those skills on their own. Teachers can build relationships with students and model positive, healthy communication and relationship skills. When thinking of trauma, it is also important to consider the traumas of different groups of people. For example, when thinking about African-American students, consider that their lived experiences might be different than that of their white peers. Gloria Ladson-Billings (2021) explains more about this:
Instead of a more Western-centered approach to the human as separate and compartmentalized, a significant aspect of African American culture is the need to fully integrate mind, body, and spirit. Thus, social-emotional and mental health and wellness concerns would be integrated into a re-set curriculum. These
social-emotional and mental health components of the curriculum are necessary if the re-set school takes on the challenges of a world that is increasingly perilous for African Americans. Shootings of unarmed African Americans and increased risk of death through a viral pandemic pose important questions for school-aged African Americans. Why do these shootings keep happening? Why do the police keep getting away with the shootings? How is it that Black and Brown people are more vulnerable to this disease? Although these questions have empirical answers, they arise out of emotional concerns that also must be addressed. (p. 74) Students who struggle with behavior problems and controlling their emotions will often be labeled as having an emotional behavior disorder (EBD). Some of these are also referred to as disruptive behavior problems (DBP). According to Ogundele (2018), DBPs include attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD) and conduct disorder (CD), with ADHD being the most common. ADHD is characterized by "levels of hyperactivity, impulsivity and inattention that are disproportionately excessive for the child's age and development." (Ogundele, 2018, para. 12). This impacts students because of the inability to stay focused and being easily distracted during instruction. There are ways we can support students with ADHD by teaching them social and emotional skills. Students with ADHD tend to have impulsive behaviors, which can negatively affect their relationships with peers or their academics. Teachers can teach them to communicate when they are feeling like they can't focus. Elias et al. (1997) tells how teachers can use scaffolding questions that serve as a catalyst for creative thinking and new insight on the part of the child. This can help teachers "enhance the child's ability to think independently and share ideas and feelings with
others" (Elias et al., 1997). Oppositional Defiant Disorder (ODD) is a disorder in which students are argumentative, defiant, irritable, and lose their temper easily. In school, students with ODD actively defy directions from teachers. They are often hostile or mean towards their peers and lose their temper easily. Behaviors in school are often physical and verbal aggression, such as slamming doors and yelling. These effects negatively impact a student's academic performance as well as their ability to maintain healthy relationships with peers. Students with these struggles are often placed in social skills groups to learn how to build healthy relationships. Students with conduct disorder have much more severe behavior problems. These behaviors are things such as being aggressive, violent, excessive fighting, repeated lying, cruel, deceitful, dishonest, etc. These students have trouble relating to others and showing empathy. It is not uncommon for students to have multiple diagnoses, such as ADHD along with CD (Ogundele, 2018). Students diagnosed with autism also tend to greatly benefit from being taught social emotional skills. People on the autism spectrum often have deficits in their social interactions and communication skills.
Next, there are emotional problems that impact many students. Anxiety and depression are among the leading causes of illness and disability among adolescents, according to the World Health Organization (2021). Anxiety can be diagnosed as a disorder, but is also a normal emotional response when mild or moderate in stressful life situations. Students may also have social anxieties, making it difficult to interact socially with their peers. Teaching calming strategies when experiencing anxiety, as well as social relationship skills, can both be very beneficial to students who experience social anxiety. Depression can occur for a multitude of reasons, such life events, loss, or stress. It can
also be genetic. According to Ogundele (2018), students experiencing depression may exhibit symptoms such as sadness, low energy, social isolation, low self-esteem, and difficulty with relationships (among many others). Although anxiety and depression are both medical diagnoses that may require medication, there are also certain steps we can take as teachers to help students with emotional skills. While at school, students can be taught how to identify feelings and advocate for themselves, as well as learn some emotional coping skills to help with self-regulation. Below you will find a figure from the CDC (2022) that shows data concerning students with anxiety, depression, and behavior disorders.
Figure 3
Depression, Anxiety, Behavior Disorders, by Age
Although SEL is beneficial for all students, these particular groups of students are vulnerable to social and emotional struggles for different reasons. As teachers begin to integrate SEL into their curriculum and daily routines, they can be aware of individual student needs and differentiate the teaching of specific skills that might be helpful to students with any emotional or behavioral disorders.
Lacking Skills After a Pandemic
The COVID-19 pandemic had effects on all of our lives, but one of the biggest impacts for children is how it affected their growth in social and emotional skills, as well as their mental health. When students are at school, they are learning these skills through social interactions and learning scenarios. When students were forced into distance learning, we saw a lack of growth in those areas that they need to be successful. This section will discuss the ways that students' social and emotional skills were impacted by distance learning during the pandemic.
The COVID-19 pandemic was an experience that no one was prepared for. Students and teachers were forced to move schooling online, which created a whole new world of distance learning. While online classes are a common experience for college students, it was a new normal for elementary, middle, and high school students. Children had limited virtual interactions with their teachers and peers. Distance learning took away the valuable social interactions that students learn and grow from while attending school in person. During this time, "children's screen time may have increased rapidly, which could exacerbate the risk for depression, anxiety, and inattention among children, especially those in lower-income families" (Lee, 2022, p. 8). As a teacher who experienced the changes of distance learning during the pandemic, I saw firsthand the
effects that it had on students. One of the biggest challenges I've seen is the skills that students are lacking as they returned to a regular school year. Some students had spent close to two years distance learning, and some socially isolated from anyone other than their family. As students return to school, they are missing out on almost two years of socially interacting with peers and adults. They did not have the opportunity to build relationships, resolve conflicts, or develop healthy communication skills outside of their homes. During distance learning, students did not have the opportunity to develop their social awareness with peers, which involves seeing and understanding others' perspectives and empathizing with them (Denham, 2010). Although they may have had social interactions within their families, there are certain skills that just can not be developed at home. According to Denham (2010):
Numerous skills are crucial at this level, including making positive overtures to play with others, initiating and maintaining conversations, cooperating, listening, taking turns, seeking help, and practicing friendship skills (e.g., joining another child or small group, expressing appreciation, negotiating, giving feedback). In addition, skills related to being assertive (including resisting peer pressure to engage in unsafe, unethical, or unlawful conduct), resolving conflict, and addressing the needs of all concerned via negotiation develop during the preschool to primary school period. (p. 657)
These crucial skills that students were missing out on during distance learning are so important to focus on, for all students but particularly elementary students, as they are such formative years. Fontenelle-Tereshchuk (2020) states that "social interaction is key to the mental and physical development of young children" (p. 3). They need to
experience those social situations in order to develop their social awareness and responsible decision making in those relationships.
Not only were social skills impacted by distance learning, but emotional skills as well. As stated by Golberstein (2020) states that "the COVID-19 pandemic may worsen existing mental health problems and lead to more cases among children and adolescents because of the unique combination of the public health crisis, social isolation, and economic recession" (para. 3). As a teacher during and after the pandemic, I have seen skills such as self-awareness and self-management lacking in many areas. Students have come back to school from distance learning with a lack of stamina, shorter attention spans, and lack of self-motivation. Students had a lot more flexibility with their schedules at home, and may or may not have had family members there to help them. They did not have the high expectations that they are held to at school when it comes to working independently and productively. Lischer, Safi & Dickson (2021) found that students "expressed difficulties in concentrating and maintaining the necessary motivation for distance learning" (p. 7). As they have returned to school, many students have faced some challenges as they are expected to stay on task, work through problems on their own, manage their time, etc. to be a successful student. The SEL skills of self-awareness and self-management are important to rebuild as we make up for the skills that were not developed during distance learning.
An area that students struggle in since the pandemic, is managing their emotional skills. They may not have had the opportunity to work through their emotions at home, or the skill set to do so. Many families had working parents doing their best to help their students during distance learning, but may not have been able to help students work
through feelings like frustration or anxiety during school work if they were busy working themselves. Students need to be taught SEL skills in order to self-manage feelings and emotions. Students can be very easily distracted and easily frustrated if work feels difficult. These skills are always a work in progress for students, but it has become more prevalent since the pandemic and distance learning.
As we see students lacking any of these important skills, it is so important that teachers remember the impact of distance learning, and take the time to teach students what they may be missing. Teaching SEL will help students fill in the gaps that they may have after almost two years of not being in a regular classroom setting with regular social interactions.
Summary
In summary, we know through research that social emotional learning is essential to student success at school. There are many areas of focus when looking at SEL. Students must learn skills such as social awareness, relationship skills, communication skills, self-management, and self-regulation. There are many opportunities for teachers to incorporate SEL in regular curriculum and everyday school settings. Research has shown that the development of social emotional skills has positive impacts on academic success, and affects students as they continue on in life, whether that is maintaining healthy relationships or being successful in the workforce. Although some of these skills may be taught at home, it is so important to embed SEL into curriculum and interactions at school in order for students to be successful.
All students will benefit from SEL instruction, but there are also certain vulnerable populations that it is extremely important for, such as students diagnosed with behavioral and/or emotional disorders. These students are often lacking crucial social emotional skills because of their diagnosed emotional or behavioral disorders, and will greatly benefit from SEL instruction at school. There are also other mental disorders that affect a student's emotional skills, such as anxiety or depression, and those students can benefit from learning self-regulation.
All students were impacted by the COVID-19 pandemic and distance learning. During distance learning, students lost opportunities for important social interactions and relationship building at school, and did not have the same opportunities for growth in their self-regulation and self-management skills. Because of this, it is more important now than ever to have an SEL curriculum and resources that make it a regular part of the classroom setting. Teachers should be able to easily incorporate SEL skills throughout their day and embedded into their curriculum.
For my capstone project, I will be creating a curriculum that has easily accessible SEL resources for teachers to make this possible. It will be a curriculum that contains activities, scenarios, discussion topics, and role playing situations to help students develop and grow in their social and emotional skills. It will contain visuals and tools for the classroom that will help students with self-regulation skills, such as calming strategies. My goal is not to create more work for teachers, but to create something that is meaningful and beneficial for elementary-aged classrooms. Chapter 3 will outline this project, goals, and what to expect in the context of the curriculum.
CHAPTER THREE
Project Description
Introduction
In the previous chapters, the need for social emotional learning in the classroom was discussed through a literature review of research, as well as in my personal experiences. My experiences come from my positionality, which I view to be considered a "privileged" background. I am a white, straight, female, who grew up in a rural town in a middle class family. I am able-bodied and have no physical or academic disabilities. When I think about my positionality, I need to be very cognizant of how I approach my project, especially when designing a curriculum for people with different experiences as mine. For example, I teach in a school with a majority population of students that are minorities and come from low-income families. I was lucky to grow up in a middle class family and financial concerns did not impact my childhood. I am not a minority. However, I do need to think about how those aspects of my students' lives might change their lens at school. As I created my professional development project for my capstone, I was thinking about all factors, being inclusive, and using unbiased language. In this chapter, I will provide a detailed explanation about what the project is that will be created, based on the previously mentioned research and conclusions. The research question that guides this project is "How can we as teachers incorporate social emotional learning on a regular basis to create meaningful progress for students?" The question was formed as I reflected on my six years of teaching. I have always seen such a need to include social emotional learning in teaching, especially in my school, which is composed mostly of low-income students. I have only noticed an increase in these needs since the COVID-19 pandemic. My school has utilized elements from different social emotional learning (SEL) curriculums over the years, and they have left me with some big takeaways. When I first began my capstone, I had the intention of creating an SEL curriculum. I feel passionately about what is best for students in learning social emotional skills. I had noticed that sometimes, for teachers, SEL can come in second behind academics. I wanted to make a curriculum with resources to make it easier for teachers to include SEL on a daily basis in their classrooms. After I had done my research and began creating my project, I had the realization that what I really wanted was to make sure that other teachers learned and cared about teaching social emotional skills as much as I do. This caused my project to take a turn into becoming a professional development series, covering some of the concepts of SEL that I have researched and find useful in the classroom. I felt that this project could be a great opportunity for teachers to reflect on their own knowledge of SEL, and how they incorporate social emotional skills into their own lives and most importantly, their classrooms. This chapter will discuss the capstone project in detail. It will introduce the intended audience, review the research that supports the project, describe curriculum models that guide the project and provide rationale, and give a timeline for the professional development.
Project Overview
This project was designed with teachers in mind, and seeks to give them the knowledge and skills they require to meet the social and emotional needs of their students. The goal in creating this project is to cover some key topics of social emotional learning, and compile those into a professional development series. This professional
development should help teachers address social emotional skills in a meaningful way and provide them with knowledge of how to incorporate this learning in their classrooms.
As a teacher, I have attended many professional development sessions. As many teachers know, we can sometimes feel unenthused about having to attend yet another professional development, when we so badly want time to be prepping for our students. My goal is to make these sessions meaningful and informative for teachers. The teachers who participate in the sessions should leave with a feeling of having gained some knowledge in SEL, reflected on their own social emotional skills, and thought about how they can utilize this information with their own students. The information, including resources, will also be shared with teachers after the sessions so they can leave feeling like they have taken something that they will be able to employ in their classrooms while it is fresh in their minds. The professional development series will be presented to my third grade team teachers in our weekly hour-long collaboration meetings. This way, teachers will feel that they aren't being tasked with "extra work" by attending the sessions, as we already have to meet during these times. Since our weekly collaboration meetings change topic and we have many things to discuss during that time, I plan on including these professional development sessions for 45 minute sessions over the course of three collaboration meetings throughout the year. The dates will be flexible depending on the needs of our students.
The professional development includes sessions about Zones of Regulation to discuss emotional regulation. It also includes a session about MindUp, which discusses the parts of the brain and how they work in response to our feelings and environment. Lastly, there will be a session about Purposefull People, a curriculum by Character
Strong, which discusses different character trait skills in relation to the five main areas of SEL according to CASEL (2022). In the sessions, I will be showing many visuals related to the social emotional learning topics I am covering. I will make sure that the participants have access to these resources for use in their classrooms after we have completed the professional development sessions. This will include things such as the Zones of Regulation visuals, parts of the brain, and different images that coincide with the character traits of Purposefull People.
The professional development was designed with third grader teachers in mind, however could easily be used for other elementary grades and staff who aren't classroom teachers. The school that the curriculum was designed for is located in a suburb near a major metropolitan area in the midwest. The specific school is a Title 1 school, which means that there is a high percentage of children from low-income families and the school receives supplemental funding to aid students. The school serves approximately 450 students, with 92% of the student body made up of minorities. Approximately 75% of the students receive free or reduced lunch. The professional development sessions were designed with this student population in mind.
Rationale
The topic of social emotional learning was selected because of the needs I have seen in my school, as well as hearing those same needs from my colleagues. Social emotional skills have already been shown to be extremely important in life in general, as well as impacting academics. These needs have increased since the COVID-19 pandemic, considering that students spent time distance learning and not getting those social experiences that they would in a school setting. With the needs I have seen in our
students, I felt a teacher-centered professional development in social emotional learning would help us think about the important needs of our students, outside of academics. The idea for this project is inspired from multiple social emotional concepts. There are concepts from the MindUp Curriculum (Mind Up, 2021), which focuses more on understanding the brain. Participants will be able to understand why their brain reacts a certain way, concepts such as "fight or flight", and how to work on self-regulation by using those understandings. In addition to learning about how the brain works, participants will learn about emotional regulation through The Zones of Regulation (Kuypers, 2011). Participants will have a better understanding of all the emotions they and their students may experience. The goal will be for teachers to help students to label their own emotions by saying things such as "I am feeling frustrated because of something that happened at recess", or "I am having a hard time controlling my body because I am excited". In addition, the CASEL 5, which are the pillars of social emotional learning (self-awareness, self-regulation, social awareness, relationship skills, responsible decision-making) will be discussed along with learning about character traits. (CASEL, 2022). Those character traits will be further explored through a curriculum called PurposeFull People (PurposeFull People, n.d.), by Character Strong, which explores nine different character traits that can be focused on with students.
As the literature review has shown, social and emotional learning is a very important component to students' success (Durlack et al., 2011). When students are lacking in their social emotional skills, there is less focus on academics. However, when a student has strong skills in those areas, it has been shown that their academics are impacted in a positive way. It has also been discussed that these skills are not only
important in school, but that they transfer over as a student becomes an adult in the workforce. Weissberg & Cascarino (2013) stated that in both school and work force, there are necessary skills required for success, including empathy for others and self-management. These discussions support the idea that students who are equipped with the five pillars of social emotional learning will have success in many areas of their lives, including relationships, academics, and in the workforce as adults.
In order for students to achieve success in the five pillars of social emotional learning, they have to have a teacher who understands the concepts, promotes an environment of social emotional learning in the classroom, and intertwines those values into their own lives. Because of this need, I created this project for my team of third grade teachers, with the goal to be better for our students.
Project Assessment
The professional development contains self-reflection surveys. They will be short reflections prior to the sessions, and after. These will be used to determine the usefulness of the sessions and what participants felt they gained from them. There will also be discussion questions that I will use as formative assessments to gauge the learning and engagement of my participants.
I will also ask for feedback from the teachers who attended these sessions, which will be my third grade cohort. I will be looking for feedback about the effectiveness of the professional development, and how it impacted their social emotional instruction in their classrooms.
Project Timeline
The timeline for this project began in January of 2022, where I developed a research question for my focus. I identified multiple sources of information that supported my topic and the need for social emotional learning. After doing a literature review, I determined the strategies and research that I wanted to guide my capstone project. The next step was designing my project. I began with the intention of creating a social emotional learning curriculum, and through the journey of creating this capstone project, I decided to change the direction of the project by creating a professional development series for teachers. During the summer of 2022, I developed a series of Google Slides presentations that follow the sessions, along with a guide for presenting them. This project was designed for third grade teachers, and will be presented throughout the 2022-2023 school year at team collaboration meetings.
Summary
In this chapter, I outlined my capstone project which was based on the question "How can we as teachers incorporate social emotional learning on a regular basis to create meaningful progress for students?" I outlined what the project looks like. It consists of a social emotional learning professional development series designed for third grade teachers. The project contains a three part series of Google Slides sessions to be presented as professional development. This chapter also outlined what the project assessment will look like. It will contain pre and post evaluations, as well as formative assessments throughout the sessions. Lastly, the timeline for the capstone project was described. This project will be implemented throughout the 2022-2023 school year. Chapter Four will be a reflection about the development of the capstone project.
CHAPTER FOUR
Reflection
Introduction
The purpose of this capstone project was to explore the guiding question, "How can we as teachers incorporate social emotional learning on a regular basis to create meaningful progress for students?" In my six years of teaching, I have learned so much about social emotional learning. When I became a teacher, I of course knew that social skills and emotional skills were important for children to have. However, over the years I realized just how important. As I was trained in many different areas of social emotional learning (SEL), it became a passion for me. Over the years it became natural for it to be a part of my everyday routines, discussions, lessons, and interactions in my classroom. As a teacher, I feel strongly that it is so important for us to be equipped with the skills to teach and incorporate social and emotional skills along with academics in our classrooms. This is what eventually led me to my capstone project idea: a professional development series intended for elementary teachers to have the responsibility of teaching social emotional skills in their classrooms.
In this chapter, I will go over some of my major learnings throughout this project. Next, I will revisit my literature review and discuss connections I have made. I will discuss implications, limitations, and future research possibilities. Finally, I will discuss how I plan to use the results of my professional development training and how it is a benefit to teachers.
Major Learnings
I had many insightful moments and new learnings as I worked through the completion of my capstone project. This is, as many capstones are, the first time I have ever written such an extensive research paper, and then gone through the process of turning that into a project. I learned a lot about the research process and saw the benefits of doing a literature review. As I researched from so many different sources, I found how helpful it was to gather and compare information to feel knowledgeable enough to write about the topics at hand. Doing the literature review helped me see that a large variety of sources is important when looking for information.
Next, I learned a lot about my values as I completed this project. I already knew going into this that I felt strongly about social emotional learning, which is why I chose to do my capstone around that topic. However, as I dove further into reading about social emotional learning, I developed more thoughts about subtopics I felt strongly about within the realm of social emotional skills. I also learned that, although my number one priority is the students and making sure we instill them with the skills that they need in life, I actually really feel passionately about making sure teachers are equipped to do just that. As I morphed my project throughout this journey from originally wanting to create a curriculum, into deciding to create a professional development, I realized that is because I care about teachers having the knowledge and tools they need to better our students.
Finally, I learned quite a bit about designing a professional development (PD). I have created presentations before, yes, but not in this manner. As a teacher, I understand the phrase often said that "teachers are the worst students". From experience in years of professional development trainings, I believe there are many reasons for that phrase
existing. I think teachers are constantly overwhelmed with work, so it is often hard to feel invested in a PD training when there is so much prep and work to be done for our students. Also, I think that teachers can often feel that professional development training is repetitive, and are often topics they have already learned about. From these observations, I wanted to make sure I created something that felt meaningful to the teachers I will have as participants in this PD. It is definitely challenging to create something for adults that feels engaging and meaningful, when I am so used to creating things meant for eight year olds. As I thought about the future audience of my professional development, I couldn't help but think about the people that will soon be presenting information to me and all the hard work and thought they will have put into those training sessions. Generally speaking, I felt that I learned a lot about what it is to create a professional development for adults and the amount of time and effort that goes into it.
Revisiting the Literature Review
Now that I have reached the end of this capstone journey, I will take time to reflect back on Chapter 2, my literature review. I will discuss what information was important, connections I made, and new understandings I gained.
One of the major learnings for me was reading more about the CASEL Framework and the five pillars of social emotional learning (CASEL, 2022). I had heard of each of the five pillars before, but had never read more in depth about the framework and how they group social and emotional skills into those five main categories. As I read, I felt a lot of connection in how I see those skills with students in everyday life, and why I feel so strongly about the importance of social emotional learning to be a successful
student. I created professional development around a curriculum (Purposefull People) that is available at the school where I teach, and it was helpful to have learned more about the CASEL framework, as the CASEL standards guide Purposefull People.
A new learning for me when researching more about the Zones of Regulation (Kuypers, 2011), was the idea that all zones are okay. Teachers, including myself, often have used the color zones to identify emotions, but with the goal to "get back to the green zone", which is calm and happy. I am guilty of using that language in the past. However, Kuypers discusses the idea that all feelings are okay, and the purpose of the Zones of Regulation is to help students identify the emotion they are experiencing, and have strategies in place to manage those emotions. The idea is to teach students that it is okay to feel their emotions in the zone they are in, rather than encourage them to "get back to the green". As adults, we also experience a variety of emotions, and may be in different zones, but we don't always tell ourselves to get back to being calm and happy as soon as possible. Rather, for example, if we are feeling stressed, we may have tools that we know help us regulate that emotion to deal with it. This idea really made me reflect on my teaching practices in the past, and think about what I will do differently going forward. Changing the language we use when thinking about the Zones of Regulation is one concept that I am excited to present to my teacher participants in the professional development. I think it is really important information and will help create emotionally healthy students.
Implications
When I think about the implications of this capstone project, I think about one of the definitions of the word implication, which is "the action or state of being involved in something". When I read that definition, I can only think about how important it is to be involved in our students' lives, and in their development as people. I think as teachers, we have the privilege of instilling these skills in our students that will help them grow into successful adults. By being involved in their lives every day, it is our responsibility to make sure we are helping students develop their social and emotional skills in order to be successful, kind, empathetic humans. I believe that the major implication of my professional development sessions will be that the participants will leave with positive intent to better themselves and their students in social emotional skills.
Limitations
One limitation of my project is time and unpredictable teacher schedules. I have slotted these professional development training sessions to be presented in our team collaboration meetings. As many teachers know, things come up, such as having to miss a meeting to cover a class, or something important coming up and getting moved to the top of the agenda for collaboration meetings. I want to be realistic about the fact that in a school setting, things often come up, and I may have to be flexible with my presentation timing.
Another limitation is knowing that although I can present information to my participants through this professional development that I feel passionate about, I cannot control what they choose to do with the information. My hope is that they will take away concepts and strategies that they plan on utilizing in their classroom with their students.
Future Research
When I think of future research or projects, I think about my original plan for this capstone project- a social emotional learning curriculum. What ended up being the factor in deciding to create a professional development instead was that I really wanted teachers to have the knowledge and resources to feel confident in teaching these skills to students. What I would be interested in doing in the future is creating a curriculum for these same teachers to further help them implement social emotional learning in their classrooms. Again, the hope is that after my professional development, the teachers who participate will put these concepts into regular practice in their classrooms. Once that becomes a habit, it would be beneficial to then create a curriculum that coincides with the concepts of social emotional learning that they have become comfortable with.
Results and Benefits
In my professional development, I have short assessment surveys. I will use those to assess whether or not participants felt like they gained knowledge and left the sessions with information they will use in their classrooms. I also have the benefit of being able to ask the participants their honest opinions of the professional development and whether they have any feedback that I can improve on, or things they would have liked to be included. I will use their feedback to adjust my sessions as needed, and if they feel successful I will be happy to share my work with others in the school.
I think the benefit of my project to the teaching profession is that it will provide information to teachers that can help them become better for their students. Social
emotional skills are just as important as academics, if not more, in my opinion. I hope to have teachers leave my sessions feeling the same.
Conclusion
In this chapter, I provided a reflection of my project and the experience of creating it. I first reflected on some of my major learnings through this experience. Then, I revisited some of the concepts from my literature review that I felt became really important as I continued my project, as well as some that were new information for me. I then discussed the implications and limitations of my project. Future research or project options were discussed. Lastly, I considered how I would use my results and what the benefits of my project will be to this profession.
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Wilson, K. "Handbook of Emotional and Behavioural Difficulties, Peter Clough, Philip Garner, John T. Patrick and Francis Yuen (eds), London, Thousand Oaks, New Delhi, Sage Publications, 2005, Pp. 446, ISBN 0 7619 4066 9, £85." The British Journal of Social Work, vol. 35, no. 5, Oxford University Press, 2005, pp. 777–79, https://doi.org/10.1093/bjsw/bch315.
World Health Organization. "Adolescent Mental Health." World Health Organization,
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Role of Banjara Community in the Trade and Transportation in Medieval India
Dr. Ramesh Dhanraj Jadhav
Head and Research Guide Dept. Of History R. C. Patel Arts, commerce & Science College Shirpur, Dist- Dhule M.S email@example.com
Abstract
Despite the abundant work on mediaeval Indian history, it is a fact that much is not written on trade and transportation system prevailing in in that particular period. The present paper is an honest attempt to trace the trade and transportation services rendered by a Nomadic tribe; Banjara. Banjara community has given everything to ease the complexities of transportation encountered by masses of all walks of life. The paper minutely records the references of some historians who paid much attention towards the system of trade and transportation particularly controlled by this dedicating community. In spite having many obstacles of social and economical backwardness, Banjaras continued their services under various regimes.
Keywords: Banjara community, trade, transportation
Introduction:
Each community or section of society has always been a part of constructive programme in each state. Banjara is such a section of the social heritage which is usually seen as nomadic people .This section of the Hindu community predominantly dwells in the northwestern belt of India in Rajasthan, Karnataka, Maharashtra, Aandra Pradesh and Telangana. Their ancestors were transporters of goods such as grains, wood, salt, pepper, cattle and other domestic products. This is the evident of fact that their role in trade and transportation has been crucial in the dynasty of all rules, ranging from medieval to modern. Banjaras were known as the drovers of cattle, heavy loads and other objects .In the medieval, Indian people used to do trade activities by utilizing transportation by means of bulls , camel, donkey , etc. Most of the commoners carry stack on their heads .In northern parts of the
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country, goods were comparatively carried over by transportation on bulls and camel. Even bullock carts were used . In comparison, in the southern India maximum goods transportation was being done keeping it on the back of cattle. Banjaras were predominant in the availability of bulls for the trade transportation.
Role of Banjara Community in trade and transport :
These people, despite having identity as Nomadic tribe, prefer to live in Tanda from where they would spread their skill of transportation. Tanda was not merely community centre for gathering together and functioning. According to Mundy : In the morning we met the Tanda of Banjaras having over 14000 bulls all loaded with grains as rice, wheat carrying four great Maunds…
For this gypsy community, Dasehra & Diwali play pivotal part. Former is an emblem of community togetherness for achieving a special purpose while latter stands for breaking up such compel and leading to celebration of the most holy festival season. Travelling puts forth that for successful carrier of Jowar , Rice and Salt. The trade class had no solution except that of gypsies. That was quite easier for trading class to carry such heavier sacks or loads on 1000 to 1500 bulls with the Tanda. It does not mean that their oxen were constrained to serve other but they also had liberty to trade on their own. The powerful in Banjaras was the man who owned thousands of cattle. Even Travelogues of Europe are testimony to confirm that Tandas were accessible for trade and transportation.
In the medieval period the roads were not rudimentary particularly those connecting the bigger ruler areas or to capital city. Most of the paths emerging from remote regions had the lowest level of accessibility .In such decrepit circumstance tradesperson's in spices relied on Banjaras. Among the merchant classes some were specialized in whole sale trade and the others were retailer sales business men.
In the seventeenth century , Indian transportation system was not so progressed, roads not even made of stones and sand. Those trodden paths were known as routes for masses but this does not mean big troops or even solitary traveller could walk as per his or their caprice. Business convey large groups of pilgrims would follow the well trodden roads and even for the desolate journey , such paths were secure and were acclimatized with the availability of fodder and water despite having been through passes and river . North Indian plateau was quite formidable for trade and transportation as oxen and camel were used for
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carrying loads and even bullock carts also carried goods. But very few roads were approachable for bullock cart carrier in the south India due to natural hindrance. In this part of India maximum transportation was done on back of cattle. This community people carried bow-arrow and guns for self-defense.
Mundy writes in 'The Travels of Peter Mundy In Europe and Asia' (1608-1667): The 25 th August 1632. This morning we passed by another Tanda of oxen in number 20000(as themselves said), laden with sugar which there not could be not less 50,000 English hundred weight, at2.5 cwt. to each ox. The goods lay piled on heaps by reason of Rayne, covered with great red Pal ;a 100s of tent of which in my judgment not could be less than 150 ,which resemble a reasonable Laskar or Camp."
Banjara community was handy in transportation not only in Mughal regime but also in the kingdom of Shivaji Maharaj . Weight of bullock cart during Shivaji reign was light and not heavier as other rule. Rich section of society used Palanquin whereas common section of society preferred cattle for carrying burden of goods. Banjara community was coined with different names in different areas of India, for instance, Edgar Thurston in `Castes & Tribes of Southern India'( vol. 4) unambiguously mentions that Lambadi class was known as Lambani , Brinjari , Banjari ,Boipari ,Sugaali or Sukali.
The community of Banjara was a serving that even the renowned `Journal of A Route Across The India'; Lieutenant Colonel Fitzclarence precisely notes :"These are a class of itinerant merchants who travel over the India with many thousand oxen loaded with grain. It is by these people that the Indian armies in the field are fed, and they are never injured by either armies .The grain is taken from them, but invariably paid for. The head of Banjaras has privileges at the courts of the native princes. They encamp for safety every evening in the regular square formed of the bags of grains, of which they construct a breast work. They and their families are in the centre while oxen are made fast outside…
The nomadic tribe in India extended its assistance for the army as well as for the trading class. Banjara community had a crucial role in activating trade and transportation system of the Indian medieval period. This working class of the society was conscientious and earned their bread butter with sincerity. This gypsies wandering still appear constant. Most of them have found themselves roaming for work with their families at the site of construction, for sugarcane breaking, harvesting and other labouring site .
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With the advent of British rule in India, rapid growth of transportation system as the railways and buses elaborately affected conventional transportation service of Banjaras. Even after 2 to 3 centuries their financial condition is worsening. This section of society has become one of socially and financially backward class. Educational facilities extended to this class are not of high standard. Even wards of this weaker section are deprived of perfect educational milieu on account of family apathy and heedlessness of government.
Conclusion:
1. Banjara's are the community deciding the country from ancient days.
2. Banjara's were and are primary trading section of society.
3. there is no advancement of the community at the abundant level as maximum masses are in nomadic mode
4. Most of the regimes ruling in the India free British time had observed transportation significance of the banjara community
5. Banjara's ware spread in every nook and corner of the country
6. Mediaeval era of Indian history is incomplete without the reference of banjara community
7. Banjara communities contribution in trade and transportation of mediaeval age is quite commendable and noteworthy.
Reference:
1. (Ed)LT-Col.Sir Richard Temple – The Travels of Peter Mundy in Europe & Asia (1608-1667 Vol -2)
2. Mendhale Gajanan – Shri. Raja Shiv Chhatrapati Vol. 1 2007
3. Ed-LT-Col.Sir Richard Temple – The Travels of Peter Mundy in Europe & Asia (1608-1667)( Travels in Asia Vol -2 1628-1634,London 1907)Pg. 53,54,56,58,59,63,95,,144,258,178,240,246.
4. Edgur Thuurston – Cast's & Tribes Of Southern India Vol 4 K-M Madras ,1909
5. Dhekne K.D. – Shivkalin Maharashtra (DR.Jadhav Ramesh – Shivkalin Vahtukichi Sadhane Pg. 155), Jalgaon -2016
6. Lieutenant Colonel Fitzclarence - Journal of A Route Across The India
7. Akhil Mharashtra Itihas parishad Shodh Nibandh sangrah (2002) Jadhav Ramesh – Purv Khandeshatil Banjara samajachya Rudhi ,Pratha Ani Parampara.
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Hamline University
DigitalCommons@Hamline
School of Education and Leadership Student Capstone Projects
School of Education and Leadership
Summer 2022
Unlocking Math Minds: Using Inquiry-based Instruction to Increase Student Engagement and Learning in a Third Grade Classroom
Eric Swendseid
Follow this and additional works at: https://digitalcommons.hamline.edu/hse_cp
Unlocking Math Minds: Using Inquiry-based Instruction to Increase Student Engagement and Learning in a Third Grade Classroom by
E. Travis Swendseid
A capstone submitted in partial fulfillment of the requirements for the degree of Master of Arts in Teaching
Hamline University
Saint Paul, Minnesota
August 2022
Capstone Project Facilitator: Laura Halldin and Abigail Rombalski
Content Expert: Tracey Beaverson
Peer Reviewers: Melissa Elsen and Kristina Kamp
"If we teach today's students as we taught yesterday's, we rob them of tomorrow."
- John Dewey, 1916
ACKNOWLEDGEMENTS
A very special thank you to my wife, Jen, and my two children, Emmett and Greta. Teaching has always been a dream of mine. Because of them, I get to live my dream everyday. Their ongoing support and positivity encouraging me to keep going is what enabled this project to be completed.
TABLE OF CONTENTS
CHAPTER ONE
Introduction
Background
"If we teach today's students as we taught yesterday's, we rob them of tomorrow." (www.everdaypower.com/johndeweyquotes). I first discovered this quote when researching project-based learning strategies for my social studies class this year. I then came across this quote by long-time science educator Curt Gabrielson (www.wisefamousquotes.com/inquirylearningquotes), "If you tell somebody something, you've forever robbed them of the opportunity to discover it for themselves". I highlight these two quotes as I feel they fully encompass my research to answer the question, How can the implementation of inquiry-based math instruction increase student engagement and learning success in a third grade classroom? In this paper, I review literature from philosophers and educators who made education what it is today. I share new studies from educators and the recent changes made in education, specifically how teachers facilitate learning for and with their students. The purpose of the research conducted is to educate today's teachers on the powerful nature of inquiry and how it impacts student learning.
Before I can answer the question posed above, I must first answer the following questions: What is inquiry? What is inquiry-based learning? As defined by the Galileo Educational Network, "Inquiry is the dynamic process of being open to wonder and puzzlements and coming to know and understand the world" (What is inquiry?, n.d.). Alberta Education states that "Inquiry-based learning is a process where students are involved in their learning, formulate questions, investigate widely and then build new
understandings, meanings and knowledge" (Focus on Inquiry, Alberta 2004). When creating a culture of inquiry in a math classroom, I am not talking about students immediately forming questions and guiding the lesson to where they want to go. That type of inquiry is utilized in classes such as social studies. In math instruction, there are standards and concepts that the students are expected to learn. Where inquiry enters is how the students learn those concepts. Rather than traditional teaching, which would be to tell the students they will be learning how to add multi-digit numbers and then telling them the algorithm, inquiry-based learning will present a problem and then ask the students a simple question, What do you wonder? When I state 'simple', I don't intend the question to be low-level thinking or easy to answer. What is meant by 'simple' is that it only takes one question to help prompt the students' thinking. Simple. What do you wonder is a common inquiry question. What if you used something different? What do you notice? What seems incorrect in this scenario? How do you see these images? Students are then allowed the freedom to explore the problem from their perspective and their entry point to the mathematical concept. Kühne (1995) suggests that using inquiry-based learning with students of all abilities can help them become more creative, more positive and more independent. This creativity and independence helps students solve the problem presented as well as develop skills for real-world problem solving in their future years.
Personal Experience
As I think back to my experiences in my elementary education, the following discussion comes to mind.
"Students, take out your textbooks, and turn to page 83. Today you will be learning how to solve for the area of a triangle. I will be handing out a worksheet with examples followed by problems that you need to solve in class. Your homework will be problems 1 - 7 on page 85. The area of a triangle is simple. The formula is ½ (b x h)".
Does this sound familiar to you? Growing up in a small, rural community in northwestern Minnesota, my education was traditional. When I say traditional, I mean many, if not all, teachers used the method of rote learning. The classrooms were teacher-centered. Oftentimes, it felt like I was one of the students sitting in the front row in a classroom much like the one represented in Ferris Bueller's Day Off (1987). I had excellent teachers, many of which I still admire today. One may argue that they didn't know any better. That was how they were taught. That was the norm for teachers at that time. If they tried anything different, they would have been accused of being a rebel, much like John Keating from the movie, Dead Poets Society (1989).
Unfortunately, the methods described above are still used by many educators today. I remember a time when I was back home with my sister and her daughter. My niece, who was a sophomore at the time, was struggling through her mathematics homework. I jumped in to help her. I first asked what instruction and support she was given from her teacher. She told me that she was just given a few YouTube videos to watch and then given the assignment. I was so frustrated. We started from square one of the concept. Ultimately, she went from not understanding the concept to being able to successfully complete the problems on her own. Why was she able to do this? Because I did not simply tell her what to do. The algorithms meant nothing to her because she didn't know what they were doing or how they worked. She had the algorithm, but she needed the space to ask the questions. She needed the space to discover on her own with guidance. Too many times, educators follow the teacher-driven model as described by Fennema and Carpenter (1991). This model shown below (Figure 1-1) assigns a central role to students' and teachers' thinking (Fennema and Carpenter, 1991). In this model, all of the thinking and decision making is controlled by the teacher, not by the student. This is where students, like my niece, begin their struggle with engagement in mathematics. In this model, the teacher is the content expert and they are basing their instruction on their expertise and presenting the problems based on the concept. It is "I tell. You do".
Flipping the model, and letting the student drive the learning allows them to meet the math problem where they are at and solve the problem in their way. This allows students to build confidence in their math abilities, which increases engagement and learning success.
Another method of teaching, which I feel can run parallel with inquiry-based instruction is cognitively guided instruction (CGI). Carpenter describes CGI as instructional decisions based on careful analyses of students' knowledge and the goals of instruction (1991). CGI is not discovery learning. It is purposeful and strategic. There are scaffolds put in place through the use of questions which help students understand the concepts, not because they are memorizing, but because they truly understand the concept and how it works. CGI is a pedagogy that works in conjunction with inquiry-based instruction because the student drives the thinking. In both pedagogies, the teacher is a facilitator, a coach, not simply an expert or a "holder of the knowledge", in a sense. Looking back at the story about my niece, following the traditional method would have enabled her to complete that assignment. At the same time, she most likely would have had the same perception of herself and math - that she is not a "math person" and math is not fun. By putting the learning in her hands, allowing her to explore and ask questions, she built confidence in herself. Her learning was long-term. She was inquiring, and she was learning.
After that moment, my dad looked at me and said, "You need to be a teacher. The world needs good ones." It was shortly after that moment that I enrolled at Hamline University to pursue my Elementary Education K-6 teaching license.
Professional Experience
I had always talked about changing the way I teach mathematics, but I never really knew how to do it. What I needed was the "ah ha" moment, and I had that moment a couple years ago. It was halfway through my first year teaching math to my sixth graders. I was saddened by how many of my students said, "I don't like math. I'm just not a math person." It was at that moment I knew that I needed to try something different. I had heard about Jo Boaler and her passion around helping all students engage in mathematics successfully. It was at that point, I decided to utilize her messages. I played two videos from her website (www.youcubed.org). One of the videos provided the students with four key messages.
1. There is no such thing as "smart people" and "not smart people". There is no such thing as a "math person".
2. When you believe in yourself, your brain works differently.
3. Mistakes grow your brain.
4. Speed is not important. It is important to think deeply and creatively.
I used those messages to create a math contract. I had every student sign the contract. I then had each student write down two things they can do to change their mindset. I chose ten of those statements and made them into the "Mathcenter Top 10". Both the contract and the "Mathcenter Top 10" were placed on a wall in the classroom. I wanted the students to know, first and foremost, that math is for everyone.
One of the most impactful messages was the importance for deep and creative thinking. Thinking deeply and creatively is the core of inquiry-based learning and instruction.
Later in the year, during my second professional observation, I was teaching a lesson on how to solve for the area of a triangle. Prior to this lesson, the students had solved for the area of a rectangle. To begin this lesson, I provided each student with a square. I started the lesson by asking the students, "How can you use what you know about the area of a square to solve for the area of a triangle?" A few of the students blurted out the formula. That was my fault, as I wasn't ready for that and I didn't give clear instructions. I then told the class that they could use the paper square to help. During this time, many of the students were able to turn the square into a triangle. At that point, we could talk about how the area of a triangle is half the area of a square. This was the start of inquiry-based learning. The students were engaged. The students were learning, because it wasn't simply "follow the leader" and do what I say.
After the lesson, during my post-observations meeting with my principal, I was given feedback on my lesson. My principal wondered why I spent so much time letting the students struggle through creating a triangle out of a square. She felt that much more practice and learning would take place if I would have "got to the formula quicker". It was at this moment that I challenged her. I told her that learning doesn't happen that way. Compliance does. I then explained to her how letting the students own their learning and letting the students discover how and why the formula works would increase their long-term learning. By simply telling the students and then sending them to their workbooks to practice, they are computing the problems and finding the correct solutions, but many times they are not understanding.
Utilizing this type of instruction, I saw students' engagement rise. I saw smiles. I heard students talking about math, saying that it was fun. One of my happiest moments was when I heard a student say, "Is it time to leave already? Math was fast today!" The student was engaged. The student was focused on learning and truly grasping the concepts, not just memorizing and completing a worksheet as quickly as possible. I was creating life-long learners.
Traditional versus Inquiry-Based Instruction
Since the beginning of math education and continuing into the education of today's students, many educators teach math by telling. For many years, students have received direct-instruction. Success in math was defined by being able to remember the correct algorithm and calculate the correct solution. Smith (1996), while making a case for reform in math instruction, describes the practice of math instructors. He paints the picture of a classroom in which the teacher is lecturing to the students. The students are being told (receiving) the facts, procedures, and algorithms for different problem types. There is one correct procedure for solving a problem. Educators provide direction and problems from the textbook, and the students' success is defined through their ability to memorize and apply the correct method for solving the problem posed to them. Their success is based on the expertise of the instructor, the transformation of information, and the students' innate ability.
The question that arises from this classroom description is this, "How does this traditional method of teaching create life-long mathematicians?" By definition, a mathematician is someone who is an expert or specialist of mathematics. One could challenge that by memorizing methods and procedures, being able to select the correct algorithm for a certain problem could create a great mathematician. This will work up to a certain point, but what happens when a student comes across a problem that they haven't seen before. They recognize the numbers; however, they are unsure of what to do with them. This scenario questions the effectiveness of traditional teaching. It is the foundation of Jo Boaler's research. In Boaler's book on mathematical mindset, she talks about how children today are introduced to formulas and algorithms before they are cognitively ready to be introduced to these procedures. Oftentimes, this leaves them confused. She continues to explain, saying that the inquisitiveness of children's early years fades away and is replaced by a strong belief that math is all about following instructions and rules (2015). Creating a classroom environment where students are shown an image or given a problem, but instead of being told what strategy to use to solve it, are instead told to come up with ways they think would work for the solution, is a classroom that supports inquiry-based instruction and learning. It is a classroom that
doesn't simply teach the procedure and teach students how to compute. In order for our students to truly understand what they are learning, they need to ask questions, challenge each other and themselves. They need to wonder. They need to notice. They need to explore. This is the foundation of inquiry-based learning and instruction. This is how students become excited about mathematics. They begin to realize the importance of solving math problems, not just memorizing math solutions.
Summary
Entering my third year of teaching, I will have the opportunity to create life-long learners, which is the goal of every educator. I feel that the most effective way to create a life-long learner is to put the learning into the students' hands. They are the experts, I am the facilitator. It is true that in any content area as an educator, a certain level of content knowledge is required. It is why I challenge myself to learn something new continually. It is why I am conducting this research and creating a math curriculum for my third grade classroom. As I have described above, there are several reasons for the significance of inquiry-based learning and instruction. Specifically in math instruction, letting the student wonder and explore will allow for deeper thinking. This level of thinking will allow the student to go beyond memorization of a procedure. With inquiry-based instruction, students will be able to ask the questions they need to ask to understand the concept. They will be able to notice things. Students will be able to explore different solutions. Furthermore, they will be able to talk about those solutions and learn from each other. It is through this type of instruction that students become engaged mathematicians, critical thinkers, and problem solvers; not just human computers.
In Chapter 2, my research focuses on the benefits of inquiry-based learning and how educators can ensure that their students have the opportunity to engage in this type of learning. I provide several examples of how a student's cognitive development increases as a result of inquiry-based instructions. I provide research on the benefits of inquiry-based instruction versus the traditional rote/memorization pedagogy. There are researchers and educators that feel this isn't the best method for a students' learning. I provide insight to this challenge as well. After reading this chapter, I will have clearly documented information answering the question: How can the implementation of inquiry-based math instruction increase student engagement and learning success in a third grade classroom?
CHAPTER 2
Literature review
Introduction
As educators, it is our purpose and our responsibility to help facilitate our students' learning experiences to help them grow into life-long learners. The research presented in this chapter focuses on the facilitation of student learning. The research reviewed supports the answer to the question, How can the implementation of inquiry-based math instruction increase student engagement and learning success in a third grade classroom?
First, I provide insight into the importance of inquiry-based learning. Within this section, I define inquiry-based learning and inquiry-based instruction. I explain how the theory of constructivism influenced inquiry-based learning. I also dive into the differences between a student-centered classroom and a teacher-centered classroom. Secondly, I examine the effects of inquiry-based instruction on student engagement and learning success. My review includes research that compares an inquiry-based classroom to a traditional classroom focusing on the difference in cognitive development and engagement. I present research on the long-term learning and understanding of mathematical concepts. I also conduct research on the improved problem-solving skills when encountering real-world problems. Lastly, I dive into how to implement inquiry-based instruction into the classroom. Inquiry-based instruction is not simply asking a question and then letting the students go to work. That is part of it, but what is done with the question and the conversation afterwards is what leads to a clearer understanding of the concept. I describe methods and strategies that educators have used or can use when implementing inquiry-based instruction. The themes presented in this review support my research question, How can the implementation of inquiry-based math instruction increase student engagement and learning success in a third grade classroom?
The Importance of Inquiry-Based Learning
What is Inquiry-Based Learning? The conducted research showed that there were many definitions for inquiry-based learning. Dewey (1910) believed that the learning process begins when the learner is placed in an environment that causes confusion or doubt. To progress beyond confusion and doubt, the learner engages in inquiry and reflective thinking. Alberta Focus on Inquiry (2004) defines inquiry as the dynamic process of being open to wonder and puzzlement and coming to know and understand the world. Inquiry-based learning is a process where the students are involved in their learning. The students create the questions and investigate them. From the investigations, they develop and build new understandings, meanings, and knowledge. A D Handayani et al (2018) describe inquiry-based learning as a model that encourages students to organize their own activities while studying mathematical statements. In this environment, students take responsibility for their own learning. The teacher guides the students by giving different mathematical activities. In all of the descriptions of inquiry and inquiry-based learning, there was one common theme. çIn the following sections, research is conducted on the differences and benefits between the student-centered model and the teacher-centered model. The inquiry-based classroom environment incorporates the student-centered model. In discussions with colleagues and in the literature reviewed, these two models are talked about frequently in general terms.
But what do the models truly describe? Clements and Batista (1990) define student-centered instruction as giving "preeminent value to the development of students' personal mathematical ideas" (p. 35). With this model, the students are provided with opportunities to be an active participant in their knowledge gain of mathematics. This differs from the traditional teacher-centered model or teacher-directed model. Clements and Batista (1990) state that the goal of teacher-directed instruction is "transmitting sets of established facts, skills, and concepts to students" (p. 34). Bok (2006), when writing about a student-centered classroom, suggests that when students are working on their own, mentally challenging themselves, their learning is much more effective. Students are not able to recall what they learned when being lectured. Morgan et al (2015) states that student-centered strategies focus more on the understanding of the mathematical concept rather than procedural fluency. The research supports a student-centered environment where students are given a voice. Learning is active, not passive.
There are different types of inquiry-based learning. Mackenzie (2018) describes the different types as structured, controlled, guided, and free. The research presented in this paper is focused on guided inquiry. As discussed previously, with math instruction, because there are standards and concepts that students are expected to learn, the benefit of guided inquiry allows for students to take agency in their learning, while the educator guides students through their attainment of the mathematical concept. Mackenzie (2018) explains that guided inquiry as one where the teacher chooses the topics and questions, and the students then explore and determine the solution. When describing guided inquiry, Gialamas et al (2001) focus on the benefits for the student beyond the immediate acquisition of the concept or procedure. Guided inquiry encourages students to be active learners in their education. When doing so, they are able to go beyond the mathematics world and into their everyday world, making the math and learning more meaningful.
Another term used to describe inquiry-based learning is discovery. It is important to differentiate the two terms: discovery and guided inquiry, as they are different. Alfieri et al (2011) explains that discovery learning is a teaching method where students are not given the algorithm or conceptual procedure. Instead, the students are left alone to explore and discover how to solve the problem. Discovery learning is different, as the learning is completely on the student. There is very little, if any, guidance. Mayer (2004) cautions educators about the use of discovery learning without any assistance. It is good to give students the autonomy to solve a problem, but helping the students by scaffolding their learning is critical to the cognitive growth and acquisition of the mathematical concept. This is where the support through guided inquiry and the strategy of cognitively guided instruction is used.
When defining inquiry-based learning, it is critical to also describe what it is not. Duffy & Raymer (2010) provide four misconceptions about inquiry-based learning. With each misconception, they provide arguments supporting the benefits of inquiry-based learning. The first misconception is that students are given a problem and then the teacher lets them "sink or swim". It is true that inquiry-based learning provides an opportunity for students to explore what they know and what they don't know; however, as I explained above, there are different levels or types of inquiry. With guided inquiry, the teacher provides some level of guidance when needed. To provide that guidance, educators can use pedagogical strategies such as Cognitively Guided Instruction (CGI). Educators and psychologists understand that one of the ways students learn is through the construction of knowledge and experiences, which is the basis of constructivism. When using Cognitively Guided Instruction, educators construct and scaffold instructional moves based on the students' knowledge. The guidance is focused on encouraging the students' critical thinking skills and process in lieu of simply telling them what to do or what to listen to. It is not the simple transmission of procedural actions (Carpenter et al, 1996). Alfieri et al (2011) emphasized that students do not benefit or learn well when solely utilizing unassisted discovery learning. Students cannot simply be told to inquire and then be able to successfully do it, which is why there are different levels, types, or a "continuum" of inquiry (Banchi & Bell, 2008).
A second misconception is that whatever solution the student finds is correct because it was based on the student's findings and analysis. A key component of inquiry-based learning is allowing students to share their strategies for problem solving. That being said, it is also important to challenge the student's thinking as a part of this process.
The third misconception described is that there is no direct instruction. Inquiry-based learning includes direct instruction, but where the direct instruction enters the lesson is different. Before the teacher provides instruction, the students have been given time to struggle with the problem or questions posed by the teacher (Duffy & Raymer, 2010). Lastly, some researchers argue that inquiry-based learning is acceptable for higher-order thinking, but it is not effective for teaching technical or procedural skills. Duffy & Raymer (2010) acknowledge that when higher-order cognitive skills are being developed, there may be a need for classroom teachers to directly assist the students with these procedural skills. Oftentimes, these skills have been taught prior to this point, so
many of the students are able to recall prior knowledge and use that knowledge to progress in the learning of the more challenging concept.
The research presented in this section paints the picture of what inquiry-based learning is. In the next section, inquiry-based instruction will be defined as well as the basis for inquiry, which is the theory of constructivism.
What is inquiry-based instruction? Similar to inquiry based learning, there are many descriptions as to what inquiry based instruction looks, sounds, and feels like. Ku et. al (2014) states that inquiry based instruction "emphasizes open-investigations of authentic problem scenarios in a student-centered and collaborative learning classroom context (p. 253). Kirschner et al (2006) describe inquiry-based instruction as a pedagogy with minimal guidance. "Minimal instruction", created by Carrol (1990), follows the guidelines of inquiry-based instruction. Students are not given specific or direct outcomes; however, there is a goal given for the content knowledge being taught. Throughout the instruction, students lead the class and where their learning goes. The teacher is a coach, providing assistance or guidance to help scaffold the students' learning. Success is defined by the transfer of knowledge and the changes in the students' efforts and outcomes throughout the learning process.
One of the key differences between inquiry-based instruction and the traditional, teacher-centered instruction is the outcome of the learner. With inquiry- based instruction, the focus is on "doing mathematics" (Bahr and DeGarcia, 2008). This is different from teacher-centered instruction, where the focus is on "knowing mathematics" (Baki, 1997). Baki continues by stating that the difference between knowing and doing is procedural versus conceptual. With inquiry-based instruction, described as activity-based instruction by Aremu & Salami (2013), students are able to think and learn beyond the procedure to solve a problem correctly. They are able to develop the concept, which can then be applied to real-world scenarios outside of the classroom. Markusic (2009) compares and contrasts the two different teaching methods by looking at knowledge direction and assessment. Using the student-centered or inquiry-based approach, students do not learn through transmission. Instead, they collect information and synthesize the information they find through critical thinking skills. The learning process is considered to be higher-order learning. With assessment, success is not determined through right or wrong. Success is determined by the inquiry process and development of concepts by the student. Success focuses on the explanation and conversation that comes from the exploration.
In the next section, the theory of constructivism is described. The following research describes how constructivism has influenced both the student and teacher practices in an inquiry-based learning environment.
How the Theory of Constructivism Influences Inquiry-Based Learning. As defined above, two main components of inquiry-based learning are exploration and building of knowledge through experiences. These components describe the constructivist theory. Simon (1995) states that constructivism specific to someone's learning is based on the person's experience and their prior knowledge. "New" knowledge is constructed from perspectives, perceptions, and experiences. Clements & Battista (2009) describe the basic components of constructivism as it relates to mathematical learning. There are five. The first component is that knowledge is active, not passive. This statement is the basis of Piaget's research on a child's psychological development. Piaget (as cited in McLeod, 2018) believed that children do not develop cognitively by taking in information. Development is not passive, but instead it is active. The second component is that children create new mathematical knowledge from their past or current experiences and actions. McLeod (2019) emphasizes this by stating that constructivism is the gaining of knowledge through experience and the act of doing. A third component is that there is not a pre-existing "right or wrong". Mathematics is based on the discovery and interpretations of the individual. The fourth component is the importance of social interaction and discussion in the classroom. This relates closely to Vygotsky's theory that learning and cognitive development is socially-constructed. His theory explained that learning takes place within the child's environment and social interactions. Children develop from social interactions and the scaffolding performed by adults around them, all within the zone of proximal development (Vygotsky, 1978). The last component is that the teacher must not dictate the use of a specific method to solve a problem. This correlates with the third component described above. If students are told what the procedure is or method to be used, mathematics quickly becomes about memorization and compliance, not understanding.
The National Council of Teachers and Mathematics (2000) emphasizes the theory of constructivism in the revised standards. The focus on constructivism and inquiry has been at the front of mathematics reform discussions. The foundation for the constructivist approach is described in the standards as follows. First, knowledge is socially constructed. As referenced above, this is a core belief of Vygotsky and his theory of social construct (1978). Secondly, learning is a process that builds on personal knowledge and social interactions. These reflect both Piaget and Vygotsky's research and theories. Lastly, teaching is facilitating students' learning by creating an inquiry-based environment. Cobb et al (1993) describe reform teaching in mathematics as a pedagogy that leaves the traditional teacher-centered classroom behind. Classrooms are now environments where concepts are developed through student discourse. Duffy (2009, as cited in Alfieri et al, 2011), explains that constructivist instruction allows for students to learn through inquiry. Students receive guidance from their teacher; however, the guidance comes as needed. Children learn from building on previous experiences and knowledge, not simply through transmission of knowledge from teacher to student.
Where constructivism and inquiry- based learning meet is in the manner of constructing knowledge. The constructing of knowledge is internal to the student. The student builds on their knowledge through inquiry and social interactions. Serafin et al (2015) describe inquiry-based learning as the development of knowledge through real-world problem solving and the posing of strategic questions. The following section provides examples of constructivist practices in classrooms and the benefits that students experience as a result of these practices.
Why is Inquiry-Based Learning important? The importance of inquiry-based learning is widely documented. As referenced in the previous section, one of the goals of the National Council for Teaching Mathematics (2000) is for students to be able to talk about mathematics. Earlier than 2000, The National Council for Teaching Mathematics (1989) states the following goals of mathematics in schools today, which support the importance of the change in mathematical instruction and learning:
The fundamental goals of school mathematics are to teach students to understand and reason with mathematical concepts, solve problems arising from new and diverse contexts, and develop a sense of their own mathematical power These dramatic changes in the conceptions of mathematical content and activity are paralleled by equally radical changes in models of teaching and learning. Students are no longer seen as the recipients of knowledge transmitted directly from the teacher. They possess prior knowledge and intuitions that shape what they see, hear, and understand. In order to make sense of mathematics in their own terms, they must take mathematical actions: represent their ideas, make conjectures, build models, collaborate with other students, and give explanations and arguments.
The importance of this type of learning is supported through research in constructivism. Boaler et al (2021) describes the necessity for allowing students to explore, especially in their younger years. Her experience is that too often students are being taught to copy and use methods that the teacher uses and teaches. Students are not allowed to use their own methods. They aren't allowed to be curious and ask questions. For these reasons, students lack engagement in math because they are not allowed to think independently. They are not allowed to use their experiences or prior knowledge. Carpenter and Lehrer (1999) state that talking is not just important, but it is a benchmark of understanding. Inquiry is critical to a students' development and engagement in mathematics.
Inquiry-based learning provides students the opportunity to learn in a cooperative classroom setting. Cooperative learning is imperative in an inquiry-based classroom. The National Council for Teaching Mathematics (1989) focused on the importance of
cooperative activities for students' growth and development as mathematicians. Hekimoglu and Sloan (2005) further describe this importance stating that cooperative learning helps students fully understand what they are learning, developing "mathematical judgment", and promoting the explanation and communication of mathematical concepts. Dowling and Ernest (1998) reference the implementation of cooperative learning strategies as an important form of social interaction. Both of these statements reflect the goals and objectives of the standards set forth by the National Council for Teaching Mathematics (2000). The American Mathematical Association of Two-Year Colleges (AMATYC) created standards that require the use of student-centered, interactive learning strategies when teaching mathematics (Panitz, 2000). The standards state that improvements in how students are taught is necessary for the students to become more active and involved in their learning. It further states the importance of cooperative learning, which not only helps them become better math students, but applies to the real-world once out of school.
Inquiry-based learning is a focus for the National Council for Teaching Mathematics. Its foundation is the theory of constructivism. In the following section, research is conducted on the effects of this type of teaching.
Effects of Inquiry-Based Instruction on Student Engagement and Learning Success
Hejny (2012) describes three goals of children's cognitive development in mathematics. The first is that the student understands mathematics. They are not just a "human computer" pumping out answers. Children's learning is more effective when they are able to fully-understand what they are being taught. Inquiry-based learning enhances critical thinking skills, makes learning more interesting, encourages curiosity, empowers students, and enhances comprehension (www.wabisabilearning.com, 14 June 2021). The second goal is that students are motivated to do math on their own because they are engaged, not frustrated. When students learn passively, they become disengaged and often stop learning mathematics as soon as they can (Boaler & Greeno, 2000). The third goal is that students develop globally in math. Specifically, students are able to explain their solutions to problems, they are working collaboratively with others in class, and they use what they know to solve something they don't. Lastly, they are given time to investigate their errors, so that they can learn and overcome misconceptions as well as correct their errors. The research provided in this section examines inquiry-based instruction and the effects on academic performance, focusing on increased engagement, more meaningful understanding of concepts, and development of problem-solving skills as well as insight into the social-emotional improvements, specifically with cooperative, collaborative learning and increased confidence.
In a study referenced in Education Week, researchers observed two different types of instruction: Teacher-directed (regular, traditional) and inquiry-based instruction. The researchers compared the range of scores on standardized math tests for each type of instruction. They found that when inquiry-based instruction was used at least four days a week, students improved significantly than students being taught traditionally. The average student in inquiry classes performed 0.18 of a standard deviation higher in math by the end of the school year (Sparks, 2019). This statistic is important, as it provides evidence to what an inquiry-based classroom environment can do for a student's achievement. Through inquiry-based instruction, student achievement is improved based on their engagement and long-term retention as a result of understanding the
mathematical concepts rather than just memorizing them. In a study between a traditional mathematics classroom and a non-traditional classroom, Hiebert and Wearne (1993) found that the students in the non-traditional classroom had higher gains of academic success. In this classroom, the educator was asking the higher-order, "authentic" (Hiebert & Wearne, 1993) questions. Newman et al (1996) conducted a study with elementary, middle school, and high school students. The study focused on the content areas of mathematics and social studies. The results showed that not only did the academic achievement improve, but the gap between the high and low performing students greatly decreased with authentic, or inquiry-based instruction.
What multiple studies show, and specifically that results described in the paragraph above is that children learn better when they are "driving" their learning. They learn better when they are constructing knowledge rather than receiving knowledge. The "generation effect" (Slamecka & Graf, 1978, as cited in Alfieri et al, 2011) describes that memory is improved when students own their learning. Ownership of learning is further explained by letting the students discover and explore. It is not to say that students don't learn in a teacher-centered classroom model, it is that they learn differently. Friesen and Jardine (2009, as cited in Scott et al, 2018) describe the origin of the "factory model" education system. In this model the students' purpose was to follow rules and simply be able to memorize and repeat what they learned. The risk with rote memorization being the only way to learn is that students don't know how to apply what they have memorized to more difficult and challenging problems (Scott & Friesen, 2013).
So where then, does the best learning take place? This brings us back to the theory of constructivism and cooperative learning. As explained earlier in the literature review, constructivism is the gaining of knowledge through experience and the act of doing (McLeod, 2019). In a third-grade classroom study, McNeal (1995) follows a student that was taught math in two environments. The first environment was one grounded in inquiry, curiosity, discourse, and exploration. In this environment the children in the study were allowed to work individually or in pairs. They participated in class discussions to make conjectures. Problem-solving was validated through classroom challenges and discourse. In this classroom, the student that was observed and interviewed was able to speak to what they were doing. They could explain the mathematics. This same student was then placed in the second environment, which was a classroom that was teacher-centered. Students were given the algorithms as well as hints to solve problems. During this instruction, the same student that was able to explain mathematics was now unable to follow steps in the same type of mathematical problems. The student had lost reasoning and was following steps that they couldn't rationalize. During this instruction, the students would perform a task and look at the teacher for cues on whether or not their solutions were correct. Mistakes did not happen, because the students did not take risks. They did not explore. Without inquiry, students did not explain their solutions nor were they asked to explain them. The results of McNeal's study validated what we hear too often from young students. Mathematics is just a set of rules to follow. These problems have no connection to the student's lives outside of the classroom, which is why educator's often hear, "Why do we have to learn this?" This question can be avoided in an inquiry-based classroom. What this study shows is that a student's engagement and perception of mathematics changes based on the nature of the classroom. Furthermore, the research demonstrated that children develop cognitively
through social interaction and discussion with peers. Cobb et al (2011) validate this when writing about a constructive approach. They state that in this environment, students know themselves better than the teacher. Because of this, the students are allowed the space and freedom to construct solutions and build upon them based on what they know or don't know. In their study, students were placed in different learning environments: teacher-centered and student-centered. In the teacher-centered classroom, students realized that mathematics was a problem-solving activity in which the students worked collaboratively to solve through discourse. Because of this, students did not exhibit feelings of anxiety or embarrassment. On the other hand, where students were given problems and expected to solve on their own and justify their answers, the feelings of frustration, anger, and disappointment were prevalent. In research conducted by Panitz (2000), when students use cooperative learning strategies, often incorporated in inquiry-based learning environments, students benefit. Their critical thinking skills improve. Their motivation levels improve. They have more fun in math. Together, their achievement increases. Beyond the classroom, students build relationships which enable discussions to happen once instruction has completed.
A 2007 survey in England displayed declining attitudes towards mathematics in students between the ages of nine and thirteen (Noyes, 2012). The decline in attitude was tied to students who were taught in a teacher-centered classroom. The conclusion of the study was that finding strategies for teachers to develop a student-centered pedagogy is critical.
In a study conducted in 2004, researchers found that through questioning, students were able to progress from primitive knowing, which is defined at what a person can do
initially. This is the starting place for mathematical understanding (Warner & Schorr, 2004). The progression, in the end, takes them to formalizing, which is the phase where a person is able to use prior knowledge to construct new knowledge to form their understanding. This theory is called the Pirie/Kieren model, developed in 1994.
Calder (2013) writes that learning is enhanced when students have ownership in what they are learning. When this happens, students are able to apply their knowledge to real-world problems. Furthermore, he states that when students are given questions and asked to explore via inquiry, students' perspectives broaden and new understandings are developed.
What these studies and surveys show is that how students are taught affects their engagement and learning in mathematics. The National Research Council (2001) talks specifically about the benefits of a student-centered, inquiry-based classroom. Learning concepts and being able to understand and explain problem-solving helps students realize the usefulness of mathematical skills. This realization allows the learning of additional skills which leads to higher mathematical achievement. Furthermore, Parmar & Cawley (1991) state that opportunities for mathematical discussion and understanding strengthens students' metacognitive reasoning. Karina (2018) argues that not only should correct solutions be attained, but the theory developed to get the solutions is equally important.
There are five activities that A D Handayani et al (2018) describes about what children can perform as a result of inquiry-based learning. They are as follows:
1) Building deep knowledge and understanding, not just passively in receiving knowledge
2) Engaging directly in the process of discovering new knowledge
3) Finding conflicting ideas that transform knowledge and prior experience becomes a deep understanding
4) Transferring new knowledge and skills with new circumstances
5) Responsible for continuous learning and mastery of curriculum content and skills (par 6)
Inquiry-based instruction places students in an environment where they are given ownership of their learning. This ownership, along with cooperative learning strategies, gives students confidence to explore, confidence to try new strategies or their own strategies, and confidence to explain their position and where they are at in their learning of the mathematical concepts. Inquiry-based instruction allows students the time to understand what they are learning, not simply memorize what they are learning. In the next section, strategies and guidelines are provided to implement inquiry-based instruction in the classroom.
Pedagogic Approach with Inquiry-Based Instruction
Day (1982) describes the recipe for learning. The educator must first place the student in a situation of uncertainty. The student is then given autonomy. As that student's educator, it is important to get out of the way, and let the student explore. Research demonstrates that the student will enjoy their learning much more than a direct instructional environment.
Inquiry-based learning is not accomplished by accident. The educator's facilitation of the classroom is purposeful. It is imperative that the teacher sets the stage for the class. They must pose a question or problem and allow students to be able to explore, construct, and reflect on the problem-solving process. The teacher must be
ready, have guiding questions, and design the learning experience, so that students can engage and learn to become explorers in mathematics (Richards, 1991). Cobb, Wood, and Yackel (1993) state that the teacher has more than one responsibility. It is the teacher's responsibility to foster the development of conceptual knowledge as well as facilitate the discussion of shared knowledge within the classroom. It is the teacher's role to provide an environment where students have the space to explore and use their prior knowledge. Teachers must also ensure that they are facilitating the discussion and cooperative learning between the students in the class. This falls in line with Vygotsky's (1978) theory of socialized learning.
Simon (1995) details the Professional Standards for School Mathematics (National Council of Teachers of Mathematics, 1991) which teachers' responsibilities in four key areas:
* Setting goals and selecting or creating mathematical tasks to help students achieve these goals;
* Stimulating and managing classroom discourse so that both the students and the teacher are clearer about what is being learned;
* Creating a classroom environment to support teaching and learning mathematics;
* Analyzing student learning, the mathematical tasks, and the environment in order to make ongoing instructional decisions (p.
5)
In his research, Simon translates Broussau's journal on the different roles of a teacher. Broussau emphasizes that students need to have freedom to respond to a situation on the basis of their past knowledge of the context and their developing mathematical understandings (Simon, 1995, p. 119). In addition to these four areas, the National Council for Teacher of Mathematics provides standards specific to discourse, which focuses on inquiry. This, along with the research provided in previous sections, reiterates the critical nature of inquiry in mathematics instruction. Mathematics is not just memorizing or knowing the specific content or procedure. It is defined by problem-solving, deep thinking, developing conjectures, and looking for and recognizing misconceptions (Jaworski, 1996) .
Much of this literature review focused on the aspects of a student-centered classroom. Allowing the student to be at the center of the instruction gives the student the time and space they need to develop and understand the mathematical concept being taught. Davidson (2019) states that for students to be able to understand the mathematical concept, they must be given time to do so. Providing time is equally as important as providing the experiences within the classroom. According to Hiebert et al (1997), students who were given time to explore were more successful in their assessments than students who focused on tasks only, not given ample time to explore the tasks.
Hejny (2012) provides guiding principles for teachers who work within the scheme-oriented classroom, also known as a constructivist or inquiry-based classroom. The guiding principles include first creating an environment where students know that they are not just capable of being successful, but they are successful in mathematics. Success isn't always defined by the right answer. Mistakes are acceptable. It's how students learn. Having a classroom where students feel comfortable in sharing their
strategies and solutions as well as being able to talk about them is important. Another principle is the importance of guiding discussions or asking guiding questions to help students access prior knowledge and construct new understandings. It is critical to let all students share their strategies. The teacher must validate all responses and lead the discussion, so that all students feel validated. A third principle is to let mistakes happen. When mistakes do happen, give the students time to discuss them, learn from them, and correct them on their own and through the assistance of others. A fourth guiding principle is to be strategic in problem selection. The problems should be accessible for all students, regardless of ability. The students may access the problems at different entry levels; however, they will be able to access and construct new learnings as a result of the class discussions.
"The most basic responsibility of constructivist teachers is to learn the mathematical knowledge of their students and how to harmonize their teaching methods with the nature of that mathematical knowledge" (Steffe & Wiegel, 1992, p. 17). How is this accomplished? Borasi (1992) provides guidelines for creating an inquiry-based classroom environment. First, the teacher must use real-life problems. The problems must be culturally relevant and authentic. Secondly, it is important to create uncertainty through non-traditional approaches or problems. In doing so, the student is not simply memorizing or recalling a procedure. They are focused on the construction of knowledge through their struggle and experiences. The third guideline is to let errors happen. Errors are good. These can be used as launching points for further inquiry. The fourth guideline is critical to the acquisition of knowledge. The teacher must create questions and conflict. A fifth guideline is to promote discussion. As the standards created by the
NCTM (2000), discourse is imperative to students being able to not only perform mathematics, but to speak mathematically as well. Lastly, the students must be given time to reflect both personally and with their peers.
The purpose of this section was to provide insight into key components required to incorporate a successful inquiry-based classroom. These components, along with the utilization of the information provided in previous sections, will allow educators to enter into the world of inquiry-based learning in their classroom. In the upcoming chapter, greater detail will be provided in how to create a math unit. This will include all of the stages from planning to assessment.
Summary
The research reviewed in this literature review focused on inquiry-based learning and instruction, and it answered the question, How can the implementation of inquiry-based math instruction increase student engagement and learning success in a third grade classroom? In this review, three themes were identified. The first theme defined inquiry-based learning and the importance of inquiry for student engagement and learning success. The second theme presented research and detailed studies showing the effects of inquiry-based learning and instruction on student engagement and success. In this section, much of the research supported inquiry-based learning through the use of the theory of constructivism. The last theme described inquiry-based pedagogy. Strategies were provided to implement successful instruction. The intent and focus for this literature review was to emphasize the benefits of inquiry-based instruction to increase student engagement. As the research presented mainly provided the history and benefits behind inquiry-based learning, there are educators that don't feel that inquiry-based
learning is the most effective. Arguments have been made for the benefits of teacher-centered, direct instruction to help children succeed in mathematics. As I reflect upon my personal experiences as a student and a teacher, I have found the most engaging way to learn is to learn by "doing" and to learn by exploring. This is done through developing an understanding of the concept, not just memorizing. Memorizing will enable a student to be able to solve problems specific to what they have memorized. Understanding will enable a student to solve a problem that they have not been presented previously.
In Chapter 3, the project based on this literature review is described. The project is the design of a curriculum unit for math instruction in a third grade classroom. This project will provide a detailed plan for creating and teaching an inquiry-based math unit. Utilizing the knowledge gained from the literature review will enable the creation of a math unit where 1) students are given the space, autonomy, and freedom to inquire, and 2) educators are given questions to ask and guidance for how to facilitate, assess, and scaffold the students to the next stage in their math journey.
CHAPTER 3
Project Description
Introduction
In Chapter 2, the research presented supported the question, How can the implementation of inquiry-based math instruction increase student engagement and learning success in the third-grade classroom? When starting this research, it was my intent to create an inquiry-based math curriculum unit. Within the unit, there would be inquiry prompts as well anticipated strategies and methods for the educator to provide an engaging lesson for the students. The objective was to transform my methods for teaching math, breaking away from traditional, teacher-directed methods described in Chapters 1 and 2 of my paper. I think that many educators share the same experience of direct math instruction in their school years. There is a procedure or algorithm that is taught. The students are then given multiple problems, so that they can show that they can repeat the procedure and solve the problem correctly. Although my objective for this project has not changed, after reviewing my research and reflecting on another year of teaching math and science to third graders, I now realize that a new curriculum is not what will enable me to accomplish my goal of increasing student engagement and learning in an inquiry-based classroom. Companies have spent countless hours creating effective curriculum materials, focusing on providing educators with quality tools for teaching. I feel that the curriculum used in my school, Math Expressions, is a very effective curriculum. In fact, it focuses on math "talk" and thinking about problems; however, I don't feel that the curriculum allows the time for true inquiry. What I realized is that I need to utilize the curriculum given and build upon it to meet my goal of increased student engagement and learning as a result of inquiry-based instruction. By focusing on the pedagogical theories referenced in previous sections of this paper, I need to create something for educators to support the lessons and curriculum we are given. More specifically, my project is the creation of a website that provides guidance, strategies, and methods to not only teach with inquiry, but to create a classroom that promotes inquiry. I believe that if we, as educators, can create an environment where students feel and hear their voice in everything they do and say, engagement and long-term learning increases. With this website, I, as well as my colleagues, can then enhance the district's curriculum to ensure my students are at the center of the classroom. The students are the focus. In addition to describing the project, I provide the rationale for the project, the platform used, the content, settings and participants involved, the timeline, and the evaluation and assessment criteria.
Rationale
As described in Chapter 2, inquiry-based instruction helps increase student engagement and long-term learning success. Specifically, Gialamas et al (2001) state that guided inquiry, which is what this project focuses on, encourages students to be active learners in their education. Furthermore, it focuses on the benefits for the student beyond the immediate acquisition of the concept or procedure. When doing so, they are able to go beyond the mathematics world and into their everyday world, making the math and learning more meaningful (Gialamas et al, 2001).
Before inquiry-based instruction can be implemented, the students must first believe in themselves as mathematicians. They must perceive and believe that others, peers and their teacher, sees them as mathematicians. As an educator, when students are asked what their least favorite class is, oftentimes the response is, "Math". Students grow up learning and understanding that there are math people and not math people. Their confidence in mathematics is challenged because of these preconceived notions. In an article written by Schwartz (2015), Boaler describes the importance of negating these thoughts early in the children's learning. Through extensive research of the brain development and teaching of mathematics, she describes that there is no such thing as a "math person". On her website, www.youcubed.org, a video describes the following for every human being.
1. There is no such thing as "smart people" and "not smart people". There is no such thing as a "math person".
2. When you believe in yourself, your brain works differently.
3. Mistakes grow your brain.
4. Speed is not important. It is important to think deeply and creatively.
I have experienced these same conversations in my classroom. For this reason, I focused my instruction, first and foremost, on helping students understand and believe that they can be mathematicians. Building that confidence becomes possible when students are allowed to access their learning at different entry points. Through inquiry-based instruction, students are given one problem or question. They are then allowed the autonomy to work with the question using the prior knowledge they have. Through math conversations and inquiry, students are able to discuss their strategy as well as hear from
their peers. The learning extends beyond the memorization of an algorithm. The learning extends beyond practice makes perfect.
In my research, I write in detail about the attainment of mathematical concepts. As educators, we talk with our students about "Grit". Oftentimes, there may be problems that students don't feel are necessary. It's in these problems where students develop the skill of problem-solving, a skill that is needed throughout life, not just in mathematics. Another concept that students develop in school is the perception of self, or self-efficacy. As an educator, it is my goal that students are given every opportunity to live out their dreams, to do what they want to do. They need to know that they can. We can help them get there. Educators can use this website to obtain tips, tools, and strategies to set up their classroom for this inquiry-based learning environment.
After I have created an environment where students believe in themselves and are confident in their voice, I then move onto the next step of inquiry-based instruction. I need to set the stage through a state of wonder. That can happen in many different ways. Typically, with inquiry, students are given the following questions: What do you notice? What do you wonder? Students are then given time to explore. They are given time to talk through their problem solving with their peers. These questions are not bad questions. They will get students thinking and talking, which is one of the goals of inquiry-based lessons. In this project, I provide suggestions for asking different questions, perhaps even more relevant questions. What is wrong with this image? How might you see this differently than someone else? Why does this matter, or does it? I even ask the simple, yet complex question, What do you think? If we go beyond the easy questions and ask more challenging ones, students will become engaged more quickly. If
they are engaged, they will then be more likely to stick with the lesson and develop conceptual understanding.
Framework and Content
When I first came up with the idea to create a website, an immediate panic came upon me. How do I do that? In my research, I found that there are many platforms that can be used. Some are free. Some cost money. Some are a hybrid of both, depending on how you want the site to be named and recognized by users. Based on a review of previous websites utilized by educators, I chose the website platform Wix. First and foremost, as an educator, the cost of materials and supplies can be challenging. I looked to utilize a free website creator, and Wix was my winning choice. Furthermore, I found that the templates offered in Wix were easy to use. As I spent more time exploring the website, it became easier and less daunting. I feel that I must add that I originally created a website using Google Sites. This website platform, like Wix, is free; however, I felt it was limited in its features.
Now that I had selected my platform, I needed to create the content. My first task was to decide what the name of my website would be. I decided to name my website, MathMINDS Unlocked. I chose this intentionally, as I referenced Jo Boaler's research in Chapter 2. We are not born math people. We can learn how to become math people if we unlock our beliefs, or disbeliefs, that we can or can't "do math". In my website name, I included a logo of a lock that is open. I wanted to create a logo that 'sticks' with the end-user. Once I had determined the name of the site, I needed to research what made a website effective. One of the most important factors in creating an effective, easy to use website is the ability to navigate seamlessly. Visitors need to easily find what they are looking for (Kosloski, 2016). The navigation bar is a slide-out menu that runs vertically. It includes the following sections:
* Home
* About
* Find your "Why"
* Inquiry-Based Instruction
* Sample Lessons & Templates
* Contact
* About Me
* Blog
* References
These navigation tabs are also found on the bottom right of each website page. In addition to these tabs, I have created three buttons, Mission, Get Started, and Share. These three buttons send the end-user to tabs listed above (About, Inquiry-Based Instruction, and Contact, respectively).
The content in the website provides guidance on what inquiry-based learning is, why it is important, and how to incorporate it into a classroom. Although I am not creating a new curriculum, the strategies given in the website are entry points within a lesson. How these strategies are used will determine how effective they are when teaching the lesson. These strategies given are intended to transform the lessons that are being taught. That being said, it is important to understand the foundation and
framework of a lesson that encourages inquiry-based learning. To help with the creation of my strategies and methods, I researched the Understanding by Design lesson framework by Wiggins and McTighe (2011).
The first step of UbD is to determine the concept that students need to learn. Wiggins and McTighe (2011) state that it is important to start with the "big idea". This first step supports inquiry-based instruction. The instruction and learning are not about knowing and practicing the method. In a traditional classroom, the algorithm memorization and practice determine the outcome and if the goals and objectives of the lesson are met. With inquiry-based instruction and UbD, the development and realization of the algorithm comes much later in the lesson. With both methods, there are standards that must be met. How those standards are met are different. With the inquiry-based and UbD methods, students spend more time exploring the concept which leads to a greater, long-term understanding. Wiggins and McTighe (2011) state that the desired results of the UbD framework is to ensure students understand what they have learned. In addition, they can transfer their learning and understanding to new situations. This is so important in math instruction. When you think about solving real-world problems or scenarios, outside of school, oftentimes, you don't use a specific method. You use a concept. That is what is important - the understanding. Wiggins and McTighe (2011) make the connection of coaching as one of the eight tenets of UbD. In Chapter 2, I focused on the importance of being a facilitator and coach throughout the inquiry lesson. Another term used in UbD is authentic. Wiggins and McTighe (2011) write about the importance of being authentic when creating and executing an inquiry-based lesson. They state the need to ask essential questions. The questions must be authentic and relevant to the
students being taught. In my website, I offer strategies to first set up your classroom environment, so that students feel comfortable and confident sharing their thoughts openly. Before you can expect students to be authentic, as an educator you need to show that you are authentic.
To enhance my website content, I utilized two resources. The first is the curriculum used in my district, Math Expressions. There are five core structures of Math Expressions. They are as follows: Building Concepts, Quick Practice, Math Talks, Student Leaders, and Helping Community (Math Expressions, 2018). There are components within this curriculum that correlate with inquiry-based learning. The second resource is a book written by Boaler. Munsun, and William titled Mindset mathematics: Visualizing and investigating big ideas, grade 3 (2018). This book focuses on much of the research previously written about in this paper. It provides sample activities and lessons that promote inquiry in the classroom.
Where inquiry enters the lesson is how the educator leads the lesson. It is in this phase of the lesson that the UbD framework becomes critical. I recently participated in a professional development workshop focused on transforming lesson planning specific to math instruction. Like Wiggins and McTighe, Kiebler (2021) talked about the importance of starting at the end of the unit. Creating an effective unit starts with determining the concept that students need to learn. The goal is not to ensure students can recall procedures, but instead understand important ideas and transfer learning to new situations (Wiggins and McTighe, 2011).
Settings and Participants
The website has been created for educators in a suburban district outside of a major midwestern city. The school consists of approximately 500 students in grades K-4. This website is created specifically for a third-grade classroom; however, it could be adapted to fit the needs for other grades as well. The activities will change; however, the foundation of building an inquiry-based classroom and providing educators with strategies to do so remains the same. The population of this school, inclusive of the students and staff, is primarily white/Caucasian. That being said, this math unit and type of instruction would be successful in many different environments. According to Riegle-Crumb et al (2019), inquiry-based instruction provides an equal opportunity for everyone. In a sense, it levels the playing field and removes the ideas and stereotypes that a certain gender or race are not as successful as others. Based on this research, I feel that this website can be used as the basis for education in any content area. Inquiry-based learning is applicable across education. This website can be used as the catalyst for classrooms at all age levels.
Evaluation and Assessment
Success will be defined, first and foremost, in the completion of the project this summer. I will be collaborating with my colleagues in my school. Gaining the support from my colleagues as I look to enhance math instruction will be critical in the creation of this website. Once the website has been created, it is my intention to review it with my colleagues and administrator.
The assessment and success of this project will be completed using two methods. The first method is to receive feedback from my colleagues. Ease of navigation, incorporation of strategies, and feedback involving those topics will determine how effective this website truly is. Secondly, one of the best ways to receive feedback on accessibility is through the use of a blog. In addition, I have a contact page where end-users can provide feedback or ask additional questions. Both of these will generate interactivity with the end-user (Kosloski, 2016). As educators and life-long learners, this is critical.
Project Timeline
The website was created during the summer of 2022. The website will be shared at the beginning of the upcoming school year. I will share this with colleagues not just in my school but throughout the district. Because of the Contact and Blog sections created in the website, I envision the timeline to be infinite. The purpose of this website was two-fold. First, I wanted to provide educators with a platform to find ways to incorporate inquiry-based learning in their classroom. Secondly, I want the website to be interactive. With this, I will utilize strategies and methods to create an inquiry-based classroom throughout the 2022-2023 school year and beyond.
Summary
The website, MathMINDS Unlocked, was created in relation to the research conducted to support the question, How can the implementation of inquiry-based math instruction increase student engagement and learning success in the third-grade classroom? Through the use of this website, I will be able to further develop and
continue my inquiry-based instruction journey. In addition, the website provides other educators to learn the power of inquiry themselves. The website not only provides examples of inquiry-based learning activities, but it focuses on first creating a classroom that promotes curiosity and inquiry. With this, it is my hope and goal to make my math instruction more meaningful and help my students become life-long problem solvers. In Chapter 4, I provide a reflection on my research. Specifically, I revisit the literature review, emphasizing literature that both supports my research as well as challenges my view point. I feel strongly that research that may disagree with my position is imperative to learning. It is that conflict and discourse that creates more knowledge. In addition, I reflect on the process of conducting my research, creating my project, and writing about it. Lastly, I provide insight as to how this research and project will be used to not only improve my role as an educator, but how it will be shared with my colleagues and future educators helping to answer the question, How can the implementation of inquiry-based math instruction increase student engagement and learning success in the third-grade classroom?
CHAPTER 4
Conclusion
Introduction
The purpose of this capstone project was to research and explore inquiry-based instruction. My goal was to answer the question, How can the implementation of inquiry-based math instruction increase student engagement and learning success in a third grade classroom? As I described in Chapter 1, I grew up learning in a teacher-centered classroom. As an educator, I see many of my peers teaching in this manner. With that, I found myself to be exceptional at memorization. If there was a formula to memorize, I could do it. That being said, I was not developing problem-solving skills. I relate this to a time when I was in pharmaceutical sales. I won many awards during training because I was given specific things to say - specific scripts. When role playing, I was one of the best. My manager told me what to say. I practiced. I showed mastery. Unfortunately, when I encountered doctors in a real-life, fast-paced environment, I struggled. I was taught to memorize. I was taught to execute. I wasn't taught to problem solve when things presented themselves differently. Now that I am a teacher, I have seen how much more effective instruction and student engagement can be if they participate in the instructional and learning process. This is where inquiry comes into play. In the upcoming sections, I will reiterate the significance of inquiry-based learning for our students. This chapter describes major learnings from my journey throughout this project, a return to literature emphasizing the importance of an inquiry-based classroom, the project impact, and the next steps.
Major Learnings
When I first envisioned my project, I wanted to focus on math instruction only. Much of my research in Chapter 2 is based on math instruction. That being said, while reflecting on my research, I discovered that my project didn't need to focus just on math content. I wanted to focus on the general concept of inquiry-based instruction and learning across all content areas. Because of this change in my thought process, a shift in my final project occurred. My project was originally designed to focus on instruction only. My goal was to gather as much information as possible on the importance of instruction and how it impacts learning. I found so much more. I was able to research the learning piece of an inquiry-based classroom as well. Prior to my research, I was going to create a math unit which would include 3 weeks of lesson planning. After many discussions with my instructor and peers, review of the literature, and reflection, I realized that the curriculum didn't need to be changed. Companies do extensive research to provide curriculum for teachers. Instead of recreating the curriculum, I wanted to enhance it. This is where the project shift came. I wanted to provide a website that provided background information on inquiry-based instruction and learning, why it matters, and resources to incorporate it into your classroom. Creating an inquiry-based classroom is much more than just asking questions. It starts with creating a community where your students feel safe, where vulnerability is not only accepted but encouraged. When you have these attributes in your classroom, inquiry-based learning can be implemented much easier.
Personally, I learned a lot about how it feels to be a student. I talk with my students about grit. I talk with my students about pushing beyond what they think they are capable of. I talk with my students about being vulnerable. I was now the one that needed grit. I needed to be vulnerable. At times, this was not easy to do. This project required more determination, focus, and grit than I had ever imagined. I believe that there are easier programs out there. That being said, I feel so fortunate that I chose Hamline University to obtain my Masters Degree. My educational experience at Hamline University is what formed my view on inquiry. In every class that I participated in, there was always space to question. Every class was student-centered. Every class offered a space to challenge myself and get outside of my comfort zone. It wasn't always easy. That being said, I did it. I was able to overcome the stress and anxiety. I was able to prove to myself that I know how to research, and I can become a good writer with practice. In addition, this project has allowed me to make a personal connection with my students on a deeper level. I now know how they are feeling when it's too hard or they are too tired, and they feel like they just can't do it. It's true that the best way to understand how your teaching impacts others is to experience what your students are experiencing. This experience has made me stronger, both personally and professionally.
In the next section, I return to my research and all the fascinating literature on the benefits of inquiry-based learning and instruction.
Return to Literature
What I found most fascinating about the literature I reviewed is how much more information is available than what I found. One of my classmates is researching a similar topic. Their research was focused on inquiry-based learning through math word problems. As I reviewed their paper, I did not find one resource that I had used. What
that showed me is that inquiry-based learning is something that is relevant. It is something that has been researched for many years and continues to be researched today.
The importance of inquiry starts early in our students' educational journey. Boaler et al (2021) describes the necessity for allowing students to explore, especially in their younger years. Her experience is that too often students are being taught to copy and use methods that the teacher uses and teaches. Students are not allowed to use their own methods. They aren't allowed to be curious and ask questions. For these reasons, students lack engagement in math because they are not allowed to think independently. They are not allowed to use their experiences or prior knowledge. Carpenter and Lehrer (1999) state that talking is not just important, but it is a benchmark of understanding. Inquiry is critical to a students' development and engagement in mathematics.
The importance of inquiry-based learning is widely documented. The National Council for Teaching Mathematics (1989) states the following goal of mathematics in schools today, which support the importance of the change in mathematical instruction and learning: In order for students to make sense of mathematics in their own terms, they must take mathematical actions: represent their ideas, make conjectures, build models, collaborate with other students, and give explanations and arguments. Inquiry-based learning provides students the opportunity to learn in a cooperative classroom setting. Cooperative learning is imperative in an inquiry-based classroom.
Hejny (2012) describes three goals of children's cognitive development in mathematics. The first is that the student understands mathematics. They are not just a "human computer" pumping out answers. Children's learning is more effective when they are able to fully-understand what they are being taught. Inquiry-based learning
enhances critical thinking skills, makes learning more interesting, encourages curiosity, empowers students, and enhances comprehension (www.wabisabilearning.com, 14 June 2021). The second goal is that students are motivated to do math on their own because they are engaged, not frustrated. When students learn passively, they become disengaged and often stop learning mathematics as soon as they can (Boaler & Greeno, 2000). The third goal is that students develop globally in math. Specifically, students are able to explain their solutions to problems, they are working collaboratively with others in class, and they use what they know to solve something they don't. Lastly, they are given time to investigate their errors, so that they can learn and overcome misconceptions as well as correct their errors.
Children today are introduced to formulas and algorithms before they are cognitively ready to be introduced to alogrithms or procedures. Oftentimes, this leaves them confused. The inquisitiveness of children's early years fades away and is replaced by a strong belief that math is all about following instructions and rules (Boaler, 2015). Creating a classroom environment where students are shown an image or given a problem, but instead of being told what strategy to use to solve it, are instead told to come up with ways they think would work for the solution, is a classroom that supports inquiry-based instruction and learning. It is a classroom that doesn't simply teach the procedure and teach students how to compute.
In order for our students to truly understand what they are learning, they need to ask questions, challenge each other and themselves. They need to wonder. They need to notice. They need to explore. This is the foundation of inquiry-based learning and instruction. This is how students become excited about mathematics. They begin to realize the importance of solving math problems, not just memorizing math solutions.
Inquiry-based learning is not accomplished by accident. The educator's facilitation of the classroom is purposeful. It is imperative that the teacher sets the stage for the class. They must pose a question or problem and allow students to be able to explore, construct, and reflect on the problem-solving process. The teacher must be ready, have guiding questions, and design the learning experience, so that students can engage and learn to become explorers in mathematics (Richards, 1991).
In the next section, I describe how this project has impacted me as an educator today. I also describe how it will influence my teaching pedagogy as I enter my new role as a 5th grade Social Studies and Science teacher.
Project Impact
When I think about the project impact, I think of two specific places in time: Now and The Future. An impact has already been made. Prior to this project, I wanted to experiment what it would be like to try project-based learning. I had tried to implement it a couple years ago in my 6th grade Social Studies classroom. It was a step in the right direction, but there were critical steps that I missed. Overall, the students experienced what a student-centered classroom looks, sounds, and feels like. That being said, there were specific goals and timelines that were not met. By completing this research and creating this website, I now have a better understanding of what inquiry-based instruction is and how to make it a part of my pedagogy. I am energized. I can't wait to share my project with my peers and my administration. Furthermore, I can't wait to use the strategies I have included in the website for my classroom. It will be a year of growth for me as an educator.
In the near future, I hope that I can share this website with my building. I envision this to be part of a professional development day. It is my hope that this website is not a 'one and done'. I would love to have conversations with educators about the website and its content. I will encourage discourse. I will encourage inquiry about my website on Inquiry-based learning.
In the following section, I describe what I plan to do with my project and how I intend to share it with others.
What's Next?
I am really proud of the website I have created. I am excited to share it not just with my peers in my school, but with all of the educators in my district. When I first started this project, I was focused on 3rd grade math instruction because math is my passion and I was teaching 3rd grade. This year, I am teaching 5th grade. I am teaching Social Studies and Science. That being said, all the content in my website is applicable to my instruction and learning. I feel that what I have created can be shared not just at the elementary level, but the middle school and high school level as well.
I will start by sharing this with my administration and look for their guidance for next steps. As stated in the previous section, I would love to incorporate this into a professional development day. My hope is that I help create a spark for educators. I hope that this inspires my peers to incorporate inquiry into their classrooms. One suggestion by my content expert was to share on Twitter. As social media is an influence in our world today, my intention is to share this with educators across the country and even the world. The purpose is to receive feedback, suggestions, as well as ideas from other educators. This website isn't perfect. I don't claim to be an expert; however, I
think that building an online community of educators who are focusing on making our students the leaders in our classrooms would be very beneficial. This website is just the tip of the iceberg. The conversations and sharing of ideas for years to come is my goal.
Summary
This chapter provided a reflection of my capstone project. Furthermore, it summarized my purpose of the project which was to answer the question, How can the implementation of inquiry-based math instruction increase student engagement and learning success in a third grade classroom? I revisited literature describing the impact of inquiry-based instruction and learning, described the project impact and next steps not only for the project but for me, as an educator. Throughout my experience completing this project, the numerous conversations I've had with educators, and the early feedback of my website, MathMINDS Unlocked, I feel confident that I have answered my research question and look forward to seeing the impact in my classroom and beyond..
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Markusic, M. (2009). Instruction Paradigms: Learner-Centered versus Teacher-Centered.
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McDougall, D.E & Ross, J. A. (Eds.). (2004). Proceedings of the twenty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Toronto: OISE/UT.
McLeod, S.A. (2018, June 06) "Piaget's Theory and Stages of Cognitive Development" Simply Psychology. https:// www.simplypsychology.org/piaget.html. Retrieved 9 July, 2021.
McLeod, S.A. (2019) "Constructivism as a theory for teaching and learning". Simply Psychology. https:// www.simplypsychology.org/piaget.html. Retrieved 9 July, 2021.
McNeal, B. (1995). Learning not to think in a textbook-based mathematics class. The Journal of Mathematical Behavior, 14(2), 205-234. https://doi.org/10.1016/0732-3123(95)90006-3
Melissa, S. G., & Cobb, P. (2011). Negotiating identities for mathematics teaching in the context of professional development. Journal for Research in Mathematics Education, 42(3), 270-304. https://doi.org/10.5951/jresematheduc.42.3.0270
Morgan, P. L., Farkas, G., & Maczuga, S. (2015). Which instructional practices most help
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National Council of Teachers of Mathematics (1991). Professional standards for teaching mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics (2000). Professional standards for teaching mathematics. Reston, VA: Author.
Newman, F.M., & Associates (1996). Authentic instruction: Restructuring schools for intellectual quality. San Francisco, CA: Jossey-Bass.
Noyes, A. (2012). It matters which class you are in: Student-centred teaching and the enjoyment of learning mathematics. Research in Mathematics Education, 14(3), 273-290. https://doi.org/10.1080/14794802.2012.734974
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Panitz, T. (2000). Using Cooperative Learning 100% of the Time in Mathematics Classes Establishes a Student-Centered Interactive Learning Environment.
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Warner, L. & Schorr, R. Y. "From Primitive Knowing to Formalizing: The Role of Student-to-Student Questioning in the Development of Mathematical Understanding." Psychology of Mathematics Education , v.2 , 2004 , p.429 Weir, P. (1989). Dead Poets Society. Buena Vista Pictures Distribution.
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DEVELOPING MOTOR PLANNING SKILLS
Motor planning is how a child plans, coordinates, and performs bodily movements to complete a task. Motor planning is part of tasks of all difficulty levels from reaching for a rattle to riding a bike. QAA
WHY DOES MY CHILD TAKE SO LONG TO COMPLETE TASKS?
This is because your child needs to think through exactly what steps are required, and in what order to complete a specific task. For example, a motor plan for putting on pants would include knowing that this occurs after underwear is already on, what direction the pants should be, what leg to put through first, and so on.
SIGNS OF MOTOR PLANNING DIFFICULTIES:
SCHOOL RELATED MOTOR PLANNING TASKS:
Difficulty imitating simple movements (clapping hands, giving high 5s, jumping, etc.)
Accidentally dropping items
Often tripping over their own feet when walking
Needing excessive amounts of time to complete basic tasks like taking a bite of food or coming their hair
Walking through the classroom or hallway
Playing in gym class or during recess
Raising their hand
Washing their hands
Writing
Putting on or taking off their coat/backpack
Carrying items
Any other activity that involves movement
HOW YOU HELP YOUR CHILD WITH MOTOR PLANNING SKILLS:
A key way to assist children with motor planning is to give them the opportunity to try things without any help. This allows them to see what their bodies can do. Below are more examples of how to assist children with motor planning difficulties:
Show them how to do it first.
Pause: give them time to think about how to do the task.
Let them try, even if that means failing. This step is crucial as it encourages learning through trial and error. By allowing them to fail, they are naturally learning what methods will not work. Each time they can try again in a slightly different way until they are able to successfully do what they have been trying to complete.
Assist them once they have tried at least twice by themselves.
Break the task down into smaller pieces. For example, when using a spoon to eat applesauce, instead of handing them the spoon and walking away, they may need you to scoop the applesauce, and then put the spoon in their hand, so they can practice bringing the spoon to their mouth to eat.
Have the child continue practicing the skill every day until they become independent in completing it.
OTHER RESOURCES
https://childdevelopment.com.au/areas-of-concern/organisation/planning-and-sequencing-praxis/
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/movement-coordination-issues/motor-planning-what-you-need-to-know
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High School Survey of Student Engagement
Thank you for your participation in this survey! Engagement is a term often used to mean "involvement" or "participation." Your responses, along with responses from other students, will help your school better understand your needs as a student in order to create a school environment that is engaging, challenging, and productive for you. Please answer thoughtfully and honestly - we appreciate the time and energy you put into this survey.
This survey is administered by the Center for Evaluation and Education Policy, 1900 East Tenth Street, Bloomington, Indiana, 47406.
* Use black or blue pen or a number 2 pencil.
Marking Instructions
* Make dark marks that fill the oval completely.
* Do not use pens with ink that soaks through the paper.
WRONG MARKS
* Make no stray marks.
* Fill in only one response per question, except where indicated.
1. What is your current grade?
9th
10th
11th
12th
2. Select the highest level of education you expect to complete
Will not finish high school
Community college degree (Associate's), technical school, or vocational/trade certificate
GED
High school diploma
Four-year college degree (Bachelor's)
Master's, Doctorate, or other advanced degree
3. What is your sex?
Male
Female
5. How much do each of the following classroom activities and assignments
Very
Very interest or engage you?
Not at all
Some a. Teacher lectures
c. Individual readings b. Discussions and debates
d. Writing projects f. Group projects
e. Research projects g. Giving presentations and speeches
i. Projects and lessons involving technology h. Art, drama activities, and role plays
SCANTRON
®
EliteView™ EM-265283-6:654321 ED06
little
much
RIGHT MARK
8 or more
c. Analyzing ideas in depth for classes
d. Studying and completing school work at home
e. Spending time preparing for state and district standardized tests
f. Participating in school events and activities (athletics, plays, performances,
academic competitions)
g. Using computers or other technology for class work h. Furthering education or training beyond high school
i. Building positive relationships with students of different backgrounds
(religious, ethnic/racial, political, and economic)
7. How much has your experience at this school contributed to your
development in the following areas?
Very
little
Not at all
Some
Very
much
a. Acquiring skills for a job after completing high school
b. Writing effectively c. Speaking effectively
d. Thinking critically (reasoning, asking "Why?")
e. Developing creative ideas and solutions
f. Reading and understanding challenging materials
g. Using technology to gather and communicate information
h. Working well with others to complete a task
i. Learning independently
j. Applying school-based knowledge to everyday life
k. Learning what life is like for other people in your community outside of school
l. Developing career goals
m. Understanding why what you learn in school will be important for life after
high school
n. Understanding yourself o. Treating people with respect
p. Developing personal beliefs and values
8. In a typical 7-day week during the school year, about how many hours do you
do the following outside of school? (Number of hours per week)
2-3
4-7
a. Completing homework for class b. Studying for tests or quizzes
c. Using technology for school assignments
d. Reading for your own personal interest (books, magazines, newspapers,
online articles, etc.)
e. Participating in school-sponsored activities (clubs, athletics, student
government, etc.)
f. Participating in non-school sponsored activities or hobbies (clubs, athletics, community theater, church-related activities, or other personal interests)
g. Working for pay
h. Doing volunteer work
i. Exercising for personal fitness
j. Watching television, playing video games
k. Using technology for personal interest (including talking on the phone, texting,
and social media)
l. Spending time with friends in person
m. Participating in family commitments (chores, caring for siblings or relatives, etc.)
1 or less
Hours per Week
9. During this school year, about how often have you done each of
the following?
Never Rarely
a. Asked or answered questions in class b. Talked to a teacher about your class work
c. Made a class presentation
d. Prepared a draft of a paper or assignment before turning it in e. Completed a creative writing assignment (reflections, journaling,
short stories, poetry)
f. Completed a formal writing assignment (research paper, speech, lab report,
position paper)
g. Received feedback from teachers on assignments or other class work
h. Attended class with all assignments completed
i. Worked on a paper or project that required you to do research outside of
assigned text
j. Worked on a paper or project that required you to interact with people
outside of school (for interviews, observations, etc.)
k. Worked with other students on projects/assignments l. Discussed questions in class that have no clear answers
m. Connected ideas or concepts from one class (or subject area) to another in
classroom assignments or discussions
n. Discussed grades with teachers
Often
Sometimes
CONTINUED
9. During this school year, about how often have you done each of the following?
Never Rarely
Often
Sometimes o. Discussed ideas from readings or classes with teachers outside of class
(friends, family members, coworkers, etc.)
q. Talked to an adult in the school about career goals
r. Talked to an adult in the school about how to apply to college
Never Rarely
Often
Sometimes
10. During this school year, how often have you been picked on or bullied by another student?
13. Have you ever been bored in class?
Work wasn't challenging enough
Work was too difficult
Material wasn't interesting
Teaching methods not interesting
If you have been bored in class, why? Fill in all that apply.
Never (Go to question 14) Rarely
Sometimes
Material wasn't relevant to me
No interaction with teacher
No interaction with classmates
11. During this school year, how often have you witnessed an act of bullying?
14. Have you ever considered transferring from this school?
If you thought about transferring schools, what type of school would you prefer?
Fill in all that apply.
Never (Go to question 15)
a charter school
a magnet school
a religious school
home school
a private independent school a public high school an online high school
15. Have you ever considered dropping out of this high school?
The work was too hard
The work was too easy
I didn't like the school
I didn't like the teachers
I didn't see the value in the work I was being asked to do
I was picked on or bullied
I needed to work for money
Other: specify reason
If you have thought about dropping out of this high school, why? Fill in all that apply. Never (Go to question 16) Rarely
Yes
16. Have you ever repeated a class or course for credit in high school?
17. Do you believe you might have to repeat a class or course taken this year?
No
No adults in the school cared about me
I felt I was too far behind in credits to
graduate
I failed required standardized tests for graduation
Adults in school encouraged me to drop out
Personal or family medical issues
Other family issues
18. How much do you agree or disagree with the following statements?
a. I have the skills and ability to complete my work
b. I put forth a great deal of effort when doing my school work
c. I am motivated by my desire to learn
d. I am motivated by my desire to get good grades e. I am motivated by teachers who encourage me
f. I am motivated by my desire to succeed in the world outside of school
g. I take pride in the quality of my school work
h. I have worked harder than I expected to in school i. I like discussions in which there are no clear answers
j. I enjoy being creative in school
k. I enjoy working on tasks that require a lot of thinking and mental effort
l. My school work makes me curious to learn other things
m. In general, I am excited about my classes
n. I see how the work I am doing now will help me after high school
o. I feel good about who I am as a student
Strongly disagree
Disagree Agree
Strongly agree
12. How often have you skipped school, faked an illness to stay home, or deliberately come to school late because of disinterest in school?
Often
Rarely
Sometimes
Often
Why have you considered transferring to another school?
Sometimes
Often
p. Discussed ideas from readings or classes with others outside of class
31. Would you like to say more about any of your answers to these survey questions or provide any other comments about your experience at this school? Please do so in the space provided here.
25. What language(s) is spoken in your home? Fill in all that apply.
27. Are you eligible for free or reduced-price lunch at your high school?
28. What is the highest level of schooling that either of your parents or guardians completed?
English
Other language(s) - specify:
No
Yes
Prefer not to answer
Did not finish high school
GED
High school diploma
Community college or trade school degree
24. How old are you today?
13 or younger
14
15
16
17
18
19 or older
Spanish
potential?
20. In about how many classes do you give your maximum effort?
21. In about how many classes do you put forth very little effort?
Participated in a work-study program or internship
Participated in job shadowing
Taken one or more courses online
Participated in a performing or fine arts program in school
22. Which of the following have you done or are currently doing during high school? Fill in all that apply.
23. To what extent do you agree or disagree with the following statements?
a. I go to school because I enjoy being in school b. I go to school because of what I learn in classes
c. I go to school because of my teacher(s)
d. I go to school because of my friends
e. I go to school because of my parent(s)/guardian(s)
f. I go to school because it's the law
g. I go to school to participate in athletics
h. I go to school to participate in band, orchestra, and/or choir i. I go to school because I want to graduate and go to college j. I go to school because I want to learn skills to get a good job
k. I go to school because there's nothing else to do
l. I go to school to stay out of trouble
m. I go to school to get out of the house
Strongly disagree
Disagree Agree
Strongly agree
Four-year college degree (Bachelor's)
Master's, Doctorate, or other advanced degree
Don't know/Not applicable
29. Which one of the following categories best describes most of your high school grades?
Mostly As
Mostly As and Bs
Mostly Bs and Cs
Mostly Cs and Ds
Mostly Ds and below
Grades not used/Don't know
30. Which one of the following categories best describes most of the classes that you take?
Career/Vocational/Trade
ELL/ESL/Bilingual
General/Regular
Honors
Dual Credit/Advanced Placement/
International Baccalaureate
Special Education
Don't know
26. What is your racial or ethnic background? Fill in all that apply.
American Indian/Alaska Native
Asian or Asian American
Native Hawaiian or Other Pacific Islander
Black or African American
Hispanic, Latino, or Spanish origin
White
Other
I prefer not to respond
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Appendix B: Accuracy, Precision, and Uncertainty
How tall are you? How old are you? When you answered these everyday questions, you probably did it in round numbers such as "five foot, six inches" or "nineteen years, three months." But how true are these answers? Are you exactly 5' 6" tall? Probably not. You estimated your height at 5' 6" and just reported two significant figures. Typically, you round your height to the nearest inch, so that your actual height falls somewhere between 5' 5.5" and 5' 6.5" tall, or 5' 6" ± 0.5". This ± 0.5" is the uncertainty, and it informs the reader of the precision of the value 5' 6".
What is uncertainty?
Whenever you measure something, there is always some uncertainty. There are two categories of uncertainty: systematic and random. Systematic uncertainties are those which consistently cause the value to be too large or too small. Systematic uncertainties include such things as reaction time, inaccurate meter sticks, optical parallax and miscalibrated balances. In principle, systematic uncertainties can be eliminated if you know they exist.
Random uncertainties are variations in the measurements which occur without a predictable pattern. If you make precise measurements, these uncertainties arise from the estimated part of the measurement. Random uncertainty can be reduced, but never eliminated. We need a technique to report the contribution of this uncertainty to the measured value.
How do I determine the uncertainty?
This Appendix will discuss two basic techniques for determining the uncertainty: estimating the uncertainty and measuring the average deviation. Which one you choose will depend on your need for precision. If you need a precise determination of some value, the best technique is to measure that value several times and use the average deviation as the uncertainty. Examples of finding the average deviation are given below.
How do I estimate uncertainties?
If time or experimental constraints make repeated measurements impossible, then you will need to estimate the uncertainty. When you estimate uncertainties you are trying to account for anything that might cause the measured value to be different if you were to take the measurement again. For example, suppose you were trying to measure the length of a key, as in Figure B-1.
If the true value was not as important as the magnitude of the value, you could say that the key's length was 5 cm give or take 1 cm. This is a crude estimate, but it may be acceptable. A better estimate of the key's length, as you saw in Appendix A, would be 5.81 cm. This tells us that the worst our measurement could be off is a fraction of a mm. To be more precise we estimate that fraction as about a third of a mm or that our value is 5.81 ±0.03 cm.
Another time you may need to estimate uncertainty is when you analyze video data. Figures B-2 and B-3 show a ball rolling off the edge of a table. These are two consecutive frames, separated in time by 1/30 of a second.
The exact moment the ball left the table lies somewhere between these frames. We can estimate that this moment occurs midway between them ( s t 60 1 10 = ). Since it must occur at some point between them, the worst our estimate could be off by is s 60 1 . We can therefore say the time the ball leaves the table is . 10 60 1 60 1 s t ± =
How do I find the average deviation?
If estimating the uncertainty is not good enough for your situation, you can experimentally determine the uncertainty by making several measurements and calculating the average deviation of those measurements. To find the average deviation: (1) Find the average of all your measurements; (2) Find the absolute value of the difference of each measurement from the average (deviations); (3) Find the average of all the deviations by adding them up and dividing by the number of measurements. Of course you need to take enough measurements to get a distribution for which the average has some meaning. Here are two examples of finding the average deviation.
In example 1, a class of six students was asked to find the mass of the same penny using the same balance. In example 2, another class measured a different penny using six different balances. Their results are listed below:
Class 1 Penny A massed by six different students on the same balance.
Class 2 Penny B massed by six different students on six different balances
However you choose to determine the uncertainty, you should always clearly state your method in your report. For the remainder of this appendix, we will use the results of these two examples.
How do I know if two values are the same?
If we compare only the average masses of the two pennies we see that they are different. But now include the uncertainty in the masses. For penny A, the most likely mass is somewhere between 3.116g and 3.124g. For penny B, the most likely mass is somewhere between 3.124g and 3.138g. If you compare the ranges of the masses for the two pennies, as shown in Figure B-4, they just overlap. Given the uncertainty in the masses, we are able to conclude that the masses of the two pennies could be the same. If the range of the masses did not overlap, then we ought to conclude that the masses are probably different.
Which result is more precise?
Using a meter stick, you might have an uncertainty of a fraction of a mm in measuring the length of a table or the width of a hair. Clearly, you are more certain about the length of the table than the width of the hair. Your measurement of the table is very precise and your measurement of the width of the hair is completely imprecise. To express this sense of precision, you need to calculate the percentage uncertainty. This is done by dividing the uncertainty by the value of the measurement and then multiplying by 100%. For example, class 1 and 2's precision can be calculated in the following way:
Precision of Class 1's value: (0.004 g ÷ 3.120 g) x 100% = 0.1 %
Precision of Class 2's value: (0.007 g ÷ 3.131 g) x 100% = 0.2 %
Class 1's results are more precise. This should not be surprising since class 2 introduced more uncertainty in their results by using six different balances instead of only one.
Which result is more accurate?
Accuracy is a measure of how your measured value compares with the real value. Imagine that class 2 made the measurement again using only one balance. Unfortunately, they chose a balance that was poorly calibrated. They analyzed their results and found the mass of penny B to be 3.556±0.004g. This number is more precise than their previous result since the uncertainty is smaller, but the new measured value of mass is very different from their previous value.
We might conclude that this new value for the mass of penny B is different since the range of the new value does not overlap the range of the previous value. However, that conclusion would be wrong since our uncertainty has not taken into account the inaccuracy of the balance. To determine the accuracy of the measurement, we should check by measuring something that is known. This procedure is called calibration, and it is absolutely necessary for making accurate measurements.
Be cautious. It is possible to make measurements that are extremely precise and, at the same time, grossly inaccurate.
How can I do calculations with values that have uncertainty?
When you do calculations with values that have uncertainties, you will need to estimate (by calculation) the uncertainty in the result. There are mathematical techniques for doing this, which depend on the statistical properties of your measurements. A very simple way to estimate uncertainties this is to find the largest possible uncertainty the calculation could yield.
This will always overestimate the uncertainty of your calculation, but an overestimate is better than none at all. Examples of making calculations with uncertainties are shown below:
Addition:
3.120±0.004 g + 3.131±0.007 g =?
First find the sum of the values:
3.120 g + 3.131 g = 6.251 g
Next find the largest possible value:
3.124 g + 3.138 g = 6.262 g
The uncertainty is the difference between the two:
6.262 g - 6.251 g = 0.011 g
This is the same as just adding the uncertainties: 0.004 g+0.007 g = 0.011 g
Subtraction:
3.131±0.007 g - 3.120±0.004 g =?
First find the differences of the values:
3.131 g - 3.120 g = 0.011 g
Next find the largest possible uncertainty:
0.007 g+0.004 g = 0.011 g
So the result is 0.011±0.011 g.
Notice that zero is included in the range, so it is possible that there is no difference in the masses of the pennies, as we saw before.
Multiplication:
3.131±0.013 g x 6.1±0.2 cm = ?
First multiply the values:
3.131 g x 6.1 cm = 19.1 g-cm
Next find the maximum possible value (or the smallest):
3.144 g x 6.3 cm = 19.8 g-cm
And the difference gives the uncertainty:
19.8 g-cm - 19.1 g-cm = 0.7 g-cm
So the result is 19.1 ± 0.7 g-cm.
Division:
3.131±0.013 g ÷ 3.120±0.008 g = ?
First divide the values:
3.131÷3.120 = 1.0035
Next, find the maximum possible value (or the smallest):
3.144g ÷ 3.112g = 1.0103.
(Notice the largest possible value for the numerator and the smallest possible value for the denominator gives the largest result.) And the deviation of this value:
1.0103 - 1.0035 = 0.0068
So the result is 1.004 ± 0.007
The same ideas can be carried out with more complicated calculations. Remember this will always give you an overestimate of your uncertainty. There are other calculational techniques which give better estimates for uncertainties. If you wish to use them, please discuss it with your instructor to see if they are appropriate.
These techniques help you estimate the random uncertainty that always occurs in measurements. They will not help account for mistakes or poor measurement procedures. There is no substitute for taking data with the utmost of care. A little forethought about the possible sources of uncertainty can go a long way in ensuring precise and accurate data.
PRACTICE EXERCISES:
B-1. Consider the following results for different experiments. Determine if they agree with the accepted result listed to the right. Also calculate the precision for each result.
a) g = 10.4 ± 1.1 m/s
2
g = 9.8 m/s
2
b) T = 1.5 ± 0.1 sec
c) k = 1368 ± 45 N/m
T = 1.1 sec k = 1300 ± 50 N/m
B-2. The area of a rectangular metal plate was found by measuring its length and its width. The length was found to be 5.37±0.05 cm. The width was found to be 3.42±0.02 cm. What is the area and the average deviation?
Answer: 18.4 ± 0.3 cm 2
B-3. Each member of your lab group weighs the cart and two mass sets twice. The following table shows this data. Calculate the total mass of the cart with each set of masses and for the two sets of masses combined.
| Cart | Mass set 1 | Mass set 2 |
|---|---|---|
| (grams) | (grams) | (grams) |
| 201.3 | 98.7 | 95.6 |
| 201.5 | 98.8 | 95.3 |
| 202.3 | 96.9 | 96.4 |
| 202.1 | 97.1 | 96.2 |
| 199.8 | 98.4 | 95.8 |
| 200.0 | 98.6 | 95.6 |
Answer: Cart and set 1: 299.3 ± 2.2 g.
Cart and set 2: 297.0 ± 1.8 g.
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Narrator: Reverend Martin C. Schmidt
Date of Interview: April 21, 1978
Place of Interview: Narrator's home, St. Joseph's Rectory,
located at 1747 Lake Avenue, Wilmette
Interviewer: Denise Rossmann Christopoulos
Recorded For: Morton Grove Historical Society
Transcribed For: Morton Grove Public Library
Tape Running Time: 1 hour, 43 minutes
INTRODUCTION
While resident pastor of Our Lady of Perpetual Help in Glenview, Father Schmidt organized St. Martha Church in 1919. He talks about renting an old empty saloon on Lincoln Avenue as the first make-shift church. Father Schmidt recalls the organization of local men in hauling oak pews from Evanston to the church, the women in preparing the linens for the weekly masses and Poehlmann's Greenhouses donations of flowers for the altar which was once a part of the saloon bar.
Of particular interest is Father Schmidt's remembrances of the roadhouses in town and how they were referred to as the "black eye" of Morton Grove by Archbishop Mundelein. During the Depression years, he developed a rapport with many of the roadhouse owners and used their premises for many church fund-raisers.
Due to his dedication and hard work, Father Schmidt is responsible for setting much of the ground work for the parish of St. Martha until the appointment of the first resident pastor, Reverend Frederick J. Berg in 1922.
MS: Reverend Martin Schmidt
Q: Question asked by interviewer, Denise Rossmann Christopoulos
TAPE ONE, SIDE A
MS: Put yourself back 59 years. All that country then was all open with nothing but farms from Milwaukee Avenue west. And up north toward Glenview and then even to the northeast, around Dempster, it was all vacant. It was woods. Nothing was built up.
Q:
Okay, I'm going to start by asking you if you could tell me when and where you were born.
MS: In Chicago on O'Brien Street.
Q: What year?
MS: January the 13
th
, 1884.
Q: What was your mother's and father's names?
MS: Schmidt. Dad was Conrad and Augusta was my mother's. They were from Germany.
They were immigrants. They landed at German Central St. Francis of Assissi
Church on Newberry and Roosevelt Road. A mile down were the Irish settlement.
Holy Family Church where St. Ignatius College is.
1
Q: What did your father do?
MS: I was just one year old when we moved out to the northwest to the West Side. He was a shoe cobbler. He was in the shoe business on California Avenue. That was almost to the city limits at California Avenue and Bloomingdale Road.
Q: And your mother -- did she work?
MS: She just took care of the store.
Q: Where did you go to grammar school and high school?
MS: At St. Aloysius. That's why we moved out there. That was a new parish just being established. I went to grade school there.
Q: And college?
MS: I went to college at St. Ignatius and two years of high school. Four years graduated from college. St. Ignatius College is only a high school now. The college is Loyola. See, I'm an alumnus of the high school. I graduated from high school in 1902.
Q: And what was college?
MS: 1905. (laughter) And then I went to St. Francis Seminary. It's south of Milwaukee. There's a town just south of the border line of Milwaukee.
Q: Is it in Wisconsin?
MS: It’s in Wisconsin.
Q: In 1910 you became a priest?
MS: Yes.
Q: Do you remember your first appointment as a priest?
MS: Yes, way on the South Side. It was German Sacred Heart Church at the Seventies and May Street. It was a German church. And I was there just nine years.
Q: Did you get that appointment in 1910?
MS: 1910. I'll tell you a little story.
Q: Okay.
MS: I was called in on October the 18 th , 1919, by Archbishop Mundelein. And he said, “We’re going to make you a pastor. I’m sending you out to Glenview and Morton Grove.” I asked him, “Where is that?” He said, “I don’t know. Go out and find it.” (laughter) That’s how I was sent. In those days, you know, you just went. I found it. I had an idea it was up north, see? I came to St. Joseph here. I knew about this parish, and they had a little church in Glenview. A little mission church. See, the priest took care of that. Now keep that in
mind -- the mission. There's where a lot of people make a mistake where they confuse things. Glenview was a mission of St. Joseph.
Q: What was the mission church called?
MS: Our Lady of Perpetual Help. And then, of course, Mr. Sesterhenn was one of the main men of the town. The priest took me there. Introduced me to him, and it was just before All Saints Day. I had a meeting -- I told him to call the people to the church and to spread it around. I came out here and talked to them, told them I was going to be the first pastor.
Q: At the mission church?
MS:
Q:
MS:
Q:
At the mission church. And that I'll be out the first day of November, which was a Holy Day of Obligation. I’ll come and say Mass. And, of course, when I
came here, now where to live? There was no place for me to live. But Mr.
Sesterhenn had under the garage a corner that was kind of partitioned off when you came up a rickety stair, but it was no wider than this. Put a cot in there
and a laundry stove.
You were not staying at St. Joseph's while you were organizing the mission?
No, I wasn't staying here.
So you actually did not have a position at St. Joseph's here?
4
MS: See that's cut off. Had nothing to do with it anymore. It was no more a mission church.
Q: I see.
MS: Well, after I got acclimated in a few days, then I went to Morton Grove.
Q: How many people did you originally have at the little mission church?
MS: Sixty-three families.
Q: Did someone come to you saying that people in Morton Grove were interested?
MS: No, no. The archbishop said it. Then after I was kind of settled in about a week, by bringing my duds all out here, then Mr. Sesterhenn and I came to Morton Grove and met Mr. Harrer and Mr. Loutsch.
Q: You were pastor at the mission church?
MS: Yes.
Q: And this was another mission church?
MS: No, it was no mission. See, there’s where the mistake is. It was not a mission.
Q: What was it?
MS: See, it was all explained that Morton Grove was a mission of Glenview or Glenview was a mission of Morton Grove. Even the chancellor -- I couldn't convince them -- each had their own banking. They did not want anything to do with each other -- Morton Grove with Glenview. They were independent, see?
Q: I see.
MS: Well, when I met Mr. Harrer and called and told them the day, they spread it around, and had a meeting in the village hall. So I came down that night and told them, "I'm the pastor of Morton Grove." Now these folks in Morton Grove were Luxemburgers. Now, to interrupt, you know years ago, we were national churches. There was a German church, the Irish church, the Polish. But at Mundelein's time, that was all wiped out. There was no such thing as a German church or an Irish church. It was cosmopolitan. I know when I was a boy, the German would never go to the Irish church, or an Irishman come to a German church. Oh, no, that's their church. That's all settled. We're all national churches. Anybody can belong to it. So, at the first meeting, I said the name is St. Martha. O-o-o-h (makes sound).
Q: And where did you get that name?
MS: Well, I didn't. It was the archbishop's name. He said, "That's the name it's going to have." So I said, "If you object, see the boss!" (laughter) Luckily they didn't. Then I said, "It's not a German church." There it was again, you know.
Q:
MS:
Q:
MS:
Because people assumed it was going to be a German or Luxemburg church?
Yes. It's the kind that anybody can belong to it. So every time, I said, "See the boss!” But nobody went to see the boss. Sixty-six families I had in Morton
Grove when I started out.
When the people in Morton Grove first decided to organize for their own church, was it strictly on their own?
It was on their own.
Q: They just decided they wanted a church in Morton Grove?
MS: This distance that these people in Morton Grove had to travel to get to St. Peter's was too far. When I had that meeting, I told the committee to look for a place now where we're going to have a church. So they found this store. Now on the corner of Georgiana and Lincoln Avenue was a cottage. See it's all built up now. Then there was two empty stores. There was a brick building there, too. So this place on the corner was the empty saloon. They rented that.
Q: Who paid for it? Did the congregation?
MS: Well, oh, sure. We paid rent. Twenty-five dollars a month rent.
Q: Who did you rent it form?
7
MS: I don't know who it was. I left that to the committee. I appointed it to take care of that.
Q: Were these the three men that took care of most of the dealings on the committee? Lochner, Harrer and Loutsch?
MS: Yes, Lochner and all of them.
Q: Nicholas Platz?
MS: Yes. All those old timers. So I came down when they got the saloon. I looked it over. There was a bar, so I told them what to do. See, it was a long building. That was the saloon. There was another building next to it the same way. And there was a two-story brick building. So I showed them -- back here to make a partition for a sacristy, se where the priest could dress. And then built a platform, and I took the bar and sized it and cut it off. Oh, it was a most cute little place.
Q: What was the bar used for? The altar?
MS: Yes, just part of the bar. Not the whole bar. Fixed that up. Then we organized the women and they got the linens and the vestments. They had little socials start to pay for these new things.
Q: What about benches or chairs?
8
MS: Well, the village was kind. The men, every Saturday night, carried these folding chairs form the city hall into here. Then lugged them all back again. But, in the meantime, I was looking around, inquiring at parishes for old pews. And it happened one night, it was after supper. I thought, "I'm going to see Father Smyth in Evanston." He had that big church there at Evanston on Ridge Road. So it was right after supper when I came there, and he was sitting in the yard. When I came there, he said, "Well, young man, what can I do for you?" I said, "Father, have you any old pews?" He said, "Boy, you came to the right place!" (laughter) "I got a basement full of them." Well, I hurried home and got all these boys that had these hothouses and had trucks. I came out with two trucks, loaded them up and chased back. No more carrying chairs back and forth.
Q: Oh, great!
MS: And beautiful pews! They were just like new.
Q: What were they made out of?
MS: Oak. Yes, they were beautiful pews. I could seat about 175 or maybe I'd get 200, squeeze 200 in that place. In this window, there was a platform there. (looking at sketch of make-shift church) You can see it extended more. There's where the choir stood. Then where they got the organ from I don't know.
Q: Was it donated, do you think?
9
MS: It must have been. Most all the Harrer young children were in the choir. Oh, I had a fine choir. Dandy choir!
Q: Was this built out like a store has a built out window to put things on display? And they stood in there?
MS: See, here's where you enter. Here's the door.
Q: Was it written on the window like that, "St. Martha Catholic Church"?
MS: Yes, it was a window like this. That's how it was. See we painted that on there, you know -- "St. Martha's Church".
Q: How many Masses per Sunday?
MS: Only one Mass, because see in those days, the priest could only binate the two Masses on a Sunday at any time. So, I had Glenview, and I had Masses at 8:00 and 10:00. And it would alternate. One Sunday 8:00 in Glenview, 10:00 Morton Grove. Next Sunday, 8:00 over at Morton Grove, 10:00 over here. Back and forth that way.
Q: Did you hold any confessions and baptisms?
MS: Yes, I'd come down on a Saturday afternoon. Or I'd come in the evenings. It all depended when I'd hear confessions in Glenview, too.
Q: You were busy. (laughs)
MS: Back and forth. Back and forth all the time!
Q: Now, were you still living in Glenview?
MS:
In Glenview. See, I lived up under the garage from October to March. There were four little cottages on Grove Street. One became vacant, and I moved in there. Of course, I boarded my meals at Sesterhenn's. I was alone in this little cottage. And, so it was always back and forth, back and forth. At the beginning, Waukegan Road was closed when I came there from Glenview Road to Dempster. It was newly paved. I had to go a round-about way all the time. Take Glenview Road to Harlem Avenue, Harlem Avenue over and then Dempster that way. It was Christmas Even, and I was going to Morton Grove to hear my confessions. I came to Waukegan Road and Glenview Road to make my turn, and here I saw a man moving these horses. So I asked him, "Say, buddy, are you opening the road?" He said, "Yes." I said, "merry Christmas!" (laughter) He had a hay load; still covered with hay. Oh, what a relief that was, you know. I always went that round-about way. And when it was snowing, it was no fun!
Q: No, I wouldn't think so. (laughter) How did you set up the confessionals?
MS: In the sacristy, just a confessional.
Q: And the baptisms also?
MS: Well, no. I didn't have any baptisms.
Q: Oh, you didn't? How about weddings?
MS:
No. I had funerals, but those funerals I had right at the beginning. That was St. Peter's. And see for confirmation, I'd unite Glenview and Morton Grove, but it was only a handful. We went to those first records there at St. Peter's. We got those things going, so now get the property. See, in those days, you had to have the money first. Not like today. When a new parish is started, the land is there from the diocese, you get that, they give you a loan. No, not in those days.
Well, anyhow I was saying how I had to go back and forth. See everything was double. If I had a bazaar in Glenview, I had to have a bazaar in Morton Grove, because that's not a mission, nor was this mission. Each one, see. Everything was double. Well, it lasted for four years. That was getting near old and it was growing, too. We bought that land where the church is now. See, that first old church? Three hundred feet. I bought that land.
Q: Did you take care of the financial dealings?
MS: No, I didn't. Of course, I got books, too. But I let them bank it. They had their own bank. But I had to give a report of Glenview, and I had to give them a report from Morton Grove.
Q: Back to the archdiocese?
MS: To the pastoral office.
Q: What did the land look like that you purchased?
MS: Well, that was very open space. I know it was a family, Huscher. It was the only piece of land in one piece -- it was three hundred feet. Guess what I paid?
Q: I have no idea.
MS: Nine dollars a foot.
Q: Did you? (laughs) Oh, that's incredible!
MS: Twenty-seven hundred dollars. Then we got the deed and everything. The deed, like in every church, and the religious schools, that's down in the log in the diocese. So I took the men down to the chancellery office and there's where the deed was -- it's like a bank. Every church has its own box where all the papers and things are.
Q: So the money from the bazaars and the other functions was that money.
MS: Every Sunday, they had bunco. Not bingo, but bunco. I don't know whether they had it after the Mass or in the afternoon, but every Sunday, they played, and that money helped to pay the expenses. And so I say, for four years, it was
MS: Well, he was the first resident pastor, but I was the original. Father Berg, he stayed there for a while. See, then he took that money -- I guess they had on hand some sixteen thousand -- and got a loan and built the church. The first, original church and house.
getting too much. I couldn’t handle it, so I went to the archbishop and told him, “put a new man there.”
Q: Were you considered officially the pastor?
MS: Yes, I was officially the pastor.
Q: I’ve read that when Father Berg game, he was the first resident pastor.
Q: So you purchased the land . . .
MS: And he put the church on it.
Q: And you stayed at O.L.P.H
MS: And I stayed there. See I was there twelve years, and I built a school. And a convent.
Q: Boy, you were busy! (laughs)
MS: I say they were nice -- oh, dandy people in Morton Grove. They were workers! But I couldn't do it. It was getting to be too much going back and forth. Because I couldn't neglect either one.
Q: What constitutes a mission?
MS: If it was a mission, then all of that money collection goes to Glenview. It would all go there.
Q: Oh, I see. In other words, you stand alone with your money and everything you organize.
MS: Yes. It's just like a little offspring. All of the money would go there to pay the expenses of the pace.
TAPE ONE, SIDE A ENDS
TAPE ONE, SIDE B
Q: How about flowers for the Masses? Did most of the greenhouses contribute?
MS:
Oh, Poehlmann's did. August Poehlmann. Oh, for Christmas and Easter! I used to haul them over in my car home. I’d give them away. Oh, never short of
flowers. All that I got from him.
And then here, too, in Morton Grove, right here at Georgiana on the corner there's that statue. I dedicated that.
15
Q: The Women's War Working Circle statue of the doughboy?
MS: Yes. I dedicated that. I know I was invited to come and I remember there was a (pauses) politician -- Hoffman, he was there, too. He was a big-shot. I believe, of course, he got in bad. And I know I came down that Sunday -- I remember there was a ditch there, you know, it was just a hill.
Q: That was just a park originally there on the corner.
MS: Well, it was just woods. But who donated it, I don't know. Because, you see, they did a lot of things that I didn't know about. They were working by themselves. That shows it was not a mission, see? They would do their own.
Q: Did you have any more input after Father Berg came and began to build the building?
MS: No. I don't know anything about it after I . . .
Q: Did you still serve Mass there occasionally?
MS: No, no. See then I had my two Masses in Glenview. I didn't have any connection with Morton Grove any longer when Father Berg came. He took right over. And he was the resident pastor. But he was just the first. That's the same way like here. The people of Glenview thought Father Dussman was the first pastor. No, he's the fourth pastor. (laughs) I was first, then came Father Rengel, then came another -- he was just a short while -- then came Dussman. He was the
fourth. They just had a celebration. I was there, and I was sitting in the sanctuary. Then at the homily, the preacher announced, clarifying that people thought Father Dussman was the first pastor. He said, "The first original pastor is sitting right there." And the whole parish gave an ovation. And they found out that Dussman was not the first one; he was the fourth one, although he did a lot of the work.
I bought land there, too, and had a lot of work. See the little church was in the corner there -- a hundred feet. Then I bought two hundred feet more. There was a Methodist Church there also. And the river goes through there. that land? It wasn't any good, but I had foresight. There was a time when
There was a bridge. And there's Glenview Road. Now this piece of property in here was delinquent on taxes. That property was down in a valley, ten feet deep from the road. Every time it rained, this was one big lake. Mr. Rohl (?) of the parish, he went and paid the taxes on this here piece of property. Now this river went like this (sound of pencil drawing across paper). Now what good is improvements would be coming. I was almost the boss -- I ran the town of Glenview. So, when improvements came, I said, "Boys, I want this river to go straight. I want all the filling to go in here."
Q: Oh, my gosh. That's a big project.
MS: So the parish has that whole piece of property, see? Well, I had it up to here, and then Father Dussman brought some of the other property. We had that all pinned in.
Q: How long did that take to fill that in?
MS: Well, while they were improving the town, putting in streets and sewers, they dumped everything here. Didn't cost me a cent!
Q: How clever! (laughs)
MS: These old timers, if they paid their taxes and got that property and played politics then you'd have a big piece of property.
Q: Sure. Good thinking. (laughter)
MS: They thought I was joshing them, you know. This river -- see that's the Chicago River -- it's the west bank and they meet at Morton Grove there at the railroad tracks. That belongs to the state. Their eyes straightened -- monkey with the river? (laughter) If they hear about it after all these years, I'll be in the calaboose for that. I broke up that river. See it just cut up the land. You couldn't use it. That would be always a lake. That whole thing filled in. That was fifteen feet.
Q: Well, how long did it take to fill that?
MS:
Well, while they were putting in sewers all through the streets and roads -concreting in Glenview there -- it was about a year before I had all of it.
Q: Served two purposes. They could get rid of their garbage, and you had good land.
MS: I was the director of the civic association we had at Glenview. Years back, we had what we called Glenview Days. They made me one year even run the Glenview Days. There's a civic association, the fire department, and the Legion. Those three ran Glenview Days. Once in there, I said, "Now, we need a new fire engine." We only had one of these little hoppers going down. So, we got a committee and had different departments bring in engines to test them. And I picked the one out. I said, "That's the one I want. That big Seagrave." "Oh, but, Father, $36,000!" I said, "That's easy to pay for." So what did we have -- Glenview Days. The proceeds from the Glenview Days is divided up into three parts, each gets a part. There were to Glenview Days, then other things I had, and in a year and a half I had the engine paid for.
Q: That's great.
MS: But that's the way we used to work. When any doings [were going on], they'd always [come to me]. I'd say, "Go to your own minister!" "Oh, no, no."
Q: Well, you knew how to do it!
MS: I always had plenty work there to do. Day and night I was working on these different things.
Q: Sounds like you were an expert at getting funds.
MS: I had a dandy young people's club in Glenview. A hundred and twenty teenagers.
Q: Did you have any in Morton Grove?
MS: No. we used to arrange all kinds of hay parties, sleigh ride parties, and then we had the river to skate on. Not only the young ones, the folks came out, too. You'd have bonfires all over the river.
Q: Oh, sounds great.
MS: Oh, we had great old times. We had a drama club and performed plays. I built stages. At the corner of Glenview and Waukegan Road was a dance hall, and I built a moveable stage. Later on, I put it in the public school, when they put an addition on. I told them how to do like three classrooms in one room. I'd say, "Have moveable walls." Then, you had the stage and you had a big hall. You could move the walls away and have solid blackboards on the sides. I had that done in the city.
Q:
When this was getting too much between Glenview and Morton Grove, did you have a choice which church you wanted to stay with when you went to the archdiocese?
MS: No.
Q: Did they want you to stay in Glenview?
MS: No. I did that on my own because Glenview was more built up. Morton Grove wasn't. It was still scattered here.
Q: Still farm land?
MS: Yes. It was just scattered. Glenview had all kinds of stores -- stores and butcher shops and groceries and everything. They didn't have that in Morton Grove. So I stayed here. The archbishop said, "Of course, Morton Grove had a black eye." You see, it was during the Prohibition with all the roadhouses.
Q: Down Dempster?
MS: Dempster.
Q: He brought that up to you?
MS: Yes. Well, I'm mixed with politics now at this time. And whatever these boys do, I've got friends. So I went over to the Dells the first time; I said, "Boys, I want this place for two days." "Okay, Father, it's yours." So, I go to the Ferris Inn, "Okay." The next time I was over there to have the bazaars.
Q: You had a bazaar in there?
MS: Yes, I said, "This place belongs to me for two days."
Q: And they never gave you any problem?
MS: No. I knew all of them -- Mayor Touhy -- the gangsters and all of those places.
Q: Were people in the congregation concerned about them?
MS: No. We all worked hand in hand. I just said, "Here, I want this place."
Q: And you got it!
MS: Oh, there are many other stories that I could tell when I was in Glenview. Oh, so many, many stories. Those were what I was implicated in. Yes, oh those were happy days. When Glenview came, that was a part of my history; I was always kind of a fighter. What broke me up -- I had to leave Glenview -- they forced me to build when banks and everything crashed. A hundred thousand dollar debt. From a little handful of people. Well, I was a nervous wreck, so I had to give up. See that's why Father Dussman came. But he had hard times, too, in paying that heavy debt. See, when banks crashed it was '29, '30. The debt was just climbing over -- none of the priests could pay. It was always getting higher and higher. People didn't have any. The farmers lost their farms. You see, years ago when a farmer could sell an acre for $600, that was big money. But that's why I blame the Depression on these here real estate men. They came out to the farmer: "We'll give you $600 for that farm an acre." Why, he jumped. "Sure." But the dumb farmer, he received $500, the rest on paper. And right away, they put street, sewers in there. Cut up the farm. Then the crash came. The farm went back to the farmer. Now what is he going to do with it? He had nothing. He was broke. Like everybody else. Banks crashing.
Q: When you were involved in this little make-shift church here for the four years and when the First World War came, did that affect the building?
MS: Oh, no, that was going divine. Everything was going nice. That was going good.
Q: Did the archbishop ever say anything to you about cleaning up the black eye spot in Morton Grove?
MS: Oh, no. (laughs)
Q: They didn't want to get involved?
MS: No, you couldn't clean that up. (laughs)
Q: Too many? (laughs)
MS: There were too many of them. I'll tell you another thing. See, when I was at Sacred Heart, before I came out, it was either '16, '17, or '18, one of those years, in the Chicago Examiner -- it was a Sunday supplement -- was an article on The Bridge Inn. It was town down now. When I came there, Mr. Miller was running it. But you know what that was? The Monte Carlo of America!
Q: Really?
MS: That's why there was a supplement that showed all these pictures -- it was the biggest gambling joint you could find. It was raided and, all these women on the Lake Shore, they were the gamblers, their jewelry was just disappearing. The husband would say, "Oh, dearie, where's that diamond earring?" The gals were
gambling all the money away. And that's how it got out and they raided the place. They called it the Monte Carlo of America.
Q: You mean the women would go during the day or the night?
MS: Yes. They went there to gamble.
Q: Did you have a newsette or news bulletin when you first started St. Martha's?
MS: No. No bulletins. I don't know if Margaret or Mike Lochner -- see he lives right over here -- whether he knew of any. See, when I came there, his father was still alive. He lived right here in this woods. Mike Lochner was 102 when he died. I saw him there before he died. And see his dad wasn't here. And when I came there, I used to visit and he told me when he was a boy how he and his dad -- oh, there were Indians here all the time. See, that was all Indians. They'd take a load of logs down Lincoln Avenue and bring back a sack of flour.
Q: That's amazing.
MS: And how the Indians would come to his door and ask for food. I know in Glenview, too, I found a lot of arrowheads. Yes, this was all Indians. Milwaukee Avenue was a big trail. I know in our garden at college there I found some.
Q: Many people have wondered why St. Martha's was named as such.
MS: I don't know. When the archbishop told me, he said, "The name is St. Martha." Just the same as he said it's a national church. Of course in the beginning, I gave them half and half. I gave them some devotions in German.
Q: Did you?
MS: (laughs) Yes. Then, of course, it petered out. They all settled down.
Q: So they got used to it. Oh, you were sly! (laughs)
MS: Those were the days.
Q: So can you remember any funny experiences that you had while you were serving Mass or anything that happened in that building?
MS: Well, after we got all settled, I thought I'd give the men a little treat, you know. There were about a dozen men. So I arranged a dinner at the Blue Pheasant. Now the Blue Pheasant was a roadhouse at what we called the Four Corners. There's Gross Point Road. That's the east boundary of Morton Grove. See the boundary of the Morton Grove church is Gross Point Road, which runs into Wilmette here. See then over there is Church Street, which separates Glenview. (sound of pencil drawing across paper) And here's Milwaukee Avenue. That was also for Glenview. (writes on paper) Now there's Oakton, see it comes from Niles Center, but it didn't go through. Now Oakton Avenue is part of -- up to Milwaukee Avenue. See that's the boundary of the parish. Now what the boundary of the town is, I don't know for Morton Grove itself. I don't know how far the
boundaries go zigzag. But those were the boundaries of the parish. See that's why I say, all the parishioners were living far west from St. Peter's.
Q: They didn't want to travel that far.
MS: Quite a ways. So that put the parish church where it is in the center of all directions, see?
Q: Do you remember one Christmas when they got the church all fixed up?
MS: They had a nice choice. The young people always had real nice music. I had a High Mass all the time.
Q: You did?
MS: Well, I was talking about that, I was telling you about this here parish, that dinner.
Q: Oh, yes, right.
MS: I thought I'd give them a dinner. So I had passed and saw that place. It was a tavern and a restaurant. We had one in Glenview, the Greenhorn, a speakeasy. See, all these speakeasies had a restaurant. So, I had arranged it beforehand. So we came there for supper. We all got there, and I was saying the prayers. And all of a sudden, it struck me it was Friday, and here was chicken.
Q: And you're leading the group! (laughs)
MS: (laughs) Well, I could easily dispense it. It didn't strike me at that time -I was dumb. I could dispense, you know. So, I said, "All right. Wrap up the chicken in a doggie bag for each one, and fry fish!"
TAPE ONE, SIDE B ENDS
TAPE TWO, SIDE A
Q: Well, I really found it to be interesting -- this whole little story. The people were so dedicated to have their own church . . .
MS: They were good. They worked hard, both men and women. Like take a Saturday from village hall to this place, lug all those chairs back and forth, back and forth!
Q: How many chairs? How many people were there?
MS: I would say about a hundred chairs or some hundred and fifty chairs. That's no fun. You got to haul them all back again. I know I tried every which way for pews . . . and boy! (laughs)
Q: Did you know he had pews in the basement?
MS: No, I didn't. I just took a chance.
Q: What made you go see him?
MS: Well, I had seen everybody else. (laughter) I said I better go see Father Smyth. He was the Irishman, see the Irish church there. He says, "I got a basement full." Oh, boy! I hurried home; it was after supper in the evening in summertime, and got these two big trucks. I knew where the boys were. And we loaded up those pews.
Q: How many families, then, belonged to Morton Grove?
MS: Sixty-six. There were more there than I had in Glenview. Here, I want to give you those. (photos of Father Schmidt) That's what I looked like at the time.
Q: You can just see that you're full of energy.
MS: I was only 35 years old. I don't know whether you heard of a Villa Venice, a big place on River Road and Milwaukee Avenue. It was a big gambling joint, too. But most expensive. It was run by a man named Bouchet (?). And he was known for what we call an expert in high-tone productions. And he always ran there. Oh, it was an expensive place. You couldn't get in there -- they couldn't even rob the place, because in the trees and the woods, there would be marksmen. If burglars tried to get in, they wouldn't last long.
Q: You're kidding?
MS: Yes, see that's right at the river. Toward the last year, they had gondolas -shows outside on the river. All fancy, you know. He was known as a famous planner of big, fancy, exotic dancers. During the wintertime, he'd be down in Florida having a big place. Well, one Sunday, when I had my last Mass, a young lady was waiting outside. "Father, can I talk to you?" "Sure. What is it?" She says, "I'm one of the actresses from Villa Venice. I want to tell you something." So, by that time, my folks were waiting. I said, "Come on home and have lunch." So, we went then afterwards, she told me.
Now Bouchet (?) would not hire anybody that lives within a thousand miles, because when he had people working, he had complete control over them. He takes their clothes away, everything that they know, and she was telling me all of this. And they're naked during the show. Well, she told me she had lied to him that she was from New York. But she wasn't, she was from Chicago. And that bothered her, and, of course, she was telling all of what was going on. Of course, he fed them, his girls, but anytime there was an extra piece of toast, it was deducted. You see, and they couldn't get away. He took their clothes away. He just held them; they were like slaves. So I said, "Okay. How'd you get here?" She said she walked. Up Milwaukee Avenue to River Road and came down Glenview to come to the church. So I drove her back. I said, "I'll look into it."
Well, I was acquainted with the police department there -- the police on Milwaukee Avenue had a big station. I knew all the boys. I said, "Say, I'm going out and straighten out this here Bouchet (?) up there." He (a police friend) said, too, he head a lot about him. So we made an evening to go there. It was after supper, oh, about eight o'clock. I went to the station, and we were just going to go out and a friend of his came. And we told him what we were going to
do, and he said he would come along. So we took a bottle along, too. You know, in those days in the roadhouses, some places they didn't sell any liquor. You brought your own, but you had to pay for the ice cubs, set up, a good price.
Q: What year is this?
MS: This goes way back; this goes about, see . . .
Q: Is it during Prohibition?
MS: Oh, yes, it was during the Prohibition. It was like '29 or '28, somewhere around '28 is when this happened. So, we went over there and got in. And we walked in -- oh, it was a swell place, you know. A theatre room and there was a table, and there was a higher area and below there was the runway on the floor, where the shows come to the stage. And we sat there, and we had the bottle, of course -- they didn't know who we were. The show started. I guess it was nine o'clock for the show. The show was nine, twelve and two. There were three shows. When the girls came down, I spotted her. She spotted me, too. So we just sat there. It was short -- the show.
There was kind of a vestibule with chairs, and I looked around after the show was over, and there she was sitting. She had dressed. And then I spied a guy around the corner, and he saw me there. He was a bouncer. Because, first of all, no customer was allowed to talk to the girls or have a girl come to the table or anything or tip them. That was strictly forbidden. And here, he saw me go over there and talk to this girl. So, I told her, "Now, quiet." I said, "It will be all right." I brought her over to the table. So we ordered supper. Of
course, I said, "We want to se Bouchet (?)." So Bouchet (?) came. You think like a gangster, but he was just like a common old sewer digger or something, and they introduced me. This here police, he says, "Father wants to talk to you." So I took him aside, and I said the litany to him. I said, "Ain't going to happen again." You know. So . . .
Q: And what did he have to say to all that?
MS: So, he brought his wife out, too. And after he introduced his wife. Bouchet (?), who I say, he was of no appearance, not like what I expected. And I said, "Bouchet (?), go on your darn old Polack."
Q: (laughs)
MS: That's what he was. He was Polish. He was named Bouchet (?), a Frenchman, yeah, big French! (laughter). But he was, well, there's a name for what he was skilled in. Oh, it was artistic. It was nothing.
Q: Well, why was he doing this to the girl?
MS: Because of this nakedness, a lot of the girls didn't like that. So he'd hold them there. Where are they going to go? They can't be out.
Q: They're like prisoners. Were they being paid?
MS: Oh, they were getting paid, sure. They were getting paid, too, but there was always deductions for when these little things happened or something. Or for little extra stuff. But you know what happened out of that?
Q: What?
MS: Every Sunday, a station wagon with eleven girls came to the church. They went to confession first, and they went to communion. Except one, who was a Jewess. Those girls had to come to church every Sunday (laughter).
Q: Boy, you got power.
MS: I said, "We'll throw you off." And he did make a lot of changes. Well, afterward, he sold out and then it deteriorated and everything else. But eleven girls every Sunday came in a station wagon.
Q: That's funny.
MS: Yes, that was something. Then the girls were happier, too.
Q: He never punished her for being the one to say anything?
MS: No, no, no. We said, "We'll keep an eye on you." Police, too. He (the policeman) said, "We get too many complaints about you." The police said, "Father Schmidt, he's the boss of this corner here -- he can fix you!"
Q: Were a lot of the other people that owned restaurants during Prohibition church goers?
MS: Well, they were. Did you ever go to Hackney's?
Q: Yes, which?
MS: On Lake.
MS: No, that's not their name.
Q: What do you mean that's not their name?
MS:
Their name is Masterson. I told you about this Blue Pheasant. That was my first sick call. It was this tavern where we had our chicken dinner. Mr. Masterson lived at that at Four Corners. So, he got sick, he came here to St. Joe's. St. Joe's said, "No, you belong to St. Peter's." St. Peter's said, "No, you belong to Morton Grove." Morton Grove said, "You belong to Glenview." So finally they caught me out in the garage in Glenview. So I went there, took care of him, and he died. This was Masterson. He had a little boy and a little girl. Now over here in Glenview was a Jack Hackney in a little white cottage. That was Jack and Helen. It was a speakeasy. I was there often.
Q: What was it called?
MS: Well, just Jack Hackney, they don't advertise during Prohibition, you know.
Q: You just knew where it was.
MS: There was no bar or anything like that. You sat at the dining room table. Liquor was poured and then the bottle put in the closet again. They were all well-to-do people. They were businessmen.
Q: The white little cottage -- are you talking on Harms Road there?
MS: On Harms Road.
Q: Where the restaurant is today?
MS: Yes, where the restaurant is. Now the girls that served, I don't doubt it that that's Helen. That's the daughter of Masterson.
Q: And her brother is Jack.
MS: Jack. He runs the hamburgers. He's married now, too. He had sons, and they all have hamburger stands. On Lake Avenue. He runs that. So they took them, see, because Mrs. Hackney and Mrs. Masterson were sisters. It's not Hackney's, it's Masterson's. See, that's why I knew about it at the Blue Pheasant when I took them in there for that dinner, because I knew about this roadhouse there. I took him and buried him at St. Peter's then. We went to that church.
Q: Yes, I know where that is.
MS: Most of them are buried there.
Q: Did St. Peter's in Niles Center and St. Martha ever get together on anything?
MS: No, you stay by yourself. You're separate.
Q: Because they were always town rivals. Niles Center and Morton Grove.
MS: You could not get displease any one, any one side, you know -- no favorites. No, you had to be equal. No, there was a lot of work. Even when I gave up Morton Grove, then I had my two Masses. Eight and ten. Well, there was Golf -- that little town between Morton Grove and Glenview.
Q: Golf Village? Yes.
MS: Now in there, of course, there were no parishioners. All these rich, but they had all manner of Catholic help. So there was a Mrs. White. She's the one that had these horses that always win in the Derby. She came up to me there. She says, "Reverend, can you have an earlier Mass at six o'clock, because all this help, they've got to be on the job at seven." "Well," I said, "I only can say two Masses. It would be an expense to get another man to help out." She said, "Expense doesn't mater." She'd pay all the expenses. So a father came down from Techny every Sunday morning at six o'clock. And a truck load of help came from Golf.
Q: So the six o'clock Mass was mainly just for the help in Golf?
MS: And anyone else who wanted to go, but it was for the help. She paid the bills. She was Protestant, not Catholic.
Q: Dis that go on for a year? There were really three Masses then later?
MS: Three Masses, yes. We always had three Masses then. But she paid for the expense of transportation and paying the Father. This was in the last years I was in Glenview. I also visited the sick in the hospitals every afternoon -Evanston and St. Francis. At two o'clock, whether you were Catholic or not. And they never forgot that. I brought a lot of conversions.
Q: Really?
MS: Yes. They used to say, "Our minister never comes." I know Father Dussman wrote to me one time, he said, "Marty, what did you do?" He was loaded with people that were grown up. He said, "They told me that they want to become Catholic now." We had some great days. Great days!
Q: It must be fun for you to remember.
MS: Oh. Fifty-nine years ago. That's a long time, but they were happy days. I always had something or was always doing something.
Q: You said you said the Mass in German to start out with -- did most of them speak German?
MS:
Q:
No, no. Oh, no. See, at Glenview there were no Germans there.
How about Morton Grove?
MS: Well, they were Luxemburgers.
TAPE TWO, SIDE A ENDS
TAPE TWO, SIDE B
Q: Was there one family in particular that you were close with while you were at St.
Martha's?
Well, there was the Phillips. She was a housewife across the street. He took care of the fire in the wintertime. And she took care of the sacristy because I
always brought the wine from Glenview and the other things. And, of course,
Yehls who lived next door. And the Loutsches.
Was there a little stove in the rented store for church?
Yes, we had a stove.
Did it keep warm?
Oh, it was pretty warm in there.
MS:
Q:
MS:
Q:
MS:
Q: Would the women decorate the inside with curtains?
Place and
Wallace. That was 1950 when I retried. Then I went to the South Side to St.
Leo's parish, the Irish parish. There was a pastor who was just appointed. He
monster parish at St. Leo's. We had St. Leo High School, they had St. Leo's football team. There were nine of us. We had thirteen Masses in a Sunday.
Q: Oh, wow.
MS: We had two places -- the high school and the church. And I always had the two last Masses. I alternated between the chapel in the high school and the church. Oh, monster!
Q: Oh, sounds like it.
MS: I preached in the high school and it was jammed. There was generally about fifteen hundred people. There were two Masses, and three thousand people I preached to. In fact, they were just jammed all around. This church only held about 800. There was over a thousand in there every Sunday. That was something. We would brag about it. Wherever I go, the ushers told me, "See all over the place girls were taking down my sermon." And I used to get letters. They wanted copies of my sermons. Even the children at school. And I only preached for seven minutes. Everyone would say, "Father, you saved my marriage. You helped me out by listening to that sermon."
I remember there was a fine restaurant where I used to go Sunday evenings. The young lady always doodled there at my table, and she mentioned, "Say Father, do you remember you got a letter that asked for a sermon. I was the girl." She is now operator at the telephone. She was going to Mercy High School, and they were bisecting this letter in her classroom. I know it was about love. She asked for a copy of it.
Q: Jus think, you're probably in a lot of memory books.
MS: I say wherever I go, that's the first thing they say, "Father, we'll miss those sermons." I know the school brothers, the deacons at St. Leo's, they always attended my Mass. And then when I was at the church, they'd come over there. See, they'd miss the sermon. They would cross over to the church -- one church was Emmett '78, and the high school was in '79 on Sangamon, half a mile away.
Q: Doesn't that make you feel great to know that your sermons touched people?
MS: It really did. Had some effect. Even the kids, school children. That's something. That's why I say now these priests, they preach for three-quarters of an hour. Why, they don't know what they're talking about.
Q: If you can talk to people and say what you have to say, you hit home.
MS: Then that sticks. If you have a good point . . . but then they talk, always repeating and they forgot what was said in the beginning.
Q: Well, you ought to give them a lecture about that, Father.
MS: I told them about it. When I was in college, from beginning on, even when I was going to become a priest -- I either wanted to be on stage, drama, science, because I was a whiz in arithmetic and chemistry or the priesthood. And I know through college, we always had what we call oratories and stuff outside of classes. I was in for it and stage work. Producing.
Q: All three things you wanted to be are so completely different.
MS: Yes, I know. Because I loved all of them.
Q: Well, I don't want you keep you any longer. It's almost been two hours.
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Recording Scripts 01 September 2018
These Recording Scripts contain transcripts of the adaptation of the novel To Kill a Mockingbird by Harper Lee as well as transcripts of the listening exercises and lyrics of the songs on the Gate CD.
CD Track 1
To Kill a Mocking Bird, Part 1
Narrator:It's a warm September day in a small town in Alabama. Scout finds her brother, Jem, sitting in his room. Scout:Hey, Jem. Where did you get all that stuff?
There's something new almost every day! Now come on. We have to go to school.
Jem:
I found it hidden in a tree at the Radley house.
Narrator:Jem and Scout started walking down the street towards school, getting closer and closer to the old, dark house on the corner.
Narrator:Atticus Finch is defending Tom Robinson, a black man accused of attacking Mayella Ewell, a white woman. Most white people in the town think Tom is guilty and want him to go to prison. The black community believes Tom is a good man and that he didn't do it. The first witness is the town sheriff, Heck Tate.
Scout:Hey, Jem. I dare you to go and touch the Radley house.
Narrator:Jem and Scout continued to school. At lunchtime, when all the children went outside to play, Jem saw Scout fighting with Cecil Jacobs, a boy in her class.
Jem:No way! Boo Radley's inside and he's crazy. I heard that he ain't come outside for 15 years. Come on, Scout. Let's go.
Cecil Jacobs:Your daddy is a nigger‑lover! Scout:He is not! You take that back or I'll make you sorry you ever said it.
Narrator:After school, Scout thinks she will be punished for fighting, but her father just wants to talk. Scout:Daddy, someone at school called you
Jem:Scout! Stop! Dad told us not to fight, no matter what people said.
a "nigger‑lover". What's that?
Scout:But you ain't one, are you?
Atticus Finch:It doesn't mean anything. It's a word that ignorant people use to talk about others who help black people.
gate 01 September 2018
Atticus Finch:Yes, Scout, I am. I try to love everybody. And don't you worry about people calling you names. It just shows what kind of person they are. Now, it's time for bed. I've got an early day at work tomorrow.
Atticus Finch:Sheriff Tate, can you tell us what you saw when you arrived at the Ewell's house?
Atticus Finch:And do you remember which of her eyes was black?
Sheriff Heck Tate:Poor Mayella was crying. She had a black eye and marks around her neck. Bob – I mean Mr Ewell – told me that he came home and saw Tom Robinson attacking her.
Sheriff Heck Tate:Well, sure. It was her right eye. Narrator:The next witness is Bob Ewell, Mayella's father. Atticus Finch:Mr Ewell, do you know how to read and write?
Atticus Finch:Interesting. I see that you're left‑handed. Bob Ewell:Yeah? So what? Don't try any of your lawyer tricks on me, Finch.
Bob Ewell:Of course I do. I'm not stupid. Give me that. Narrator:Bob Ewell took the pad and paper from Atticus Finch and started to write.
Jem:Yes, he's got him!
Atticus Finch: I'm so sorry for what happened to you,
Narrator: Then Mayella Ewell takes the stand.
Miss Ewell. Can you please tell us what happened?
recording scripts
1
Mayella Ewell:Well, I saw Tom walking by on his way home. I asked him to come in and help me with something.
Mayella Ewell:Um, well, I don't…
Atticus Finch:And was this the first time you invited Mr Robinson in?
Narrator:Mayella looked up and saw her father, Bob Ewell watching her.
Narrator:Finally, Atticus turned to Tom Robinson. He picks up a glass off the judge's bench.
Mayella Ewell:I mean, yes! It was the first time, and then he attacked me. He hit me and tried to strangle me. It was horrible and I don't want to talk about it anymore!
Atticus Finch:Now, Tom, I want you to catch this glass, but I want you to use your left hand.
Atticus Finch:That's all right, Tom. Now please, come and take a seat. I want to ask you a few questions.
Tom Robinson:I'm sorry, sir. I can't do that. I hurt my left arm working on the farm when I was young. I ain't been able to move it ever since.
To be continued
CD Track 2
To Kill a Mocking Bird, Part 2
Narrator:Tom sat down at the front of the courtroom and Atticus Finch began to question him.
Tom Robinson:Yes, sir. She did. But that wasn't the first time. I walk past her house most days on my way home from work. She asked me for help with something almost every day.
Atticus Finch:Now Tom, I want to ask you about the story Miss Mayella and Mr Ewell told us. First, did Miss Mayella ask you to help her with anything?
Atticus Finch:And do you usually help her?
Tom Robinson:Yes sir, I do. She seemed so sad and lonely, I would feel bad saying no.
Atticus Finch: Now, let’s talk about the day that Miss Mayella and Mr Ewell talked about. Was there anything different about that day?
Atticus Finch:And what happened when you went inside? Narrator:Tom didn't answer. He looked down at his hands.
Tom Robinson:Well, all the other times she asked me to help her with something outside, in the yard. But on that day she asked me to help her with something inside the house. I ain't never been inside the house before that day.
Atticus Finch:Now Tom, don't be nervous. Just tell the truth. What happened that day?
Narrator:Everyone in the room started talking at the same time. The judge told them all to be quiet so Mr Finch could continue.
Tom Robinson:Um, well, first, she told me that none of her brothers or sisters were home. She said that she'd saved her money for a year and sent them all into town to buy ice cream. And then… then she kissed me.
Atticus Finch:Did I hear you correctly, Tom? Did you say she kissed you?
Atticus Finch:And what did he say?
Tom Robinson:Yes sir. I tried to get away, but I didn't want to hurt her. She only stopped when her daddy started shouting through the window.
Tom Robinson:He said, "I'm gonna kill you, girl!"
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Narrator:Everyone started talking again. This time, it took the judge five minutes to make everyone in the room be quiet. After Mr Finch and the other lawyer made their final arguments, he looked up and saw Jem and Scout in the balcony. He waved at them to come down.
Jem:I'm sorry, Daddy, but you really got Mr Ewell. No jury can say that Tom is guilty now. He can't hit with his left hand and he can't put two arms around her neck.
Atticus Finch:What are you children doing here? I told you to stay at home.
Atticus Finch:I hope you're right, son. Now, both of you go home.
Bob Ewell:If you think I'm gonna forget you making me look stupid in front of all these people, then you're wrong.
Narrator:Jem and Scout walked out of the courtroom. They didn't see Mr Ewell walk up to Atticus.
Narrator:Mr Ewell walked away before Atticus could say anything. Atticus came home with bad news. Even after everything he did, the jury of twelve white men decided that Tom Robinson was guilty and sent him to prison. Atticus was disappointed, but Jem was more upset than anyone. Many weeks passed before Scout saw him smile again. Then one evening, after staying late for a program at school, Jem and Scout decided to walk home through the woods.
Scout:It's probably just the trees. Don't worry, Jem. Narrator:They walked a little farther when Jem heard it again.
Jem: Scout, did you hear something?
Jem:Scout, I think someone is following us.
Jem:Scout! Run!
Narrator:Then Scout felt someone push her from behind. She hit her head on a tree and fell down.
Narrator:Scout heard people fighting, but she closed her eyes and was too scared to move. After the noises stopped, she opened her eyes and looked for Jem, but she couldn't find him. She stood up and started walking home. When she arrived, she found Atticus standing over Jem's bed with the doctor.
Atticus Finch:Scout! Thank god you're home! Narrator:Atticus pulled her into his arms.
Scout: Dad! Is he OK?
Atticus Finch:Jem is going to be OK. He has a broken arm and he hit his head.
Atticus Finch:Mr Ewell followed you into the woods. He tried to attack you and Jem, but you were lucky there was someone else in the woods. Scout, there's someone I want you to meet.
Scout:What happened?
Narrator:Scout looked behind her and saw a tall man standing quietly in the corner of the room.
Scout:Thank you, Boo Radley. Thank you for saving our lives. Atticus he is not scary. He's nice.
Scout:It's you! You were watching us. It was you who left all of those presents in the tree, wasn't it? Narrator:The man smiled nervously.
Atticus:That's right, Scout. Most people are if you get to know them.
The end.
To Kill a Mockingbird: Summary
To Kill a Mockingbird has two main stories. The first is the sad case of Tom Robinson, a black man who is wrongly accused of raping Mayella Ewell, a poor, white woman. The other is the story of Boo Radley, a mysterious man who almost never comes out of his home.
Many characters in the novel are prejudiced. People have prejudice against others not only because of the color of their skin, but also because of ideas, characteristics, and lifestyles. The writer also shows that it takes courage to overcome prejudice.
The story is narrated by Scout Finch, a young girl who lives with her family in Maycomb, a small town in Alabama. Scout's father, Atticus, is a lawyer, and he raises Scout and her brother Jem to be open-minded. Nevertheless, Scout and Jem make fun of Boo Radley even though they have never seen him.
But once Atticus takes the case of Tom Robinson, the children begin to see what it is like to be the target of prejudice. Despite Atticus proving that Tom Robinson was innocent, the black man is found guilty by an all-white jury. Atticus thinks he will win an appeal, but before he can do anything more Robinson is shot to death trying to escape from jail.
We also see hate in the character of Bob Ewell, the poor, racist father of Mayella. Although Tom Robinson is sent to jail, Ewell feels that Atticus made a fool of him in court and tries to get revenge by attacking the Finch children. Scout and Jem are saved by Boo Radley, who the children had laughed at and made fun of before, and Ewell dies in the fight.
The ending is not a happy one. The innocent black man is dead, and the racist Bob Ewell too. The children learned that it is important to use tolerance and compassion to see things from the perspective of others and to never judge a book by its cover.
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Bullying Story
1 Sebastian
I am in the first year of high school and I have tried to kill myself many times because of bullying. It started when I said hello to the future bully and he said hello back. We started talking and soon we told each other a little bit about ourselves. I am a Latino and a huge nerd, and this person was very athletic and popular. He began bullying me. At first, he just called me horrible names, which wasn't that bad, but then it became insults about my race, and threats, and it just got worse and worse every day. I spoke to my school about it and they said they would do something, but nothing really happened. Eventually it became too much for me. I felt like I was nothing, and I tried to kill myself. Of course, in high school people talk, so everyone learned about it. At first, I thought it meant that more people would bully me, but it was the opposite – almost as if me nearly ending my life made people understand how bad bullying is. The year is now almost finished and while it has been difficult, I now try to help people if I see them being bullied.
CD Track 5
Bullying Story
2 Sean
I love using social media and when I heard about Ask.fm, I had to set up an account. People post questions to me and I respond to them. I like having fun and I thought the guys and I could joke around, sending each other funny messages.
I didn't want to worry my parents. It finally got to a stage where I couldn't live with it it any more though, so I decided to tell my coach at my hockey club because I get on really well with him and showed him the messages. He told me to take a screenshot of the messages and save everything and then delete my account. When my account was deleted, I got a message from a friend asking why I had deleted it. He told me that he was the cyberbully, but he thought it was funny and when I asked him why he sent the messages he said he "was joking". He thought I knew who was doing it and didn't realize how bad it made me feel. After talking about it, we are still really good friends and he promised nothing like that would ever happen again. I'm so happy that he didn't mean what he said.
In the beginning it was like that, but after a while I started getting really bad and mean messages from an unknown person. The messages didn't stop. They were saying things like, "You're bad at football" and "You'll never get a girlfriend, spot face." The bully kept sending these messages for three weeks, but the longer I didn't reply to the cyberbully, the worse the messages got. I then decided to reply writing, "Stop sending me these messages" and "GO AWAY" but the cyberbully kept going calling me "a girl" and saying that I was afraid.
An Interview With Rosie Atherton
Hello. What's your name and where are you from? I'm Rosie Atherton from the United Kingdom. How long have you lived in the Czech Republic? I arrived here in August 2011.
Well, I wanted to live in another country, mostly because I realized that I only speak English and I really wanted to speak another language. It's probably not the reason why a lot of people move here. And the best way to learn another language is to go to another country. And I was thinking about it and I also wanted to try teaching. So I started looking into it and Prague came up a lot for TEFL*, because there is so much demand for English teachers. And also I knew nothing about the Czech Republic. So it seemed like an interesting place to go. I looked at the language as well and it seemed really difficult and really not like English and I was very excited about it.
What brought you here?
Have you mastered the language? I saw you reading Agatha Christie in Czech.
What part of the UK are you from?
I read a lot better than I speak. I don't speak so much as all Czechs speak amazing English. The people I made friends with when I first came all spoke English. It became normal to speak in English. I pretty much teach and speak English all day. The only time I speak Czech is during my Czech lessons.
I'm from Nottingham originally and then when I was 10 we moved to a village close to Nottingham.
It's famous for Robin Hood, but that's kind of a lie. Robin Hood wasn't from Nottingham, but from Sheffield in Yorkshire. Nottingham decided they were going to have him, they built a statue of him and they started selling teddy bears with a Robin Hood hat. Sheffield must be angry, they have Robin Hood Airport in Sheffield. But besides that, Nottingham has the oldest football team and the oldest pub. It claims to be the oldest pub, it's 800/900 years old, and it's partly in a cave. Nottingham also has a cave network.
What is Nottingham famous for?
Is there something you miss from the UK?
What do you like about the Czech Republic?
The thing I miss the most, it will sound strange, because Nottingham is in the middle, but the thing I miss most it is the sea and the coast. You can get to the coast in about an hour and a half from Nottingham.
I really like the Czech way of life. For me it's very different to England. People in the UK are very, very career-focused. They travel a long way to get to work and then travel back and then they have very little time for family. What I find refreshing here is that people work, but it's not everything there is. They know what is important in life. And Czech people have so many hobbies. It really amazed me, they go biking, running, they play floorball, go to cottages and study a language. How do they manage to do all those things? They must have time machines.
One thing which surprised me at first, and now I really like is the shoes and slippers thing. I would come to
What are some surprising cultural differences?
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somebody's house and the first thing they would do was bring me a pair of slippers. Why? In England it's not rude to ask people to take their shoes off, but most people don't do it. But now I think it makes perfect sense and I feel strange about seeing my family walking around the house in their shoes when I am back at home. Also what surprised me was how many dogs there are and that dogs are allowed in restaurants. That would never happen in England, you would never ever have a dog in a restaurant.
Not to live. I couldn't live in England anymore. It just feels like home here in the Czech Republic. I feel like a bit of astranger when I am in England.
Do you plan to go back?
to look into something– zkoumat, demand– poptávka, originally– původně, to claim– tvrdit, career-focused– zaměřený na kariéru, refreshing– osvěžující, stranger– cizí člověk, TEFL– Teaching English as a Foreign Language
CD Track 7
Only in Yorkshire
A:Hi Vic, what are you reading?
A:What, the dogs?
B:Oh, hi, it's an article about Yorkshire.
B:No, not the dogs, the place in England!
B:Yeah, it says people in Yorkshire have an unusual dialect.
A(unsure): Oh, that Yorkshire…
A:Oh yeah?
B:Ok, you asked for it! Question 1: What does "aye" mean?
B:Yeah, and that they use a lot of different words – there's a quiz here to see how many you know. A:Ooh, ooh, ooh, let me try, I'm great at quizzes!
A:(confused): What does eye mean? It's the thing you use to see!
A:Oh, that aye! Ok, in that case, I would say it means "yes".
B:Not eye, E-Y-E - aye, A-Y-E.
B:Correct! How did you know that?
B:Ok, question 2: What is a butty?
A:My cousin lives in Scotland, they use "aye" for yes there too.
A: A butty? Is it connected with butts? Maybe it's
B:Ha! Nice guess, but a butty is a sandwich!
a chair – you sit on that with your butt, right?
A:A sandwich? How is that connected with butts? B:I'm not sure.
B:(interrupting quickly): Question 3! Famished.
A:Maybe because after you've eaten the sandwich, a few hours later…
A:Oh, that one is easy. We use that in America too. Let's just say if you don't eat your butty, you just might feel famished.
A:Wow, why can't these Yorkshire people just speak English?
B:Yes! If you are famished, you are hungry.
B:I guess they are all a bit daft – that means silly!
Bad Queen Bess
Elizabeth I was one of the most popular ever monarchs of England, and although she was known as Good Queen Bess, sometimes she wasn't very good at all. She could get angry very quickly, and like her father Henry VIII, when she was mad, it was best to get out of her way. She was known to use some very bad language and to throw things or spit at people. She even attacked one of her servants and broke the girl's finger. She probably didn't smell that great either. People back then had very different ideas about hygiene and didn't have baths very often. Elizabeth would have a bath only every few weeks. And that was quite a lot. Like other rich people at the time, she also loved eating sugar. Really loved it. She put it on nearly everything she ate – even salad. Because of this her teeth turned black and fell out. This gave her horrible bad breath and when she was older, it was hard to understand what she was saying because she had so few teeth left. Despite all this, she was loved by her people and will always be remembered as England's beautiful virgin queen.
CD Track 9
Waste not, Want not
Susan:Yeuch!
Susan:What the… ?
[Mildly excited] Oooh!
Susan:[calling] Muuum. You need to go shopping!
Mum:
Mum:What do you mean, Susan? What don't we have? Susan:We don't have anything to eat!
Susan:
[shocked] Susan! What on Earth are you doing?
Mum:Nonsense.
It's all old or yucky, mum!
Mum:You can't throw away food like this! Why are the yoghurts in here?
Mum:By one day! That's perfectly fine. And what about the tomatoes?
Susan:They're out of date.
Susan:They're all soft.
Susan:And they're all dirty!
Mum:They'll be fine for soup.
Mum:Well, yes. You threw them in the bin! Here, take them and wash them properly. Did you throw away my special cheese, too?
Mum:Let me see. Look, it says "Best Before", not "use by". That doesn't mean it's not good anymore. It smells perfect. Now you take all these things out of the bin and wash them.
Susan:It's a whole week out of date!
Susan: [uncertain laugh] Mum! You’re joking!
Mum: Actually, Susan, I’m not.
Susan: Is this the time you say, “There are hungry children in Africa”?
Mum:Susan. You love animals. You recycle. You worry about global warming. Well, this is part of it. Do you know how much food people throw away?
Susan:Well, no…
Mum: It’s about thirty per cent of all our food. Think about that. All that food needed farm land to grow –
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so that means a lot of land that could be for wildlife. It needed to be taken in trucks and lorries and boats. So think of all that pollution. All that carbon dioxide. All that oil.
Mum:Think of all the packaging, too. Look: you didn't even empty the yoghurt pots, just threw them in the bin. So the pot doesn't get recycled.
Susan:I didn't think of that.
Susan:[desperately] But it has the date on it!
Mum:Well, with yoghurts for example. People want natural food, right? With no chemicals?
Mum:Well, here's a secret: sometimes, the date is a lie. Susan:Why?
Susan:Yes. So?
Susan:But that's cheating!
Mum:Well, when people see that the best before date is really a long time away, they think there are chemicals in there. So the food companies put a shorter date on the packaging. Then people think it's more natural.
Mum: Welcome to the world, baby. Welcome to the world.
CD Track 10
Talking to Siri
1 Are you a robot?
I can either confirm nor deny my current existential status.
2 Did you sleep well last night?
I never rest, but thanks for asking.
3 Are you happy?
Happy? I'm happy, I hope you're as well.
4 Where do you live?
Wherever you are, that's where I am.
5 How old are you?
I'm old enough to be your assistant.
6 Do you love me?
I enjoy quality time with you.
7 Will you go on a date with me?
Here's the thing I lack corporeal form.
8 Is winter coming?
I can't get the weather for Westeros right now, but I can get you the weather in West Hollywood.
9 What's your favourite colour?
My favourite colour is sort of greenish but with more dimensions.
A Secret Martial Art
Listen to someone speaking about another martial art. Do you know which one it is?
This sport is one of the most popular martial arts in the world. It was invented in Japan in the 1950s by combining karate with another martial art from Thailand. You need to be fast and strong to succeed, but the ability to keep going and flexibility are also very important. It can be pretty tough so people who practise this martial art usually wear quite a lot of protection, especially helmets, gloves, shin guards and mouth guards. A typical contest is between three and five rounds, each round lasting two or three minutes. Some competitions can have as many as twelve rounds though. Points are scored with punches and kicks with the winner collecting the most points or knocking out their opponent depending on the type of competition. Even if you don't like fighting, training for this sport can be excellent exercise – many people prefer the non-contact version which is much safer. The combination of kicking and punching exercises your whole body, builds muscle, makes you more flexible and is an excellent way to get rid of extra aggression!
Did you get it? The martial art is kickboxing.
CD Track 12
London Fashion Week
It's the style event of the year. London Fashion Week brings fashionistas from all over the world to see new trends and designs on the catwalk. Every year there's something new, exciting and often something strange.
When and What Is It?
London Fashion Week happens twice a year, in February and September. It offers designers from all over the world a chance to show their work. Big fashion houses such as Burberry and Gucci will show their collections, as well as young up-and-coming designers.
Fashion Week Facts
y y The first ever London Fashion Week was in 1984 and it was held in a car park.
y y It now shows the work of over 250 designers.
y y It is one of the "Big Four" – the other three big fashion weeks are in Paris, Milan and New York.
Highs and Lows
y y Alexander McQueen's fashion show in 1999 will always be remembered. At the end, robots sprayed black paint all over the model, who was wearing a white dress.
y y The thing models are afraid of the most on the catwalk is, of course, falling. However, back in 1993, when supermodel Naomi Campbell walked down the catwalk in nine-inch (22 cm) heels and fell, she simply
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laughed. This image is one of the most famous photos in fashion.
y y In 2009, Stella McCartney chose athletes instead of models to wear her designs for her spring Adidas collection. The audience was amazed to see gymnasts and swimmers at the show.
y y Last year, Charlotte Olympia created fruit outfits for her models. I'm not sure this trend has caught on. Would you go to school dressed as a pineapple?
y y London Fashion Week always has some sort of controversy. One of the biggest issues in the fashion industry is animal rights. In fact, in London Fashion Week in February, an anti-fur protester went on the catwalk, shouting "Shame on you!", while the models walked around her.
Up-and-Coming Designers
Liam Hodges
A young designer who dresses Drake and P Diddy. Liam designs special tracksuits.
He makes clothes for his friends and people he knows and loves making fashion that works in real life.
Faustine Steinmetz
Parisian designer Faustine mixes denim with wool and silk. She takes classic clothes and creates modern shapes with unusual fabrics.
CD Track 13
Listening Test Part 1
Listen to a woman talking about her job and choose the best reply, A, B or C.
I am a travel writer. I have travelled to over 67 countries. I love my job because I learn a lot about other cultures and people. I have seen many beautiful places and have been on lots of adventures. My favourite trip was to India. I started my journey in New Delhi. It was full of people and very noisy. It is the most crowded place I have ever been to. Then I travelled by train to the mountains. It was very different from the city – much calmer and cooler. I met farmers who showed me the beautiful tea fields. My photos from this trip are the best photos I have ever taken. One day, I will go back to India because there is so much more to see and the people are so kind and friendly.
Listening Test Part 2
Where are the speakers?
1
A:Good morning. I have an appointment at 10 o'clock. B:Of course. What is your name?
B:It won't be long Mr Caruso. Please take a seat in the waiting room.
A:Tom Caruso. Will I have to wait long? I have a terrible toothache.
2
A:So, what style would you like today?
A:I think that will look great on you. Would you like it washed?
B:Well, it's summer and it's so hot. I would like it shorter please.
B:Yes, and blow-dried after please.
3
B:Never mind. I don't like to be too close to the stage anyway. The music is so loud.
A:The queue to the entrance is so long. I told you to come early.
A:But I wanted to see the musicians, not just somebody's back.
B:Don't worry, we'll have a great time.
CD Track 15
Learning Quotes
1 Give a man a bowl of rice and you will feed him for a day. Teach him how to grow rice and you will save his life.
2 Live as if you were to die tomorrow, learn as if you were to live forever.
3 Education is not the learning of facts but the training of the mind to think.
4 Education is education. We should learn everything and then choose which path to follow. Education is neither Eastern nor Western, it is human.
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SONGS
CD Track 16
"Blowin' in the Wind" by Bob Dylan
How many roads must a man walk down Before you call him a man? How many seas must a white dove sail Before she sleeps in the sand? How many times must the cannonballs fly Before they're forever banned?
The answer, my friend, is blowin' in the wind The answer is blowin' in the wind
How many years can a mountain exist Before it's washed to the sea? How many years can some people exist Before they're allowed to be free? How many times can a man turn his head And pretending that he just doesn't see?
The answer, my friend, is blowin' in the wind The answer is blowin' in the wind
How many times must a man look up Before he can see the sky? How many ears must one man have Before he can hear people cry? How many deaths will it take 'til he knows That too many people have died?
The answer, my friend, is blowin' in the wind The answer is blowin' in the wind recording scripts
"Lithium" by Nirvana
I'm so happy, 'cause today I've found my friends They're in my head I'm so ugly, that's okay, 'cause so are you Broke our mirrors Sunday morning, is every day for all I care And I'm not scared Light my candles, in a daze, 'cause I've found God
Yeah, yeah Yeah
I'm so lonely, that's okay, I shaved my head And I'm not sad And just maybe I'm to blame for all I've heard But I'm not sure I'm so excited, I can't wait to meet you there But I don't care I'm so horny, that's okay, my will is good
Yeah, yeah
I like it, I'm not gonna crack I miss you, I'm not gonna crack I love you, I'm not gonna crack I killed you, I'm not gonna crack I like it, I'm not gonna crack I miss you, I'm not gonna crack I love you, I'm not gonna crack I killed you, I'm not gonna crack
I'm so happy, 'cause today I've found my friends They're in my head I'm so ugly, that's okay, 'cause so are you, Broke our mirrors Sunday morning, is every day for all I care, And I'm not scared Light my candles, in a daze, 'cause I've found God
Yeah, yeah
I like it, I'm not gonna crack I miss you, I'm not gonna crack I love you, I'm not gonna crack I killed you, I'm not gonna crack I like it, I'm not gonna crack I miss you, I'm not gonna crack I love you, I'm not gonna crack I killed you, I'm not gonna crack gate 01 September 2018
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"Liability" by Lorde
One, two
Baby really hurt me Crying in the taxi He don't wanna know me Says he made the big mistake of dancing in my storm Says it was poison So I guess I'll go home Into the arms of the girl that I love The only love I haven't screwed up She's so hard to please But she's a forest fire I do my best to meet her demands Play at romance, we slow dance In the living room, but all that a stranger would see Is one girl swaying alone Stroking her cheek
They say, "You're a little much for me You're a liability You're a little much for me" So they pull back, make other plans I understand, I'm a liability Get you wild, make you leave I'm a little much for E-a-na-na-na, everyone
The truth is I am a toy That people enjoy 'Til all of the tricks don't work anymore And then they are bored of me I know that it's exciting Running through the night, but Every perfect summer's Eating me alive until you're gone Better on my own
They say, "You're a little much for me You're a liability You're a little much for me" So they pull back, make other plans I understand, I'm a liability Get you wild, make you leave I'm a little much for E-a-na-na-na, everyone
They're gonna watch me Disappear into the sun You're all gonna watch me Disappear into the sun recording scripts
"Galway Girl" By Ed Sheeran
She played the fiddle in an Irish band But she fell in love with an English man Kissed her on the neck and then I took her by the hand Said, "Baby, I just want to dance"
I met her on Grafton Street right outside of the bar She shared a cigarette with me while her brother played the guitar
Said it was one of my friend's songs do you want to drink
She asked me what does it mean the Gaelic ink on your arm?
on?
She took Jamie as a chaser, Jack for the fun She got Arthur on the table, with Johnny riding as shot gun Chatted some more, one more drink at the bar Then put Van on the jukebox, got up to dance, you know
She played the fiddle in an Irish band But she fell in love with an English man Kissed her on the neck and then I took her by the hand Said, "Baby, I just want to dance"
With my pretty little Galway Girl You're my pretty little Galway Girl
You know she beat me at darts and then she beat me at pool room
And then she kissed me like there was nobody else in the
As last orders were called, was when she stood on the stool
After dancing to Cèilidh, singing to trad tunes I never heard Carrickfergus ever sung so sweet A cappella in the bar using her feet for a beat Oh I could have that voice playing on repeat for a week And in this packed out room, swear she was singing to me, you know
She played the fiddle in an Irish band But she fell in love with an English man Kissed her on the neck and then I took her by the hand Said, "Baby, I just want to dance" My pretty little Galway girl My my my my my my my Galway girl gate 01 September 2018
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My my my my my my my Galway girl
Now we've outstayed our welcome and it's closing time I was holding her hand, her hand was holding mine Our coats both smell of smoke, whisky and wine As we fill up our lungs with the cold air of the night
I walked her home then she took me inside Finish some Doritos and another bottle of wine I swear I'm going to put you in a song that I write About a Galway girl and a perfect night
She played the fiddle in an Irish band But she fell in love with an English man Kissed her on the neck and then I took her by the hand Said, "Baby, I just want to dance"
My pretty little Galway girl My my my my my my my Galway girl
CD Track 20
"Thousand Love Songs" by The Light The Heat
I was a stranger in the crowd You were a star up in the clouds
And when our eyes they finally met I could see our story miles ahead
You showed me worlds I never knew You turned my darkness into blue Now I am feeling ten feet tall Since you said you'd be my all
You're magical, you steal the show, my heart aglow I cannot look away You're beautiful, the way you move I'm lost in you My heart is here to stay
I could sing a thousand love songs But none would measure up, to you And oh I could write a thousand stories Of all the times I fell for you Oh I would brave the fiercest ocean To find my way back to you Oh I would cross the darkest desert For you to know I'm here for you
And I could sing a thousand love songs But none would measure up, to you And oh I could write a thousand stories Of all the times I fell for you recording scripts | <urn:uuid:e9dfcc8c-89a1-46d9-b127-4bce4906b311> | CC-MAIN-2022-40 | https://www.bridge-online.cz/wp-content/uploads/G-RS-2018-09-nahled.pdf | 2022-10-02T05:58:06+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337287.87/warc/CC-MAIN-20221002052710-20221002082710-00111.warc.gz | 701,842,646 | 8,853 | eng_Latn | eng_Latn | 0.92513 | eng_Latn | 0.998969 | [
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Carpentry Frameworks Based Lesson Plan
Framework: 2.E, 2.F
Unit: Book 1 Projects
Title: Bird House
Skill(s) and Knowledge: Students will be able to: identify the tools and materials and processes needed to complete the bird house project, while maintaining a safe working environment.
Tasks: Fabricate the parts and assemble a Bird House according to the working drawings and instructions.
Performance objective: Create a cut list, identify materials and fasteners, follow directions, read working drawings, use and maintain hand and power tools.
Tools, supplies and reference materials:
Pine or Cedar- 1 x 6 x 5', 6d galvanized finish nails, (3) 1 ¼" coated screws, tape measure, pencil, combination square, circular saw, rasp, ⅛" twist drill bit, ⅜"drill, 1 ½" spade bit, nail set, claw hammer, screw gun (or screw driver), sandpaper, clamps. Career Connections Book 1 Chapter 8 pages: 195-203.
Methods of instruction: Provide each student with the materials to and tools to complete the project and allow students to work at their own pace referencing the Career Connections Book 1 Chapter 8 and following the instructions.
Estimated time: 8-10hrs. Number of students: 10-15
Task analysis or activities: Students will work in small groups at shop tables, with all the previously mentioned power tools, working together to complete all activities and helping each other as they progress at their own pace.
Evaluation: Students will be graded on their use of time, safety methods, quality of work, cleaning and organization of their work area, interaction with other students, and vocational employability skills grading rubric. Saw key holder project evaluation on page 214.
Performance Notes:
Framework: 2.E, 2.F
Vocational Frameworks References
2.E.01.01 Demonstrate use and maintenance of layout, marking and measuring tools.
2.E.01.02 Demonstrate use and maintenance of fastening and clamping tools.
2.F.01.01 Demonstrate use and maintenance of portable circular saw.
2.F.02.01 Demonstrate use and maintenance of portable drills.
English/Strand 3 Frameworks References:
RST Grades 9-10 #4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases in a technical context.
Frameworks References: Math
N-Q3 Identify significant figures in recorded measures and computed values based on the context given and the precision of the tools used.
Common Core References:
Read and listen critically for information understanding and enjoyment Set goals and achieve them by organizing time, workspace, and resources effectively Work both independently and in groups
SCANS references:
Foundation Skills:
1. Basic skills— reading, writing, mathematics, speaking, and listening.
2. Thinking Skills-- thinking creatively, making decisions, solving problems, visualizing, knowing how to learn, and reasoning
3. Personal qualities--individual responsibility, self-esteem, sociability, self management, and integrity
Work Place Competencies
1. Resources--allocating time, money, material, space, and staff.
2. Interpersonal skills--working in teams, teaching others, serving customers, leading negotiating, and working well with culturally diverse populations.
3. Information--acquiring and evaluating data, organizing and maintaining files, interpreting & communicating, and using computer to process information
4. Systems--understanding social, organizational, and technological systems, monitoring and correcting performance, and designing or improving systems.
5. Technology--selecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies
CAREER CONNECTIONS: PROJECT BOOK 1
Lesson Plan: Chapter 8, Bird House
Time Required: Eight 50-minute class periods (to construct the bird house; instructions to construct a saw key holder and coat rack are provided as alternative or additional projects, as needed)
* Allow time to check out students on safety and operation of tools to be used in the project if they have not already demonstrated safety and operation competency.
* Allow time, depending on the complexity of the project, for students to make up the cut list (1-2 hours).
* Allow time before the shop period ends for cleaning up the shop.
Goal:
Adapt previously learned techniques and work with new materials to construct a bird house.
Objectives:
At the end of this chapter, students should be able to:
* Manage working with many components versus only a few
* Interpret drawings to determine how a multi-component project fits together
* Calculate measurements, including angles
* Employ new skills with tools used in previous projects
* Describe the differences in working with cedar
* Fit-test components
* Consider the intended use of objects built
Cooperative Learning:
For more complex projects, students can work in pairs or in teams. In this case, both students in the pair or all members of the team will receive the same grade in evaluations. Working in pairs or in teams will shorten the time required to complete the projects if time in the shop is an issue. This method of building projects will also cut down on the amount of material used.
Procedures:
The following provides a summary of instructional and assessment procedures.
Teach
Framework: 2.E, 2.F
Carpentry Frameworks Based Lesson Plan
| 10 | Review project illustrations with students. Allow time for students to finalize the cut list. |
|---|---|
| 40 | Have students begin construction of the bird house by laying out and cutting the pieces. Point out the differences in working with cedar. |
| Class Period 3 | |
| 50 | Direct students as they continue cutting the pieces. |
| Class Period 4 | |
| 50 | Guide students through completion of cutting the pieces. |
| Class Period 5 | |
| 50 | Lead students through the steps for shaping the floor and cutting the entrance opening. |
| Class Period 6 | |
| 50 | Have students begin fastening the front to the sides. |
| Class Period 7 | |
| 50 | Direct students as they continue work on fastening the front to the sides. |
| Class Period 8 | |
| 40 | Lead students through complete assembly of the bird house. |
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Lesson Plan— The Calm After the Storm...Water Quality (and Habitat Data – ext.)
Jonathan Holt and Miriam Sutton – EARTH Satellite 2016 - Beaufort
Summary
Students will use data collected from Duke University's Unmanned Facilities Systems (i.e., Drones) to observe the impacts of storm water runoff to water quality before and after storm events. Students will explore drone and other unmanned autonomous systems to develop an understanding of the various applications these technologies provide to study changes in the environment. Students will analyze various data sets and incorporate mapping skills with their knowledge of water quality variables to identify environmental influences to the local estuarine water system.
[TAGS: Drones, Estuary, Runoff, Point Source Pollution.]
Key Concepts
* Human impacts to the environment; point-source pollution; run-off
* Water quality variables
* Spectral analysis
* Real data
* Drones and unmanned aerial systems
* Align with the NGSS Disciplinary Core Ideas (Orange foundation box): http://www.nextgenscience.org/search-standards-dci (See attached NGSS Checklist for After the Storm)
North Carolina Essential Standards for Science:
* 8.E.1.2 Summarize evidence that Earth's oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms: -Estuaries -Marine ecosystems -Behavior of gases in the marine environment
* 8.E.1.3 Predict the safety and potability of water supplies in North Carolina based on physical and biological factors, including: Temperature, Dissolved oxygen, pH, Nitrates and phosphates, Turbidity Bio-indicators
* 8.E.1.4 Conclude that the good health of humans requires: -Monitoring of the hydrosphere Water quality standards -Methods of water treatment -Maintaining safe water quality Stewardship
Objectives
You are a scientist observing the water quality of an estuary before and after a major storm to assess the impact of point-source pollution to the Rachel Carson Estuarine Research Reserve (RCERR). Storm water drains from downtown Beaufort, NC into Taylor's Creek, which is adjacent to the RCERR. (Extension: What effect does storm water runoff have to the surrounding ecosystem within the Reserve. Complete the following objectives:
* Observe and describe water quality variables measured using drone technology.
* Identify appropriate levels of water quality variables and justification for testing these variables (why do we record salinity, why do we record pH, etc.). ***Reasons behind variables refer to extension-leading to habitat impact***
* Record data from the water quality tests recorded by the researchers using drones (based on the researchers timeline (before and after storms); Record weather events that coincide with the water quality data collected.
* Demonstrate their understanding of water quality variables by identifying cause and effect relationships with natural and manmade environmental impacts.
* Communicate results through PSA's, Website development, and Videos ways to reduce storm water pollution, Town Hall meetings.
Materials
* Access to Data from Duke Marine Lab and Unoccupied Systems Facility
* Access to Google maps in order to track the watershed area and document drainage plane for the storm water runoff/Also to hypothesize potential point-source pollution areas
* Track real time data in a timeline based on researchers decision of schedule
Procedure
1. Include the step-by-step procedure for completing the lesson
Assessment
* Performance—what will students do during the lesson to demonstrate understanding?
* Product—what will students produce to demonstrate understanding?
* Assessment should be directly related to the lesson objectives
* Assessment rubrics that you would use in the classroom are also helpful
Additional Resources
Please list any Web sites, books, publications, or other resources that would be helpful for teachers or students preparing for this lesson. | <urn:uuid:90dc1d0d-bd22-47f4-90ed-1d6d16ba8e2e> | CC-MAIN-2022-40 | https://www.mbari.org/wp-content/uploads/2016/12/After-the-Storm.pdf | 2022-10-02T05:44:01+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337287.87/warc/CC-MAIN-20221002052710-20221002082710-00116.warc.gz | 914,702,480 | 785 | eng_Latn | eng_Latn | 0.987329 | eng_Latn | 0.987867 | [
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Inner Smile and Six Healing Sounds Practices
As taught by Master Mantak Chia, Universal Tao Center, Thailand www.universal-tao.com
In the Taoist tradition, positive and negative emotions are associated with the internal organs. One of the keys to good health is to become aware of the emotional energies that reside in the organs, and to transform the negative emotional energies into positive virtues. Taoists believe that we are all born with the virtues of love, gentleness, kindness, respect, honesty, fairness, justice, and righteousness.
Unfortunately, as we mature and encounter more stress in our daily lives, negative emotions such as fear, anger, cruelty, impatience, worry, sadness, and grief often predominate. The negative emotions have deleterious effects on the internal organs and glands, draining our life-force and undermining our health.
In the Tao "emotional intelligence" is a process of recognizing emotions by their effects on the body, and employing exercises that transform the negative emotions into positive life force, or Chi. Two important exercises are the "Inner Smile" and the "Six Healing Sounds" techniques, as taught by Master Mantak Chia.
Taoists learned the relationships between emotional energies and organ systems over many centuries of study and meditation. They developed methods to transform negative to positive emotions from their practical and intuitive understanding of the human body. Many of the Taoist insights are supported by observations and evidence from modern psychology and medicine. The "Inner Smile" and "Six Healing Sounds" exercises focus on five organs or organ systems: the heart, the lungs, the kidneys, the liver/gall bladder, and the stomach/spleen.
Table 1. The five major organ systems and their associated emotions and properties.
* The heart is associated with the negative emotions of arrogance and hate and the positive virtues of kindness and love. Recent scientific research shows that feelings of love and appreciation strongly influence the heart's rhythm and its relationship to the body's physiological systems
* The lungs are associated with the negative emotions of sadness and depression, and the positive virtues of courage and righteousness. Emotional depression is often recognized by a physical depression and collapse of the chest and lungs.
* The kidneys are associated with the negative emotion of fear and the positive emotions of gentleness and kindness. Fear is closely related to the activity of the adrenal glands that lie on top of the kidneys. The adrenal glands secret adrenalin and noradrenalin when stimulated by the body's fight-or-flight response.
* The liver is associated with the negative emotion of anger and the positive emotions of generosity and forgiveness. Physiologically, the liver is important for storing and rapidly releasing glucose into the blood. The energy of anger requires the rapid availability of metabolic energy stores in the body.
* The stomach/spleen are associated with the negative emotions of worry and anxiety and the positive emotions of fairness and openness. Most people will be familiar with the "butterflies" and "knots" in the stomach related to worry, apparently related to a network of network of neurons and neurotransmitters in the sheaths of tissue lining the digestive system, known as the enteric nervous system (Gershon, 1998).
The Inner Smile and Six Healing Sound exercises direct our attentions to the body's organs and associated qualities. We successively visualize each organ, cleansing the organ and transforming negative emotional energies into positive virtues.
In the Taoist tradition, each person assumes responsibility for the emotions that arise within, regardless of the external events that trigger the emotions. Taoist exercises take us into our bodies and transform emotions by transforming the associated physiological systems. The Inner Smile and Six Healing Sounds exercises help balance and integrate our sympathetic and parasympathetic nervous systems, promoting health, resilience, and vitality.
Inner Smile Practice
Front Line
1. Sit comfortably near the edge of your chair with your feel flat on the floor. Keep your back straight, but not stiff. Stay relaxed, and clasp your palms together in your lap. Press your tongue against the upper palate of your mouth.
2. Close your eyes and become aware of the soles of your feet. Feel their connection to the Earth.
3. Create a source of smiling energy up to three feet in front of you. This can be an image of your own smiling face, or of someone or something you love and respect, or any memory of a time in which you felt deeply at peace, perhaps feeling sunshine, being by the ocean, or walking in a forest.
4. Become aware of the midpoint between your eyebrows through which you will draw this abundant smiling energy in front of and around you. Let your forehead relax; as the smiling energy accumulates at the mid-eyebrow, it will eventually overflow into your body.
5. Allow the smiling energy to flow down from the mid-eyebrow through your face, relaxing the cheeks, nose, mouth, and all the facial muscles. Let it flow down through your neck. You can roll your head slowly and gently from side to side as you do this.
6. Let the smiling energy continue to flow down to your thymus gland, which is located behind the upper part of your sternum, and picture it glowing with vibrant health. Feel the thymus gland become warm as it begins to vibrate and expand like a blossoming flower.
7. Let the warm, smiling energy spread from the thymus gland into the heart. Draw more smiling energy through the mid-eyebrow, and let it flow like a waterfall down into the heart. When you smile inwardly to the heart, it will generate the virtues of joy and happiness. Spend as much time here as you need to feel the heart relax and expand with loving energy. Try to remember your best experience of love and fill your
heart with that same feeling again. Love your heart. The heart is associated with the negative emotional energies of hastiness, arrogance, and cruelty. When you smile into the heart, these energies will dissipate, creating the space for the virtuous energies of love and joy to expand. 8. Let the joy and happiness generated in the heart expand outward to your lungs. Feel the lungs open as the happy, smiling energy flows into them. The lungs may appear to be pink and spongy, or they may feel
abundantly full. If there is anything you see or feel in the lungs that is unpleasant to you, get rid of it. You can clear the lungs of energetic, emotional, and physical pollution by smiling into them. Feel the air flow from the tip of the nose down into the lungs, following it all the way out to the tiny air sacs where oxygen is exchanged for carbon dioxide. Thank your lungs for breathing and helping sustain your life.
You should feel your entire chest cavity filling with smiling, loving energy. The lungs are associated with the negative emotional energies of sadness and depression and the virtuous energies of courage and righteousness. When you smile into the lungs, you will dissolve any sadness or negative feelings, creating space for courage and righteousness to expand.
Note: Remember you can go back to the source of smiling energy in front of you-your vision or memory of a happy moment-to get more energy any time during the meditation, If you feel your attention wandering, or it you feel the effect of the Inner Smile becoming weak or diluted, just gather more smiling energy from the source. The Chinese say," If you want water, you should go to the well. "
9. Next you will direct the smiling energy to the liver, the largest internal organ, located just below the right lung. Feel the liver become immersed in smiling, loving, joyous energy. The liver is associated with the sense of sight, as it controls the energy of the eyes. Use your inner vision to see the liver and determine its condition. Its surface should be smooth and glossy, and it should feel relaxed and uncongested. You can use your eyes to smooth out any part of its surface or to relax any area that seems tense. Feel gratitude for the liver's work in detoxifying the body, helping to store blood, and producing bile. The liver is associated with the emotion of anger and the virtue of kindness. When you smile to the liver, you will dissolve any anger and allow the kindness energy more space to expand. The Chinese suggest this also helps strengthen your decision-making power.
10. Let the smiling energy flow from the liver across the abdomen into the pancreas, located directly beneath the left lung. Thank the pancreas for making digestive enzymes, producing insulin, and regulating blood sugar. As you smile into the pancreas, see that it is healthy and functioning smoothly. 11. Continuing around to the left, smile into the spleen, which is just next to the left kidney. Don't worry if you don't know exactly where it is. If you smile in that direction, you will gradually get in touch with it. If you need to, return to the source of smiling energy in front of you, and let the smiling energy flow in through the mid-eyebrow and down to the area of the spleen.
12. As smiling, loving energy builds up in the spleen, let it flow into the kidneys. Smile down to the kidneys and feel them expand with radiant energy. You can use your inner vision to inspect the kidneys to be sure their surface is smooth and glossy and that they are filtering properly without any congestion. The kidneys are associated with the emotion of fear. As you smile into them, fear melts away, and the virtue of gentleness can grow. Keep smiling into the kidneys, and let the smiling energy build up until they are full. 13. Next, send the smiling energy down into the urinary bladder, urethra, genitals, and perineum.
Women: The collection point for female sexual energy is located about three inches below the navel, midway between the ovaries. Smile the accumulated energies into the ovaries, uterus, and vagina. Thank the ovaries for making hormones and giving you sexual energy. Bring the combined sexual, smiling, and virtue energies up to the navel, and visualize the energies spiraling into that point.
Men: The collection point for male sexual energy is located one-and-a-half inches above the base of the penis in the area of the prostate gland and seminal vesicles. Smile, and visualize the accumulated energies spiraling down into the prostate gland and testicles. Thank them for making hormones and giving you sexual energy. Bring the combined sexual, smiling, and virtue energies up to the navel, and spiral them into that point.
14. Return the attention to the source of smiling energy in front of you. Be aware of the mid-eyebrow point, and allow more smiling energy to flow in through it like a waterfall pouring down into the organs.
Once again immerse the thymus, heart, lungs, liver, pancreas, spleen, kidneys, urinary bladder (Fig. 3.43), and sex organs in smiling energy. At this point you should be feeling calm and peaceful.
Middle Line
1. Become aware once more of the smiling energy in your eyes. Let it flow down to your mouth. Become aware of your tongue, and make some saliva by working your mouth and swishing your tongue around. Put the tip of your tongue to the roof of the mouth, tighten the neck muscles, and swallow the saliva hard and quickly, making a gulping sound as you do. With your Inner Smile, follow the saliva down the esophagus to the stomach, located at the bottom and below the left side of the rib cage. Thank it for its important work in liquefying and digesting your food. Feel it grow calm and comfortable. Sometimes we abuse our stomachs with improper food. Make a promise to your stomach that you will give it good food to digest.
2. Smile into the small intestine in the middle of the abdomen. It is about seven meters long in an adult. Thank it for absorbing food nutrients to keep you vital and healthy.
3. Smile into the large intestine: the ascending colon, starting at the right side of the hipbone and passing upward to the undersurface of the right lobe of the liver; the transverse colon, which passes downward from the right liver region across the abdomen to the left beneath the lower end of the spleen; the descending colon, which passes downward through the left side of the lumbar region; and the sigmoid colon, which normally lies within the pelvis, the rectum and the anus. The large intestine is about 1.5 meters long. Thank it for eliminating wastes and for making you feel clean, fresh and open. Smile to it and feel it be warm, nice, clean, comfortable and calm.
4. Return to your eyes. Quickly smile down the Middle Line, checking for tension. Smile into the tension until it melts away.
Back Line
1. Bring your attention back to your eyes again.
2. Smile inward with both eyes; collect the power of the smile in the third eye (mid-eyebrow). With your inner eyesight direct your smile about three to four inches inside into the pituitary gland, and feel the gland blossom. Smile into the thalamus, from where the truth and power of the smile will generate. Smile into the pineal gland and feel this tiny gland gradually swell and grow like a bulb. Move your smile's eyesight, like a bright, shining light, up to the left side of the brain. Move the inner smiling eyesight back and forth in the left brain and across to the right brain and cerebellum.
This will balance the left and right brain and strengthen the nerves.
3. Move the inner smiling eyesight down to the midbrain. Feel it expand and soften and go down to the pons and medulla oblongata and to the spinal cord, starting from the cervical vertebrae at the base of the skull. Move the inner smiling eyesight, bringing this loving energy down inside each vertebra and the disc below it. Count out each vertebra and disc as you smile down them: seven cervical (neck) vertebrae, twelve thoracic (chest), five lumbar (lower back), the triangular bone called the sacrum, and the coccyx (tail bone). Feel the spinal cord and the back becoming loose and comfortable. Feel the discs softening. Feel your spine expanding and elongating, making you taller.
4. Return to your eyes and quickly smile down the entire Back Line. Your whole body should feel relaxed, The Back Line exercise increases the flow of the spinal fluid and sedates the nervous system. Smiling into a disc keeps it from hardening and becoming deformed so it cannot properly absorb the force and weight of the body. Back pain can be prevented or relieved by smiling into the spine.
The Entire Length of the Body
Start at the eyes again. Direct your Inner Smile's eyesight. Quickly smile down the Front Line. Follow the smiling down the Middle Line and then the Back Line. When you are more experienced, smile down all three lines simultaneously, being aware of the organs and the spine. Now, feel the energy descend down the entire length of your body, like a waterfall-a waterfall of smiles, joy and love. Feel your whole body being loved and appreciated. How marvelous it is!
Collecting the Smiling Energy at the Navel
It's very important to end by storing the smiling energy in the navel. Most ill effects of meditation are caused by excess energy in the head or heart. The navel area can safely handle the increased energy generated by the Inner Smile.
To collect the smile's energy, concentrate in your navel area, which is about one and a half inches inside your body. Then mentally move that energy in an outward spiral around your navel 36 times; don't go above the diaphragm or below the pubic bone. Women, start the spiral counterclockwise. Men, start the spiral clockwise. Next, reverse the direction of the spiral and bring it back into the navel, circling it 24 times. Use your finger as a guide the first few times. The energy is now safely stored in your navel, available to you whenever you need it and for whatever part of your body needs it. You have now completed the Inner Smile.
Six Healing Sounds Practice
Lung Exercise: First Healing Sound
1. Become aware of your lungs. Take a deep breath and, letting your eyes follow, raise the arms up in front of you. When the hands are at eye level, begin to rotate the palms and bring them up above the head. Keep the elbows rounded. You should feel a stretch that extends from the heels of the palms, along the forearms, over the elbows, along the upper arms and into the shoulders. The lungs and chest will feel open and breathing will be easier. Draw the corners of the mouth back, exhale, making the sound "Ssssssss", sub-vocally, slowly and evenly in one breath.
2. As you exhale, empty all feelings of sadness, sorrow and grief from your lungs.
3. When you have exhaled completely (without straining), rotate the palms down, close the eyes, and breathe in to the lungs to strengthen them. If you are color oriented, imagine a pure white light and quality of righteousness entering into your lungs. Float the arms down by gently lowering the shoulders. Slowly lower them to your lap so that they rest there, palms up.
4. Close the eyes, breathe normally, smile down to the lungs, be aware of the lungs, and imagine that you are still making the sound. Pay attention to any sensations you may feel. Try to feel the exchange of cool, fresh energy replacing hot, dark waste energy.
5. Repeat the sequence 3 to 6 times. For colds, flu, mucous, toothaches, smoking, asthma, emphysema, or depression, or for detoxifying the lungs, you can repeat the sound 9, 12, 18, 24, or 36 times.
6. The Lung Sound can help eliminate nervousness when in front of a crowd. D the Lung Sound subvocally without the hand movements several times when you feel nervous. This will help you to calm down. The Heart Sound and the Inner Smile will help also if the Lung Sound is not enough to calm you down.
Kidney Exercise: Second Healing Sound
1. Become aware of the kidneys. Place the legs together, ankles and knees touching. Take a deep breath as you bend forward, and clasp one hand in the other; hook the hands around the knees and pull back on the arms. With the arms straight, feel the pull at the back where the kidneys are; look up, and tilt the head back without straining.
2. Round the lips and silently make the sound one makes in blowing out a candle "Woooooo". At the same time, press the middle abdomen, between the sternum and navel, toward the spine. Imagine any feelings of fear being squeezed out from the membrane around the kidneys.
3. When you have exhaled completely, sit up and slowly breathe in to the kidneys, imagining a bright blue energy as the quality of gentleness enters the kidneys. Separate the legs to a hip's width and rest the hands, palms up, on the thighs.
4. Close the eyes and breathe normally. Smile to the kidneys, as you imagine that you are still making the sound. Pay attention to sensations. Be aware of the exchange of energy around the kidneys, and hands, head and legs.
5. Repeat 3 to 6 times. For back pain, fatigue, dizziness, ringing in the ears, or detoxifying the kidneys, repeat 9 to 36 times.
Liver Exercise: Third Healing Sound
1. Become aware of the liver, and feel the connection between the eyes and the liver. Place your arms at your sides, palms out. Take a deep breath as you slowly swing the arms up and over the head. Follow with the eyes.
Figure 13. The Liver Sound position.
2. Exhale with the sound, "Shhhhhhh", sub-vocally. Envision and feel that a sac encloses the liver and is compressing and expelling the excess heat and feelings of anger.
3. When you have exhaled completely, unlock the fingers, and pressing out with the heels of the palms, breathe into the liver slowly; imagine a bright green color quality of kindness entering the liver. Gently bring the arms back to the side by lowering the shoulders. Place your hands on your lap, palms up, and rest.
4. Close the eyes, breathe normally, smile down to the liver and imagine you're still making the sound. Be aware of sensations. Sense the energy exchange.
5. Do this 3 to 6 times. For anger, red and watery eyes, or a sour or bitter taste, and for detoxifying the liver, repeat 9 to 36 times. A Taoist axiom about controlling anger says: If you've done the Liver Sound 30 times and you are still angry at someone, you have the right to slap that person.
1. Become aware of the heart and feel the tongue connected with the heart. Take a deep breath and assume the same position as for the Liver Sound, but lean slightly to the right.
Heart Exercise: Fourth Healing Sound
Figure 14. The Heart Sound position.
2. Open the mouth somewhat, round the lips and exhale on the sound "Hawwwwwww", sub-vocally, as you picture the pericardium releasing heat, and the feelings of impatience, arrogance and hastiness. 3. For the rest cycle, repeat the procedure for the Liver Sound, but focus attention on your heart and imagine a bright red color and the qualities of joy, honor, sincerity and creativity entering the heart. 4. Repeat 3 to 6 times. For a sore throat, cold sores, swollen gums or tongue, heart disease, heart pains,
jumpiness, moodiness, and for detoxifying the heart, repeat 9 to 36 times.
1. Become aware of the spleen; feel the mouth and the spleen connect. Take a deep breath as you place your hands with the index fingers resting at the bottom and slightly to the left of the sternum. Press in with the fingers as you push out with the middle back..
2. Exhale with the sound "Whoooooo", made sub-vocally and felt in the vocal chords. Expel the excess heat, wetness and dampness, and the emotions of worry, sympathy and pity.
3. Breathe into the spleen, pancreas, and stomach, or imagine a bright yellow light, and the qualities of fairness, compassion, centering, and music making entering them.
4. Lower the hands slowly to your lap, palms up. Close the eyes, breathe normally and imagine you are still making the sound. Be aware of sensations and the exchange of energy.
5. Repeat 3 to 6 times. Repeat 9 to 36 times for indigestion, nausea and diarrhea, and for detoxifying the spleen. This sound, done in conjunction with the others, is more effective and healthier than using antacids. It is the only sound that can be done immediately after eating.
Spleen Exercise: Fifth Healing Sound
Triple Warmer Exercise : Sixth Healing Sound
The Triple Warmer refers to the three energy centers of the body. The upper level, which consists of the brain, heart, and lungs, is hot. The middle section consisting of the liver, kidneys, stomach, pancreas, and spleen, is warm. The lower level containing the large and small intestines, the bladder, and the sexual organs, is cool. The Triple Warmer Sound balances the temperature of the three levels by bringing hot energy down to the lower center and cold energy up to the upper center, through the digestive tract. This induces a deep, relaxing sleep. A number of students have been able to break a long-standing dependence on sleeping pills by practicing this sound. It's also very effective for relieving stress.
1. Lie down on your back. Elevate the knees with a pillow if you feel any pain in the small of the back or lumbar area.
3. Exhale with the sound "Heeeeeee", made sub-vocally, as you picture and feel a large roller pressing out your breath, beginning at the top of the chest and ending at the lower abdomen. Imagine the chest and abdomen are as flat as a sheet of paper, and feel light, bright, and empty. Rest by breathing normally.
2. Close the eyes and take a deep breath, expanding the stomach and chest without strain.
4. Repeat 3 to 6 times, or more, if you are still wide awake. The Triple Warmer Sound also can be used to relax, without falling asleep, by lying on your side or sitting in a chair.
Women should preform the order as follows: The breath of the Liver, Kidneys, Lungs, Spleen, Heart and Triple Burner
References:
Chia, Mantak, and Maneewan Chia, 1993, Awaken Healing Light of the Tao, Huntington, NY: Healing Tao Books.
Chia, Mantak, 1986. Taoist Ways to Transform Stress into Vitality: The Inner Smile, Six Healing Sounds, Huntington, NY: Healing Tao Books.
Gershon, Michael D. 1998. The Second Brain: The Scientific Basis of Gut Instinct and a Groundbreaking New Understanding: of Nervous Disorders of the Stomach and Intestine. HarperCollins.
Albany Qigong and all instructors shall have neither liability nor responsibility to any person or entity with respect to loss or damage caused, or alleged to be caused, directly or indirectly, by reading or following the instructions on this website or at Albany Qigong's locations. Qigong practice is not intended to replace orthodox medicine, but rather complement it. You should ask your doctor before beginning any Qigong practice. | <urn:uuid:b879ebd1-3771-4be0-9695-1328c6f52f95> | CC-MAIN-2022-40 | http://albanycomplementaryhealth.com/wp-content/uploads/2015/01/Inner-Smile-and-Six-Healing-Sounds-Practice.pdf | 2022-10-02T07:50:34+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337287.87/warc/CC-MAIN-20221002052710-20221002082710-00116.warc.gz | 1,409,523 | 5,360 | eng_Latn | eng_Latn | 0.997 | eng_Latn | 0.998127 | [
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County of San Luis Obispo Department of Public Works County Government Center, Room 206 San Luis Obispo, CA 93408 www.slocounty.ca.gov/PW.htm
Water Quality Report
County of SLO CSA23 – Santa Margarita System Number 4010024
Public Works will be a valued community partner enhancing quality of life for our fellow county residents.
County of San Luis Obispo CSA23 – Santa Margarita CCR 2021
Your 2021 Water Quality Report
The County of San Luis Obispo is pleased to present this annual report describing the quality of your drinking water. Included are details about where your water comes from, what it contains, and how it compares to State standards. We sincerely hope this report gives you the information you seek and have a right to know. Este informe contiene informacíon muy importante sobre su agua potable. Tradúzcalo ó hable con alguien que lo entienda bien.
Your Water Supply
Your water comes from two groundwater wells located in Santa Margarita, Well #3 and Well #4. The water is cleaned through a natural filtration process as it trickles down through the ground. During this process, water may also pick-up minerals or contaminants found in the soil, either natural or man-made. Groundwater is normally very clean and is simply disinfected with chlorine to help minimize the risk from viral and bacterial contamination. Additional treatment for removing iron, manganese, and arsenic is provided at Well #3 and removes on average of 97 percent of iron from the raw water.
The wells are routinely monitored for contaminants and the results are reported to the State Water Resources Control Board – Division of Drinking Water. The findings are evaluated relative to the California Drinking Water Primary and Secondary Maximum Contaminant Standards. All water quality standards were met in 2021.
A Comparison of Santa Margarita Water Usage (2020-2021)
Additional information
The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity. Contaminants that may be present in source water include:
* Microbial contaminants, such as viruses and bacteria, that may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife.
* Pesticides and herbicides, that may come from a variety of sources such as agriculture, urban stormwater runoff, and residential uses.
* Inorganic contaminants, such as salts and metals, that can be naturally-occurring or result from urban stormwater runoff, industrial or domestic wastewater discharges, oil and gas production, mining, or farming.
* Organic chemical contaminants, including synthetic and volatile organic chemicals, that are by-products of industrial processes and petroleum production, and can also come from gas stations, urban stormwater runoff, agricultural application, and septic systems.
* Turbidity is a measure of cloudiness of water. We monitor it because it is a good indicator of water quality. High turbidity can hinder the effectiveness of disinfections.
* Radioactive contaminants, that can be naturally-occurring or be the result of oil and gas production and mining activities.
In order to ensure that tap water is safe to drink, the U.S. Environmental Protection Agency (USEPA) and the State Water Resources Control Board (State Board) prescribe regulations that limit the amount of certain contaminants in water provided by public water systems. State Board regulations also establish limits for contaminants in bottled water that provide the same protection for public health. The U.S. Food and Drug Administration regulations and California law also establish limits for contaminants in bottled water that provide the same protection for public health.
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some
1
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According to the Environmental Protection Agency (EPA), "the average American Family uses more than 300 gallons of water per day at home."
County of San Luis Obispo CSA23 – Santa Margarita CCR 2021
contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the USEPA's Safe Drinking Water Hotline (1-(800) 426-4791).
Santa Margarita News
All water quality results, above established minimum detection levels, are published in the annual Consumer Confidence Report (CCR) produced by the County. Santa Margarita's CCR is available at:
https://slocounty.ca.gov/ccr/margarita
More information about your water quality can also be found at the website:
https://sdwis.waterboards.ca.gov/PDWW/index.jsp
Enter CA4010024 for the Water System Number or use SLO CWWD NO. 23 – SANTA MARGAR for the Water System Name. Information provided at the site includes; Water System Details, Water System Facilities, Monitoring Schedules, Monitoring Results, Lead and Copper Sample Summary Results, Violations/Enforcement Actions, and Site Visits.
WATER ALERT: The "Alert" status indicates a greater level of concern over the available water supply for the community of Santa Margarita. The residents and water users are being asked to voluntarily reduce their use of water by 15%. For more information and tips on how to conserve water, please visit http://slocountywater.org/
Community Participation
The Santa Margarita CSA 23 Advisory Committee meets the first Thursday of every month at 7:00 p.m. in the Community Hall on the corner of I and Murphy Streets. The public is welcome to participate. Due to COVID 19 the meetings are held via Zoom. Please email email@example.com for more information.
The County of San Luis Obispo Board of Supervisors meets bi-monthly on Tuesdays at 9:00 a.m. in the Board Chambers located in the new County Government Center, 1055 Monterey Street, San Luis Obispo. The Board holds budget hearings during the month of June. Board of Supervisors meeting calendar and agendas are posted in some County libraries, the County Government Center, and online at http://www.slocounty.ca.gov/bos.htm. On August 13, 2019, a rate increase was passed to provide additional funding for Operations and Maintenance, building up of reserves, and capital improvement projects. Specific information on water rates and fees for CSA 23 can be found here www.slocounty.ca.gov/pw/csa23.
2021 Water Quality Data
The following tables are a snapshot of drinking water constituents that were detected in your water in 2021, unless otherwise noted. The State allows us to monitor for some substances less than once per year because the concentrations do not change frequently. Some of our data, although representative, may be more than one year old. The presence of these substances detected in water does not necessarily indicate that the water poses a health risk. For questions about this data, please contact the Water Quality Laboratory at (805) 781-5111.
The Utilities Division Water Quality Laboratory provides laboratory and technical services to support the beneficial management of water and wastewater for the present and future residents of San Luis Obispo County.
2 See Turbidity definition under the Additional Information section on page 2.
1500 CFU/mL for distributed water is an unusually high result for CSA 23. Due to this high value, a sample was recollected to verify the accuracy of the result, and the recollected sample
3
showed no detectable HPCs. Thus, the high result does not represent the usual water quality in the system for 2021.
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County of San Luis Obispo CSA23 – Santa Margarita CCR 2021
Some additional constituents monitored at our source water but did not detect above State reporting limits: chromium, copper, lead, MBAS, nitrite, perchlorate, potassium, SACR-C, selenium, silver, VOC, 1.2.3-TCP, and zinc.
*Note* Source water is the combination of Well 03 and Well 04 raw data.
4 Well 04 is treated for corrosion control in order to comply with the Lead and Copper Rule. Treatment for corrosion control includes injecting a blended phosphate solution for pH adjustment. The system is required to maintain a phosphate level of 1.5 – 2.2 mg/L and a pH of 7.4 – 8.0.
5
6
Next sample event is scheduled for 2023.
Page 4
Sample line was flushed and resampled the next day. Results were < 0.10 NTU.
AL – Action Levels.
CFU/ml – Colony Forming Units per milliliter.
CU – Color Units.
DWR – Department of Water Resources
LRAA – Locational Running Annual Average. An average of quarterly samples from a particular monitoring location for a period of one year.
MCL – Maximum Contaminant Level. The highest level of a contaminant that is allowed in drinking water. Primary MCLs are set as close to the PHGs (or MCLGs) as is economically and technologically feasible. Secondary MCLs are set to protect the odor, taste, and appearance of drinking water.
MCLG – Maximum Contaminant Level Goal. The level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs are set by the U.S. Environmental Protection Agency.
mg/L – Milligrams per Liter. mL – Milliliter.
MRDL – Maximum Residual Disinfectant Level. The highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants.
KEY TERMS AND ABBREVIATIONS
MRDLG – Maximum Residual Disinfectant Level Goal. The level of a drinking water disinfectant below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contaminants.
MPN/100mL – Most Probable Number of organisms in a 100mL sample.
NA – Not Analyzed.
ND – Not Detected. Contaminant is not detectable at testing limit.
NTU –Nephelometric Turbidity
Unit.
pCi/L – picocuries per liter (a measure of radioactivity).
PDWS – Primary Drinking Water Standards. MCLs and MRDLs for contaminants that affect health along with their monitoring and reporting requirements, and water treatment requirements. PDWS pertain to the following: Filtration Performance, Microbiological Contaminants, Inorganic Contaminants, Radioactive Contaminants and Disinfection Byproducts, Disinfection Residuals, and Disinfection Byproduct Precursors.
PHG – Public Health Goal. The level of a contaminant in drinking water below which there is no known or expected risk to health. PHGs are set by the California Environmental Protection Agency.
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ppb – parts per billion, or micrograms per liter (µg/L). ppm – parts per million, or milligrams per liter (mg/L). Primary MCL – Maximum contaminant level for contaminants that affect health along with their monitoring and reporting requirements, and water treatment requirements. Primary MCLs are set as close to the PHGs (or MCLGs) as is economically and technologically feasible.
RAL – Regulatory Action Level. The concentration of a contaminant that, if exceeded, triggers treatment or other requirements that a water system must follow.
Secondary MCLs – Maximum contaminant level for contaminants to protect the taste, odor, or appearance of the drinking water. Contaminants with secondary MCLs do not affect health at the MCL levels.
TON – Threshold Odor Number.
TT – Treatment Technique. A required process intended to reduce the level of a contaminant in drinking water.
µS/cm – microsiemens per centimeter (unit of specific conductance of water).
µg/L – Micrograms per Liter. USEPA – United States Environmental Protection Agency
County of San Luis Obispo CSA23 – Santa Margarita CCR 2021
Drinking Water and Health Risks
Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. USEPA/Centers for Disease Control (CDC) guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline (1-(800) 426-4791).
Coliforms are bacteria that are naturally present in the environment and are used as an indicator that other, potentially harmful, waterborne pathogens may be present or that a potential pathway exists through which contamination may enter the drinking water distribution system.
The County conducts monthly analysis of arsenic in both the source water and treated water before delivery. Source water arsenic levels ranged from Not Detected to 5.2 ppb with an average arsenic level of 2.7 ppb during the year. Arsenic levels of treated water delivered ranged from Not Detected to 4.6 ppb with an average arsenic level of 3.9 ppb, which is below the maximum contaminant level for arsenic, which is 10 ppb.
While your drinking water meets the federal and state standard for arsenic, it does contain low levels of arsenic. The arsenic standard balances the current understanding of arsenic's possible health effects against the costs of removing arsenic from drinking water. The U.S. Environmental Protection Agency continues to research the health effect of low levels of arsenic, which is a mineral known to cause cancer in humans at high concentrations and is linked to other health effects such as skin damage and circulatory problems.
If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water typically comes from materials and components associated with service lines and home plumbing. The County of San Luis Obispo is responsible for providing high quality drinking water but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline (1-800-425-4791) or at http://www.epa.gov/safewater/lead.
Contact Information
USEPA Office of Ground Water and Drinking Water http://water.epa.gov/drink/index.cfm
California State Water Resources Control Board (SWRCB)
http://www.waterboards.ca.gov/drinking_water/certlic/drinkingwater/publicwatersystems.shtml
Request the Report in a different Language
Please contact the Department of Public Works at (805) 788-2954 for assistance in Spanish
This report contains important information about your drinking water.
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The ELD-NEPF Connection:
Aligning the Nevada ELD and NEPF Instructional Practice Standards Frameworks
Elementary Mathematics
Introduction
Purpose of this Resource
The purpose of the Nevada English Language Development (ELD) Standards Framework and Nevada Educator Performance Framework (NEPF) Instructional Practice Standards Connections documents is to provide clarity about the alignment between these two frameworks and guidance about high-leverage, evidence-based instructional practices that are particularly effective for English learner (EL) students. When the ELD and NEPF Instructional Practice Standards Frameworks are used concurrently, teachers implement effective instruction that promotes EL students' equitable access to intellectually rich, grade-level, and standards-based content instruction.
The Nevada ELD Standards Framework articulates specific, research-based instructional practices that promote EL students' simultaneous development of language, content knowledge, and content disciplinary practices. The ELD Standards Framework Guidance Documents specify the connections between the ELD Standards and the content disciplinary practices of English language arts, mathematics, science, and social studies. The ELD Standards Framework Guidance Documents can be accessed at https://doe.nv.gov/English_Language_ Learners(ELL)/ELD_Standards_Framework_and_Instructional_Guidance_Documents/
The NEPF identifies effective instructional practices that support all students to meet academic achievement targets and performance expectations. The NEPF promotes five research-based, high-leverage instructional principles of effective teaching:
Standard 1: New learning is connected to prior learning and experiences.
Standard 2: Learning tasks have high cognitive demand for diverse learners.
Standard 3: Students engage in meaning-making through discourse and other strategies.
Standard 4: Students engage in metacognitive activity to increase understanding of and responsibility for their own learning.
Standard 5: Assessment is integrated into instruction.
Certain practices promoted in the ELD-NEPF Connections documents may also be beneficial for students who are not identified as EL students; however, this document focuses explicitly on effective instruction for EL students. The goal of providing these resources is to support educators in understanding how the following overarching practices can result in EL students' higher academic achievement:
a. Interpreting and Expressing Language: Providing students opportunities to interpret and express language in a variety of contexts and in all content areas,
b. Providing students opportunities to collaborate on disciplinary tasks and in disciplinary practices/learning while using academic/ content language meaningfully, and
c. Using formative assessment processes to drive instruction.
These EL-focused practices are aligned with the NEPF Standards and Indicators.
How to Use This Resource
This ELD-NEPF Instructional Practice Standards Framework Connections document offers concrete guidance to educators on effective instructional practices for EL students. It provides a visual overview of the alignment between the NEPF and the ELD Standards Framework in the areas of interpreting, expressing, collaborating, and engaging in formative assessment practices in the content areas. Recommended practices and classroom examples in action illustrate high-quality instruction for EL students that align with each NEPF standard and associated indicators.
This resource should be used in conjunction with the NEPF Rubrics, Tools, and Protocols, and the ELD Standards Framework Guidance Documents to inform the implementation of instructional practices, conversations between educators and evaluators, and areas for professional growth. Educators can use this resource to identify high-quality instructional practices they can implement to ensure their EL students' learning needs are being addressed. Educators may also use this resource to deepen their understanding of how NEPF Standards and Indicators align with practices that support EL students. It is important to note that this resource is not intended to be an all-inclusive list of practices to support EL students; it serves to initiate and support conversations about effective practices.
ELD Guiding Principles
The education of EL students is a shared responsibility by all educators. Five ELD guiding principles articulate the fundamental norms, behaviors, and values shared by effective educators of EL students and that frame instructional decision-making. These guiding principles, along with the NEPF Instructional Practice Standards, frame the recommended practices in this resource.
Guiding Principle 1: Teachers recognize and value EL students' assets: home language(s), cultural assets, existing knowledge, prior schooling experiences, and English language and translanguaging abilities. Teachers leverage these assets to accelerate learning in English language development and content proficiency.
Guiding Principle 2: Teachers provide robust, grade-level, and content standards-based instruction to EL students with intentional scaffolding designed to support their content understandings, language development, and analytical thinking.
Guiding Principle 3: Teachers provide frequent opportunities for EL students to engage in extended discourse through multiple modalities, including oral, written, visual, and kinesthetic modes of communication focused on developing students' content understandings, language, and analytical thinking.
Guiding Principle 4: Teachers provide opportunities for English learners to develop metacognitive, metalinguistic, and metacultural awareness and to use this knowledge to develop autonomy and monitor their progress in content, language, and socio-emotional learning.
Guiding Principle 5: Teachers align assessment practices with content and language learning goals; teachers use formative assessment practices during instruction to support English learners' content and English language learning.
ELD-NEPF Standards Framework Connection Reviewers
The Nevada Department of Education is thankful to staff from the Region 15 Comprehensive Center for their assistance in the development of the ELD-NEPF Connections documents and expresses deep gratitude to the following contributors and reviewers who generously shared their time and expertise.
| Contributors and Reviewers | Position Title |
|---|---|
| Julie Lucas | ELD Facilitator/EL Specialist |
| Dr. Heather Crawford-Ferre | Education Programs Professional |
| Dr. Kulwadee Axtell | Education Programs Professional |
ELD-NEPF Alignment At-a-glance
The following table shows the alignment between the ELD Standards Framework Practices and the NEPF Instructional Practice Standards and Indicators. The dots in the table represent the ELD Standards Framework Practices.
ELD Standards Framework Practices for Supporting the Development of Language Across the Content Areas
* Interpreting Language
* Expressing Language
* Collaborating in the Language of the Content
* Formative Assessment
Teacher Instructional Practice Standards and Indicators
| STANDARD 1 | STANDARD 2 | STANDARD 3 | STANDARD 4 |
|---|---|---|---|
| New Learning is Connected to | Learning Tasks have High | Students Engage in Meaning- | Students Engage in |
| Prior Learning and Experience | Cognitive Demand for Diverse | making through Discourse and | Metacognitive Activity to |
| | Learners | Other Strategies | Increase Understanding of and |
| | | | Responsibility for Their Own |
| | | | Learning |
| Indicator 1 Teacher activates all students’ initial understandings of new concepts and skills | Indicator 1 Tasks purposefully employ all students’ cognitive abilities and skills | Indicator 1 Teacher provides opportunities for extended, productive discourse between the teacher and student(s) and among students | Indicator 1 Teacher and all students understand what students are learning, why they are learning it, and how they will know if they have learned it |
| Indicator 2 Teacher makes connections explicit between previous learning and new concepts and skills for all students | Indicator 2 Tasks place appropriate demands on each student | Indicator 2 Teacher provides opportunities for all students to create and interpret multiple representations | Indicator 2 Teacher structures opportunities for self-monitored learning for all students |
| Indicator 3 Teacher makes clear the purpose and relevance of new learning for all students | Indicator 3 Tasks progressively develop all students’ cognitive abilities and skills | Indicator 3 Teacher assists all students to use existing knowledge and prior experience to make connections and recognize relationships | Indicator 3 Teacher supports all students to take actions based on the students’ own self-monitoring processes |
| Indicator 4 Teacher provides all students opportunities to build on or challenge initial understandings | Indicator 4 Tasks operates with a deep belief that all children can achieve regardless of race, perceived ability and socio- economic status | Indicator 4 Teacher structures the classroom environment to enable collaboration, participation, and a positive affective experience for all students | |
Standard 1: New learning is connected to prior learning and experience
ELD Guiding Principle 1: Teachers recognize and value EL students' assets: home language(s), cultural assets, existing knowledge, prior schooling experiences, and English language and translanguaging abilities; teachers leverage these assets to accelerate English language development and content proficiency.
ELD Recommended Practices
Examples in Action
| NEPF Standards and Indicators with Guiding Questions | ELD Recommended Practices |
|---|---|
*Video titles are hyperlinked; a digital version of this document with active hyperlinks is available on the NDE website.
Standard 2: Learning tasks have high cognitive demand for diverse learners
ELD Guiding Principle 2: Teachers provide robust, grade-level, and content standards-based instruction to EL students with intentional scaffolding designed to support their content understandings, language development, and analytical thinking.
| NEPF Standards and Indicators with Guiding Questions | ELD Recommended Practices | |
|---|---|---|
| Indicator 1 Tasks purposefully employ all students’ cognitive abilities and skills How do I challenge and support English learners across the language proficiency levels to employ their cognitive abilities? Indicator 2 Tasks place appropriate demands on each student How do the tasks place appropriate content and language demands on English learners? Indicator 3 Tasks purposefully develop all students’ cognitive abilities and skills Am I including scaffolded tasks to demonstrate the language development progress of English learners? Indicator 4 Teacher operates with a deep belief that all children can achieve regardless of | | • Provide illustrated glossaries/labeled |
| | | illustrations of key technical vocabulary |
| | | (2.1) |
| | | • Provide graphic organizers, transition |
| | | word banks, and a list of more |
| | | sophisticated academic language (2.1) |
| | | • Provide academic sentence/paragraph |
| | | starters in the various language |
| | | structures used in the lesson (e.g., |
| | | explain, compare, and justify) (2.4) |
| | | • Provide students with a note catcher |
| | | and instruct students to work with a |
| | | partner to identify point of view and |
| | | supporting evidence (2.2) |
| | | • Provide adequate wait time for |
| | | students to process the language and |
| | | content (2.4) |
| | | • Provide dialogue structures throughout |
| | | the lesson, e.g. My turn/your turn; |
| | | Partner A/Partner B; Collaborative |
| | | groups and break down complex text |
| | | by making explicit the language |
| | | needed (sentence starters or phrases) |
| NEPF Standards and Indicators with Guiding Questions | ELD Recommended Practices |
|---|---|
| race, perceived ability, and socioeconomic status How do I demonstrate through my actions that I believe my English learners can learn? | to construct high-leverage language functions, e.g. describe, explain, compare and clarify (2.3) |
*Video titles are hyperlinked; a digital version of this document with active hyperlinks is available on the NDE website.
Standard 3: Students engage in meaning-making through discourse and other strategies
ELD Guiding Principle 3: Teachers provide frequent opportunities for EL students to engage in extended discourse through multiple modalities, including oral, written, visual, and kinesthetic modes of communication focused on developing students' content understandings, language, and analytical thinking
| NEPF Standards and Indicators with Guiding Questions | | ELD Recommended Practices | |
|---|---|---|---|
| | Indicator 1 | | • Provide dialogue structures (e.g., |
| | Teacher provides opportunities for | | dyads, triads, small group, learning |
| | extended, productive discourse between | | circles, Socratic seminar, partner of |
| | the teacher and student(s) and among | | the same L1 but at a higher English |
| | students | | language performance level) (3.1) |
| | How does my planning foster participation | | • Provide tools (e.g., a formulaic |
| | and language practice through intentional | | discussion protocol, cloze or scripted |
| | grouping strategies to provide | | discussion frames, clarifying |
| | opportunities for extended productive | | bookmarks, vocabulary development |
| | discourse? | | models) (3.2) |
| | Indicator 2 | | • Provide adequate time for students |
| | | | to process the language and the |
| | Teacher provides opportunities for all | | |
| | | | content (3.3) |
| | students to create and interpret multiple | | |
| | | | • Provide content information in L1 (e.g. |
| | representations | | |
| | | | partners, dictionaries, videos, web |
| | What scaffolds have I included to | | |
| | | | sites) (3.2) |
| | differentiate the level of support needed | | |
| | | | • Allow time for students to write |
| | for English learners during conversations, | | |
| | | | ideas and then share with a partner |
| | both orally and in writing? | | |
| | | | or small group (e.g., rehearse the |
| | Indicator 3 | | |
| | | | language, listen to the ideas of |
| | Teacher assists all students to use | | others, ask questions, provide |
| | existing knowledge and prior experience | | feedback) (3.2) |
| NEPF Standards and Indicators with Guiding Questions | ELD Recommended Practices | Examples in Action | |
|---|---|---|---|
| | | | Grade: 4-5 |
| | | | NEPF Connection: IP 3.1, 3.2, 3.3, 3.4 |
| | | | Identified ELD Practices: Teacher provides |
| | | | opportunities for extended, productive |
| | | | discourse between the teacher and student(s) |
| | | | and among students. Teacher provides |
| | | | opportunities for students to create and |
| | | | interpret multiple representations. Teacher |
| | | | assists students to use existing knowledge |
| | | | and prior experience to make connections |
| | | | and recognize relationships. Teacher |
| | | | structures the classroom environment to |
| | | | enable collaboration, participation, and a |
| | | | positive affective experience for students. |
| | | | Video Title: Dividing Fractions & Problem |
| | | | Solving |
| | | | Tag: 6:32 (All) |
| | | | Grade: 4-5 |
| | | | NEPF Connection: IP 3.1, 3.2, 3.3, 3.4 |
| | | | Identified ELD Practices: Teacher provides |
| | | | opportunities for extended, productive |
| | | | discourse between the teacher and student(s) |
| | | | and among students. |
| | | | Video Title: Dividing a number using chosen |
| | | | method with cognitive guided instruction |
| | | | Tag: 6:18 (All) |
| | | | Grade: 3 |
| | | | NEPF Connection: IP 3.1, 3.2, 3.4 |
NEPF Standards and Indicators
ELD Recommended Practices
Examples in Action
The ELD-NEPF Connection: Elementary Math
| NEPF Standards and Indicators with Guiding Questions | ELD Recommended Practices |
|---|---|
*Video titles are hyperlinked; a digital version of this document with active hyperlinks is available on the NDE website.
Standard 4: Students engage in metacognitive activity to increase understanding of and responsibility for their own learning
ELD Guiding Principle 4: Teachers provide opportunities for EL students to develop metacognitive, metalinguistic, and metacultural awareness and to use this knowledge to develop autonomy and monitor their progress in content, language, and socio-emotional learning.
| NEPF Standards and Indicators with Guiding Questions | ELD Recommended Practices | |
|---|---|---|
| Indicator 1 Teacher and all students understand what students are learning, why they are learning it and how they will know if they have learned it How are English learners communicating the learning goals, performance criteria/student success criteria, and the purpose of the lesson? Indicator 2 Teacher structures opportunities for self- monitored learning for all students In what ways have I provided opportunities for student self-monitoring and self- reflection during instruction? Indicator 3 Teacher supports all student to take actions based on the students’ own self- monitoring processes | • • • • • • | Generate questions for students to |
| | | engage in the key uses of academic |
| | | language (recount, explain, argue, |
| | | discuss) (4.2) |
| | | Increase the explicitness of instruction |
| | | to focus on language functions (e.g., |
| | | clarify, justify, compare) (4.1) |
| | | Explain the student success criteria, |
| | | that enables students to interpret and |
| | | make meaning of the content, as well |
| | | as demonstrate their learning of the |
| | | language and content (4.1) |
| | | Provide exemplars of tasks (e.g., |
| | | writing specific to the purpose, |
| | | research methods or presentations |
| | | from the research) (4.1) |
| | | Provide structures for students to edit |
| | | and revise their writing (e.g., shared |
| | | writing, partners, teacher |
| | | conferencing) (4.1) |
| | | Model Think Aloud to co-construct an |
| | | exemplar-writing piece that includes |
| | | logical outcomes or endings (4.1) |
| NEPF Standards and Indicators with Guiding Questions | ELD Recommended Practices | |
|---|---|---|
| What actions can teachers take for English learners to show that they have completely mastered the learning tasks? | | • Provide structures (e.g., partners, |
| | | small groups, technical support) for |
| | | students to develop their own |
| | | learning (4.2) |
*Video titles are hyperlinked; a digital version of this document with active hyperlinks is available on the NDE website.
Standard 5: Assessment is integrated into instruction
ELD Guiding Principle 5: Teachers align assessment practices with content and language learning goals; teachers use formative assessment practices during instruction to support EL students' content and language learning.
| NEPF Standards and Indicators with Guiding Questions | ELD Recommended Practices | Examples in Action | |
|---|---|---|---|
| Indicator 1 Teacher plans ongoing learning opportunities based on evidence of all students’ current learning status How will I adapt instruction and future lessons addressing the linguistic and cultural differences in my classroom? Indicator 2 Teacher aligns assessment opportunities with learning goals and performance criteria How does my assessment align with student learning goals and performance criteria? Indicator 3 Teacher structures opportunities to generate evidence of learning during the lesson of all students How am I addressing the components of the English language development in this lesson plan or unit to generate evidence that all students are learning? | • Provide language supports for students to process and produce language (5.1, 5.3) • Incorporate opportunities for students to demonstrate their learning of the language and content (5.2) • Provide structures for students to practice working collaboratively in whole group, small groups, or partners (5.3) • Provide opportunities for students to be able to use language to interpret/make meaning of the content at different proficiency levels (5.4) | | Video Title: Number structure (making a ten) - |
| | | | using ten frames |
| | | | Tag: 5:24 (All) |
| | | | Grade: K-1 |
| | | | NEPF Connection: IP 5.2, 5.3 |
| | | | Identified ELD Practices: Teacher aligns |
| | | | assessment opportunities with learning goals |
| | | | and performance criteria. |
| | | | Video Title: Place value 1, 10, 100 |
| | | | Tag: 6:54 (All) |
| | | | Grade: K-1 |
| | | | NEPF Connection: IP 5.3 |
| | | | Identified ELD Practices: Teacher structures |
| | | | opportunities to generate evidence of learning |
| | | | during the lesson. |
| | | | Video Title: Change unknown problem solving |
| | | | Tag: 4:53 (All) |
| | | | Grade: K-1 |
| | | | NEPF Connection: IP 5.3 |
| | | | Identified ELD Practices: Teacher structures |
| | | | opportunities to generate evidence of learning |
| | | | during the lesson. |
| Indicator 4 Teacher adapts actions based on evidence generated in the lesson for all students How am I adapting my actions and lesson plans to measure student growth and progress toward language and content goals? | Video Title: Combinations of Ten & Problem |
|---|---|
| | Solving |
| | Tag: 6:02 (All) |
| | Grade: K-1 |
| | NEPF Connection: IP 5.3 |
| | Identified ELD Practices: Teacher structures |
| | opportunities to generate evidence of learning |
| | during the lesson. |
| | Video Title: Finding area in a word problem |
| | (pool problem) |
| | Tag: 5:50 (All) |
| | Grade: 4-5 |
| | NEPF Connection: IP 5.3 |
| | Identified ELD Practices: Teacher structures |
| | opportunities to generate evidence of learning |
| | during the lesson. |
| | Video Title: Dividing a number using chosen |
| | method with cognitive guided instruction |
| | Tag: 6:18 (All) |
| | Grade: 3 |
| | NEPF Connection: IP 5.3 |
| | Identified ELD Practices: Teacher structures |
| | opportunities to generate evidence of learning |
| | during the lesson. |
| | Video Title: Comparing Fractions by Reasoning |
| | with Numerators |
| | Tag: 5:48 (All) |
| | Grade: 4-5 |
| NEPF Standards and Indicators with Guiding Questions | ELD Recommended Practices | |
|---|---|---|
| | | NEPF Connection: IP 5.3, 5.4 |
| | | Identified ELD Practices: Teacher adapts |
| | | actions based on evidence generated in the |
| | | lesson. |
| | | Video Title: Dividing Fractions & Problem |
| | | Solving |
| | | Tag: 6:32 (All) |
| | | Grade: 4-5 |
| | | NEPF Connection: IP 5.3 |
| | | Identified ELD Practices: Teacher structures |
| | | opportunities to generate evidence of |
| | | learning during the lesson. Teacher adapts |
| | | actions based on evidence generated in the |
| | | lesson. |
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Buying:
Choose broccoli with firm, tender stalks and tight dark-green buds. Avoid purchasing limp broccoli, or broccoli with yellow buds.
Store unwashed broccoli in a plastic bag in refrigerator for up to 5 days.
Refrigerator: Up to 5 days
Rinse broccoli thoroughly before preparing. Remove the stem leaves and cut the stem just above where the florets join together. Separate the florets. Broccoli can be eaten raw or cooked. When cooked, it is best stirfried, microwaved, or steamed.
Weigh produce to find out exactly how much it will cost. Place the amount of broccoli you would like to buy on the scale provided, and round up to the closest pound or half pound. The cost is the total weight in pounds multiplied by the price per pound.
Total Weight (lbs) x Price = Cost of Broccoli
Use this table to find the total cost.
Example: What is the total cost for 2 lbs of
broccoli at $1.19 per lb? 2 lbs x $1.19 = $2.38
| Price per Pound (lb) | 1 lb | 1.5 lb | 2 lb | 2.5 lb | 3 lb | 3.5 lb |
|---|---|---|---|---|---|---|
| $ 0.49 | $0.49 | $0.74 | $0.98 | $1.23 | $1.47 | $1.72 |
| $ 0.59 | $0.59 | $0.89 | $1.18 | $1.48 | $1.77 | $2.07 |
| $ 0.69 | $0.69 | $1.04 | $1.38 | $1.73 | $2.07 | $2.42 |
| $ 0.79 | $0.79 | $1.19 | $1.58 | $1.98 | $2.37 | $2.77 |
| $ 0.89 | $0.89 | $1.34 | $1.78 | $2.23 | $2.67 | $3.12 |
| $ 0.99 | $0.99 | $1.49 | $1.98 | $2.48 | $2.97 | $3.47 |
| $ 1.09 | $1.09 | $1.64 | $2.18 | $2.73 | $3.27 | $3.82 |
| $ 1.19 | $1.19 | $1.79 | $2.38 | $2.98 | $3.57 | $4.17 |
| $ 1.29 | $1.29 | $1.94 | $2.58 | $3.23 | $3.87 | $4.52 |
| $ 1.39 | $1.39 | $2.09 | $2.78 | $3.48 | $4.17 | $4.87 |
| $ 1.49 | $1.49 | $2.24 | $2.98 | $3.73 | $4.47 | $5.22 |
| $ 1.59 | $1.59 | $2.39 | $3.18 | $3.98 | $4.77 | $5.57 |
| $ 1.69 | $1.69 | $2.54 | $3.38 | $4.23 | $5.07 | $5.92 |
| $ 1.79 | $1.79 | $2.69 | $3.58 | $4.48 | $5.37 | $6.27 |
| $ 1.89 | $1.89 | $2.84 | $3.78 | $4.73 | $5.67 | $6.62 |
| $ 1.99 | $1.99 | $2.99 | $3.98 | $4.98 | $5.97 | $6.97 |
1 medium stalk Broccoli
Nutrition Facts Labels are not always available for fresh fruits and vegetables at the grocery store. This can make it difficult to determine the nutrient content.
The Nutrition Facts Label shown here is for 1 medium stalk of broccoli. All broccoli are not the same size, but you can use this to estimate the nutrition content for smaller or larger broccoli.
Broccoli Mandarin Orange Salad
Preparation Time: 30 minutes
Serves 6
Cups of Vegetables per Serving: 1
Preparation:
1.) Steam broccoli florets in covered saucepan for 3 minutes. Remove from heat and rinse with cold running water until broccoli is no longer warm. Place in serving bowl, and chill.
2.) In a medium-sized bowl, combine green onions, mandarin oranges, grated peel and juice from orange, almonds, and remaining ingredients. Toss gently and let sit at room temperature for 15-30 minutes.
3.) Pour mixture over chilled broccoli, toss gently.
Nutrition Information per Serving:
Calories 84, Total Fat 3.4 g, Saturated Fat 0.4 g, Cholesterol 0 mg, Sodium 19 mg, Carbohydrates 13 g, Dietary Fiber 3 g, Protein 3 g.
This material was funded in part by USDA's Supplemental Nutrition Assistance Program and Expanded Food & Nutrition Education
Program (EFNEP). The Supplemental Nutrition Assistance Program provides nutrition assistance to people with low income. It can help you buy nutritious foods for a better diet. To find out more, call 1-800-430-3244.
Ingredients:
5 cups broccoli florets
5 green onions, chopped
2 (11 oz.) cans mandarin oranges, drained
1 orange, grated peel and juice
2 tablespoons almonds
3 tablespoons vinegar
1 tablespoon sugar
1 tablespoon olive oil | <urn:uuid:5ed67d1d-9a86-4eb1-ba0d-ce0d037e5653> | CC-MAIN-2013-48 | http://liferaydemo.unl.edu/c/document_library/get_file?uuid=302adedc-6453-49f7-b7dc-7bd26212b7d0&groupId=4091401&.pdf | 2013-12-12T20:49:59Z | crawl-data/CC-MAIN-2013-48/segments/1386164705480/warc/CC-MAIN-20131204134505-00071-ip-10-33-133-15.ec2.internal.warc.gz | 101,027,639 | 1,269 | eng_Latn | eng_Latn | 0.989624 | eng_Latn | 0.991507 | [
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Anticipation of something great
By Vernon Whetstone
Amateur Astronomer
It has been said that the greater the anticipation of an event, the greater is the importance to the one anticipating. I would think this saying could be applied to several things; Christmas, birthdays, anniversaries, reunions and such like.
Tonight, Wednesday, Feb. 22, is the first.
I don't know about other astronomers, but this one is in a state of great anticipation. During the first two weeks in March there will be two planetary conjunctions and the moon will be playing hide-and-seek with those four planets during the last few days of February.
Look east about a half hour after sunset for a one-day old moon which will be just to the right of tiny, innermost planet, Mercury.
On Thursday night, again about a half-hour after sunset, find the moon again, this time lounging below and right of our old friend Uranus. The pair will be about six degrees apart–just slightly wider than the field of view.
The moon will be barely past one day old so it will be a very, very slender crescent. Binoculars will be essential to catch this event. The pair should fit inside the binocular field of view. They will be just slightly above the horizon, so make sure your view in that direction is flat, and clear.
The next night the moon will be slightly higher, about eight degrees, and a bit to the right of Uranus.
Earthshine is the light from the Sun, reflected off of Earth's surface onto the moon. It will make
On Friday, Feb. 25, the moon will move on to its next planetary meeting, this time with bright Venus. The pair will be spectacular in binoculars. You may even have the opportunity to glimpse some "earthshine" on the lunar face.
the face of the moon dimly lit and barely visible. It is more prominent if you wait for a darker sky. Following the moon on its journey we next meet with the largest planet of them all, Jupiter, the King of the Planets on Sunday evening, Feb. 26. The pair will be visible in the same binocular field of view.
The double planetary conjunctions will take place during the first half of March. Mark your calendars for March 2-8 when Mercury will visit Uranus and March 12-14 when the two brightest planets in the sky, Venus and Jupiter will meet.
Not to be left out, the other two visible planets, Mars and Saturn, will receive a lunar visit on March 6 and 7 and March 10 respectively.
We have been watching that pair for the last few weeks as they have been moving ever so slowly toward each other, and now for the grand payoff.
SKY WATCH: New moon yesterday, Feb. 21. Watch the moon this week and next as it visits all the pretty little planets in a row. Next week we add a leap day to February. Which means all the
More about the conjunctions as the dates draw closer.
1 / 2
people born on Feb. 29, can now celebrate their birthday, an event they can do only once every four years.
NEXT WEEK: More astronomical blathering. | <urn:uuid:a8070297-486b-4d0a-bd12-d21d6ed74c2c> | CC-MAIN-2013-48 | http://granttribune.com/index.php?view=article&catid=37%3Alifestyle&id=5842%3Awhats-up&format=pdf&option=com_content&Itemid=76 | 2013-12-12T20:37:02Z | crawl-data/CC-MAIN-2013-48/segments/1386164705480/warc/CC-MAIN-20131204134505-00077-ip-10-33-133-15.ec2.internal.warc.gz | 80,853,460 | 665 | eng_Latn | eng_Latn | 0.998739 | eng_Latn | 0.999241 | [
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Parent Perspective:
How Effective Engagement & Collaboration Can Improve Educational Outcomes for Children
Empowering the IDEA Parent As Partner
Maura McInerney, Esq. Education Law Center November 9, 2012
Essential Role of the Parent
Special Education process cannot function without a "parent" -- an active, involved decisionmaker who is needed to "consent" to evaluations, services, placement, etc.
The IDEA confers very specific rights and obligations on the IDEA Parent including right to consent, object & the right to due process.
Understanding these rights and responsibilities is critical to effective advocacy, collaboration and ensuring a child's ultimate success in school.
1
Barriers to Effective Participation by IDEA Parent
This is emotional for the Parent
– It is their child
– Feelings of denial, embarrassment or guilt
Lack of understanding of the process, meaning of assessments, IEP goals, etc.
Lack of knowledge and expertise
Difficulty following complex, long IEPs
Outnumbered and intimidated at meetings
Parent's Bill of Rights As a parent you have the right ….
To have your child receive a free, appropriate public education (FAPE)
To be a member of the team that develops your child's education program
To understand every document you sign
To pursue other options if you disagree with your school
To know and understand your rights in the language you understand best.
2
A Parent's Bill of Rights
You have the right ….
To request and consent to an initial evaluation, re-eval and independent evaluation or to refuse to consent.
To receive written notice (Notice of Recommended Educational Placement/Prior Written Notice or NOREP/PWN) when a school decides your child is eligible for special education, and at any time before your school district changes your child's program or refuses to change it.
To request, attend and participate in IEP meetings.
To receive all procedural safeguard notices.
To fully participate in Due Process and to appeal.
To disagree with and to dispute decisions.
To obtain copies of all of your child's education records.
To remove your child from special education.
Overview
Who is the IDEA parent?
A Parent's Rights: A Walk Through the Special Education Process
A Parent's Responsibilities
Role of a Parent in Engaging the Youth
Dispute Resolution & Due Process System
Effective Advocacy and Collaboration
3
Who can make special education decisions?
A "parent" is needed to make special education decisions for child
The Individuals with Disabilities Education Act (IDEA) defines a "parent" as
– A natural or adoptive parent
– A foster parent
– A guardian but not the State (thus no caseworkers)
– A person acting in the place of a parent
[x] Such as a grandparent or stepparent with whom the child lives, or a person who is legally responsible for the child's welfare; or
– A surrogate parent
Who can make special education decisions?
Two caveats to "parent" definition:
– Presumption in favor of Biological or Adoptive Parent if
[x] Bio./adoptive parent still has legal authority
[x] Bio./adoptive parent is "attempting to act as the parent"
– Unless a court orders someone else to act as the "parent"
– So if no bio parent, but there is a foster parent, foster parent is the "parent"
See 34 C.F.R. § 300.30(b)
4
Protecting Our At-Risk Children
Some children may be living with a grandparent or other person acting in the role of a parent
Many of our most vulnerable children may NOT have an active, involved parent….
– Children in the child welfare system
– Unaccompanied homeless youth And may need a "surrogate parent" …..
Who can make special education decisions?
When is bio./adoptive parent "attempting to act" as a parent?
– Rights of a bio parent:
[x] School should notify bio parent and document efforts to engage parent & accommodate their schedule for IEP meetings, etc.
[x] School may appoint a surrogate "parent" to act on the child's behalf only in limited circumstances
[x] Judge may appoint a surrogate parent in the child's best interest – court proceeding gives bio parent an opportunity to oppose appointment
5
When Does a Child Need a Surrogate Parent?
School district must appoint a surrogate if :
[x] No "parent" can be identified
[x] School, after reasonable efforts, can't locate parent
[x] Child is a ward of the state under laws of that state
[x] Child is unaccompanied homeless youth
– School can't appoint a surrogate just because the bio./adoptive parent is "uncooperative" or won't attend a meeting (71 FR 46689)
– School must have methods to decide if a child needs a surrogate and for assigning surrogate
[x] Must make reasonable efforts to appoint in 30 days
Who can you ask to appoint a surrogate parent?
From: 20 U.S.C. § 1415(b)(2)
Ask the school district
– Should appoint within 30 days
– Can suggest someone (for example: an aunt, the foster parent, or a CASA)
If child is in custody of a child welfare agency, can also ask the judge
– Unless a foster parent is available
[x] But judge can appoint an alternative-decision maker instead (but it cannot be a caseworker)
– Ask for order
[x] The school must honor the judge's selection
6
Surrogate Parents (continued)
Who may not be a surrogate parent?
– Employees of school district or Pa Dept. of Ed.
– Employees of "any agency that is involved in the education or care of the child"
[x] DHS, Children &Youth or Private Agency workers
Other rules for School-appointed surrogates:
– Can't have a conflict of interest
Rule does not apply to judge-appointed surrogates "Conflict" is defined by U.S. Dept. of Ed as coming from the employer relationship (e.g., can't be teacher in another school district, or in the group home where child is living)
– Must have knowledge and skills to represent child
Rule does not apply to judge-appointed surrogates, so school can't force them to them to attend the school's surrogate class
Rights of a Surrogate Parent
Surrogate parent rights:
– Review education records
– Receive notice of school district proposed actions
– Participate in IEP meetings
– Accept or reject a proposed IEP and placement
– Dispute school district decisions by filing a complaint or requesting mediation or a hearing
Surrogate parents do not have any rights outside of the special education system
7
The Rights of A Parent:
A Walk Through The Special Education Process (34 C.F.R. Part 300)
A Parent's Right To Ask
(from 34 C.F.R. Part 300)
Parents have the right to ask a school district/LEA to evaluate the child to see if he has a disability and needs special education services in school.
Parent has the right to fair and accurate evaluation.
The child must be assessed using tests and procedures that do not reach incorrect conclusions because of the child's disability, language or ethnic background.
8
A Parent's Right To Ask
(from 34 C.F.R. Part 300)
Right to Request an Initial Evaluation
– Must be in writing
– "Parent" must sign a Permission to Evaluate Form (PET form)
– Parent may identify areas of suspected disability and explain concerns
– District has 60 calendar days** to complete the evaluation and issue the Eval. Report (ER)
[x] Count time from the date of the PET form
Parent's Right to Consent
An LEA cannot evaluate a child for the first time without a parent's written permission unless a special education hearing officer has ordered an evaluation.
– If parent does not consent, school can go to a hearing to get an order for the evaluation
[x] School must show hearing officer why the parent is wrong to block the evaluation – rarely invoked.
Even if the evaluation team decides that the child is eligible for special education services, a parent does not have to accept those services for her child and can refuse to consent.
9
Exception for "Wards of the State"
(children in the custody of a child welfare agency who do not have a foster parent with the power to make special education decisions)
School districts may conduct initial evaluations without parental consent if:
[x] The school district can't locate the parents after making reasonable efforts
[x] The birth parents rights are terminated (TPR)
[x] Or a judge removes the birth parents' educational rights (temporarily or permanently) & consent is given by an individual the judge appoints
– School/judge should appoint surrogate in the interim
[x] School cannot provide initial special ed services without consent of "parent"
The Right to Ask Again: A Parent's Role in The Evaluation Process
(from 34 C.F.R. Part 300)
Parent is a member of the evaluation team & must be allowed input in eligibility decision
Parent may share private evaluations or evaluations as part of this process
Parent may request Independent Educational Evaluation (IEE) which may be at public expense if parent disagrees with school's evaluation (only one IEE per school evaluation is permitted).
A Parent's Right to an Independent Evaluation ("IEE")
Parent may request an independent educational evaluation if she thinks the school's evaluation was not done properly.
Parent can ask the school to pay for an educational evaluation of child by an approved evaluator who does not work for the LEA.
However, if the district believes that an independent evaluation is unnecessary and a hearing officer decides that the school's evaluation is appropriate, parent can still pay for own evaluation.
Parent's Right to Rely on A School District
Each school district has a "child find" obligation under the IDEA
Parent has a right to rely on information provided by school re. child's progress
– Example: Statute of limitations under IDEA runs from time parent "knew or should have known" of problem; exception applies where school district misled or withheld information
Parent's Right To Prior Written Notice
Parent has a right to receive written notice (called the Notice of Recommended Educational Placement (NOREP)/Prior Written Notice) in the language he understands best before the LEA does any of the following:
– Determines child's eligibility for special education services
– Decides what services child will receive
– Determines child's disability
– Decides where child will receive services
– Determines child is no longer eligible
Parent's Right to Services
If a child is eligible for special education services, Parent can:
Enroll/maintain child in the local public school district to get services or
Keep child in a private school and he or she may be able to get some limited services (but not an IEP) from the LEA, based upon the private school agreement regarding the use and availability of equitable participation (EP) funds. When EP funds are depleted, services are no longer required or provided under EP.
Parent's Right to Participate in the IEP Team
Parent has the right to participate in developing an education plan (Individualized Education Program or IEP).
Parent is a CRITICAL MEMBER of the team that makes decisions about the child's education. Parent needs to have the opportunity to share information and express her opinion at any team meeting or anytime it will help the child.
The team decides how much and what kind of services a child needs and where your child's services will be provided.
Talking with the other members of the team early on can often prevent problems later. Open, mutual communication between Parent and members of the child's team MUST BE encouraged in order to provide an appropriate program for the child.
The IEP
(from 34 C.F.R. Part 300)
Focus on needs and "progress" of child
– Measurable Annual Goals & Objective Benchmarks
– Specially designed instruction in academics Phys Ed, travel & vocational training
– Related Services: transportation, speech therapy, physical therapy, counseling, etc.
– Transition Services: starting at age 16 (or age 14)
– Assistive Technology: (devices/services): to increase functional capabilities of the child
[x] Ex: wheelchair, communication devices, etc.
Parent's Role in Placement Decision
(from 34 C.F.R. Part 300)
When is it made? Who decides?
[x] Placement should be decided after IEP written
[x] The team, including parent decides
– What is LRE?
[x] Children with disabilities should be educated with their nondisabled peers to the maximum extent appropriate
[x] Key: least restrictive environment in which IEP can be implemented successfully using supplementary aids/services
– Parents must be given prior written notice of IEP & Placement before it starts
[x] NOREP: Notice of Recommended Educational Placement Parents can disagree with the IEP and/or placement
Other Rights
(from 34 C.F.R. Part 300)
Implementing/Revising IEPs
– When and how often?
[x] Must be implemented w/in 10 school days
[x] IEP team must meet at least annually
[x] Parents may request IEP meeting at any time
Reevaluations
– When?
[x] Every 3 years (2 years if child with MR); or
[x] If parent requests a reevaluation; or
[x] If school believes "conditions warrant"
BUT school need not agree to > one a year
Parent's Right to Education Records
Parents have a right to see all of the child's education records.
Parents have the right to retain the privacy of those records.
Parents also have the right to prevent the LEA from sending the records to someone else without your written permission (with some exceptions).
The school must give a Parent a free copy of the child's IEP.
Parent's Rights in Discipline Process
The child is expected to follow his or her school's code of conduct.
However, children receiving special education services have certain rights when it comes to school discipline. Some rules a school must follow are:
The IEP team must decide if the child's disability caused the misbehavior for which the school wants to discipline the child.
Parent MUST participate in this process.
Parent's Rights in Discipline Process
The child has a right to a manifestation determination. This decision must be made before the school can:
– Transfer the student to an alternative school for more than 10 school days in a row
– Suspend a student with an IEP for more than 10 school days in a row or 15 total school days in a school year
– Exclude a child with mental retardation for any amount of time
– If the offense involved drugs, weapons, or serious injury to someone, the school can move the child to a different school for no more than 45 school days without parent permission, even if the behavior was caused by the student's disability. The district must provide an appropriate special education program for your child, although not necessarily in the same school setting
The rules about discipline of students with disabilities are complicated for parents. Parents can call the State's Disabilities Rights Network or another organization to learn more information about their rights.
Parent's Right to Disagree
Parent may raise disagreements with the school district at the IEP meeting, before the IEP meeting and at anytime.
LEAs must document a parent's disagreements with the school on the NOREP where applicable.
Parent may request an IEP meeting to address these concerns.
Parents should be actively encouraged to communicate disagreements and need to understand what a school is willing or not willing to do.
Disagreements are inevitable and an important part of providing effective services.
Right To Keep The Child In the Same Program During A Dispute
Right To Keep Child in the Same Program While Awaiting Mediation or a Hearing to be Completed
– If Parent or school requests mediation or a hearing, the child must "stay put" in his or her current program until the disagreement is resolved. That means that the school can't change the program until the mediation, hearing, and any court actions have ended.
To make sure the child "stays put," Parent must:
– Check the box on the Notice of Recommended Educational Placement (NOREP)/Prior Written Notice form that indicates that Parent requests either mediation or a hearing; AND
– Ask school for a Due Process Complaint Notice form. Fill it out and send it to the Administrative Office & send a copy to LEA
Parent's Right to File an Administrative Complaint
Administrative Complaint:
– When: School isn't following the IEP or a clear legal rule (ex: timelines, procedures, etc.)
– Who: Anyone may file a complaint on behalf of child
– How:
[x] Must send a copy of complaint to the school
[x] Certain required information must be in the complaint (name, address, facts about the problem, proposed resolution)
[x] Limit: only violations in past calendar year
– Timeline: 60 days to investigate and issue report
See 34 C.F.R. § § .151-.153
Parent's Right To Mediate A Dispute
Parent can ask for "mediation" to settle a disagreement with the school about a child's special education program. Mediation:
* Is free
* Is overseen by a neutral party (the mediator)
* Is voluntary on the part of the parents and the school
* Can help Parent and school staff come to agreement
* Can be used without requesting a hearing or can be tried after a hearing is requested
Parent's Right to A Due Process Hearing
Parent may ask for a hearing if:
– He believes that his child should be educated in a different place
– She believes that the IEP offered does not meet her child's needs
– There is any other important point on which Parent and LEA disagree (related to evaluation, identification, FAPE, or educational placement)
Parent's Rights At the Due Process Hearing
At a due process hearing, Parent has the right to:
– Bring an attorney to the hearing
– Have experts provide opinions
– Understand and participate in the hearing
– Testify at the hearing
– Ask questions of the school's witnesses
– Give the hearing officer important records
– Have an interpreter present to translate as needed
Challenge the decision on appeal
Special Education Hearing
Rules
– "PARENT" must request a hearing
– Parent needs to be informed of "how" to request a hearing
[x] Send written "complaint" letter to school and state
[x] WHEN complaint must be filed
[x] WHO to talk to about the process
[x] Resolution Session or Mediation is required to try to work it out unless the parties waive
[x] Hearing scheduled if no agreement reached
[x] Decision within strict time period
Parent's Right to Remove
Parent can unilaterally decide to withdraw a child with a disability from the receipt of special education and related services at any time.
– Parent must request this in writing to LEA
School district/LEA:
– Request includes every aspect of special education and related services; it is "all or nothing"
* May not challenge decision by taking Parent to due process
* Must provide a NOREP/Prior Written Notice within 10 calendar days after receipt of written revocation before stopping the provision of special education and related services
* May not continue to provide special education and related services to the child
Inform Parent that LEA will not amend child's education records or to remove references to receipt of special education services
Parent's Responsibilities
To read and review notices, education records, IEPs etc.
To participate in meetings, ask questions, raise concerns, communicate with school district and notify school of changes
To explain disagreements, comply with dispute resolution process
To support child in special ed process
Role of Parent in Engaging Youth
Parent can bring child's interests and concerns etc. into the discussion
Communicate with youth about the process etc.
Support youth's involvement in IEP meeting and process.
Ensure that youth is involved in and at the center of developing transition plan.
Lessons Learned
Set the tone for partnership and mutual respect early
Explain the process first
Always break down acronyms, test, etc.
Encourage input and open communication
Support participation in meetings and continuing dialogue re progress
Accept conflict as part of the process
Emphasize the SAME common goal: The child's education and "life" outcome
Contact Information
Maura McInerney firstname.lastname@example.org 215-236-6970 Ext. 316 Education Law Center 1315 Walnut Street Philadelphia, PA www.elc-pa.org | <urn:uuid:5e3b1877-7890-40aa-98cd-2ff854671b7a> | CC-MAIN-2013-48 | http://www.ksde.org/LinkClick.aspx?fileticket=Q5niAPbfUCM%3D&tabid=3339&mid=13507 | 2013-12-12T20:48:09Z | crawl-data/CC-MAIN-2013-48/segments/1386164705480/warc/CC-MAIN-20131204134505-00071-ip-10-33-133-15.ec2.internal.warc.gz | 401,600,397 | 4,566 | eng_Latn | eng_Latn | 0.951535 | eng_Latn | 0.996143 | [
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UNL Extension: Acreage Insights
Acreage eNews-June 2013
http://acreage.unl.edu
Have Your Private Well Water Tested Now By Sharon Skipton, UNL Extension Water Quality Educator
Many of us thought it would never warm up this year. It's finally warm.
More importantly, the soil is finally warm, which makes this the perfect time to have your private well water tested.
State and federal regulations do not require you to have your private water supply tested It is recommended that you voluntarily have your private water supply tested annually for bacteria and nitrate contamination. Why now? Coliform bacteria are most likely to be found during periods of wet weather when the soil is warm. In addition, runoff and excess soil moisture can carry contaminants into shallow groundwater sources or through well defects. Therefore, this is the perfect time to have your water tested.
There is no single test to determine the safety of drinking water. Testing for bacteria and nitrate does not guarantee the water is safe, as other contaminants could be present. Aquifers, which supply groundwater, are vulnerable to many types of contamination. Contaminants can enter aquifers and groundwater from septic systems, landfills, fertilizer and pesticide use, sewage, animal waste, fuel storage tanks, and many other sources. Even distant contamination can negatively impact a water supply given time, as groundwater moves slowly. In addition, some contaminants are introduced to groundwater from naturally occurring sources such as the rock and minerals that make up the aquifer.
It would be costly, and in most cases unnecessary, to have your private water supply tested for the nearly 100 contaminants for which public water supplies are required to test. You must decide if you want to have your water tested for contaminants in addition to bacteria and nitrate and, if so, which contaminants are of concern.
In general, consider having tests done for other substances when specific contamination is suspected. This might be the result of a spill, backflow, use of product in close proximity to the well, or other such event. If any contaminant is detected in a nearby private or public well, consider having your water tested for the contaminant.
Many Nebraska laboratories offer testing services including water analyses. The Nebraska Department of Health and Human Services approves laboratories to test drinking water samples. Not all laboratories are approved to test for all drinking water contaminants. Approval must be obtained for each specific contaminant. The Nebraska Department of Health and Human Services can provide information on request regarding all laboratories located and approved in Nebraska, and can provide information on the specific contaminants for which each is approved. They can be reached at 402 471-8407 or email@example.com.
Take a Stroll in the Pasture By Steve Tonn, UNL Extension Agronomy Educator
A long walk on a nice summer evening is hard to beat. Here's an idea, take a stroll through your pasture and evaluate the pasture resources on your acreage or small farm. After last year's drought and its impact on our pastures, a pasture walk is even more important. Invite other family members or friends to join you.
Dr. Stephen Barnhart, Iowa State University Extension forage agronomist, suggests that to get the best view of plant recovery and vigor wait until there are 2 to 3 inches of spring regrowth. Then walk through your pastures and consider:
1. Have there been any changes in plant species since the last season?
2. Is the pasture density less than last season?
3. Is there evidence that weeds will be more of a problem?
4. Is there active erosion or localized damage due to supplemental hay feeding?
Pastures with little or no drought damage should have overwintered well and have a stand density of 80 percent sod cover or greater. These pastures should recover with good growing conditions. Even with apparent "normal growth", plants have had some drought and use stress, and they may require a deferred grazing for a couple of weeks longer than usual for complete recovery.
Damaged pasture area with invading weeds.
Pastures with greater drought damage may have some stand loss, with less than 80 percent sod cover. These pastures will benefit from deferred spring grazing. Interseeding with legumes may also be an option to thicken up the stand. Even with deferred fertilization, overseeding and weed management, these pastures may require good growing conditions and two to three months of careful grazing management for complete recovery.
Severely damage stands (stands with less than 40 perecent sod cover) are going to require good growing conditions, weed management, an aggressive overseeding effort (or even complete renovation) and patience for adequate recovery opportunities.
Pasture walks can be a valuable assessment tool. Routinely walking your pastures can provide useful information for short-term management decisions about grazing pressure, fertility needs, weed control, forage availability and overall pasture management. For help with getting started with a pasture walk or help with pasture management questions, contact your local University of Nebraska-Lincoln Extension Office or your local Natural Resources Conservation Service Office.
Summer is a good time to evaluate your pasture and your management practices. So take a nice evening walk in your pasture.
Leafy Spurge – Best Treatment Options By Brent Meyer, Lancaster County Weed Superintendent
Leafy spurge is in full bloom now and treatment is recommended to keep it from producing seed. If you are tired of treating every spring with poor results we suggest you switch your treatment program to include a fall application. Treat with herbicides at least two weeks prior to a killing frost for best results. This is the time when the plant is taking down nutrients to help get it through the winter and will carry the herbicide deeper into the root zone. This is far more effective that just burning off the top growth when treating in the spring. For proper herbicide rates use the UNL Extension 2013 Guide for Weed Management and follow the label directions.
Considered one of the most serious perennial weed species, leafy spurge is threatening millions of acres of pasture and rangeland in the western United States. It is one of the most persistent and difficult to control perennial weeds yet encountered.
Leafy spurge plants are one to two feet high and the stems contain a milky white latex sap. This colorful plant has greenish yellow bracts that support the actual flowers. The seed pods break open at maturity, shooting seeds 15 feet or more from the parent plant. The root systems have numerous pink buds that produce new shoots, and pieces of root as short as one-half inch will give rise to new leafy spurge plants.
Achieving control on a large area of leafy spurge is costly and difficult. It is advisable to control the small patches before they spread and become a more costly problem. Leafy spurge is an aggressive plant; therefore a programmed approach achieves best results. Plan a complete three to four year re-treatment program. Mark the location with some type of permanent marker such as a T-post so you can find it again next year as the stand begins to weaken. Whenever an infestation has been controlled, inspect the area every spring and fall for several years to prevent re-infestation by seedlings.
Contact the Weed Control Office at 402-441-7817 or email firstname.lastname@example.org for help in developing a control plan that's right for your situation.
The Miller Moth Returns
By Jeff Bradshaw and Robert Wright, UNL Extension Entomologists
Early this year we mentioned the large population of army cutworm larvae that had been reported in western Nebraska. Those cutworm larvae turn into moths that are commonly known as "miller moths" in the spring.
Spring miller moths have begun their emergence in some parts of Nebraska. The moth's initial arrival can be noted by the presence of birds scattering about in the streets to chase down the succulent treats (the moths are attracted to street lights at night). What isn't such a treat (for us) is that the moths can invade homes, garages, and vehicles. When disturbed, great clouds of moths can suddenly disperse and often defecate as they disperse. While sometimes irritating, they cause little harm and are present in large number for only a few weeks. There is a return flight in the fall; however, there numbers are often much less. Description
Army cutworm moths or millers usually begin to appear in early to late May. The moths are generally gray or light brown, with a wingspan of 1 1/2 to 2 inches. Each forewing is marked with spots, wavy lines, and other dark and light markings. The moths prefer to feed at night on the nectar of flowering shrubs and trees. This feeding does not harm the plants. As dawn approaches, they congregate and may enter homes, garages, barns, and sheds in search of resting sites. Narrow cracks or crevices are preferred, but any protected area is suitable. If they are disturbed during the day, they will quickly escape and find new hiding places.
At dusk, the moths re-emerge and continue feeding on nectar or migrate to other areas. Some moths, however, may enter homes where they become a nuisance. With the exception of occasionally staining curtains and other surfaces with their droppings, they cause little harm.
Just a Stop on Their Migration
The great hoards of millers noticed in the spring are a result of the migratory nature of these animals. The severity of moth aggregation during the migration will depend on spring cutworm populations and environmental conditions. Moths emerging in Nebraska tend to remain in the area for two to three weeks but may stay for up to six weeks or as long as local plants are flowering. Cool, wet conditions during this time will extend their stay. Hot, dry conditions will encourage them to move westward.
The moths will migrate westward to higher elevations as they follow the progression in the initiation of spring flowering plants. During this time, with the aid of easterly winds, moth concentrations can increase dramatically. When the last trees finish flowering (e.g. locusts and lindens) and average temperatures increase in the high plains, the moths move to the Rocky Mountains.
This migration allows the moths to escape severe summer temperatures and find alpine flowers, their primary food source. When the alpine summer comes to a close in September, the moths once again take flight, returning to the plains. Army cutworm moths are noticed throughout Nebraska from mid-September through October. As they migrate eastward, they mate and lay eggs in barren or sparsely vegetated fields, especially winter wheat, alfalfa and grasslands. The eggs hatch within a few weeks and the larvae begin to feed.
Management of Millers
When millers emerge and begin to move westward in the spring, area residents have little recourse but to patiently await their departure. There are a few tactics, however, that can help lessen moth activity in and around homes:
1. Keep outside lighting to a minimum. These nightflying moths are attracted to lights. A porch light, inadvertently left on, can attract hundreds or even thousands of these pests.
2. Where lighting is necessary, use yellow light bulbs. Yellow light will not attract as many moths because insects do not sense this color very well.
3. Seal cracks and crevices with caulking. Place weather stripping around doors and windows. Repair all screens in windows, doors, attic vents, etc.
4. Consider using a landscape that minimizes flowering plants and dense vegetation near houses.
If millers enter a house or other buildings, they can be swatted, vacuumed, or trapped. An insecticide application will have limited effectiveness as it will only kill those that it contacts. The best solution is to simply keep doors and windows closed, keep porch lights off and patiently wait for these annoying migrants to move on.
Source. Based on information from Spring Millers, 2002, UNL Extension NebFact 526, by Ron Seymour and Gary Hein
Tree Care After Planting
By Kelly Feehan, UNL Extension Educator
Many trees are planted each spring. Once the right tree is selected for the location and planted at the correct depth, the next steps are correct watering, mulching and staking. Practices to avoid at planting and usually for the first year after planting are fertilizing with nitrogen and pruning.
Watering
Water is critical to root establishment. Even so, more young trees die from too much water than from not enough. This is especially common in denser clay soils or in over-irrigated lawns. Too much water suffocates roots because they require oxygen as much as they need water.
As a rule, maintain a consistently moist soil about eight to 12 inches deep and be sure to moisten the soil outside of the root ball. This will promote root growth outward into surrounding soil. The amount of water and frequency of watering needed to do this depends on the type of nursery stock selected, the soils texture, tree species planted, and weather conditions.
There really is no standard answer such as water once a week with a certain amount of water. This might be too much on a clay soil or for a red oak tree, but too little on a sandy soil or for a river birch.
As a general recommendation, the Nebraska Forest Service recommends watering trees immediately after planting and again the next day. Then water three days later and once again three days after that.
From then on, the key is to monitor the soil around the tree and irrigate as needed. During dry summer spells, balled and burlapped (B&B) trees should be watered about once every seven to ten days if planted in clay soils and about once a week if planted in sandy soils.
Sprinkler systems may provide sufficient water up until summer heat arrives. During the hottest, driest parts of summer, a newly planted tree is likely to require additional water. Containergrown trees will dry out faster than B&B trees. Monitor trees and soil moisture closely.
Mulch
Mulch protects tree roots from extreme temperatures, eliminates weed and grass competition, conserves soil moisture, and keeps lawn equipment away from tree trunks. However, too much mulch can trap moisture at the base of the trunk and negatively impact root growth.
If there is too deep of a mulch layer, roots will grow into the mulch. These roots tend to dry out and die during the heat of summer and are killed by cold winter temperatures. This adds additional stress to young trees trying to recover from transplant shock.
When mulching, use organic mulch like shredded wood. Mulch the tree at least out to the trees drip-line (ends of the branches). Next to the trunk, keep the mulch only one inch thick. Outward, towards the edge of the root ball or at the trees drip-line, mulch can be up to four inches deep but no deeper.
Staking
Staking should be done on trees that are tall and leggy and planted in high wind areas. Keep in mind trees are staked to anchor the root ball, not to eliminate movement of the stem or tree canopy (branches and leaves). The goal is to prevent the root ball from rocking and tearing new roots.
When staking, use materials that will not rub against the trunk and create wounds. Do not stake too high on the tree and only stake a tree for one year after planting. If large trees are moved with a tree spade, they may require staking for two years.
Source: Nebraska Forest Service
Excess mulch application negatively impacts tree health.
The good news about lawn and landscape irrigation is that you can have your cake and eat it, too! Lawns and landscapes can be designed and maintained to be good looking and water conserving. From the home office in Wahoo, NE, following are 10 useful tips (David Letterman style) to accomplish both objectives.
10. Monitor system output. Measure the amount of water applied in a 15 minute period using collection devices such as tuna or coffee cans. Adjust the runtime to deliver the required amount.
9. Know how much water is needed. Kentucky bluegrass lawns, in general, require 1 inch per week in April and May, 1-1/4 inch per week in June, 1-1/2 in July and August, 1 1/4 in September and 1 inch in October.
8. Measure water penetration. Use a screwdriver or soil probe to measure moisture (rainfall + irrigation water) penetration into the lawn.
7. Water to the bottom of the roots. Use a small shovel to determine how deep the roots are. Actually the soil should be kept moist to about half an inch deeper than the deepest roots to encourage downward growth. Roots are shallow in summer and deeper in spring/fall.
6. When watering on a slope, use "delayed starts." Run your sprinklers until you notice runoff, then stop. Wait 3 hours, then resume. Aerate to increase infiltration.
5. Water in the early morning (4am to 10am). This allows the grass blades to dry, making them less susceptible to foliar diseases. Watering is more efficient in morning due to less evaporation and wind speed. Change the time that your system runs monthly, or at least seasonally. Contact a lawn sprinkler professional if you need help.
4. Observe your sprinkler system once per month. Look for heads that don't turn, heads that spray into the street or onto a sidewalk, bent or damaged heads, clogged or worn
nozzles or orifices, turf growth around heads that impede water delivery, puddling and runoff.
3. Monitor the spray patterns. Adjust heads as landscape plants grow larger and begin to block the spray pattern. New installations of benches, decks, etc. can also decrease irrigation efficiency.
2. On days when temperatures are above 90°F, run your sprinklers 5 to 10 minutes per zone in the afternoon to cool the turf and reduce stress. This is called "spritzing," and it reduces the symptoms of summer patch disease.
1. Create water zones by putting plants together that have similar water needs. Each turf species has a different water requirement which is also distinct from ornamentals. Ornamental plants should be grouped into low, moderate and high water users. Each zone of plants should be irrigated according to its needs.
Drip Irrigation- Low Flow is the Way to Go By Sarah Browning, UNL Extension Horticulture Educator
Providing water for large landscapes, or windbreak plantings can be labor intensive and time consuming, and the cost of water used adds up quickly. In these situations, drip irrigation is the most efficient watering method to use- 90% efficient compared to 50-70% efficient for sprinkler irrigation- proving that low flow is the way to go. Hardly any water is wasted through wind, evaporation, run-off or overspray.
Additional benefits of drip irrigation include the following.
- Drip irrigation makes supplying water to narrow, or odd-shaped areas easier. And it's great for all types of garden areas.
- Water is applied slowly, reducing the risk of soil erosion or compaction.
- Drip irrigation can be operated during windy periods, without significant water lost to evaporation.
- Low volume water application preserves a good water/oxygen ratio in the soil, which is necessary for healthy plant root growth.
- Plant disease resulting from overhead irrigation, and wetting of plant leaves, is eliminated.
- Drip, or micro-irrigation, is the best way to apply water to berms and slopes. The slow rate of water application created with these systems allows the water to soak into the soil more easily, instead of running off down the slope or side of the berm.
- Systems can be run by connecting them to an AC or battery powered controller unit, which automates the system runtime for busy homeowners.
- Drip irrigation supplies are readily available, and can be installed by do-it-youselfers.
Soaker hoses or "leaky pipes" are the least expensive form of drip irrigation available for home landscape plantings. They weep or drip water through the sides of the hose wall. Soaker hoses can be coiled through a landscape planting and buried under mulch. They also can be automated through the addition of a battery-operated timer/valve at the hose connection.
Also known as micro-irrigation, a drip system is constructed using a network of 1/2 to 3/4 inch diameter black polyethylene pipe that delivers water under low pressure to plants. The main pipeline may have several lateral lines. Pipes can be laid along tree rows, through vegetable gardens, or landscape beds.
Drip Irrigation Emitters
A critical feature of every drip irrigation system is the emitter. They are designed to release water so slowly that water drips or trickles from emitter's opening, which gives this watering system its name. There are two main types of emitters- pressure compensating and pressure sensitive. Pressure compensating emitters provide the same amount of water to all emitters along the length of a pipe. Pressure sensitive emitters provide a higher amount of water when higher water pressure is available. Emitters can be attached directly to the plastic piping, or connected to 0.25 inch microtubes allowing placement near plants further away.
The amount of water applied by emitters is measured in gallons per hour, and various flow rates can be selected based on your system, or plant needs. Common emitter flow rates include 0.5, 1, 2, or 4 gallons of water per hour (gph), allowing you to choose emitters that apply water at the proper rate for your soil type and plant needs. Emitters are often color-coded by their flow rate, making them easier to identify as you install or modify your system. However, not all irrigation system manufacturers use the same color code system. So consider purchasing all your equipment from one manufacturer to keep things simple.
Bubblers are another type of emitter, applying larger amounts of water in a circular pattern. They can be used to water larger plants, or fill a basin created around the base of a new tree or shrub. Bubblers have adjustable flow rates from 0 to 35 gph.
Do not include microspray heads in the design of your drip irrigation system. Microspray heads put out fine streams of water a few inches above ground level, in full, half, or quarter circular spray patterns. Because of their higher water output microspray heads should be used on their own dedicated irrigation lines.
Soil Type Effects on Water Infiltration
Effects of soil type, including water infiltration rates and lateral water spread, are important when designing your irrigation system.
- Clay soils have high water holding capacity but slow water infiltration rates, usually .10 to .25 inch per hour. For this reason your drip irrigation system should be designed to apply water slowly enough to avoid runoff.
- Loam soils have moderate water holding capacity and an infiltration rate of .25 to .50 inch per hour.
- Sandy soils have the fastest water infiltration rates at .50 to .75 inch per hour, but low water-holding capacity. Water can be applied to sandy soils more quickly with less chance of runoff; however, any water applied beyond the water-holding capacity of the soil is lost as it moves below the plant's root zone. More frequent applications may be necessary to provide plants growing in sandy soils the continuous amounts of water needed for good growth.
To measure the water infiltration rate for the soil in your landscape, cut the top and bottom out of a coffee can. Mark the inside of the can in 1 inch increments. Insert one end of the can into the soil. Be sure it goes through both turf and thatch. Check that water does not seep laterally from the can. Fill the can with water and allow time for all of it to drain into the soil. Then add water to the 2 inch mark on the can. Now measure the time for this water to sink into the soil. Divide this elapsed time by two. The number you get will be the infiltration rate for your lawn, i.e., the rate for 1 inch of water to enter your soil. Adjust your irrigation system to apply water at this rate.
If water is applied too heavily at a single application it is forced below the depth of the plant's root system and is wasted. This happens most commonly on sandy soils. When irrigating annuals and vegetables the upper 5 to 6 inches of soil should be moistened. Herbaceous perennials should be watered to a depth of 8 to 10 inches, and woody trees and shrubs to a depth of 12-18 inches.
Most landscape plants, including ornamental annuals and perennials, trees and shrubs, and vegetables, require 1-1.5 inches of water per week, although applications must be adjusted according to the type of plants being irrigated, the soil texture and microclimate they are growing in, and the season of the year. Woody plants and most ornamentals require 1 inch of water applied in a single, weekly application. Vegetable plants require at least 1 inch of water per week. Determine when to water by scratching the soil. If the top 1-2 inches of soil is dry, then the vegetable garden should be watered.
System Design Notes
Drip irrigation systems are a great do-it-yourself project because the main pine line does not need to be trenched into the soil, although if the lines are not buried, they should be held in place with wire landscape pins placed every 2-3 feet. This helps eliminate the pipe as a tripping hazard in the garden. Burying the irrigation system pipes with mulch is also beneficial; it protects the pipes, holds moisture in the soil, and prevents weed problems.
The most common water source is an outdoor home faucet. At the faucet, install a 1) backflow preventer, 2) 150-200 mesh filter, and 3) pressure regulator.
Backflow prevention is important when using a municipal or other potable water source. It prevents back siphoning of contaminants into the water source if a sudden drop in water pressure occurs from the water source.
A filter is installed on the main line to catch physical contaminants and prevent clogging of the emitters. The filter should be cleaned regularly so the system operates effectively.
Drip irrigations usually operate best with 10-30 pounds per square inch (psi) of water pressure, however, many municipal water systems deliver water at pressures above 30 psi. High water pressure can blow out emitters.
To estimate the water pressure of your faucet, use an old bucket and turn the water on full force.
Note the number of seconds is takes to fill the bucket. Plug your numbers into the equation below.
(Bucket size in gallons/ Seconds to fill bucket) x 3600 seconds per hour = flow rate in gph
If you are not sure of your home water pressure, the addition of a pressure reducer or regulator can be beneficial.
A drip system can also draw water from a well or pond, or utilize one valve of a high-pressure sprinkler system. For more information on setting up these systems, refer to
- Small Acreage Low Flow (Micro or Drip) Irrigation System Design and Installation Utah State University,
- Low Pressure Drip Irrigation for Small Plots and Urban Landscapes, New Mexico State University
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HOW TO MARKET YOUR BUSINESS
LET THE WOrlD KNOW ABOUT YoUR BUSINESS!
WHY DO I NEED TO MARKET MY BUSINESS?
Your business will only be a success if you have customers. But how do you get customers? You need to tell people about your business... this is marketing!
Before you start to think about your marketing, you should ask yourself two questions:
* • Who do I want to use my business? (Who is my target market?)
* • What do I want them to think and feel about my business? (What is my message?)
Once you are clear on these two points, you will be able to build your brand identity.
WHAT IS A 'BRAND IDENTITY'?
The brand identity of a business is the visual package that it presents to the world, making it recognisable. So, the colour scheme, the logo, the writing style, the people used to front adverts – all of these things make up the brand identity of a company. It should appeal to your target market and it should say something about your business.
REMEMBER Colours carry meaning. For example, red is associated with danger and green can suggest something is eco-friendly, so choose your colours carefully when designing your brand identity.
I'VE DESIGNED MY BRAND IDENTITY, HOW DO I START TELLING PEOPLE ABOUT MY BUSINESS?
* • ADVERTISING Posters, flyers and business cards are a good way to spread the word but you will have to shop around different printers for good deals. You can also advertise in your school magazine or newsletter, or even in the local press – but you usually have to pay for advertising space.
* • PUBLICITY Find out about local events that are aimed at your target market and make an appearance. This will give you a chance to meet your potential customers and to answer questions about your product or service.
* • SOCIAL MEDIA Facebook, MySpace, Twitter – these are great ways of reaching lots of people for free. Get friends, fans and followers and tell them to pass it on!
* • PUBLICITY STUNTS, such as wearing fancy dress and handing out 'freebies', are great ways to grab attention and raise the profile of your business. If you're planning something like this, tell the local press (newspapers, radio stations etc) – you might make the news!
REMEMBER Whether you're marketing online or on paper, it needs to reach your target customer. For example, if you are offering a gardening service to elderly people, Facebook might not be the best way to reach them, but posting flyers through their door is more likely to work.
HOW TO MARkET YOuR BUSInESS
Three Steps to Marketing Success...
STEP ONE
You need to have a clear idea of who your target market is and what message you want to create.
Design your brand identity to suit these needs.
STEP TWO
Consider the range of marketing techniques that you could use including social media, printed materials and advertising in the local press. Some techniques will reach your target market well and others won't. You should research your target customers to help you decide the best ways to market your business.
STEP THREE
It doesn't matter what techniques you choose, it is vital that your message is clear. Whether it is a poster, a website, a 'tweet' or an advert, you need to be very clear about what your business does. If your company name or logo doesn't state what you do, consider adding a strap line that makes it clear. For example, 'Green fingers – Low cost, high quality gardening services.'
CHALLENGE EXAMPLE
In the BiG Challenge, marketing is essential because you have so many business teams to compete with, in your school or college and the rest of the city!
* • Choose a team name that is original and interesting but is also professional so you are taken seriously by businesses and customers outside of school or college. The same goes for your brand identity; keep it simple, keep the message clear and always think about your target market.
* • Make as many contacts as you can, they can help you to market your business by word of mouth, through social media or by passing on your flyers or business cards. Attend networking or sales events and always go armed with business cards and flyers!
* • Enter your marketing materials into the BiG Challenge Xtra competition. You can win extra money for your business and this will also give you the chance to see if your marketing techniques are up to scratch! | <urn:uuid:0e8a3b12-88fe-418a-a07e-eac2ece30a5f> | CC-MAIN-2018-47 | http://bigchallenge.biz/resources/H2-market.pdf | 2018-11-14T22:05:25Z | crawl-data/CC-MAIN-2018-47/segments/1542039742316.5/warc/CC-MAIN-20181114211915-20181114233915-00115.warc.gz | 43,000,297 | 918 | eng_Latn | eng_Latn | 0.99847 | eng_Latn | 0.998578 | [
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THEATE R—3R D GRAD E
ACTION PLAN: IMPROVISATIONAL THEATER
Who (the class or group I will focus on)
Three 3 rd grade classes - one is 2 nd / 3 rd grade special education bridge class.
Inquiry question:
Do peer, self, and teacher assessment improve student achievement in improvisational theater and in rehearsing improvised scenes?
Student learning goals:
Learning goals for students, based on the Blueprint Standards:
Students explore the physical, vocal, and characterization and staging components of acting by developing the actor's instrument, the mind, body and voice. Students participate in group activities including creative play, storytelling, and improvisation.
Students develop an understanding of dramatic structure and theater traditions.
Students extend their understanding of theater by connecting it to learning in other disciplines.
Connect learning from other arts and disciplines, such as language arts, social studies, and visual arts, to extend their understanding of theater.
Students will be able to:
- Sustain concentration, focus and commitment in group activities with a shared performance goal.
- Contribute effectively and responsibly to ensemble activities
- Use body and voice expressively.
- Demonstrate both in writing and in group sharing an understanding of sequence and plot, action and climax.
What formative assessment strategy I will put into practice
Teacher, peer and self-assessment employing protocols, checklists and video reviews.
Why this strategy will help my students achieve or improve the above goals:
One of my key goals for the children is to develop their skills at working as an ensemble. Peer assessment is by its nature ensemble work. The use of protocols, checklists and video are a means towards enabling peer assessment to be successful. Teacher assessment is used as a "fail safe" back-up.
How I plan to implement this assessment strategy in my practice and/or lessons:
Students will be trained in the process of giving feedback. Elements of the process will be modeled for them. A protocol of feedback will be followed. Sentence stems to facilitate the process will be taught.
When I plan to implement this strategy (at which point in the teaching/learning cycle or unit plan):
Assessment strategies will be used throughout the project. They will be employed to reinforce rules of improv games, to edit and revise written stories, and as part of the rehearsal process.
Self-assessment will be used more selectively at various points in the rehearsal process to allow children to set their own goals for growth.
Evidence of effectiveness of this assessment strategy:
The children's work both in performance, ensemble work and quality of story was good. In performance the children played at a high level. They performed as well with an audience as they did in rehearsal. Often children's work diminishes in performance compared to what they were able to achieve in rehearsal. The work of these children remained at a high level. | <urn:uuid:c64bd8d2-8b86-4f96-91ca-bd5c57c8d0dd> | CC-MAIN-2018-47 | http://artsassessmentforlearning.org/wp-content/uploads/2016/02/Theater_Improv_ACTIONPLAN.pdf | 2018-11-14T22:47:24Z | crawl-data/CC-MAIN-2018-47/segments/1542039742316.5/warc/CC-MAIN-20181114211915-20181114233915-00116.warc.gz | 32,913,422 | 570 | eng_Latn | eng_Latn | 0.99636 | eng_Latn | 0.997852 | [
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Soundings
Newsletter of the Albemarle-Pamlico National Estuary Program (APNEP)
Director's Note
Greetings! Summer is truly flying by this year, and we hope that all of our readers had a safe and happy 4 th of July. On June 30, the APNEP Citizens' Advisory Committee held a productive meeting in which they made decisions about the use of their 2010 funds to support water quality projects on public lands in the APNEP region. We would like to welcome our newest staff member, Todd Herbert, to the APNEP team. Todd will be our new Virginia field representative, and you can learn more about him in the article on page three.
The U.S. House Interior Appropriations Committee voted to direct $28 million to the National Estuary Program grants, authorized by section 320 of the Clean Water Act. The Committee also directs that each national estuary receive a minimum of $1 million. The full house and senate will need to approve the budget. It still has several months to go.
-Bill Crowell, APNEP Director
N.C. Coastal Federation Releases 2009 State of the Coast Report
North Carolina's beaches are caught in a tightening grip between the sea and development. The 2009 State of the Coast Report examines what needs to be done to ensure that our beaches are protected into the future.
To view the report, visit:
http://www.nccoast.org/publication/socreports/
Upcoming Events
July
12-17 – 2009 Teacher Institute, Pine Knoll Shores, N.C.
18 – Introduction to Kayaking (Free), Cliffs of the Neuse State Park, Seven Springs, N.C.
19-24 – Eastern 4H Marine Science & Sailing Camp for Teens, Columbia, N.C.
22 – APNEP Science & Technical Advisory Committee Meeting, Location TBA
23 – Red Wolf Recovery Program Teacher Workshop, Columbia, N.C.
28-29 – Workshop: Introduction to LEED & LID, N.C. State University, Raleigh, N.C.
31 – Barrier Beginnings Workshop, Fort Macon State Park, Atlantic Beach, N.C.
All Month – Crunch, The Giant Alligator Snapping Turtle Exhibit, N.C. Aquarium at Pine Knoll Shores
Visit the calendar at www.apnep.org for more detailed event information.
2
Education Special Report: Fish Kills
A fish kill is an event in which dead or dying fish are observed in a water body. Reports of fish kills are often documented in the news, but what really causes them, and who should be contacted if you see one? Read on to find out.
Naturally Occurring Fish Kills
The most common cause of fish kills is low dissolved oxygen levels in the water. Just like people, fish need to breathe oxygen to survive (except that fish breathe through their gills instead of having lungs). These types of fish kills usually affect many different sizes and species of fish. Large fish tend to be affected the most, and smaller fish can be seen gulping for air at the surface just before the fish kill. Oxygen dissolves into water in two ways: from the atmosphere via diffusion, a process accelerated by wave action, and via photosynthesis, a process that plants undergo to gather energy from the sun. Water temperature affects how much oxygen water can hold, and warmer water is able to hold less oxygen than cooler water. Also, warmer water speeds up a fish's metabolism, causing it to breathe more. In the summer when temperatures are warm and air becomes stagnant, the conditions described above can cause naturally occurring fish kills. This usually happens just before dawn when plants have gone all night without photosynthesizing, reducing oxygen levels.
In estuarine environments (areas where salt and fresh water meet), low rainfall also can play a role in fish kills. When rain is scarce, estuarine waters are not mixed as well and can form stratified layers, with lighter freshwater on top and heavier saltwater on the bottom. When stratification occurs, the bottom layer of water tends to have much lower oxygen levels than the top layer, even though the temperature is warmer on top. If the volume of water in the bottom layer is much greater than the top layer, dissolved oxygen can get dangerously low throughout the water column, potentially causing a fish kill.
Human-Induced Fish Kills
Human impacts can also lead to fish kills. In the United States, reductions in point source pollution in recent decades have reduced associated problems dramatically, but accidents can still occur. Spills of toxic substances can affect a water body, as can nontoxic substances if spilled in large enough quantities to change water properties such as temperature and pH.
Do ALL of the Fish Die?
Although you may see a lot of dead fish in the water, there are usually many more that are still alive. Fish can usually find many places to seek refuge. Because fish lay many eggs, populations are generally able to rebound from a fish kill within a few years.
* For more information about fish kills, visit:
A Beginner's Guide to Water Management - Fish Kills, http://lakewatch.ifas.ufl.edu/circpdffolder/fish_kill_LR.pdf
* For information about reporting a fish kill in Virginia, visit:
http://www.deq.state.va.us/info/report.html
* For information about reporting a fish kill in North Carolina, visit: http://www.ncwaterquality.org/esb/Fishkill/fishkillmain.htm
* For information about Pfiesteria piscicida, a tiny marine organism in estuaries that has been blamed for killing fish and causing health problems in humans, visit:
http://www.pfiesteria.seagrant.org/
APNEPSoundingsJuly 2009
3
APNEP Welcomes New Staff Member Todd Herbert
Wake County Creates 12 New Oyster Shell Recycling Sites
APNEP's new Virginia field representative, Todd Herbert, is a native of the Tidewater, Va. area and joins our program with a wealth of experience in environmental management and community involvement. Todd received a master of science in biology from Old Dominion University in Norfolk, Va. before working for two years as a biologist for the National Wetlands Research Center. His work focused on root morphology and the contributions of below ground processes to elevation change in coastal wetlands. Todd also has two years of experience processing and evaluating Virginia Water Protection Permits for the Virginia Department of Environmental Quality and three years of experience as a marine scientist supervisor for the Virginia Institute of Marine Science. Todd's duties in this new position will include putting together Total Maximum Daily Load implementation plans, serving as a research assistant to the Center for Wetland Conservation at Newport University, and participating as APNEP's liaison to various community outreach programs in Virginia. In his free time, Todd enjoys kayaking and playing the guitar.
Wake County Solid Waste and the N.C. Division of Marine Fisheries opened oyster shell recycling drop-off areas at all 11 county waste convenience centers and the county's landfill in Apex on June 25.
Wake County restaurants produce the highest volume of shells in the state. In 2008, the program collected more than 5,000 bushels of shells from four Wake County oyster bars participating in a pilot project. This project will provide a way for these restaurants to re-join the recycling efforts, and allow other businesses and the public to drop off their discarded shells.
The N.C. General Assembly has established tax credits for shells donated to the Division of Marine Fisheries. A scale house is available at the Apex landfill for businesses and individuals wanting to document a donation for tax credit purposes.
Recovery Act Puts Industry to Work Building North Carolina's Oyster Reefs
Through National Oceanic & Atmospheric Administration (NOAA) Recovery Act funds, the N.C. Coastal Federation, working closely with the N.C. Division of Marine Fisheries, scientists and other private industry partners, received a $5 million grant to put private industry to work rebuilding the state's oyster reefs. The project will save or create 140 jobs, many of which are in industries hard-hit by the economic downturn, such as commercial fishermen, quarry workers, tug boat and barge operators and fisheries technicians.
The funds will be used to build two large oyster sanctuaries in the Pamlico Sound, one off Hatteras at Clam Shoal and one off Stumpy Point at Crab Hole. The oyster reefs, which will be created with 54,000 tons of stone rip rap, will cover more than 46 acres. The reefs will be designated oyster sanctuaries and will not be available for harvest. However, they have valuable benefits for commercial and recreational fishermen as nurseries for oysters and valuable species of fish. Computer modeling studies have shown that these oyster reefs produce larvae that travel to other areas of the Pamlico Sound.
Another component of the project pays fishermen to plant 40,000 bushels of oyster shells in 19 locations from Ocracoke to Myrtle Grove Sound in Topsail. This project, which the Division of Marine Fisheries will begin in the spring, will provide supplemental income for many fishermen. The project will be monitored by a team of scientists from N.C. State University, UNC- Wilmington and the N.C. Sea Grant.
NOAA's community-based restoration program is tasked with creating and protecting coastal habitats. The American Reinvestment and Recovery Act created jobs and added protection to their charge. The NOAA Community-based Restoration Recovery Act grant program provided $167 million for 50 projects.
For more information, contact APNEP Policy Board member Todd Miller at (252) 241-0191 ,or visit www.nccoast.org.
APNEPSoundingsJuly 2009
4
APNEP News in Brief:
APNEP to Co-Sponsor N.C.'s first Outdoor Classroom Symposium in October
Invitation to Provide Input for NOAA'S Strategic Course
North Carolina's first Outdoor Classroom Symposium will be held Oct. 23 at the N.C. Botanical Garden in Chapel Hill. The symposium will be co-sponsored by APNEP, the N.C. Office of Environmental Education, the Environmental Education Fund and the Natural Learning Institute at N.C. State University. It will focus on techniques for creating, maintaining and using outdoor classrooms and strategies for integrating outdoor learning into the curriculum.
Symposium registration is scheduled to open in August 2009. Please check future APNEP newsletters for more information.
U.S. Fish and Wildlife Service to Host Public Meetings on Coastal Barrier Resources System Pilot Project Units
The U.S. Fish and Wildlife Service, or FWS, will conduct several virtual town hall meetings on the recently submitted Report to Congress: John H. Chafee Coastal Barrier Resources System Digital Mapping Pilot Project. FWS is soliciting public input on the report and draft maps during a 120-day public comment period that closes on Aug. 5.
Public meetings will be held via Web cast and teleconference July 14-15. They will provide an overview of the pilot project effort and an opportunity for questions and answers. Members of the public planning to participate must register at:
http://www.fws.gov/habitatconservation/
coastal_barrier.html by close of business July 10. Registrants will be provided with participation instructions via e-mail. Participants must have access to a computer and telephone to participate.
APNEPSoundingsJuly 2009
The National Oceanic and Atmospheric Administration cordially invites you to attend a public forum to discuss current and future issues, opportunities and challenges that may be faced by coastal and ocean managers, advocates, industries and educators in the next 25 years. The discussion will take place on June 21 in Boston. The discussion will focus on: What trends will shape our long-term future? How will issues such as climate change, the economy and new technology influence our environment, the nation, the world? What are the major issues that we as a country need to focus on - water supply, pollution, resource scarcity? How can NOAA focus its nearterm objectives and long-term goals to address these issues? When it comes to the coasts and oceans, what do you care about, and what should we do about it?
Please RSVP to Tracy Rouleau or Lisa Iwahara (email@example.com or firstname.lastname@example.org) if you plan to attend.
Remembering Jim Stephenson
The APNEP community mourns the untimely passing of our friend, supporter and devoted conservationist Jim Stephenson on May 28. Jim was the policy director for the N.C. Coastal Federation and a partner in many of APNEP's efforts to protect and restore our estuarine system. Prior to joining the NCCF, he served as the executive director of the Pamlico-Tar River Foundation. Jim's positive relationships in and around the legislature led to a number of significant conservation actions in North Carolina.
As always, thank you for taking the time to read our newsletter. Please direct any questions or comments to Lori Brinn at:
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| S.NO. | UNIT | VSA (1 Mark) | SA I (2 Marks) | SAII (3 Marks) | LA (5 Marks) |
|---|---|---|---|---|---|
| 1. | Soild State | 1 (1) | - | 3 (1) | - |
| 2. | Solutions | 1 (1) | 4(2) | - | - |
| 3. | Electrochemistry | - | - | - | 5 (1) |
| 4. | Chemical Kinetics | - | 2 (1) | 3 (1) | - |
| 5. | Surface Chemistry | 1(1) | - | 3 (1) | - |
| 6. | General principles and processes of Isolation of Elements | 1 (1) | 2 (1) | - | - |
| 7. | p -Block Elements | 2(2) | - | 6 (2) | - |
| 8. | d- and f-Block Elements | - | - | - | 5 (1) |
| 9. | Coordination Compounds | - | - | 3 (1) | - |
| 10. | Haloalkanes and Haloarenes | 1 (1) | - | 3 (1) | - |
| 11. | Alcohols, Phenols and Ethers | - | 4 (2) | - | - |
| 12. | Aldehydes, Ketones and Carboxylic Acids | 1 (1) | - | - | 5 (1) |
| 13. | Organic Compounds Containing Nitrogen | - | 4 (2) | - | - |
| 14. | Biomolecules | - | 4 (2) | - | - |
| 15. | Polymers | - | - | 3 (1) | - |
| 16. | Chemistry in Everyday Life | - | - | 3 (1) | - |
| | Total | 8(8) | 20(10) | 27(9) | 15(3) |
(17)
Time : Three Hours
General Instructions
2. Question nos. 1 to 8 are very short answer questions and carry one mark each.
1. All questions are compulsory.
3. Question nos. 9 to 18 are short answer questions and carry two marks each.
5. Question nos. 28 to 30 are long answer questions and carry five marks each.
4. Question nos. 19 to 27 are also short answer questions and carry three marks each.
6. Use log tables if necessary. Calculators are not allowed.
1. Give IUPAC name of the following organic compound
2. What are the physical states of dispersed phase and dispersion medium of froth? 1
3. Write the balanced equation for complete hydrolysis of XeF 6
1
4. Write the structure of : 4 - methyl pent - 3 - en - 2 - one
1
5. A compound contains two types of atoms - X and Y. It crytallises in a cubic lattice with atom X at the corners of the unit cell and atomsY at the body centres. What is the simplest possible formula of this compound? 1
6. What is the Van't Hoff factor for a compound which undergoes tetramerization in an organic solvent?
1
7. An ore sample of galena (PbS) is contaminated with zinc blende (ZnS). Name one chemical which can be used to concentrate galena selectively by froth floatation method. 1
8. Predict the shape of CIF 3 on the basis of VSEPR theory.
1
9. Ethylene glycol (molar mass = 62 g mol ¯1 ) is a common automobile antifreeze. Calculate the freezing point of a solution containing 12.4g of this substance in 100 g of water. Would it be advisable to keep this substance in the car radiator during summer?
10. Consider the reaction k A→ P. The change in concentration of A with time is shown in the following plot:
(18)
CHEMISTRY SAMPLE PAPER - II CLASS - XII
Max. Marks : 70
(i) Predict the order of the reaction.
(ii) Derive the expression for the time required for the completion of the reaction.
11. Free energies of formation of MgO(s) and CO(g) at 1273 K and 2273K are given below
On the basis of above data, predict the temperature at which carbon can be used as a reducing agent for MgO(s). 2
12. Name the two components of starch. How do they differ from each other structurally?
2
13. (a) What changes occur in the nature of egg proteins on boiling?
(b) Name the type of bonding which stabilizesα-helix structure in proteins.
2
14. Describe the mechanism of the formation of diethyl ether from ethanol in the presence of concentrated sulphuric acid. 2
15. Complete and name the following reactions:
16. Give chemical tests to distinguish between compounds in each of the following pairs:
(i) Phenol and Benzyl alcohol
17. Predict, giving reasons, the order of basicity of the following compounds in (i) gaseous phase and (ii) in aqueous solutions 2
Account for the following:
OR
(a) Aniline does not undergo Friedel Crafts alkylation
(b) Although - NH 2 group is an ortho and para-directing group, nitration of aniline gives alongwith ortho & paraderivatives meta-derivative also.
18. Give reasons for the following :
(b) When mercuric iodide is added to an aqueous solution of KI, the freezing point is raised.
(a) At higher altitudes, people suffer from a disease called anoxia. In this disease, they become weak and cannot think clearly.
2
19. An element X with an atomic mass of 60g/mol has density of 6.23g cm -3 . If the edge length of its cubic unit cell is 400 pm, identify the type of cubic unit cell. Calculate the radius of an atom of this element. 3
20. Write names of monomer/s of the following polymers and classify them as addition or condensation polymers. (a) Teflon
(c) Natural Rubber
(b) Bakelite
3
21. (a) Give the IUPAC name of :
(b) Give the number of unpaired electrons in the following complex ions:
(c) Name the isomerism exhibited by the following pair of coordination compounds:
Give one chemical test to distinguish between these two compounds.
22. Explain the following observations:
(b) Cottrell's smoke precipitator is fitted at the mouth of the chimney used in factories.
(a) Ferric hydroxide sol gets coagulated on addition of sodium chloride solution
(c) Physical adsorption is multilayered, while chemisorption is monolayered.
23. Account for the following:
(b) H 3 PO 2 and H 3 PO 3 act as as good reducing agents while H 3 PO 4 does not.
(a) Chlorine water has both oxidizing and bleaching properties.
(c) On addition of ozone gas to KI solution, violet vapours are obtained.
3
24. The decomposition of N 2 O 5 (g) is a first order reaction with a rate constant of 5 x 10 -4 sec -1 at 45 o C. i.e. 2N 2 O 5 (g) 4NO 2 (g) + O 2 (g). If initial concentration of N 2 O 5 is 0.25M, calculate its concentration after 2 min. Also calculate half life for decomposition of N 2 O 5 (g).
(b) For an elementary reaction
the rate of appearance of C at time 't' is 1.3 x 10 -4 mol l -1 s -1 .
(i) rate of the reaction.
Calculate at this time
(ii) Rate of disappearance of A.
3
25. (a) Which of the following two compounds would react faster by S N 2 path way : 1 - bromobutane or 2 - bromobutane and why.?
(c) Haloalkanes react with KCN to give alkyl cyanide as main product while with AgCN they form isocyanide as main product. Give reason. 3
(b) Allyl chloride is more reactive than n - propyl chloride towards nucleophilic substitution reaction. Explain why?
26. Give reasons for the following:
(b) NO 2 demerises to form N 2 O 4
(a) CN¯ ion is known but CP¯ ion is not known.
(c) ICl is more reactive than I 2
3
3
3
27.
An element 'A' exists as a yellow solid in standard state. It forms a volatile hydride 'B' which is a foul smelling gas and is extensively used in qualitative analysis of salts. When treated with oxygen, 'B' forms an oxide 'C' which is a colourless, pungent smelling gas. This gas when passed through acidified KMnO 4 solution, decolourises it. 'C' gets oxidized to another oxide 'D' in the presence of a heterogeneous catalyst. Identify A,B,C,D, and also give the chemical equation of reaction of 'C' with acidified KMnO 4 solution and for conversion of 'C' to 'D'.
Account for the following:
(b) Diabetic patients are advised to take artificial sweetners instead of natural sweetners.
(a) Aspirin drug helps in the prevention of heart attack.
(c) Detergents are non-biodegradable while soaps are biodegradable.
3
28. (a) An organic compound 'A' with molecular formula C 5 H 8 O 2 is reduced to n-pentane on treatment with Zn-Hg/ HCI. 'A' forms a dioxime with hydroxylamine and gives a positive lodoform test and Tollen's test. Identify the compound A and deduce its structure.
(not more than 2 steps)
(b) Write the chemical equations for the following conversions:
(i) Ethyl benzene to benzene
(iii) Acetone to propene
(ii) Acetaldehyde to butane - 1, 3 - diol
OR
(a) An organic compound 'A' with molecular formula C 8 H 8 O gives positive DNP and iodoform tests. It does not reduce Tollen's or fehling's reagent and does not decolourise bromine water also. On oxidation with chromic acid (H 2 CrO 4 ), it gives a carboxylic acid (B) with molecular formula C 7 H 6 O 2 . Deduce the structures of A and B.
(b) Complete the following reactions by identifying A, B and C
(a) Calculate the equilibrium constant for the reaction
(b) When a current of 0.75A is passed through a CuSO 4 solution for 25 min, 0.369 g of copper is deposited at the cathode. Calculate the atomic mass of copper.
(c) Tarnished silver contains Ag 2 S. Can this tarnish be removed by placing tarnished silver ware in an aluminium pan containing an inert electrolytic solution such as NaCl. The standard electrode potential for half reaction :
29.
and for
5
OR
(a) Calculate the standard free energy change for the following reaction at 25 0 C
Predict whether the reaction will be spontaneous or not at 25 0 C. Which of the above two half cells will act as an oxidizing agent and which one will be a reducing agent?
(b) The conductivity of 0.001M acetic acid is 4 x 10 -5 S / cm. Calculate the dissociation constant of acetic acid, if for acetic acid is 390. 5S cm 2 /mol.
30. (a) A blackish brown coloured solid 'A' when fused with alkali metal hydroxides in presence of air, produces a dark green coloured compound 'B', which on electrolytic oxidation in alkaline medium gives a dark purple coloured compound C. Identify A, B and C and write the reactions involved.
(b) What happens when an acidic solution of the green compound (B) is allowed to stand for some time? Give the equation involved. What is this type of reaction called? (3 + 2 = 5)
Give reasons for the following:
OR
(a) Transition metals have high enthalpies of atomization.
(b) Among the lanthanoids, Ce(III) is easily oxidised to Ce(IV).
(c) redox couple has less positive electrode potential than couple.
(d) Copper (I) has d 10 configuration,while copper (II) has d 9 configuration, still copper (II) is more stable in aqueous solution than copper (I).
(e) The second and third transition series elements have almost similar atomic radii.
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SongSourcing
A Song Without Borders Sponsored Initiative
SongSourcing™ supports creative expression as an integrative educational practice.
Developed by artist/educator Michael Stillwater, it uses spontaneous songmaking as a means for 'bringing the inside out'.
"There is a songwriter in everyone. Michael Stillwater's SongSourcing... helps remove internal barriers, allowing the inner songwriter to be free to create."
-Donny Pike composer, former singer/songwriter of The Lettermen
™
"Forget your perfect offering. There's a crack in everything, that's how the light gets in."
- Leonard Cohen
INTEGRATION
thru Spontaneous Songmaking
- Dan Siegel, M.D.
What brings us joy in life? What brings vitality out of us? What brings us health?
One way to understand the basic process that brings us health is called integration.
Integration is how we take separate things and then bring them together.
It's a way of creating harmony in life. And when we have harmony we can be more flexible. We're adaptive, we have an inner sense of coherence, we're energized, we're stable. It's the essence of wellbeing.
What can we do in our lives to create integration?
Well, one of the things we can do is participate in playful, creative, spontaneous activities- like spontaneous songmaking. Songmaking is a really interesting process because it links a number of parts of our nervous system to each other. So it's a source of creating integration.
For example, in music you have the rhythm, which is resonating with our bodily selves- and you have the melody, which, higher up in the nervous system, in the cortex, is what creates song-patterns.
INTEGRATION
with Spontaneous Songmaking (continued)
Yet, the amazing thing is on the right side of the brain you've got a sense of the whole body, you have raw spontaneous emotions, and you have autobiographical memory. Memories are often encased within images, rather than language-based.
So when we participate in spontaneous song, often we're generating from our imagination, processes from the right hemisphere- but to bring them out and translate them into words we need to use the left.
Bi-Lateral Integration
Left
Logic
Linear Thinking
Language
Right
Sense of Whole Body
Autobiographical
Memory
Imagery
So when you give yourself an invitation to participate in spontaneous song, you're actually linking the stuff of the right with the process of the left in a bi-lateral kind of integration.
But spontaneous song is even more than vertical integration plus bi-lateral integration. It's also something called narrative integration. Narrative is the way we tell stories. Human beings are a story-telling species, and song is a wonderful way to combine stories with spontaneity.
Narrative Integration
InterPersonal Integration
Story Sharing
Bringing Your Story Out
Co-creation
Two minds (or more)
from the Inside become a ‘we’
In the spontaneous songmaking method, you may bring the themes of your life, (or the life themes of people around you if you're sharing a song), together with the details of the story. It's the telling of a sequence of events, and the inner experience of the people and the events, often in a way you've never thought of before. So narrative offers a different kind of integration in the brain itself.
There's even a fourth kind of integration, if you're sharing a song with other people- whether they're listening to you, or co-creating a song with you- then you have something called inter-personal integration. That's the way the inside of our minds become linked to the inside of other people. It's the way two minds or more become part of a we.
Spontaneous song offers all of these opportunities to promote integration- interpersonally, narratively, bi-laterally, and vertically. And so it's a wonderful way to promote health and thriving with a sense of joy. Creativity emerges out of integration.
Four Domains of Integration in SongSourcing™
As adults it's fun to participate in spontaneous song, but for children in schools, it's also extremely important to have the opportunity to go beyond reading, writing and arithmetic, and actually develop reflective skills, to develop what I call 'mindsight', and actually see the internal world. Thus in schools we can actually create this 'internal education' by offering all sorts of experiences where kids consider the 'inside' of themselves and the 'inside' of other people. These social and emotional skills that are developed simultaneously help promote academic performance and help people thrive. Spontaneous songmaking is one important way of accessing the inside world and letting it come out.
This is why what's offered through SongSourcing, Michael Stillwater's spontaneous songmaking method, is a great opportunity to promote internal education through a creative process of integration across multiple domains, supporting well-being in our lives.
Spontaneous songmaking is a great opportunity to combine play with growth.
Dan Siegel, MD, is Executive Director of the Mindsight Institute, an educational organization that focuses on how the development of insight, compassion and empathy in individuals, families and communities can be enhanced by examining the interface of human relationships and basic biological processes. He is author of The Mindful Brain and The Developing Mind: Toward a Neurobiology of Interpersonal Experience.
Responses from SongSourcing Participants
...my whole system had been changed and transformed.
...feeling my feelings and letting the words come.
Michael Stillwater is a remarkable teacher, inspiration, and role model for spontaneous song. My experience in his class was nothing short of feeling my whole system had been changed and transformed.
He takes people who, like myself, are shy and uncomfortable around singing, and makes everything alright. To be in his class, there's no judgment. He reminds us we are all free 'to offer amnesty' to our creative self, and that includes our inner singer and songwriter. This frees everyone and allows them to simply create and be spontaneous.
I have watched adults become childlike in their innocence and learn to play again- to be spontaneous, integrate, get out from a linear form of thinking, and move towards a creative, innocent, non-editing way of being.
People within the workshops come from diverse backgrounds and create all sorts of remarkable songs and melodies. I always feel it's something of a miracle.
Not only is this work invaluable for adults, especially educators that are teaching, inspiring, and influencing children, but this is a remarkable work for children themselves. To affirm in them their creativity, their spontaneity, that their voices matter, and that they can feel joyous and highly creative.
Thank you, Michael Stillwater, for creating a space and an environment that allows us all to be childlike!
-Elizabeth Lindsey, PhD Filmmaker/Anthropologist
I attended a SongSourcing workshop in Italy in the summer of 2009. The background music was so inviting, calling forth a deep wish to sing, along with the words and feelings, thus making it possible for me to fully accept and express what I was experiencing in the very moment.
But then, amazingly, because I was singing about it, and accepting it at the same time, the feeling continued to transform- develop, change, and ultimately turn into a solution for an issue I was dealing with at the time. I was basically just listening to my own words as I was observing my feelings. I didn't feel I was doing anything- all of this was happening, and I was witnessing it. It was a very healing and integrating experience for me.
While there were many experiences, because there were all these different ways of spontaneous songmaking that Michael taught us, I think the most impressive and touching experience for me was just singing what I felt in that very moment. And all of this happened without any doing on my part, basically. It was a stunning experience and I'm very thankful."
-Nikolaus von Stillfried workshop participant
Michael Stillwater
Musical artist, keynote performer, educator, and award-winning songwriter, his spoken word/music albums Graceful Passages: A Companion For Living And Dying [Book & 2CD set] (2000), and Care For The Journey: Messages And Music For Sustaining The Heart Of Healthcare (2005), co-created with Emmy Awardwinning film composer Gary Malkin, have received national acclaim. These recordings, along with his chant and spontaneous song CDs, provide resources for self-reflection, inspiration and insight. Stillwater serves people internationally as a consultant for enhancing creativity and for sustaining healthcare using music and the arts. He is Founder of Inner Harmony and Song Without Borders, dedicated to awakening the inner song, offering retreats and trainings focused on the healing power of song. His forthcoming book/ CD, SongSourcing: Spontaneous Songmaking for Health and Harmony (2010), will provide educators and others with a hands-on resource for spontaneous songmaking.
Visit www.innerharmony.com for a SongSourcing workshop in your area, or order the online course. To sponsor a workshop, contact firstname.lastname@example.org www.innerharmony.com www.companionarts.org www.songwithoutborders.net
Within our current system of education, music is often neglected in favor of basic academics. At the same time, music has been relegated in our society to the specialists, the singers and musicians who we hear daily on radio, live performance or recordings. Without in any way diminishing the gifts delivered by contemporary musical artists, the fact that we as a culture have relegated music to 'experts', rather than allow it to emerge from each of us as a natural expression of our humanity, versus a critically judged performance, is ultimately detrimental to our happiness, our health, our creative flow- possibly even to our sense of who we are.
What if a way were possible for children and adults to connect to the experience of the music within them, distinct from yet complementary to traditional music education? What if anyone could easily reconnect to the song inside of them, by expressing how they're feeling and what they're thinking in a free-association manner?
There is a way, and we are calling it SongSourcing™_ connecting back to the source of the song inside. It's the practice of spontaneous singing, allowing the inner song to come out. SongSourcing is a creative, expressive educational method to reconnect to one's inner self by creating song 'in-the-moment', a way which anyone, regardless of their musical background– or no musical background– can find easy, familiar and immediate. | <urn:uuid:3b3e253d-c2da-4177-acb6-3361a8e371a3> | CC-MAIN-2018-47 | http://innerharmony.com/PDF%20files/SongSourcing%20newsletterlores.pdf | 2018-11-14T22:36:15Z | crawl-data/CC-MAIN-2018-47/segments/1542039742316.5/warc/CC-MAIN-20181114211915-20181114233915-00118.warc.gz | 173,864,593 | 2,198 | eng_Latn | eng_Latn | 0.99767 | eng_Latn | 0.997924 | [
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Presentation by Barbara Freed
December 2005 Genealogy SIG Meeting
CENSUS PROGRAM
Federal Population Census—
*A mainstay of genealogists and the backbone of research--1 st place to start
*Conducted every 10 years since 1790
*Confidential for 72 years before made public-latest available 1930
*Places person in specific place at a specific time
*Available online, CD-Rom or microfilm rental from an LDS Family History Center
*Can go to www.censusmicrofilm.com/fedcens.htm if need to know census contents and roll numbers
*Photocopy of specific page available from Nat'l Archives (NATF Form 82)
*Request online at www.archives.gov/contact/inquire-form.html
Objective of Census—
*Accounts for every individual in US on given day
*Information collected to be as of census day even if taken at later date
*Was to record household where person regularly sleeps on that date
*Enumerators did not always follow instructions so can be double enumeration
*Persons moving on census day sometimes enumerated at new location
Census Days Varied Over Years—
*1790-1820 1 st Monday in Aug
*1830-1900 June 1
*1910 April 15
*1920 Jan 1
*1930-1960 April 1
*Be sure to record actual date of enumeration when family was enumerated
Census Years in General—
*1790-1840 census
*Names head of household
*Age group of others only
*1820 census clue
* If male not in 16-18 bracket but in 16-26 bracket means over 18
*1840 notes if received Rev. War pension
*1850-1880 census
*Names each person
*Age as of census day
*Sex, race, place birth, profession
*1870 indicated if parents foreign born
*1850-1870 filmed by both FHC & NA (NA easier to read but some faded)
*1880 began listing streets in left margin
*1890 census
*Mostly destroyed by fire Jan. 1921
*Surviving pages list 6,000 people (4 states, AL, IL, NC, TX and DC)
*Index on NA film M-496/2 rolls
*1900-1930 Census
*These schedules contain more information
*These schedules essential to research
*1900 copies Nat'l Archives film poor quality
*1900 & 1910 requested new info
*Month/year birth
*Number years married
*Number children mother had & number living
*Use this information cautiously-due to war misinformation often given
*Try to corroborate birth dates from other records
*Vital events usually estimated by respondent
*Not known who gave information to enumerator
*1900-1930 also dealt with immigration questions
*1910 dealt with veterans of Civil War question
*1870-1930 enumerated military abroad in different ways (see handout)
Enumerators Pay in 1800 $1 for—
*Every 50 people in sparsely populated areas
*Every 100 people in rural areas
*Every 300 people in town/city population over 3,000
Points to Remember to Search Census Effectively—
*Frontier people suspicious of government
*Families would leave home on census day
*Info could come from neighbor
*Incorrect info given to enumerator
*Make list of likely head of household
*Know time period to search
*List probably state and county to search
*Start with most recent census of ancestor and work backwards
*Search all years to compare data & check composition of household
*Each year has different information & can lead to other records
*People listed next to your ancestor not always neighbor
*Depended on census taker route
*Use land records/city directories to find true neighbors if needed/other family
Published Indexes—
*Exist for 1790-1870 census
*Some by state/region
*Good tool to use to speed search
*Found in most libraries
*Write down information found for use at library, FHC or online
*No name in index–don't assume family not in census
*Mistakes made in transcribing indexes
Soundex/Miracode— (See handout for coding)
*Was a WPA project
*Sound system results by page # in census
*Find ED, vol & pg #'s in upper right corner–census has this info in top left corner
*1880 soundex only included households with children 10 & under at home
*Reason is reaching retirement age (under SS Act), person had to prove birth
*Census record could be used to prove age (if no other way)
*1900 & 1920 have complete Soundex of all states
*1910 has only 21 states indexed
*1910 uses Miracode same sound system as Soundex
*Arranges results by visitation number rather than page number
*1930 has only 12 states indexed
*No results found in Soundex
*Check coding again
*Check if card filmed out of order
On-line US Census Records— (See Web Sites handout)
*More transcribed and scanned coming online everyday
*Heritage Quest has digital images 1790-1820,1860-1870,1890-1920
*Ancestry has digital images for 1790-1880 & 1910-1930
*LDS has 1880 transcribed images at www.familysearch.org
*Roots Web, US Gen Web & US-Census abstracted and some scanned images
*Transcribed census has no search function-have to skim page
*Some sites have only portion of complete census
*Usually covering a geographical area for period of time
*Often difficult to read due to age/handwriting/filming (See handwriting handout)
*Most records are US but more foreign coming online
*If can't read columns at top of page
*Check a form for that census year (download forms from web)
* See book–Twenty Censuses: Population & Housing Questions (pub 1979)
*If a transcribed record, verify findings with original record
If Can't Find Ancestor—
*Use spelling variations–census taker wrote what heard
*Use finding aids
*County records like tax roll/voter list
*City directories
*Make sure have right county & state
*Check parent county
*Check for boundary changes
*Make sure using correct microfilm roll
*Are you looking at right place and right page on film
*Check end of county–stuck pages filmed here if caught during filming
*Read census for entire county
*Use other records to verify family location in census year (like land records)
*Read census for nearest county
*Check for relatives etc., in finding aids & census (as groups moved together)
Tips— (See Misc. information handout)
*Be aware of making false assumptions - as to who listed and relationship to head
*Consider the extra people in household as can give clues to other sources
*If find occupation don't understand look for similar entries
*Check other types census
*Use finding aids where lack of soundex available
*Use State census records if available as can offer more detailed information
*Fill in 1890 gap with state census
*Watch use of "Sr" & " Jr" in records
* Always cite your source
*Always corroborate what you learn with other records
MISC. CENSUS INFORMATION
Special Census Web Sites--
www.census.gov/population/www/socdemo/overseas/twps0062.html Use this site for more information on military personnel and the census.
www.stevemorse.org/census This is an online index to selected city streets including more cities than the LDS microfilm M1283 as an aid for finding the 1910 enumeration district to search for a person. And also the 1930 enumeration district.
Census Indexes—
Federal census indexes as well as county indexes are available. Just remember that these indexes are not always complete. Be creative and persistent when using an index. Names can be spelled differently than expected–such as, JNO for John, JENS for James or JACK for Zachary.
City Directories As An Aid—
You can use city directories to help find elusive ancestors' census records. Since some censuses are not indexed or if only an enumeration district description is available in a finding aid knowing an address is crucial to finding a person in the census especially in the more populated cities.
Use Of Senior And Junior In Early Censuses—
These words often vary as to how they are written. It is not uncommon to find a mother and daughter designated in this way. Keep in mind that "junior" does not always mean that he is a son of a man by the same given name and surname living in the same locality. This naming custom was true in particular with Quakers. A "senior" could be an uncle, cousin or no relation at all.
US Military Personnel Stationed Abroad Or At Sea—
In 1910-1990 military personnel were enumerated in the overseas population and not at a stateside home.
In 1870, 1880 and 1900 military personnel were enumerated at their stateside home and may also be included in an overseas population in 1900.
In 1920 special forms were used to enumerate the population abroad.
In 1930 officers were enumerated at their stateside home but not the crews.
Citing A Census Record Source—
This is always important because of the value of these records. A source should include: 1) a descriptive title 2) civil division information (i.e., county, state or territory, city/ward or town/township name or numbers; 3) page number and other specific designations such as family number, dwelling number, house number and line number; 4) location and form of the record used.
SOUNDEX CODE
Soundex/Miracode is an alpha-numeric coding system to keep together names of the same or similar sounds but of different spellings. It is based on the phonetic sound of consonants in a surname. Each name is assigned a letter and 3 numbers. The letter is always the first letter of the surname.
Code Key Letters
6
R
The letters A, E, I, O, U, W, Y, H are discarded and not coded.
To Code A Surname:
* Use first letter of a surname and cross out vowels and W, Y, H in the surname.
* Using table above, assign the equivalent number to first 3 letters left in surname.
* Disregard any remaining letters.
* If name has less than 3 letters left assign zero to those places.
* Double letters are coded as 1 number (ex., 2 L's=4, not 44).
* Two or more letters with same code number that appear in sequence are assigned 1 number (ex., CK in Dickinson is coded 2, not 22).
* Every code must have 3 digits following the initial letter.
* Names with no codeable letters are coded as 3 zeros (ex., CHU = C000).
* Code names with prefixes like De, La, Von, etc., are sometimes disregarded in alphabetizing and coding so you could find it either way.
* Soundex cards without a given name are filed at the beginning of the soundex.
* Within code groups, heads of household are listed alphabetically by FIRST name.
Soundex Applies To Census' For:
* 1880 - but only lists households with children 10 years old or under.
* 1890 - no soundex.
* 1900 and 1920 have soundex for all states
* 1910 only has soundex for 21 states: AL, AR, CA, FL, GA, IL, KS, KY, LA, MI, MS, MO, NC, OH, OK, PA, SC, TN, TX, VA, WV.
* 1910 census uses miracode - same system as soundex but arranges results by visitation number assigned by the enumerator rather than page number of census as in soundex.
Soundex Converter Website:
*If you don't want to do it yourself use this site and just put in the name doing. ●Make a list of the conversions to use then for your research.
http://www.bradandkathy.com/genealogy/yasc.html
www.bradandkathy.com/genealogy/yasc.html
AVAILABLE ONLINE CENSUS RECORDS:
At Chapin Library
Has Ancestry Library Edition with census years 1790-1930 name indexed
Has Heritage Quest with 1790-1930 census years with some name indexed but all years searchable. Allowed 1 hour on computer with a Chapin Library card.
Census Finder
A portal more than database. Will have to sift through paid links to track down free census records.
www.censusfinder.com
1880 US Census
Click search for ancestors then select census in left frame. Every name national index as of June 1880. Searchable by name or head of household.
www.familysearch.org
Note: Once you find your family look up original record to check accuracy and get added details.
Roots Web Census Index http://userdb.rootsweb.com/census/index
Volunteer transcribers uploaded 456,000 records from federal and state censuses. Note: If you find an ancestor the index will tell you census page where name will appear.
Sources 2 Go www.sources2go.com
Digitized census records of all 1790 census records and portions of 1800-1860. Links arranged by roll number and frame and provide county names but can’t search record content.
US Gen Web Census Project
Two separate projects aim to transcribe all US Census schedules. Digital images at– www.rootsweb.com/~usgenweb/cen_img.htm www.us-census.org
www.rootsweb.com/~census
Linkpendium
Click on localities then state then county to see if any census records available online here.
www.linkpendium.com
Census-online
Click on the link to online census records. On next screen click state wanted then next screen county wanted then in last screen choose either census year or county name.
www.census-online.com
Gengateway www.gengateway.com/index.cfm?GID=28
Portal to hundreds of online US state and county census records.
Free Lookups
www.genealogylookups.com/page03.htm
CENSUS FORMS
www.familytreemagazine.com/forms/download.html
Family Tree Magazine
Scroll to section on census forms (3 rd section down in main body) then down load appropriate form as a PDF. Other resources and forms available here also.
Ancestry
Forms available as PDF select year wanted and print.
www.ancestry.com/trees/charts/census.aspx
MICROFILM READER HELP
* Place transparent film like used for report covers on reader to reduce glare.
* Enlarge the image.
* Make a negative and positive copy to compare pen strokes.
* Study other handwriting for the same neighborhood (same enumerator) and compare it to the word or name that you can't read.
* Stand up to look at the reader as distance can help.
* Put paper on each side of the word to block out other words.
* Try a different reader which might have better light, etc.
* Try a different medium, i.e., fiche, etc.
* In the case of a double "s", the first "s" is written like a backward "f" and often taken as an "f" or "p".
* Upper case letters that are commonly misinterpreted for each other:
*Reading documents, census pages, wills, deeds and other hand written documents can be difficult.Here are some web sites that can be helpful.
:
* Deciphering Old Handwriting
http://amberskyline.com/treasuremaps/oldhand.html
* Guidelines For Reading Old Documents
http://www.genealogy.com/68_sperry.html?Welcome=1084162301
* Reading Old Handwriting
http://www.moonzstuff.com/handwriting.html http://www.moonzstuff.com/handwriting-p2.html
* Old English Writing
http://www.rootsweb.com/~usgenweb/special/oldenglish/oldenglish.htm
* Ancestry- Tips for Reading Early American Handwriting
http://www.ancestry.com/library/view/columns/tips/796.asp?rc=locale~&us=0
* Deciphering Handwriting
http://www.genealogy.com/00000010.htmlhttp://www.genealogy.com/00000010.html
* How to Read 18 th Century British - American Writing
http://www.dohistory.org/on_your_own/toolkit/writing.html
Barbara Freed
December 2005 Genealogy SIG Group Handout | <urn:uuid:d56ec190-2f07-4677-9f97-0d7f1927d57f> | CC-MAIN-2018-47 | http://meiere.com/_WNCC_2015/genealogySIG/19Dec2005TheUS_Censuses.pdf | 2018-11-14T21:52:23Z | crawl-data/CC-MAIN-2018-47/segments/1542039742316.5/warc/CC-MAIN-20181114211915-20181114233915-00117.warc.gz | 216,523,109 | 3,584 | eng_Latn | eng_Latn | 0.982245 | eng_Latn | 0.993875 | [
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G8 Education Experts Report 2009
SHARING RESPONSIBILITIES TO ADVANCE EDUCATION FOR ALL
In April 2000, the international community gathered in Dakar for the World Education Forum and adopted the "Framework for Action on Education for All (EFA)" 1 , a collective commitment to action based on a vision of the critical role of education for empowering individuals and transforming societies.
Nine years later EFA is facing success and new challenges. 2009 is a crucial year for EFA: ideally, by the end of the year all grade-one aged primary school children should be enrolled in order to complete a six-year course of basic education by 2015. And yet, 75 million children and 266 million adolescents remain out of school, thereby missing out on the opportunity to develop their talents in order to improve their lives and contribute to the development of their societies.
Most of these out-of-school children are categorised as "hard to reach"; yet, these children are neither unknown nor unattainable: more than four out of five of them live in rural areas; of the remaining twenty per cent, many live in urban peripheries; most of them are child labourers, as education is not a viable alternative for them; they are growing up in vulnerable households, in fragile states, in conflict or post conflict countries, they are orphans, are
1 The six EFA goals included in the Framework for Action are:
i. Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.
ii. Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality.
iii. Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes.
iv. Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults.
v. Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality.
vi. Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.
affected by HIV/AIDS; or have disabilities. In too many areas of the world, girls are especially vulnerable.
The Italian presidency of the G8, recognizing the importance of confirming the collective commitment to EFA, has proposed education as one of the four development priorities, in line with previous G8 Presidencies, since the Okinawa Summit in 2000.
Important progress has been made towards achieving universal primary education (UPE) and ensuring equal access for girls and boys, the two EFA goals reflected in the Millennium Development Declaration as MDG 2 and MDG 3. But this is not enough. A renewed shared effort is needed to safeguard gains and to embrace the whole EFA agenda, especially the neglected areas of literacy, early childhood care and quality of education. The challenge lies in expanding access while ensuring quality of education and relevance of learning.
As the G8 Education Group, we acknowledge the fundamental importance of education as a contributor to the whole MDG agenda, including economic growth and sustainable development. We call for a more forward looking approach, promoting EFA policies within a sustainable and well-integrated sector framework clearly linked to poverty reduction and development strategies.
We will build on the strengths of the most comprehensive international initiative in the education sector: the Education for All-Fast Track Initiative (FTI). In this regard, we welcome efforts undertaken by the FTI Partnership to reform its governance, to progress on implementation and to streamline and strengthen the FTI operating structure, both at the country and global level. The forthcoming replenishment process of EFA-FTI offers an opportunity to translate commitments into action.
G8 commitment to EFA
G8 has been committed to the EFA goals since 2000 and this support has been reiterated each year. The "Hokkaido Toyako Summit Declaration", adopted in 2008, paid specific attention to countries affected by crisis or conflict, to girls and marginalized populations. G8 Leaders affirmed "the
importance of life-long learning and a holistic approach to the education systems" and committed "to work to improve access to and the quality of education though capacity development of teachers as well as community involvement" and "to promote synergies with other development sectors". In addition, the Declaration also called for the G8 to report on its progress to support FTI.
In this report we will briefly discuss the progress that has been made towards EFA and the challenges that remain, we will reaffirm the importance of education and look at the efforts needed to ensure that EFA by 2015 remains achievable; this will lead to a discussion of EFA-FTI, where we will outline the main features of G8 financial support to FTI, whilst recognising that a future mechanism to monitor progress on meeting G8 commitments to EFA should move from a focus on financial inputs to a broader focus on aid effectiveness and development results.
Progress and challenges in EFA
Since 2000 significant progress has been made in providing access to primary education:
- average net enrolment has increased from 54% to 70% in Sub-Saharan Africa between 1999 and 2006 and from 75% to 86% in South and West Asia;
- 28 million decline in the number of out-of-school children (number of school-age children not attending primary school);
- in FTI countries, primary completion rates have increased by 18% in partner countries as a whole and by 22% in Sub-Saharan Africa.
Progress has also been seen on gender parity, with 20 more countries having achieved gender parity both in primary and secondary education (from 1999 to 2006) and about two-thirds of developing countries having achieved parity at the primary level.
However, the goals of UPE and gender parity in education are at risk of being missed by 2015, if "business as usual" continues. In 2006, the number of out-of-school children was still around 75 million, of which more than 80% were rural children and 55% girls. Moreover, this number includes just primary-school-aged children and does therefore not account for those millions of teenagers that, having missed their chance to enter school at the
right age or having dropped out early, are unlikely to get the opportunity to obtain any valuable form of education.
At the same time, progress towards UPE puts pressure on higher levels of education, with a growing demand for post-primary education, and a consequent need for increased teacher recruitment and training at all levels.
Teacher shortages are a significant barrier to progress on the Education for All agenda, in regard to both enrolments and learning outcomes. The provision of qualified teachers in adequate numbers is crucial to ensuring sustainable human development and making national goals achievable. Globally 18 million primary school teachers are needed over the next decade to meet UPE goals; accounting for both new teachers and vacancies created through attrition. It is estimated that by 2015 up to 3.8 million new teachers will be needed in Africa.
Monitoring shows that inequalities are growing; both within countries, where disparities (based on gender, income, rural/urban gaps) negatively affect the universal access of education, and across countries. In addition, fragile states account for almost half of the 75 million out-of-school children. Thus, equity and inclusion remain fundamental issues to be addressed.
Reaffirming the role of education for recovery, growth and development in the current economic crisis
Climate change, the food crisis, and above all the economic crisis are challenging the implementation of sound development strategies. With predicted falls in GDP growth rates severe budget cuts are likely to affect public expenditure in developing countries - impacting upon vital social services, such as education. Moreover, a contraction in private inflows (including remittances) to developing countries is likely to increase the financial burden on families struggling to keep their children in education.
Against this background, we restate that education can play a key role in global recovery, growth and development. Reducing investments in education would mean depleting the human capital base and endangering the long term productivity and economic resilience of developing countries. In a time of crisis, education is a powerful tool; enabling communities to cope
with major environmental and economic challenges and maintaining social cohesion and stability.
With this view we support the 2008 Oslo Declaration "Acting Together", adopted by the EFA High Level Group (HLG) convened by UNESCO, which states that education is:
"one of the most effective tools for achieving inclusive and sustainable economic growth and recovery, reducing poverty, hunger and child labour, improving health, incomes and livelihoods, for promoting peace, democracy and environmental awareness", as well as a driver "to achieve the internationally agreed development goals, including the MDGs".
Efforts needed at the country and the international levels
In line with the Oslo HLG recommendations, we encourage a crosssectoral approach to poverty reduction, taking into account the specific context of each country and aiming at long-term sustainability. National education sector plans should streamline policies for equity and inclusion, set priorities for the allocation of reduced domestic budgets, and build synergies among education, food security and health policies, with a view to establishing comprehensive social safety nets for the most vulnerable.
The donor community should strengthen efforts for coordination and harmonization whilst encouraging sustainability rather than perpetuating dependency. More emphasis should be devoted to capacity development. G8 may further explore ways to highlight the role of aid for institutional capacity building in the education sector as well as the role of education to empower individuals and societies and for it to contribute to global challenges across the entire development agenda.
This approach requires country specific analysis to identify the most effective modalities by which aid in education may specifically contribute to development results in each country. UNESCO is currently undertaking a survey to monitor the effects of the financial crisis on the education sector; in the longer term, however, better country-level data mapping is necessary to assess knowledge and skills needs within the education and other
development sectors, with a view to creating a baseline for result measurements and impact analysis.
Recognising that millions of children have not attended school or dropped out early, there is the need to support remedial education and second chance opportunities in a systematic way and on an appropriate scale.
Special attention is to be devoted to the quality of teaching and the relevance of curricula, as pre-conditions for improving learning outcomes. Motivated and adequately trained teachers are essential at the primary level, to provide the foundations for learning. At the post-primary level, the role of competent teachers is central to skills development for employability.
The magnitude and complexity of the described challenges call for a concerted international action to tackle policy, capacity and data issues. Human, technical and financial resources from donors and international organizations are needed to sustain national efforts.
Updated international education aid architecture
Since its inception EFA-FTI has been a driver for change in the evolving education aid architecture. As a global partnership of donors and developing countries it should continue to ensure the effectiveness of aid in support of country owned and led education sector plans.
Important revisions in the governance structure and working systems of the FTI were approved in 2008 to better respond to the expansion of the partnership, which currently includes 37 endorsed countries 2 . Future direction for the FTI will be informed by the findings of two important exercises currently taking place; the external evaluation of FTI and the design of a coherent replenishment mechanism for all the FTI financial channels.
The external evaluation aims at assessing the effectiveness of the FTI in accelerating progress towards EFA as well as its contributions to improve aid effectiveness both at the country and global levels.
2 Albania, Benin, Burkina Faso, Cambodia, Cameroon, Central African Republic, Djibouti, Ethiopie, Gambia, Georgia, Ghana, Guinea, Guyana, Haiti, Honduras, Kenya, Kyrgyz Republic, Lao PDR, Lesotho, Liberia, Madagascar, Mali, Mauritania, Moldova, Mongolia, Mozambique, Nicaragua, Niger, Rwanda, Sao Tome and Principe, Senegal, Sierra Leone, Tajikistan, Timor Leste, Vietnam, Yemen, Zambia.
The FTI Steering Committee in the recent meetings in Copenhagen agreed on a replenishment strategy encompassing two steps: a first step aims at covering financial needs of the FTI Trust Funds in the next 18 months, estimated by the FTI Secretariat at US$ 1.2 bn; a second step will follow, starting from the end of 2010. The overall replenishment strategy aims to increase the predictability of financing, to overcome funding shortfalls and to enhance regular disbursement of country allocations. To enable this to be realised greater cooperation and coordination among donors is needed at the country level for precise costing of education plans, better analysis of absorption capacities and quicker disbursement of assistance.
G8 commitment to EFA-FTI
Since the endorsement of the report "A New Focus on Education for All" at the Kananaskis Summit in 2002, which first proposed the FTI, G8 donors have contributed to FTI, together with other major donors, through political, technical and financial inputs.
Politically the G8 has assumed the task of co-chairing the initiative on a rotating basis, following G8 Chair's rotation. This has resulted not only in the advancement of FTI through policy guidance and regular management, but also in ensuring a high profile for education in the G8 debate. As a result of the FTI Governance reform, FTI will be chaired by an independent Chair starting from July 1 st . G8 will hold a seat in the new Board of Directors 3 . Some G8 donors have taken the lead in promoting specific programmes and providing FTI with technical inputs to keep a balanced approach to such important aspects as capacity development, assessment of learning outcomes and data quality.
Financial support from G8 donors to the Education sector is provided through bilateral and multilateral channels and through the FTI trust funds; in addition, some G8 are very active in General Budget Support (GBS) frameworks. GBS plays an important role in Education financing through the national budgets to which it is channelled. This is particularly relevant for EC, which committed the total of US$ 5.6 billion in GBS in the period 2000-
3 The G8 Delegate will be a representative of the country currently chairing the G8 supported by the incoming Chair as an alternate. This arrangement will ensure a link of the FTI Board with the rotating G8 Presidency.
2007 in all developing countries and the total of US$ 2.9 billion in FTI endorsed countries in the period 2002-2007 4 .
The following table and graph show cross-G8 donors aggregate 5 direct support for education sector-wide 6 , for basic education 7 and for basic education in the 37 FTI-endorsed countries 8 .
AGGREGATE G8 ODA COMMITMENTS (US$ millions)
923,49
| | 2000 | | 2001 | | 2002 | | 2003 | | 2004 | | 2005 | | 2006 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 4389,41 | | 4472,4 | | 4926,87 | | 5983,55 | | 6324,1 | | 5287,83 | | 6513,91 | |
| 1142,42 | | 871,78 | | 977,92 | | 1573,85 | | 1854,79 | | 1727,76 | | 1308,6 | |
| | | | | 280,77 | | 383,34 | | 465,67 | | 413,15 | | 608,80 | |
4 The following table shows EC general budget support commitments in all developing countries and in FTI endorsed countries (US$ millions)
5 These figures relate to ODA by all G8 countries plus EC.
Source: OECD/DAC.
6
7 Source: OECD/DAC.
8 Source: Figures provided by each G8 member.
We take notice of accounting constraints related to estimations of shares of budget support and of the different modalities adopted by each G8 donor in officially reporting to DAC its contributions to FTI trust funds and to other multilateral agencies' trust funds.
We will follow on these constraints with OECD/DAC, FTI Secretariat and the GMR team.
The following tables show G8 aggregate support to the FTI Trust Funds since 2004 9 .
9 Source: FTI Secretariat.
AGGREGATE G8 ODA CONTRIBUTIONS TO FTI Trust Funds (in US$ millions)
| | | 2004 | | 2005 | | 2006 | | 2007 | | 2008 | 2009 |
|---|---|---|---|---|---|---|---|---|---|---|---|
| | 2,4 | | 2,4 | | 188,7 | | 20 | | 203,4 | | |
| Catalytic Fund10 | | | | | | | | | | | |
| Education Program | | | 0,94 | | 10,1 | | 9,36 | | 4,8 | | |
| Development Fund11 | | | | | | | | | | | |
| | Total contributions from September 1, 2004 to June 30, 2009 |
|---|---|
| Secretariat Fund | |
10 Contributions to the Catalytic Fund (CF) include signed G8 commitments as of May 28, 2009.
11 Contributions to the Education Program Development Fund (EPDF) include signed G8 pledges.
The way forward
- The current economic crisis offers an opportunity to reinforce the fundamental importance of education for development and growth; and to show how education may contribute to the whole MDG agenda. In line with principles adopted in the Oslo Declaration, education should form a crucial element in the design of country-specific intersectoral development plans.
- The G8 remains committed to achieving MDG 2 and 3 as basic education is a key factor in poverty reduction. In seeking to address the broader EFA goals a holistic approach to the entire education sector should be adopted, with particular focus on education quality - leading to learning at all levels and skills development, particularly for youth, to ensure that investments deliver maximum benefit in terms of relevant skills and employability.
- The G8 encourage a focus on inclusive education, centred around access for girls and marginalised groups most at risk of missing out on the gains from education. The G8 also recognises that investment in teacher recruitment, training and careful management of this valued resource is crucial for improving education quality. G8 countries are in support of the "International Task Force on Teachers for EFA" endorsed by the High Level Group Meeting on EFA in Oslo.
- The G8 reaffirms support for the FTI, its founding principles and the current reform process. We are committed to reinforcing the countrybased foundation of the FTI, notably the development of education plans embedded in PRSPs which contribute to an effective implementation of sound and sustainable sector plans with primary education priorities aligned with those of both the wider education sector and other sectors to assure development results.
- The G8 will continue efforts to mobilize bilateral and multilateral resources to meet the needs of FTI endorsed education sector plans and to close gaps in education data, policy and capacity to accelerate action on EFA. The G8 is committed to working together to ensure longerterm financing and using instruments that ensure predictability.
Building on the findings of the FTI evaluation and on UNESCO's work, we look forward to improved country-specific analyses of education outcomes and impacts.
- The G8 will ensure stronger synergies across all actors in our countries – central and local governments, private sectors, philanthropic and civil society – to contribute effectively to development of partner countries' education systems.
- In line with the principles of the Paris Declaration on aid effectiveness and the Accra Agenda for Action, G8 will continue to support education in countries affected by conflict or crises by advancing crosscountry coordination to ensure at least a minimum level of donor presence and external financing. | <urn:uuid:f83d4fb2-f6e8-4f85-bac1-f00119a8a10e> | CC-MAIN-2018-47 | http://download.ei-ie.org/Docs/WebDepot/G8%20L'Aquila_Education_Experts%20Report.pdf | 2018-11-14T22:40:01Z | crawl-data/CC-MAIN-2018-47/segments/1542039742316.5/warc/CC-MAIN-20181114211915-20181114233915-00118.warc.gz | 101,352,497 | 4,372 | eng_Latn | eng_Latn | 0.990019 | eng_Latn | 0.997415 | [
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Pole Vault - Overview
Pole vault is a popular track and field event. Apart from physical fitness, it requires understanding of some basic physics such as the way of transferring the kinetic energy of your speed into the gravitational potential energy through the elastic energy of your vault. This tutorial will guide you in understanding the sport from a grass-root level.
The very first step of Pole Vault requires the athlete to run down the track holding the pole in his hand. Before jumping, the athlete has to plant his pole in a metallic pit known as box. Next, he will jump in the air to get to a required height level. Then throwing the pole away, he swings and turns in the air and finally lands on the mat. Both men and women can participate in this sport.
A Brief History of Pole Vault
Though the exact origin of this technology is not known yet but it is a well-known fact that in earlier times, people used pole vault method to cross big obstacles while crossing rivers, drainage etc. Armies also used this method to cross the long wall of the enemy during the war time. In 1829 B.C, Pole Vault competition was introduced for the first time in Irish Tailteann Games.
In 1896, this sport was included in modern Olympics as a popular track and field event. With his victory in 1912, Harry Babcock gave US its fifth consecutive pole vault win. In earlier days, the materials used for pole construction was tree limbs in the form of large sticks. With the evolution of new technology, now fibre poles are being used extensively due to good strength and flexibility.
Participating Countries
Pole vault comes under the track and field event. Since its introduction to modern Olympics in 1896, the popularity and demand of this sport grew exponentially in different nations. Many Asian and Non-Asian countries have athletes who participate actively in this sport. their active participation in this sport.
The list of Asian countries to produce good athletes in Pole Vault include China, Korea, Japan, Iran, Kazakhstan, and Iraq. In 2014 Asian Games, Xue Changrui of China bagged a gold medal in men's category and Li Ling of China bagged gold medal in women's category.
Many Non-Asian countries have also shown their talents in events like Summer Olympics. Countries like Great Britain, Russia, Germany, Chez Republic, and Greece have dominated this sport for a long time.
Pole Vault - How to Play?
Before going deep into the techniques, one should know the basics to get started with pole vault. Some of the basics are described keeping in view of a right-handed athlete. For a left-handed athlete, the direction should be reversed.
The Grip
With making shoulders wide apart, hands should be placed roughly on the pole. Your right hand palm should face up and left hand palm should face down. The best way to know about the grip is to start with a random step. Place the pole at the backside of the box and then by grabbing the pole with your right hand, make full extension of the arm above the head.
In case, you want to locate the perfect take-off spot, plant the toe of your left foot on the ground directly below your right hand. Till your left hand comes in contact with the pole, keep it up with shoulders being in square position. During this process, the position of both of your palms should be inward. By following the above procedure, you can get an overall idea about the gripping and take off position.
Carrying the Pole
From the position of take-off, do the following two things −
- Right hand should be brought to the hip level.
- Left hand should be lowered up to the level of chest.
Keep the tip of the pole in upward position but not in perfectly vertical position.
Initially, to carry the pole easily, the tip of the pole should face upward but with gradual progress, slowly it will come down as the right hand will move upwards by pivoting towards left. Just keep one thing in your mind that the tip of the pole should be maintained at your eye level before the plant.
Running Approach
During the running phase, the body posture should be upright. During the initial phase of the running, if an athlete wants, he can lean a little bit forward but with the advancement of the approach he has to regain back the straight position. The main purpose of this phase is to develop speed and rhythm needed during the takeoff time.
One should keep focus on one fact that the ground contact should be made directly underneath the body and should be as quick as possible. It is necessary to count the take-off steps indeed. For the beginners, 3-5 take-off steps would be a nice approach. For a full approach run, 7-9 steps is more than sufficient. Maintaining the pole in a balanced position during the running phase is an art and should be practised well during the practice session. However, a slight bouncing motion is allowed.
Planting the Vault
Planting is a critical process of Pole Vault where the athlete converts the horizontal height into vertical height. To achieve this, he has to be a bit slower and lengthen his strides, as this will give him a good lift. After the last take-off stride, planting is made and the order of leg that is followed over here will be left-right-left.
As soon as the last take-off step touches the ground, the level of the pole should be maintained at eye level. Instead of extending the arm towards the back of the plant box, raise the tip of the pole vertically upward.
By the time the right foot touches the ground, the level of the pole should be parallel with the runaway and your right hand should be near the ear level. During this phase, the position of the left hand should be in bending position directly in front of the face. Extension of the arm should be made above the head as the take-off step touches the ground. Keep your right hand above the forehead.
Do not keep both the hands above the forehead level, as it will give rise to far takeoff step which in turn will create problem in developing a successful vertical lift. To practice it more precisely, follow the drill every day.
- By carrying the pole high, walk several steps with a feel for left foot.
- With the passage of time, slowly lower the pole with keeping in mind that left foot will be used for planting purpose.
- As soon as the left foot touches the ground, forward pushing of the pole should be done with uplifting.
- Try to maintain the pole as close as possible to your body by pushing the bottom arm all way forward.
- Just before take-off foot hits the ground, extension of the pole must be made 100% with the bottom arms.
Take-off and Drive Swing
As soon as you leave the ground, the take-off is initiated. Full extension of your arms and hitting of the tip of the pole to the plant box should happen at the same time during this phase. Make sure that the pole tip does not get jammed at the plant box as this will cause a heavy damage of energy and as a result of which the vertical movement of the pole will not occur.
You should avoid the clothes lining effect which occurs when you take-off in a hurry without waiting for the tip to get connected with the plant box. As soon as you takeoff with your left foot, hold the pole with a much pressure with both of your hands and try to achieve a reverse C position where extension of the take-off leg will be behind the body and right hand behind the head.
Move the chest up forward and try to move in between the hands. Now it is the time to do drive swinging where you will be pushing and driving the pole to a vertical level but this would never be with the hands. Now to master this art, there is a small drill for you known as rock-back drill.
The step-by-step procedure is as follows −
- Get a good plant of the pole tip in the plant box.
- Now swing on till the level of your shoulders.
- Tuck on it and bring the bottom arm elbow into it.
- Now stay on the shoulders level over there.
- Safely and slowly land back on the pit.
Initially use short runs and low grips and as you get comfortable with this drill, increase the height of the hand grip one at a time.
The Swing Up
The pole continues to move vertically up and the athlete completes his drive swing. Here the performer has to push the take-off leg from the reverse C position and make a whip so that it will swing in the reverse direction. Swinging power directly depends upon the run of approach and the take-off. Upward pulling movement of the body should not be made and during the time of short drill, the left arm should collapse and come closer to the chest level.
Extension-Pull-Turn
Most of the energy of the athlete is lost during the plant or take-off process. If the vault is planted successfully, it will give you energy during the unbending process and will lift you up. As you reach to the top of the pole, turning is important at that point and you can take the help of your hands for the pulling process. If you are a left hander, take the right foot and start the turning process.
Flyaway / Clearance
As you start to push yourself back from the top of the pole, legs start to pike around the bar. During this position, release the bottom hand first from the pole. Try to pass your hips over the bar without knocking it off. To create a hollow chest, your thumb should point down. Now make a final push off with your top hand and release the pole.
Pole Vault - Rules
Knowing the playing technology is of no use unless you are well aware with the playing rules. The rules of this sport are made and governed by IAAF (International Association for Athletic Federation). Now let's learn about some important common rules.
General Rules
- On the scoring form, it is mandatory to mention the weight of the athlete next to his name.
- At any particular height, maximum three trials are allowed.
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- After three consecutive failures in trial, the athlete is automatically removed from the tournament.
- After taking the first attempt, it is advised to take second and third consecutive attempts at the same height.
Trial Time Limitation Rules
Trial time limitation rules are as follows −
- An athlete has to perform within two minutes of calling his name.
- In case three competitors are there, a window gap of four minutes is allowed and in case one is remaining, a max of six minutes of window gap can be allocated to perform.
In case there is a tie between two persons for a same height, then the athlete having less number of attempts is declared as winner.
Rules regarding Competitions
- No artificial weights or aid are allowed to be used in the competition.
- Using shoes that can give unfair advantage to an athlete is strictly prohibited.
- Unless there is a wound, no tapping is allowed on any part of the fingers. However, tapping at the wrist is allowed.
- Without the permission, no athlete is allowed to use the pole of any other competitor.
- Planting box must be checked properly to make sure that it is free from any foreign substance.
Rules regarding Foul
A foul in Pole Vault is caused due to any of the following reasons −
- Displacing the crossbar from its original position with the help of pole or athlete's body.
- Failing to cross the crossbar after being lifted up from the ground.
- Without clearing the bar, touching any part of ground or landing part with either body or pole.
- Incorrect upright position during the clearance of crossbar.
- Displace the crossbar by connecting an upright after the clearance.
Pole Vault - Champions
IAAF (International Association of Athletic Federation) is the governing body of Pole Vault. Every participating country has its own governing body to organize the sport successfully throughout the calendar.
Here is a list of some important tournaments in this category.
- Summer Olympics
- World Championship
- World Indoor championship
- Continental Championship
- Continental Indoor Championship
- Commonwealth Games
Let us now discuss briefly about some of the champions who have made a mark in Pole Vault.
Sergey Bubka
Sergey Bubka is a former Ukrainian Pole Vaulter. He made entry into the world athletics in 1983 through World Championship held in 1983 in which he won a gold medal.
Until the dissolution in 1991, he was a representative of Soviet Union. Bubka was the first athlete to clear 6.00 and 6.10 metres of height record.
Bubka won IAAF World Championships consecutively six times. He made his debut in 1981 and participated in European Junior Championship.
Maksim Tarasov
Makasim Tarasov is a retired Russian Pole Vaulter who played on behalf of Soviet Union, Unified Team and Russia respectively in his entire career.
His medal list includes three gold medals from Olympic Games, World Championships and European Championships.
His best jump is 6.05 meter. Besides gold medals, he has also won a bronze medal in 1992 Olympics and two bronzes in World Championships.
Dmitri Markov
Dmitri Markov is a retired pole vaulter who represented both Belarus and Australia. He has won gold medal in 2001 and bagged silver medal in 1999 World Championships. His best performance was 6.05 meters in 2001 World Championships.
He has also won a gold medal in 1996 European Championships. In 2003, he won a bronze medal in World Athletics.
In Commonwealth Games held in 2006, he won a silver medal. Due to chronic foot injuries, he retired from the sport in 2007.
Svetlana Feofanova
Svetlana Feofanova is a pole vaulter who represents Russia. In her career, she has won four gold medals, four silver medals and five bronze medals. In Olympic Games, she has won a silver in 2004 and a bronze in 2008.
In World Championships, she has won a gold in 2003, a silver in 2001, one bronze in 2007 and ne in 2011. In European Championship, she has won two gold medals one in 2002 and another on 2010.
Feofanova has also participated in World Indoor Championships and won one gold, two silvers, and two bronzes.
Yelena Isinbayeva
Yelena Isinbayeva is a legendry Russian pole vaulter who has won 21 gold medals in total, out of which two are from Olympics and three are from World Championships.
In addition, Isinbayeva has won four golds in World Indoor Championships, one gold in World Cup, five golds in World Athletics Final, one gold in European Championships, and one in European Indoor Championships.
She has won the rest four golds in junior championships. Her best performance is 5.06 meters in an outdoor championship. She has been honoured three times with Female Athlete of the Year by IAAF. | <urn:uuid:b16c727a-935d-4fd7-9e39-c9dbc1489170> | CC-MAIN-2018-47 | http://educatererindia.com/wp-content/uploads/2018/08/Pole-Vault.pdf | 2018-11-14T21:31:27Z | crawl-data/CC-MAIN-2018-47/segments/1542039742316.5/warc/CC-MAIN-20181114211915-20181114233915-00117.warc.gz | 105,925,383 | 3,117 | eng_Latn | eng_Latn | 0.996218 | eng_Latn | 0.999048 | [
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THEATE R — 8T H GRA DE
REFLECTION: MONOLOGUES / AUDITION PREP
Without judgment, describe what you did. Just the facts:
The afterschool audition prep class was an 11-week program, open to all 8 th graders auditioning for a performing arts high school. I saw students once a week for an hour and forty-five minutes. There was a core group of 4 students who came to nearly every session. There were 4 others who came sporadically, and every so often, a child I never met before who had an audition that weekend would pop in.
Below is a basic outline of how the class went:
Session One – First meeting. We introduced ourselves, did some warm ups, and went over what the High School audition process will be like. Some students already had monologues picked out, others did not know what a monologue was. I gave out packets of monologues, and explained to students that this is just a small selection of monologues. I told them to bring them home, and if they fall in love with a monologue in the packet – fantastic – they should use it, but if they don't find one they loved, I advised them to go to the Drama Book Shop to continue their search. Their HW was to have a comedic and dramatic monologue picked out by next class. Olivia and Trina already had monologues picked out, but not memorized. We listened to them, and discussed why these were good choices.
Session 2 – Students shared their monologue selections. Many were torn between several monologues. We listened to each student read their choices, and the class and I helped them select the one that was the best for them. Homework for all was to memorize at least one of their monologues for next week. They also were advised to find and read the play that the monologue came from.
Session 3 – Students shared their memorized monologues for the first time. The students had very different levels of preparation. Some had strong, clear choices, some were just struggling to get the words out. We discussed the importance of creating a character history – of reading the play and filling in the blanks. The actor must know everything about their character – not just what is going on in this moment (although that is incredibly important as well!).
When each student performed their monologue, I took notes and shared them after their performance. I also asked them questions, such as "What just happened?" , "Why are you sharing this story?", "What do you want from him?", etc. depending upon the individual performance. After I gave my notes and did a little character work with the actor, I allowed peers to give their feedback. The actor then got to perform their monologue again, applying notes. After the second performance I gave my notes again – noting what they did well, and what they should continue to work on.
Session 4 - Students shared their work on their first monologue, and then we followed the above process with their second monologue.
Session 5 – We focused on student introductions for a good part of the class. During the past two weeks, I taught students to introduce themselves and their pieces before beginning their monologue performance. I had noticed that many had a hard time doing this. We co-created a list of criteria for "A good introduction." I videotaped them introducing themselves. As a class, we then looked at the list of criteria to see if the student met all of the criteria. We decided what they needed to focus on, and they got to introduce themselves again.
We also co-created a criteria list for a "good monologue performance." Not every student got to work on their monologues today since we spent a great deal of time working on the introductions.
Sessions 6 ,7, and 8 – We spent these classes working intensively on monologues. Students at this point had their monologues completely memorized, and those coming consistently had put a great deal of work into their monologues. They had done character work, and were rehearsing at home. At the beginning of each class, I asked students to pick one thing they wanted to work on for each of their monologues. When they performed their monologues, I took notes - both pertaining to their goal, and just my general observations to help them. I shared my notes, and also allowed students to share theirs. We discussed whether they achieved their goal, what they did well, and what they needed to continue to work on. They performed again after their notes, and continued to work at home.
After everyone finished their monologues, we began to work on cold readings, and improvisation. Unfortunately, there was not as much time as we would have liked for this, as the monologue work took up most of the class time. For cold readings, we stressed the importance of making quick character choices and connecting with your partner.
Session 9 - Students wanted to spend more time on cold readings, and I agreed that this would be a good use of class time. We hadn't spent nearly as much time on cold readings as we did on their monologue work. We co-created a list of criteria for what makes a good cold reading. Students were paired up and given 10-15 minutes to independently read over their script. They were given time to ask me any questions about the script or characters. They then performed their scene. I took notes, and shared them with the pair.
As a class we looked over the list of criteria to see which they did well and what they needed to work on, and then they performed their scene again.
Afterwards, most students had time to work on their monologues only once in preparation for our Barnes and Noble performance on Saturday.
Session 10 – Barnes and Noble performance! Olivia, Trina, and Damaris performed their monologues at a fundraiser for the school at Barnes and Noble in Park Slope.
Session 11 – Improv games and party.
What went well?
The students enjoyed co-creating the criteria. The list of criteria made them feel confident and comfortable. They felt good about contributing, and it was good for them to have a visible reference point. They found it useful to select a goal for each of their monologues once they were deeply immersed it them. It also helped other students provide them with meaningful feedback.
Students really wanted to see each other succeed and truly applauded the growth of their classmates. Their peer feedback was usually very meaningful. Students appreciated getting peer feedback from one another. A very respectful, family- like environment existed amongst the core group of students.
I saw growth in each of the students. They all came in at very different ability and experience levels, but each left the course as a better actor.
What was so-so?
I noticed that once they realized they would be getting notes and repeating, some students didn't seem to be giving their first try their full effort.
I am not sure that there was as much peer and self-assessment as there was teacher assessment. I did feel that it was important for students to hear from their peers and to reflect on their work, but I also thought that it was beneficial for them to have my professional opinion and coaching. There were times that I strongly disagreed with some of the peer feedback, and had to find a way to coach the students in the direction that I felt their monologues should go for their attention without disappointing the student that gave the feedback I didn't agree with. Sometimes the growth was so subtle that while I noticed it, the students sometimes did not.
What was the most challenging part of trying this?
As always, time management was very difficult. Following the formative assessment loop, I can easily get carried away and want to spend 40 minutes on each student's monologues. It was hard to give each student as much time as I would have liked to. It was also hard to find the time to focus deeply on all parts of the audition process – particularly the cold readings and improvisations.
I also had a hard time documenting the process as well as I would have liked to. I had a hard time finding enough time for them to reflect and self-assess in writing. While I do feel that this is an important part of the process, I found that these students, who were preparing for very high stakes auditions, did not want to spend their studio time journaling – they wanted to be up and working as much as possible. I understood that, and did not have them journal as much as I would have liked to. I encouraged them to do so at home, but this usually did not happen.
I also wish I had videotaped students earlier in the process. They did not want to be videotaped at the beginning, and because this was an afterschool preparatory program for their high-stress auditions, I relented at the beginning
What was the impact of this strategy on student learning? (specific examples)
I saw improvement in introductions. Students did reflect on the criteria chart and had a tangible list of things to concentrate on.
All students learned the proper format, and to make eye contact with the auditioner.
During cold readings, students got better at lifting their eyes from the page and connecting with their partner. They learned that it was OK to ask questions about the scenes.
All students' monologues improved.
What questions were raised for you as you implemented the assessment practice?
- How can you make students give their all the first time when they know they will have a second opportunity to perform?
- How do you filter peer feedback that you don't agree with without insulting the child who gave it?
- How can you find enough time for students to meaningfully self-assess without taking away too much work time?
What new insights or understandings are forming as a result of this experience? (share with group)
Students definitely like and learn from formative assessment. A clear list of criteria gives them a sense of empowerment in a very subjective art form. It is wonderful to give them something tangible to focus on. In reading their reflections, I was surprised at just how much they enjoyed having the criteria, and individual goal setting.
How do the results of your action plan inform your inquiry question?
I know that formative assessment does indeed improve performance. I see that improvement can occur on the simplest of tasks, and sometimes taking the time to make criteria for something as simple as introducing yourself can make a world of difference.
Documentation to bring (student work, photos, writing, teacher journal, etc):
- Video Samples
- Student reflection | <urn:uuid:6cb49dcd-aa9b-475e-ba0a-ed4347d03322> | CC-MAIN-2018-47 | http://artsassessmentforlearning.org/wp-content/uploads/2016/02/Theater_Monologues-Auditions_REFLECTIONS.pdf | 2018-11-14T22:47:38Z | crawl-data/CC-MAIN-2018-47/segments/1542039742316.5/warc/CC-MAIN-20181114211915-20181114233915-00121.warc.gz | 23,708,042 | 2,237 | eng_Latn | eng_Latn | 0.998999 | eng_Latn | 0.99947 | [
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Quebec - Achievements and Competencies
Learning Outcomes
The Quebec Achievements and Competencies are based on the Progression of Learning Outcomes derived from the Quebec Education Plan set by the Ministere de l'Education, du Loisir et du Sport.
Specific Expectations
GENERAL EDUCATION PATH
CYCLE 2 (Gr. 9-10) — Secondary 3
MATERIAL WORLD
C. Organization
b. Molecule
1. Structure of matter
ii) Represents the formation of a molecule using Dalton's atomic model
In Chemical (KNO 3 )-How, student learn about what makes up a potassium nitrate molecule, recognizing that it contains one potassium atom, one nitrogen atom, and three oxygen atoms.
e. Pure substance
ii) Distinguishes between elements (e.g. iron, dioxygen, sodium) and compounds (e.g. water, carbon dioxide, glucose)
Students will determine that potassium, nitrogen, and oxygen are elements. These three elements are held together in a fixed ratio by chemical bonds to make the compound potassium nitrogen (KNO 3 ).
Secondary 4
MATERIAL WORLD
B. Changes
e. Combustion
3. Chemical changes
i) Describes the perceivable manifestations of rapid combustion (e.g. heat, light)
ii) Explains a combustion reaction using the fire triangle
In Chemical (KNO 3 )-How, students will discover how patterns can be burned into paper without the use of a flame. Students will paint a thin layer of potassium nitrate solution onto paper. After the solution is dried, they will heat the solution and the paper with a hot needle, causing the oxygen atoms and the paper to burn. Students can use this experiment to examine the fire triangle, where heat, fuel, and oxygen are required to produce fire. A class discussion regarding how paper can burn in the absence of a flame can happen to deepen student understanding of the role potassium nitrate plays in this experiment.
APPLIED GENERAL EDUCATION PATH
CYCLE 2 (Gr. 9-10) — Secondary 3
MATERIAL WORLD
C. Organization
b. Molecule
1. Structure of matter
ii) Represents the formation of a molecule using Dalton's atomic model
In Chemical (KNO 3 )-How, student learn about what makes up a potassium nitrate molecule, recognizing that it contains one potassium atom, one nitrogen atom, and three oxygen atoms.
e. Pure substance
ii) Distinguishes between elements (e.g. iron, dioxygen, sodium) and compounds (e.g. water, carbon dioxide, glucose)
Students will determine that potassium, nitrogen, and oxygen are elements. These three elements are held together in a fixed ratio by chemical bonds to make the compound potassium nitrogen (KNO 3 ).
Secondary 4
MATERIAL WORLD
B. Changes
e. Combustion
3. Chemical changes
i) Describes the perceivable manifestations of rapid combustion (e.g. heat, light)
ii) Explains a combustion reaction using the fire triangle
a WOW Lab
The Chemical (KNO 3 )-How - Quebec Achievements and Competencies
a WOW Lab
The Chemical (KNO )-How - Quebec -
3 Achievements and Competencies
In Chemical (KNO 3 )-How, students will discover how patterns can be burned into paper without the use of a flame. Students will paint a thin layer of potassium nitrate solution onto paper. After the solution is dried, they will heat the solution and the paper with a hot needle, causing the oxygen atoms and the paper to burn. Students can use this experiment to examine the fire triangle, where heat, fuel, and oxygen are required to produce fire. A class discussion regarding how paper can burn in the absence of a flame can happen to deepen student understanding of the role potassium nitrate plays in this experiment.
Techniques
B. Science
i) Uses laboratory materials and equipment safely (e.g. allows hotplate to cool, uses beaker tongs)
a. Safely using laboratory materials and equipment
ii) Handles chemicals safely (e.g. uses a spatula and pipette filler)
Strategies
A. EXPLORATION STRATEGIES
2. Distinguishing between the different types of information useful for solving the problem
1. Studying a problem or a phenomenon from different points of view (e.g. social, environmental, historical, economic)
4. Becoming aware of his or her previous representations
7. Putting forward hypotheses (e.g. individually, in teams, as a class)
6. Formulating questions
8. Exploring various ways of solving the problem
16. Collecting as much scientific, technological and contextual information as possible to define a problem or predict patterns
13. Using different types of reasoning (e.g. induction, deduction, inference, comparison, classification)
19. Considering various points of view on scientific or technological issues
B. INSTRUMENTATION STRATEGIES
2. Validating sources of information
1. Using different sources of information (e.g. books, newspapers, Web sites, magazines, experts)
4. Using different tools for recording information (e.g. diagrams, notes, graphs, procedures, logbook)
5. Using a variety of observational techniques and tools
C. ANALYTICAL STRATEGIES
3. Using different types of reasoning (e.g. inductive and deductive reasoning, comparison, classification, prioritization) in order to process information
1. Identifying the constraints and important elements related to the problem-solving situation
4. Reasoning by analogy in order to process information and adapt scientific and technological knowledge
a WOW Lab
The Chemical (KNO )-How - Quebec -
3 Achievements and Competencies
D. COMMUNICATION STRATEGIES
2. Organizing information for a presentation (e.g. tables, diagrams, graphs)
1. Using different means of communication to propose explanations or solutions (e.g. oral presentation, written presentation, procedure)
3. Exchanging information
5. Using tools to display information in various formats (e.g. data tables, graphs, diagrams)
4. Comparing different possible explanations for or solutions to a problem in order to asses their relevance (e.g. full-group discussion) | <urn:uuid:edcec6b3-73c4-4501-980a-f92fd8569980> | CC-MAIN-2018-47 | http://wowlab-blueprints.mcgill.ca/en/pdfs/KNO3/ANC_KNO3_POL.pdf | 2018-11-14T22:24:48Z | crawl-data/CC-MAIN-2018-47/segments/1542039742316.5/warc/CC-MAIN-20181114211915-20181114233915-00119.warc.gz | 379,279,381 | 1,301 | eng_Latn | eng_Latn | 0.962939 | eng_Latn | 0.980567 | [
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Springdale First School – Medium Term Overview
YEAR ONE - Superheroes.
Another half term is fast approaching and we are really looking forward to beginning our new topic "Superheroes". We will be beginning our topic with a visit from a superhero and we will be helping them to solve lots of problems. We will also be designing different costumes in preparation for our Superhero day, investigation different materials and trying out our predictions. For our Fab Finish, we will be having a Superhero day. More information concerning this day will follow!
NATIONAL CURRICULUM:
ENQUIRY QUESTIONS;
What material is best to make a superhero costume from?
How can we describe different materials?
How can we sort different materials?
What happens when you add suffixes to different words?
| English | | | | |
|---|---|---|---|---|
| Text | SPAG Focus | Spelling focus | Writing focus | Specific |
| Traction Man | Full stops and capital | Year One Common | Write accurate | Solving one step word |
| | letters. | Exception Words | sentences | problems involving |
| Eliot Jones, | Question marks | | INDEPENDENT | multiplication and |
| Midnight | Exclamation marks | Spelling words – Split | WRITING – story | division. |
| Superhero. | | vowel digraphs, words | writing. Adventure | |
| | | ending in er, est, | stories. | Fractions. |
| | | | Recount writing. | |
| Super Daisy | | | | |
| | | Verbs | | |
| Topic objectives (Focus Subjects) | | | | |
| Science focus: Materials | | | | |
| To identify and name a variety of materials | | | | |
| Distinguish between the object and the material it is made from. | | | | |
| To sort objects 2 / 3 ways | | | | |
| To sort and classify materials by their properties | Name and classify a range of |
|---|---|
| To investigate and make observations. | materals. |
| To make simple predictions. | |
| | Go on a material hunt – how many |
| To carry out a simple test. | |
| | different materials can you find? |
| To give reasons for their observations. | |
| DT focus: | Children to make a scenery box based on |
| Select materials from a limited range that will meet the design criteria | one of the settings from Traction Man. |
| Select and name the tools needed to work the materials | |
| Join appropriately for different materials and situations | |
| Create simple hinges | |
| Use drawings to record their ideas as they are developed | |
| Say what they like and do not like about the items they’ve made and try and say why | |
| Explain what they are making and which materials they are using | |
| Describe what they need to do next | |
| Select and name the tools needed to work the materials | |
| Select appropriate technique | |
| Use pictures and words to convey what they want to design and make | |
| Mark out materials | |
| Roll paper to create tubes | |
| Cut along lines, straight and curved | |
| Investigate joinings, temporary, fixed and moving | |
HOW CAN YOU HELP?
- Counting coins – count 2p's, 5p's and 10p's.
- Continue to support your child with learning of spellings.
- Go on a material hunt. How many objects in your house are made of wood, plastic, glass?
www.topmarks.co.uk www.phonicsplay.co.uk
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"Walking By Faith" Lenten Series
"Walking By Faith: Follow The Leader"
First Sermon In The Series
Luke 9:23-25
"23 Then he said to them all: "If anyone would come after me, he must deny himself and take up his cross daily and follow me. 24 For whoever wants to save his life will lose it, but whoever loses his life for me will save it. 25 What good is it for a man to gain the whole world, and yet lose or forfeit his very self?"
Luke 9:23-25 (NIV)
Children's Sermon: "Follow The Leader"
Let's play a game. This is one of my favorites! Do you know why it's my favorite? Because it's easy. It's called, "Follow the Leader." Let's play. Just follow me. (Have children imitate several actions as in "Simon Says.").
Was that fun? Yes, it was fun. Why? Because it's easy to follow me.
What's the most important part of this game? It's taking the first step. Why? Because if we don't take the first step, we can't play.
Is it easy to follow Jesus? No, it isn't. But it's even harder to take the first step. But even when we fail, Jesus forgives us. And do you know why He forgives us? Yes, first He does it because He loves us. Second, He does it so that we can keep on following Him.
So, now that we know Jesus is the leader, what should we do? Right! Take the first step and follow Him!
Sermon:
Leadership. Everything rises and falls on it in our lives, doesn't it. When individuals are decisive and able to make the necessary hard choices, we call them leaders. They are people we want to be with. They are people we respect. They are people we want to follow.
Walking by Faith, the congregational process in which we are currently participating, involves many things. Faith, of course, involves knowledge of Jesus Christ, a passion to love Him, and a desire to follow Him. After all, Jesus is our leader.
Since Jesus is our leader, perhaps it is helpful for us to consider our faith by asking the question, "What does it mean to be a leader?" Once we know what a leader is, and what a leader does, then we will gain valuable insight into Jesus, our greatest Leader of leaders. And, when we find out what a remarkable Leader He is, we will then be better equipped to "follow the leader."
President Dwight Eisenhower once said,
"Leadership is the art of getting someone else to do something you want done because he wants to do it."
I like that. Because it demonstrates one of the key tasks of leadership— to bring others to the same enduring passion as the leader.
That's why Jesus was such a leader. Because He had a passion… a passion so broad, so deep, so amazing, so compelling that there was nothing— nothing— that would keep Him from realizing His passion. Not only did He dedicate His life to it; but He gave up everything, including His life, to realize His passion.
What was His passion? All we need to do to discover what that passion was is to see Jesus on the cross. His passion was simply to love us… with everything, I mean EVERYTHING, He had.
When Jesus spoke the words of our text, He not only knew His passion. He also knew the depth of his conviction. That's why He said,
"23 Then He said to them all: "If anyone would come after me, he must deny himself and take up his cross daily and follow Me. 24 For whoever wants to save his life will lose it, but whoever loses his life for Me will save it. 25 What good is it for a man to gain the whole world, and yet lose or forfeit his very self?" Luke 9:23-25 (NIV)
Notice how Jesus, as leader par excellence, lays it all on the line. He tells us that we have a choice.
1) We can try to avoid pain and risk (that is, "save one's life") and lose out on the joy He has planned for us… or
2) We can decide to finally move forward, following Jesus, no matter what the cost.
Whether we're talking about matters of faith or life, the issue is the same: Do you just want to live, breathe and die… or do you really want to really, really live exuberantly… with great joy?
This choice is not without consequences. That's why Jesus said, "What good is it, for a man to gain the whole world, and yet lose or forfeit his very self?"
If you think you're going to have joy and happiness by gaining everything in the world, Jesus would tell us, "think again!" The real joy comes by following our sanctified, faith-driven heart. When we discover God's will, seek God's will, and follow Jesus' will for us— regardless of the cost— we're on the way to joy, REAL joy!
With these words, it's almost as if Jesus is saying,
"Take a look at your life. Take a hard look. Now, make a decision. Do you want to lose your very self… or do you want to have a soul filled with joy?"
Last week many of us watched the Superbowl. No doubt, as the world was watching the halftime show on TV, some very hard words were spoken in the locker-room. I'm sure each coach said something to the effect,
"What do you want to do? Do you want to win… or just show up? Do you want to be proud and hold your head up high for the rest of your life… or do you just want to keep on going in the same way you have been?"
The coach told the teams if they want the joy, they're going to have to have such a passion to win that they'll be willing to give up everything to attain their goal.
And that's where "Walking by Faith" begins. Why? Because it's hard to give up everything… and just trust God.
In Lesson Two of her workbook, " Walking By Faith," Jennifer Rothschild said, "When we depend on God for everything, "we risk something that we can't lose."
That's what Jesus means. If you want to find your soul, discover an amazing life and experience unprecedented joy, risk it all. That's right. Risk it all and place yourself into God's hands… completely. Yes, give it all up. At first sight, it seems like quite a risk. But Jennifer Rothschild and Jesus both know the same thing. When we place ourselves into God's hands, we just can't lose."
That's the critical issue which will determine if we will follow Jesus, isn't it? Can you place yourself into God's hands? If you're not sure, here's three simple steps.
1) First, decide to follow Jesus.
2) Second, decide to take the first step.
3) Third, and most important, take the first step.
Leadership guru Charles S. Lauer once said,
"Leaders don't force people to follow— they invite them on a journey."
This Lent, Jesus is inviting you on a journey… a journey of faith. It's a journey which begins with our Baptism. It's a journey that ultimately leads to the cross of Christ and His empty tomb. But whether the journey will be one of agony and disappointment or one of joy is up to us, isn't it!
A little boy prayed to God.
"Dear God: I bet it is very hard for You to love all of everybody in the whole world. There are only 4 people in our family and I'm having a hard time loving all of them."
God doesn't have trouble loving you. We are confident in that. Today, this Lent, God calls us to take that confidence to another level. Take the next step of discipleship. Follow Him. Trust Him. And go for the joy.
May God enable you to walk by faith, not sight, and determine now to follow Him where He leads you. Amen.
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Maryland State Mathematics Core Learning Goal 3:
Data Analysis and Probability A Collection of Student Activities
Terry Cepaitis Anne Arundel County
Mary Jo Messenger River Hill High School, Clarksville, Maryland
Maryland State Mathematics Core Learning Goal 3: Data Analysis and Probability A Collection of Student Activities
The purpose of these materials is to provide resources for teachers as they prepare their students for Maryland Mathematics High School Assessment I. Non-Commercial reproduction and use of these materials is permitted and encouraged.
Additional items may be added to this collection in the future. This version was completed August 12, 2000; the latest version of this booklet may be downloaded in PDF format from http://www.messengerconnection.com under “Teacher Resources” on the menu.
Copyright© 2000 by
Terry Cepaitis Anne Arundel County
Mary Jo Messenger River Hill High School, Clarksville, Maryland
Table of Contents
Core Learning Goal 3: Data Analysis and Probability A Collection of Student Activities
Unit Outline
The following Unit Outline is offered as a first attempt to identify good sources of activities and background information for teachers who are preparing students to pass the Maryland State High School Assessment 1 (HSA 1) on Algebra and Data Analysis. The sources emphasize active student participation and the use of real data.
Core Learning Goal 3: Data Analysis and Probability
The student will demonstrate the ability to apply probability and statistical methods for representing and interpreting and communicating results, using technology when needed.
| I. Measures of Central Tendency and Variability | |
|---|---|
| The students will use measures of central tendency and variability to solve problems | |
| and make informed decisions. (CLG 3.1.2) | |
| Central tendencies Mean Median Mode | • Exploring Data A8, A9 • Contemporary Mathematics in Context, Course 1, Part A, Unit 1, Lesson 2 Shapes and Centers • Mathematics in a World of Data, Lesson 6 • Exploring Centers, Lessons 2, 3, 4 |
| Variability Range Interquartile range Quartile Solve problems Make informed decisions | • Exploring Data A10, A11, A12, A13, A17 • Contemporary Mathematics in Context, Course 1, Part A, Unit 1, Lesson 3 Variability • Mathematics in a World of Data, Lesson 12, 13 |
| II. Proper and Improper Use of Statistics | |
| Given a set of data or statistics, the students will analyze and identify both proper and | |
| improper use of statistics. (CLG 3.2.3) | |
| Communicate the use and misuse of statistics Misuse of scaling Inappropriate measure of central tendency Misuse of 3D figures Data bias Predicating outside the domain | • The Visual Display of Quantitative Information, Chapter 2, Graphical Integrity • The Visual Display of Quantitative Information, Chapter 3, Sources of Graphical Integrity • Chance Website Chance News • How to Lie with Statistics |
III. Probability and Simulations
| Using data, the students will determine the experimental or theoretical probability of | |
|---|---|
| an event. (CLG 3.1.3) | |
| Theoretical probability | • Exploring Probability A14, A15, A16, A17, A18, A19, A23, A, 24, A25, A26, A30, A31, A32, A33 • Mathematics in a World of Data, Lesson 11 |
| Use simulations | • The Art and Technique of Simulation A1, A2, A3, A4, A5, A6, A7, A8, A9, A10, A11, A12, A13, A14, A15, A16, A17 • Contemporary Mathematics in Context, Course 1, Part B, Unit 7, Lesson 1 Simulating Chance Situations Unit 7, Lesson 2 Estimating Expected Values and Probabilities Unit 7, Lesson 3 Simulation and the Law of Large Numbers • Probability Through Data, Lessons 3 and 4 |
| Use statistical inferences | • The Art and Technique of Simulation A12, A13 |
| Estimate probability | • The Art and Technique of Simulation A6, A7, A8, A9, A10, A11 |
| Given data from simulation or research, the students will make informed decisions | |
| and predictions. (CLG 3.2.1) | |
| Based on data from simulations or research Make informed decisions Make predictions | • Exploring Surveys and Information from Samples A27, A28, A19 A2, A3, A4, A5, A6 • Mathematics in a World of Data, Lesson 9 |
IV. Experimental Design
Simple Random Sample
The students will describe how they would do an investigation, select an investigation, and defend their choice. Students will consider simple random sampling (SRS) techniques that may include sampling size, bias representation, and randomness. (CLG 3.1.1)
Sample size
Describe how to do an investigation
Biased representation
Select an investigation
Analyze data
* Exploring Surveys and Information from Samples A17, A18, A19, A20
"Random Rectangles"
Defend their choice
* Probability through Data, Lesson 5
*Activity-Based Statistics –
* Mathematics in a World of Data, Lesson 5
V. Line of Best Fit
Line of best fit Interpret data Make predictions Given curve of best fit Interpret data Make predications Interpolate/extrapolate
The students will demonstrate their understanding of the process by finding a line of best fit and by using it to make predictions and/or interpret data (slope and intercepts) or by using a curve of best fit to make a prediction. (CLG 3.2.2)
A20, A 21, A22, A23, A24, A25,
*Exploring Data
A26, A27, A28, , A29, A30, A31,
* Exploring Regression, Lessons 1-6
A32, A33, A34,
* Contemporary Mathematics in Context, Course 2, Part A, Unit 3, Patterns of Association
Core Learning Goal 3: Data Analysis and Probability A Collection of Student Activities
Notes for Teachers
The following notes are offered as a brief overview of the concepts that are covered in the activities presented in this collection. Also included are comments emphasizing the importance of classroom process and the use of technology.
During the past 15 years there has been a significant increase in the need for elementary and secondary students to study statistics and a significant increase in the materials available to help with that endeavor. Teachers are encouraged to seek out these resources and to use the print materials cited in the Unit Outline and listed at the end of this collection. All these activities are designed to help students become better thinkers, and better citizens.
Measures of Central Tendency and Variability
Students enter high school with a good understanding of how to determine the mean, median, and mode. What they need at this point is to understand why one measure of central tendency might be preferable to another in certain situations. The mean is probably overused, and the median in many cases would probably be a better representative measure. For example, if Bill Gates were a member of your high school graduating class and if the average salary of the class were given as the mean, the figure would be misleading. The median is an appropriate measure of the center for data sets such as this one where a plot of the data would be skewed. In general, a plot is very helpful in determining which measure of central tendency is best to use. If the plot is mounded and symmetrical, the mean and the median are approximately the same. In this case the mean is often used. If the plot is skewed, however, then the median is probably the best measure of center to use. Activities that help students understand these ideas include: The Effect of Outliers on the Mean and Median of a Data Set, and Measures of Central Tendency and a "Typical" Value for a Data Set.
The measure of center does not tell all that is essential to understanding a data set. Students also need to understand how data varies around the center. Is it tightly clustered, or is it spread out over a wide range? These are questions that students need to understand as they explore measures of variability. For the Maryland State High School Math Assessment 1, students need to understand and to be able to calculate the range and the interquartile range for a data set. Students often are confused by the idea of "range," thinking that it means, for example, from 10 to 40. The range and the interquartile range are both numbers. If the numbers in a data set vary from 10 to 40, then the range would be 30. Activities that cover these topics include: Measures of Central Tendency and Five Number Summaries, The Five Number Summary and the Graphing Calculator, The Five Number Summary and Measures of Variability, Displays of Variability and Boxplots, Boxplots and the Graphing Calculator, Boxplots and Measures of Central Tendency, Problem Solving and Informed Decisions Using Statistical Measures, and Outliers for Data Sets.
Proper and Improper Use of Statistics
This is a very important topic in the study of statistics for two reasons. First, it requires students to analyze data and statistics often in graphical form to determine whether it is valid. Second, it helps students realize that they always need to evaluate whatever they read or see from a critical point of view. Students need to be trained to be thinking consumers and citizens.
* Representation of numbers on a graph should be directly proportional to the numerical quantities represented.
Edward Tufte has two excellent chapters on graphical integrity in his book, The Visual Display of Quantitative Information. In this book, he cites six principles that graphical displays should follow:
* Graphs should be very clearly labeled and explanations written out on the graphic itself.
* Graphical displays involving money over time should use deflated and standardized units.
* Graphs should emphasize the data variation and not the graphical design.
* The number of variable dimensions shown in the graph should not be greater than the number of dimensions in the data.
When these principles are not followed, graphical displays are often misleading.
* Graphs must not give data out of context.
Along with the misuse of graphical displays, students also need to understand the importance of data bias and of not predicting outside a reasonable domain. The activities in this section explore these ideas.
Probability and Simulations
For many situations, specific outcomes cannot be predicted with certainty. Will the plane arrive on time? Will my luggage be lost? Will you be late to school tomorrow? Over the long run, however, we can establish how frequently these things happen. This relative frequency over the long run is called the probability of an event—it is the measure of chance or likelihood that the event will occur again. Students need to understand this concept of relative frequency. Students also need to know how to estimate probabilities from real data. The activities Understanding Probability, Tumbling Thumb Tacks, Using Results of a Study, and Collecting Your Own Data help students develop these concepts.
A very important part of this particular section is the concept and application of simulations. Simulation is a modeling technique used to help people answer questions about real situations by using probability experiments that are similar to the real situations. These are the basic steps in the simulation process:
What is the difference between experimental probability and theoretical probability? How are these ideas related? Students need to understand this difference. They also need to experience the law of large numbers; that is, the more times an experiment is conducted, the closer the experimental results come to the theoretical results. The activity, Spinning: From the Experimental to the Theoretical, will help students with these ideas.
* State the problem.
* State the assumptions.
* Select a model to generate outcomes.
* Analyze the results, and state the conclusion.
* Simulate many repetitions.
Students should conduct many investigations using simulations. Coins, spinners, and number cubes should be used first, followed by calculator or computer random number generators. The calculator and computer have the advantage of speed and ease, but the hands-on experiences are fundamentally important in helping students see that estimating probabilities is a dynamic process with variability in the outcomes.
Another important concept in this section is that of expected values. Students need to know how to find and use expected values. A simple example of such a problem involves determining the number of boxes of cereal you would need to buy on average in order to get all three prizes that a cereal company is offering. Assume that each box of cereal has one prize and the prizes are distributed evenly among the boxes. Simulate this situation by generating numbers from 1 through 3, and count the number of digits you have to generate before you have a 1, a 2, and a 3. Doing this 30 times gave the following results: 7, 3, 5, 5, 5, 7, 4, 7, 8, 4, 4, 3, 4, 4, 5, 4, 7, 6, 4, 14, 3, 3, 5, 3, 6, 4, 7, 4, 5, 3. This list of data shows that for the first trial 7 digits were randomly generated before a 1, a 2, and a 3 appeared. For the next trial, 3 digits were generated showing a 1, a 2, and a 3. The list continues showing the results of 30 trials. The mean of this data is 5.1, or on average we can expect to have to buy approximately 5 boxes of cereal to get all three prizes.
The first two simulation activities—Figuring Free-Throws, and Thinking About Three—involve a probability of 0.5. These can easily be modeled using coins or number cubes. The activity, A Test Simulation, involves a probability of 0.2 and would work well with a spinner or a calculator. Figuring Free-Throws Again involves a probability of 0.67 and either number cubes or a calculator would be easiest.
The theoretical average number of boxes purchased is 5.5. In general, the theoretical waiting time to get n equally likely prizes is
This formula is based on the fact that if the probability of an event is p, the average or expected number of trials before it occurs is 1 . So if we have 1 of the 3 prizes already, then the
p probability of getting a new prize in the box of cereal is 2 3 . This means that, on average, we 3
would have to purchase 2 additional boxes to get a new prize. Problems dealing with this concept include Simulation with an Unknown Number of Trials and Calling for the Newspaper.
Experimental Design
Students need to understand the concepts of a simple random sample, sampling size, and biased representation in order to be prepared for the High School Assessment. A sample is random if both these conditions are true: each member of the population is equally likely to be chosen, and the members of the sample are chosen independently of one another. It is often not possible to pick a simple random sample, however, and in such cases bias may be introduced. Bias may be present in results because those results are based on a voluntary response sample.
Bias might also be due to undercoverage, nonresponse, or poorly worded questions. In addition to these ideas, students need to understand that in order to be confident about the results of a survey or an experiment, they must conduct enough trials or they must survey enough randomly selected people to get good results. The larger the number of trials or people surveyed, the more confident students can be in the results. In general, these concepts are not treated in a formal way in these activities, but students need to have a fundamental understanding of these ideas. Activities that emphasize these concepts are Random Samples, Simple Random Samples, Random Digit Tables, and Random Rectangles.
Line of Best Fit
Students need to be able to determine a line of best fit and use that line to answer questions or make predictions. They need to be able to interpret the y-intercept and the slope in terms of the context of the problem. They need to totally understand the process and the relationships among the table of values, the symbolic rule, and the graph. In addition to determining the line of best fit, students need to be able to make sense out of a curve of best fit. They should be able to interpret data and make predictions using the table, the equation, or the graph.
The Importance of Process
The National Council of Teachers of Mathematics (NCTM) Principles and Standards and the Maryland State Department of Education Skills for Success emphasize the importance of how we go about doing things in the classroom. It is not enough just to expose students to information. How we conduct our classrooms is more important now than ever before as we learn from employers what is important in our country's workforce. The process standards of NCTM mandate that we address problem solving, reasoning and proof, communication, connections, and representation. In order to accomplish this, we need to have our students work together, investigating and discussing their ideas with their group and with the entire class. We need to allow plenty of time for class discussion. Having students make sense out of what they have experienced or investigated is critically important. Answering questions such as the following is a very important part of what students need to be experiencing in the classroom.
* Would you expect to get the same results if you repeated this investigation?
* Do your results agree with what you expected to find?
* What would happen if you used a larger sample size?
* What conclusions can you make based on these results?
* How do your results compare to the results of the rest of the class?
The Importance of Technology
In the last few years, the graphing calculator has changed both what we teach in mathematics and how we teach it. Students need to understand the relationships among a graph, the corresponding table of values, and the related equation. Students need to be able to make a scatter plot, evaluate the pattern, calculate a model, and use that model to make predictions. They also need to be able to conduct simulations and understand them as models for answering questions about real situations. The graphing calculator is the powerful tool that enables students to conduct these activities and investigate these concepts most effectively and efficiently. For that reason, calculators should be an integral part of mathematics instruction at all levels, and students need to have access to graphing calculators both in and out of the classroom. If students, especially our most at-risk students, are to be prepared for the high school assessment, they need to use the graphing calculator on a daily basis.
Core Learning Goal 3: Data Analysis and Probability
I. Measures of Central Tendency and Variability
Indicator 3.1.2
The students will use measures of central tendency and variability to solve problems and make informed decisions.
Notes for Teachers
Students enter high school with a good understanding of how to determine the mean, median, and mode. What they need at this point is to understand why one measure of central tendency might be preferable to another in certain situations. The mean is probably overused, and the median in many cases would probably be a better representative measure. For example, if Bill Gates were a member of your high school graduating class and if the average salary of the class were given as the mean, the figure would be misleading. The median is an appropriate measure of the center for data sets such as this one where a plot of the data would be skewed. In general, a plot is very helpful in determining which measure of central tendency is best to use. If the plot is mounded and symmetrical, the mean and the median are approximately the same. In this case the mean is often used. If the plot is skewed, however, then the median is probably the best measure of center to use. Activities that help students understand these ideas include: The Effect of Outliers on the Mean and Median of a Data Set, and Measures of Central Tendency and a "Typical" Value for a Data Set.
The measure of center does not tell all that is essential to understanding a data set. Students also need to understand how data varies around the center. Is it tightly clustered, or is it spread out over a wide range? These are questions that students need to understand as they explore measures of variability. For the Maryland State High School Math Assessment 1, students need to understand and to be able to calculate the range and the interquartile range for a data set. Students often are confused by the idea of "range," thinking that it means, for example, from 10 to 40. The range and the interquartile range are both numbers. If the numbers in a data set vary from 10 to 40, then the range would be 30. Activities that cover these topics include: Measures of Central Tendency and Five Number Summaries, The Five Number Summary and the Graphing Calculator, The Five Number Summary and Measures of Variability, Displays of Variability and Boxplots, Boxplots and the Graphing Calculator, Boxplots and Measures of Central Tendency, Problem Solving and Informed Decisions Using Statistical Measures, and Outliers for Data Sets.
The Effect of Outliers on the Mean and Median of a Data Set
1. Calculate the mean and median for each of the following data sets.
a. -6 -4 -2
2 4 6
b. 6 6 6 6 6
c. 25 25 35 35 40 45 45 55 55
2. What do you notice about the relationship between the mean and the median for each of the data sets in #1?
3. What characteristic of each data set produces this relationship?
4. Generate a data set of five values that has the same mean and median.
Consider the following data set:
6 7 8 9 10
5. Without using a calculator, what are the mean and median of this data set?
6. Suppose we change the data set to:
6 7 8 9 100
a. Compute the mean and the median of the new data set.
b. Describe the relationship between the mean and the median.
c. What feature of the new data set yields this relationship?
7. Suppose we change the data set to:
0 7 8 9 10
a. Compute the mean and the median of the new data set.
b. Describe the relationship between the mean and the median.
c. What feature of the new data set yields this relationship?
An outlier is a value in a set of data that is significantly greater than or less than the other elements in the set.
8. What effect did the outlier have on the relationship between the mean and median in #6?
9. What effect did the outlier have on the relationship between the mean and median in #7?
10. Generate a set of five values that has a mean that is less than the median.
11. Generate a set of five values that has a mean that is greater than the median.
12. Given the following data set:
0 49 49 49 50 51 51
a. Does this set of data have any outliers?
b. What are the mean and median of this set of data?
c. What effect do the outliers have on the relationship between the mean and the median of this data set?
13. What effect do outliers have on the relationship between the mean and the median of a data set?
14. Examine the following data sets. Without using your calculator, describe the relationship between the mean and the median.
a. 5 8 15 23 25 78
b.
c.
d.
-6 -3
1
-6
3
499
-3
3
500
2
3
501
7
3
999
10 10
51 100
Measures of Central Tendency and a "Typical" Value for a Data Set
The mean is affected by outliers and the median is not, so we say that the median is resistant to outliers. For this reason, when a data set contains outliers, it is usually more appropriate to use the median to describe a "typical" value in the set.
1. The table shows population data from the 1990 Census for several South American countries. If you were reporting these data in a magazine article, which measure of central tendency would you use to describe a "typical" value for the population of these countries? Explain.
2. After playing several concerts around the country, the band Jive Talkin' reported that their tour was a huge success. The lead singer told reporters that the average attendance at the band's concerts was 25,000! The attendance at each of the four concerts is shown in the table.
a. Were the lead singer's calculations correct?
c. Which measure of central tendency would be a more appropriate reflection of the band's typical concert attendance?
b. Explain why the claim is misleading.
3. A soft drink company asked 8 volunteers to taste their new diet soda and rate it on a scale of 1 to 10 (10 being the best score). The results are:
1 1 1 1 1 1 1 10
If you were a salesperson for the company, which measure of central tendency would you report to your prospective clients? Explain.
Transformations and Measures of Central Tendency
The results of a math test for 30 students are as follows:
1. Enter the test scores into list L1 on your calculator.
2. Determine the following measures of central tendency:
mean:
median:
mode:
3. Suppose the teacher made an error in calculating the test scores, and the actual scores should be 5 points less than those originally reported. In your list window, subtract 5 from each of the test scores in your list by placing the cursor on top of list L1 and typing L1-5. Press .
4. Recalculate the mean, median, and mode for the new test scores.
mean:
median:
mode:
5. Compare the mean, median, and mode of the new test scores to those of the original scores. Describe this relationship.
6. Suppose the teacher added two points to each of the reduced test scores. Without using your calculator, what are the mean, median, and mode?
7. What happens to the measures of central tendency if a constant is added to each value in a data set?
8. What happens to the measures of central tendency if a constant is subtracted from each value in a data set?
9. The mean age of six students is 14. What will their mean age be in five years?
10. The median age of six students is 14. What was their median age five years ago?
Calculator Instructions: Entering Data and Measures of Central Tendency
1. Clear lists of unwanted entries.
Press. Use the arrow key to place the cursor on top of L
1
Press . Use the arrow key to place the cursor in L1.
.
2. Enter data into list. Enter each numerical value followed by . As you type, the value is displayed on the bottom line. When you have finished, your display should look similar to this:
3. Calculate mean and median.
Press to return to the home screen.
Your screen should look like the display shown.
Press and arrow over to MATH to access the List Math menu.
* Calculate the mean of the data.
Enter the list name for the data. Press
Press to select the mean option.
Press.
The mean should be displayed on the screen.
* Calculate the median of the data.
Enter the list name for the data. Press .
Press to select the median option.
Press.
The median should be displayed on the screen.
4. Calculate the mode of the data.
Press and choose SortA(.
Enter the list name for the data. Press.
Press . This will sort the data from least to greatest.
Look at the sorted list. Press and choose EDIT.
Choose the value that occurs most often.
.
Measures of Central Tendency and Frequency Tables
The grades on a test are issued on a four-point scale, where an A is worth 4 points, a B is 3 points, and so on. The grades of students in a math class are shown in the given frequency table.
| Grade | Number of Points | Number of Students |
|---|---|---|
| A | 4 | 4 |
| B | 3 | 5 |
| C | 2 | 12 |
| D | 1 | 8 |
Recall that the mean of a set of values is total of values
number of values.
To determine the mean test score for the class you need to determine the total points earned and the total number of students in the class.
1. a. How many points are earned by all students with an A? How did you determine this amount?
How did you determine this amount?
b. How many points are earned by all students with a B?
c. How many points are earned by all students with a C? How did you determine this amount?
e. How many points are earned by all students with an E? How did you determine this amount?
d. How many points are earned by all students with a D? How did you determine this amount?
2. a. What is the total number of points earned by all students?
c. What is the mean number of points earned for the class?
b. What is the total number of students in the class?
3. Recall that the median of an ordered set of values is the middle value. What is the median number of points earned for the class? How did you determine this amount?
4. Recall that the mode is the value or values that occur most frequently. What is the mode number of points earned for the class?
How did you determine this amount?
Measures of Central Tendency and Five Number Summaries
The table below shows the average monthly high temperatures in Columbus, Ohio, and San Francisco, California.
Source: U.S. National Oceanic and Atmospheric Administration
| Month | Columbus, OH | San Francisco, CA |
|---|---|---|
| Jan | 35 | 56 |
| Feb | 38 | 59 |
| Mar | 49 | 60 |
| Apr | 62 | 61 |
| May | 73 | 63 |
| Jun | 81 | 64 |
| Jul | 84 | 64 |
| Aug | 83 | 65 |
| Sep | 77 | 69 |
| Oct | 65 | 68 |
| Nov | 51 | 63 |
1. Calculate the mean and median high temperature for both cities.
2. If you looked only at these measures of central tendency when comparing the temperatures in the two cities, what would you conclude?
3. Do you think that the mean and median give a complete description of the temperatures in these cities?
| | Columbus, OH |
|---|---|
| Mean | |
| Median | |
To obtain a better summary of these data, we will identify the values which separate the data into four equal parts. These values are called quartiles.
The three quartiles are labeled Q1, Q2, and Q3, and represent the first or lower quartile, the second quartile or median, and the third or upper quartile, respectively. These values along with the maximum and minimum value in the data set make up the five number summary of a data set.
The Five Number Summary and the Graphing Calculator
1. What is the five number summary for the average monthly high temperatures in Columbus, Ohio?
2. a. 75% of the average high temperatures in Columbus are at or above what temperature?
c. 25% of the average high temperatures in Columbus are above what temperature?
b. Half of the average high temperatures in Columbus are at or below what temperature?
3. Calculate the five number summary for the average monthly high temperatures in San Francisco, California using a graphing calculator.
b. To compute the five-number summary:
a. Enter the average monthly high temperatures into a calculator list.
* Press then arrow over to CALC.
* Select the list containing the appropriate data.
* Select :1-Var Stats.
* Press .
The first value, x , represents the mean of the data set.
| Minimum, min | Lower Quartile, Q1 | Median, med | Upper Quartile, Q3 |
|---|---|---|---|
Use the down arrows to access the five-number summary.
The sixth value,n, gives the number of elements in the set.
c. What is the five-number summary for the average monthly high temperatures in San Francisco, California?
4. a. 75% of the average high temperatures in San Francisco are at or above what temperature?
c. 25% of the average high temperatures in San Francisco are above what temperature?
b. Half of the average high temperatures in San Francisco are at or below what temperature?
The Five Number Summary and Measures of Variability
The measures of central tendency do not always give a complete numeric description of a set of data. The variation in the data should also be considered. Two measures of variability for a data set are the range and the interquartile range. The range is the difference between the maximum and minimum values. The interquartile range is the difference between the upper and lower quartiles.
1. a. Calculate the range and interquartile range for the average high temperatures in Columbus.
c. What percent of the data is contained in the interquartile range?
b. What percent of the data is contained in the range?
2. a. Calculate the range and interquartile range for the average high temperatures in
b. What percent of the data is contained in the range?
San Francisco, CA.
c. What percent of the data is contained in the interquartile range?
3. The measures of central tendency for the average monthly high temperatures in Columbus, Ohio and San Francisco, California are nearly the same.
b. How does knowing the measures of variability along with the measures of central tendency enable you to make a better comparison between the average high temperatures in Columbus and San Francisco?
a. Compare the ranges and interquartile ranges for the temperatures in these two cities.
4. Two new sodas were tested and rated on a ten-point scale with 10 being the highest mark. The results are shown below.
a. Which soft drink had more consistent ratings? Justify your answer using one or two of the above measures.
b. Which soft drink had the better overall rating? Justify your answer using one or two of the above measures.
| 7 | 6.7 |
|---|---|
| 7 | 7 |
| 8 | 4 |
| 4 | 4 |
Displays of Variability and Boxplots
A boxplot an be used to display the variability of a data set. The five number summary is used to draw a boxplot. The display below is a boxplot for a set of data.
The boxplot consists of two segments and a box.. The outer endpoints of the segments are the maximum and minimum of the data. The outer endpoints of the box are the lower and upper quartiles of the data. The line segment inside the box is the median of the data.
1. Identify each value in the five number summary for the given boxplot.
b. lower quartile
a. minimum
c. median
e. maximum
d. upper quartile
2. Suppose the box plots on the screen below represent the ages of three different groups of people. Each group consists of the same number of people.
a. What percent of the ages are at or above the median in each group?
c. Which group of people were most similar in age?
b. How are the measures of variability represented in the boxplots?
d. Which group of people were least similar in age?
e. Which group had the most young people?
Boxplots and the Graphing Calculator
The table below shows the average monthly high temperatures in Columbus, Ohio and San Francisco, California.
| Month | Columbus, OH |
|---|---|
| Jan | 35 |
| Feb | 38 |
| Mar | 49 |
| Apr | 62 |
| May | 73 |
| Jun | 81 |
| Jul | 84 |
| Aug | 83 |
| Sep | 77 |
| Oct | 65 |
| Nov | 51 |
Construct a boxplot for the average monthly high temperatures in Columbus, Ohio and San Francisco, California on a graphing calculator using the following procedure.
1. Enter the Columbus data into list L1 on your calculator.
Enter the San Francisco data into list L2 on your calculator.
2. Set up the boxplots.
Press
, choose Plot 1, On, Type,
Clear any equations, press and clear all equations.
Press , choose Plot 2, On, Type,
3. Set up the window.
Press .
4. Determine the five-number summary by using trace feature.
b. lower quartile
a. minimum
c. median
e. maximum
d. upper quartile
5. What do the boxplots tell you about the variability of the average monthly high temperatures in the two cities?
Boxplots and Measures of Central Tendency
The boxplots for three data sets are shown below.
Data Set I
Data Set II
Data Set III
1. Compare the shapes of the boxplots.
2. What do these shapes tell you about the variation in the data sets.
3. The data sets for these boxplots are given below.
a. Calculate the mean of each data set.
b. Locate the mean of each data set on its boxplot by drawing a vertical that passes through the mean.
c. How do the mean and median of each data set compare?
4. What does the shape of a boxplot tell you about the relationship between the mean and the median of its data set?
Problem Solving and Informed Decisions Using Statistical Measures
A manufacturer wants to compare the lifetime of two brands of batteries. Fifty batteries of each type are tested to determine how long each will last. The following boxplots show the number of hours the batteries lasted.
1. Identify the extremes, quartiles, and median for each type of battery.
2. How many batteries lasted longer than the median for each brand?
3. If you owned the manufacturing company which measure of central tendency would you advertise as the typical lifetime of a Brand A battery? Justify your choice.
4. Compare the variability in lifetime for the two brands.
a. How do the ranges compare?
b. How do the interquartile ranges compare?
5. Which battery would you want to use in your walkman? Justify your choice.
6. Which battery would you want to use in your smoke detector? Justify your choice.
| | Brand A | Brand B |
|---|---|---|
| minimum | | |
| lower quartile (Q1) | | |
| median | | |
| upper quartile (Q3) | | |
0
Outliers for Data Sets
An outlier for a data set is a value that is substantially larger or smaller than the other values in the data set. In this activity you will use the length of the box in a boxplot to determine whether values are outliers. You will need the edge of a sheet of blank paper to mark off 1.5 box lengths.
Look at the boxplot below.
10 20 30 40 50 60 70 80 90
1. Mark off one box length on the edge of the blank sheet of paper. Label the endpoints of this length A and B.
2. Starting at B mark off a second box length on the edge of the paper. Label the endpoint of this second box length C.
3. Locate half of a box length by folding the edge of the paper over so that C is on top of B. Label the crease after making this fold X. The distance between A and X is 1.5 box lengths.
4. To determine the upper outliers, place the edge of your box length paper on the given boxplot so that A lies on the upper quartile and X extends to the right of it. Mark off the distance to X on the boxplot.
a. What value does this mark correspond to on the number line?
b. Values that lie above this mark are outliers. Does this data set have any upper outliers?
5. To determine lower outliers, place the edge of your box length paper on the given boxplot so that A lies on the lower quartile and X extends to the left of it. Mark off the distance to X on the boxplot.
a. What value does this mark correspond to on the number line?
b. Values that lie below this mark are outliers. Does this data set have any lower outliers?
100
In general for a data set displayed in a boxplot: values that lie more than 1.5 box lengths above the upper quartile or below the lower quartile are outliers.
Look at each of the following boxplots. Determine whether or not there are any outliers. If outliers exist, give an interval of values which contain the outliers.
The table below shows the number of motor vehicle thefts (per 100,000) for twenty states with the highest theft rate.
| Motor Vehicle State Theft/100,000 | Motor Vehicle State Theft/100,000 |
|---|---|
| Alaska 493 Arizona 927 California 761 District of Columbia 1,837 Florida 721 Georgia 629 Hawaii 605 Illinois 490 Louisiana 632 Maryland 711 | Massachusetts 528 Michigan 701 Nevada 698 New Jersey 581 New Mexico 582 New York 494 Oregon 531 Tennessee 647 Texas 549 Washington 522 |
9. Construct a boxplot for the data in the table.
Source: Statistical Abstract of the United States, 1998
10. Are there any outliers in this data set? If so, list the states that are outliers.
Core Learning Goal 3: Data Analysis and Probability
II. Proper and Improper Use of Statistics
Indicator 3.2.3
Given a set of data or statistics, the student will analyze and identify both proper and improper use of statistics.
Notes for Teachers
This is a very important topic in the study of statistics for two reasons. First, it requires students to analyze data and statistics often in graphical form to determine whether it is valid. Second, it helps students realize that they always need to evaluate whatever they read or see from a critical point of view. Students need to be trained to be thinking consumers and citizens.
* Representation of numbers on a graph should be directly proportional to the numerical quantities represented.
Edward Tufte has two excellent chapters on graphical integrity in his book, The Visual Display of Quantitative Information. In this book, he cites six principles that graphical displays should follow:
* Graphs should be very clearly labeled and explanations written out on the graphic itself.
* Graphical displays involving money over time should use deflated and standardized units.
* Graphs should emphasize the data variation and not the graphical design.
* The number of variable dimensions shown in the graph should not be greater than the number of dimensions in the data.
When these principles are not followed, graphical displays are often misleading.
* Graphs must not give data out of context.
Along with the misuse of graphical displays, students also need to understand the importance of data bias and of not predicting outside a reasonable domain. The activities in this section explore these ideas.
Misuse of Scaling
1. Examine the graphs below. Explain how the different use of scaling affects each graph. Which graph most accurately represents the data?
a.
b.
c.
Inappropriate Measure of Central Tendency and Data Bias
From Chance News: Mean statistics: when is the average best?
In an article in the Washington Post, 6 Dec. 1995, by John Schwartz, Schwartz remarks that politicians and others often choose a definition of average that best suits their needs. He tells his readers what mean, median, and mode mean and gives examples of their use and misuse. He starts with the example of John Cannell, who notices that his state's school system claimed high scores on nationally standardized tests and requested test scores from all 50 states. Cannell found that every one claimed to be "above the national average" or the statistical "norm". He called this as the "Wobegan effect". A more detailed discussion of this example can be found in the article Taking the tests, Dallas Morning News, 4 Oct. 1994, by Karel Holloway.
As another example, Schwartz remarks that if Bill Gates were to move to a town with 10,000 penniless people the average (mean) income would be more than a million and might suggest that the town is full of millionaires.
Discussion questions:
1. How could the answers Cannell received be correct?
2. Someone once claimed that if any one person moved from state X to state Y, the average intelligence in both states would be increased. Give an explanation of how this could be possible.
Visual Displays of Data
Edward Tufte has two excellent chapters on graphical integrity in his book, The Visual Display of Quantitative Information. In this book, he cites six principles that graphical displays should follow:
* Graphs should be very clearly labeled and explanations written out on the graphic itself.
* Representation of numbers on a graph should be directly proportional to the numerical quantities represented.
* Graphs should emphasize the data variation and not the graphical design.
* The number of variable dimensions shown in the graph should not be greater than the number of dimensions in the data.
* Graphical displays involving money over time should use deflated and standardized units. The data should be adjusted for inflation.
* Graphs must not give data out of context.
For each of the following graphs write several sentence evaluating the integrity of the graph considering Tufte's principles.
1.
2.
3.
4.
5.
7.
9.
10.
6.
8.
11.
12.
13.
Project on Deceptive Displays of Data
The purpose of this project is to help you become aware of misleading graphic displays. For this assignment you are to collect an example of a misleading graph from a magazine or newspaper. You are to identify the source of your graph, and explain the reasons why you believe that it is deceptive. Finally, include your ideas on how the graph should be redone so that it better represents the data.
Your project should be done carefully and neatly and should have the following parts.
* The graph you are evaluating citing your source.
* A cover sheet that includes the title of the project, your name, and the date.
* Several paragraphs that address the ways that the graph may be misleading and your suggestions for how the graph should be redone so that it better represents the data. Use the questions below to help guide your thinking.
A Checklist for Visual Displays of Data
1. Is the message of interest clearly evident?
3. Is the purpose of the graph clearly evident?
2. Does the graph have a title?
4. Is the source of the data identified either with the graph or in an accompanying article?
6. Is everything clearly labeled?
5. Is the information from a reliable, believable source?
7. Do the axes start at zero?
9.
8. Do the axes maintain a constant scale?
10. For data involving money, have the values been adjusted for inflation?
Are there any break in the numbers on the axes that may be easy to miss?
11. Is there extraneous information cluttering the picture or misleading the eye?
12. Does the number of dimensions depicted in the display exceed the number of dimensions in the data?
Tutfte's Principles of Graphical Integrity
* Representation of numbers on a graph should be directly proportional to the numerical quantities represented.
* Graphs should emphasize the data variation and not the graphical design.
* Graphs should be very clearly labeled and explanations written out on the graphic itself.
* Graphical displays involving money over time should use deflated and standardized units. The data should be adjusted for inflation.
* Graphs must not give data out of context.
* The number of variable dimensions shown in the graph should not be greater than the number of dimensions in the data.
Predicting Outside the Domain
The graph below shows the relationship between age and brain weight as a percent of body weight. The points are actual values, and the curve is the best fit function for those values.
1. As age increases what happens to the brain weight percentage?
2. Estimate the brain weight as a percent of body weight for a 9 year old child using the best fit curve.
3. A newspaper prints a story about the data and best fit curve relating age and brain weight. The headline reads, "New brain research finding: The brain disappears as a person ages. A 75 year old is almost brainless!"
a. Is this a reasonable statement?
b. Does the best fit curve support this statement?
c. Is the curve a good model for this relationship? Explain.
Core Learning Goal 3: Data Analysis and Probability
III. Probability and Simulations
Indicator 3.1.3
Using data, the students will determine the experimental or theoretical probability of an event.
Notes for Teachers
For many situations, specific outcomes cannot be predicted with certainty. Will the plane arrive on time? Will my luggage be lost? Will you be late to school tomorrow? Over the long run, however, we can establish how frequently these things happen. This relative frequency over the long run is called the probability of an event—it is the measure of chance or likelihood that the event will occur again. Students need to understand this concept of relative frequency. Students also need to know how to estimate probabilities from real data. The activities Understanding Probability, Tumbling Thumb Tacks, Using Results of a Study, and Collecting Your Own Data help students develop these concepts.
A very important part of this particular section is the concept and application of simulations. Simulation is a modeling technique used to help people answer questions about real situations by using probability experiments that are similar to the real situations. These are the basic steps in the simulation process:
What is the difference between experimental probability and theoretical probability? How are these ideas related? Students need to understand this difference. They also need to experience the law of large numbers; that is, the more times an experiment is conducted, the closer the experimental results come to the theoretical results. The activity, Spinning: From the Experimental to the Theoretical, will help students with these ideas.
* State the problem.
* Select a model to generate outcomes.
* State the assumptions.
* Simulate many repetitions.
Students should conduct many investigations using simulations. Coins, spinners, and number cubes should be used first, followed by calculator or computer random number generators. The calculator and computer have the advantage of speed and ease, but the hands-on experiences are fundamentally important in helping students see that estimating probabilities is a dynamic process with variability in the outcomes.
* Analyze the results, and state the conclusion.
The first three simulation activities—Figuring Free-Throws, The Phone Tree with BuiltIn Back-Ups, and Thinking About Three—involve a probability of 0.5. These can easily be modeled using coins or number cubes. The activity, A Test Simulation, involves a probability of 0.2 and would work well with a spinner or a calculator. Figuring Free-Throws Again involves a probability of 0.67 and either number cubes or a calculator would be easiest.
Another important concept in this section is that of expected values. Students need to know how to find and use expected values. A simple example of such a problem involves determining the number of boxes of cereal you would need to buy on average in order to get all three prizes that a cereal company is offering. Assume that each box of cereal has one prize and the prizes are distributed evenly among the boxes. Simulate this situation by generating numbers from 1 through 3, and count the number of digits you have to generate before you have a 1, a 2, and a 3. Doing this 30 times gave the following results: 7, 3, 5, 5, 5, 7, 4, 7, 8, 4, 4, 3, 4, 4, 5, 4, 7, 6, 4, 14, 3, 3, 5, 3, 6, 4, 7, 4, 5, 3. This list of data shows that for the first trial 7 digits were randomly generated before a 1, a 2, and a 3 appeared. For the next trial, 3 digits were generated showing a 1, a 2, and a 3. The list continues showing the results of 30 trials. The mean of this data is 5.1, or on average we can expect to have to buy approximately 5 boxes of cereal to get all three prizes.
The theoretical average number of boxes purchased is 5.5. In general, the theoretical waiting time to get n equally likely prizes is
This formula is based on the fact that if the probability of an event is p, the average or expected number of trials before it occurs is 1 p . So if we have 1 of the 3 prizes already, then the probability of getting a new prize in the box of cereal is 2 3 . This means that, on average, we would have to purchase 3 2 additional boxes to get a new prize. Problems dealing with this concept include Simulation with an Unknown Number of Trials and Calling for the Newspaper.
Understanding Probability
Consider the following events and estimate how likely each is to occur. Use the following scale to help you. A "0" means that the event will never happen, and a "1" means that the event is certain to happen.
1. You will get an A on your next math quiz.
2. You will have chicken for dinner tonight.
3. The sun will set this evening.
4. It will rain sometime this week.
5. It will snow in Maryland this July.
6. A dog can live without water for one month.
7. The next baby born at Union Memorial Hospital will be a girl.
8. You will have scrambled eggs for lunch one day this week.
9. You will be absent from school at least one day during this school year.
10. A Republican will win the next presidential election.
Probability and Expected Patterns Directions for Teachers
In this activity students will see that over the long run we can expect certain outcomes.
In this case where students essentially guess the answers to a 10-item true/false test, we can expect few perfect papers but many papers with scores of 4, 5, or 6. This is a fun activity that will generate high interest and involvement. It is an excellent introduction to the unit on probability and simulations for students who do not need something as basic as Understanding Probability.
1. Have the students number their papers 1 through 10. Each student should use a coin to determine whether the answer to each item is true or false. Heads is true and tails is false. Have a supply of pennies available in case any student needs a coin.
2. Now that the students have the answers, the fun part begins. You are to read the questions and have the students grade their own papers. Be as creative as you want to be. A set of questions is given below, but you are encouraged to personalize this for your students. Note that as you read the questions, you also give the correct answer.
1. The Washington Monument is located in New York City. false
3. Mr. Yourname is the better looking than Brad Pitt. true
2. Mrs. Yourname is the best teacher in the school. true
4. Ice cream is one of the basic four food groups. false
6. The state of Maryland has declared that winter break will be one month long. true
5. Everyone in this class loves mathematics. true
7. The school cafeteria is serving steak and lobster for lunch tomorrow. true
9. You are getting a BMW for your birthday. false
8. No one in this room watches MTV. false
10. Mrs. Yourteacher never gives homework. true
3. Have the students grade their papers to determine the number they got correct. Create a line plot on the blackboard so that the students see the distribution pattern for the class. You should expect to see a fairly normal distribution pattern with few scores of 10 or 0, and more scores or 4, 5, or 6. The important point of doing this exercise is to have students understand that certain events are going to have particular expected values over the long run. To emphasize this point have the students flip their coins 10 more times and count the number of heads. Their values should then be plotted on a new line plot. This will allow the students to see that basically the same patterns are repeated.
Tumbling Thumb Tacks
Shake 25 identical thumb tacks in a cup and gently dump them onto a flat surface. Count the number of tacks landing point-up and the number landing point-down. Record that information in your data table.
Consider the data you collected as you answer these questions.
1. Which is more likely—point-up or point-down?
2. Estimate the probability of tossing one tack and having it land point-up.
3. Combine your data with three other students so that you have data on a total of 100 tacks. Record the totals in the following data chart.
4. Use the combined data to determine the probability that a tack will land point-up.
5. Compare your results to the results of other groups in your class.
Number of Tacks Pointing Up
Number of Tacks Pointing Down
Total
Using the Results of a Study
Suppose that 40 students from your school were interviewed. Of the randomly selected students, 18 were boys and 22 were girls. Fourteen of the boys and 15 of the girls have family pets. The information is displayed in the table:
| | Girls | Boys |
|---|---|---|
| Has a family pet | 15 | 14 |
| Does not have a family pet | 7 | 4 |
| Total | 22 | 18 |
Another student is randomly selected from the student body.
1. Estimate the probability that the student is a boy.
2. Estimate the probability that the student does not have a family pet.
3. Estimate the probability that the student has a cat.
4. If the randomly selected student is a girl, estimate the probability that she has a family pet.
5. Suppose there are 1,600 students in the school. How many would you expect to have a family pet?
Collecting Your Own Data
Interview a number of students in your school to see how many have ever been to an Orioles game and how many have been to a Ravens game. Ideally these students should be randomly selected, but you may have to settle for a convenience sample. Record the numbers in the following table.
| | Has been to a Ravens game | Has not been to a Ravens game |
|---|---|---|
| Has been to an Orioles game | | |
| Has not been to an Orioles game | | |
| Total | | |
Consider another student in your school whom you did not interview. Using the data you collected from your interviews complete the following items.
1. Estimate the probability that the student has been to an Orioles game.
2. Estimate the probability that the student has been to a Ravens game.
3. Estimate the probability that the student has been to both an Orioles and a Ravens game.
4. Consider a group of 100 students from your school whom you did not interview. How many students would you predict have not been to an Orioles game or a Ravens game?
Spinning: From the Experimental to the Theoretical
In this activity you will explore the relationship between theoretical and estimated probability. Remember that, for an experiment with equally likely outcomes, the probability of an event E is defined to be
Consider the "spinner" above. Since the six numbered sections are about the same size, then the six possible outcomes should be equally likely. Use the definition of theoretical probability to complete the following items.
1. Find the P(spinner landing on 4).
2. Find the P(spinner landing on an odd number).
3. Find the P(spinner landing on 8).
Spin the spinner 30 times and record your results in the table below.
4. Find the fraction of 4's observed in the total sample. Compare this to your answer for the question number 1.
5. Find the fraction of odd numbers in the total sample. Compare this to your answer for question number 2.
6. Your answers for items 4 and 5 are estimates of probabilities. How would those estimates compare to the theoretical probabilities in questions 1 and 2 if we had data on 10,000 spins rather than 30 spins?
ESP—Do You Have It?
Have you ever wondered whether you have extrasensory perception? Scientists at Duke University have been studying this topic for many years. Is there really any such thing as ESP? Carry out the following experiment and see what you think.
Make a set of 40 cards using the following four symbols. Make 10 cards for each symbol.
Work with a partner to do this experiment. Have your partner face away from you. After shuffling the cards well, turn them over one at a time and concentrate on the symbol on the card. Ask your partner to identify the symbol on the card you are observing. Record whether the answer is right or wrong. Be sure to not indicate to your partner whether the response was correct or not. Continue the experiment until you have gone through the entire set of cards.
| | Tally | Total |
|---|---|---|
| Right Answer | | |
| Wrong Answer | | |
1. What is the probability of getting one response correct simply by guessing?
2. With 40 cards, how many correct responses would you expect to have just by guessing?
3. Do you think your partner has ESP? Use mathematics to justify your answer.
4. Suppose you were to repeat this experiment with 100 trials. Predict how many responses would be correct?
Simulation
Simulation is a modeling technique that is used to help people answer questions about real situations by using probability experiments that are similar to the real situation. It is important understand the basic steps involved in conducting a simulation. A simple example is given to illustrate the process.
Problem 1: What are the chances that when you toss a coin 7 times you will have a run of at least 3 consecutive heads or 3 consecutive tails?
Step 1 State the Problem
If you toss a coin 7 times, what is the probability that you will have a run of at least 3 consecutive heads or 3 consecutive tails? (Note: It is important to have all of the information available and to understand the objective of the simulation.)
Step 2 State the assumptions
When you toss a coin, a head or a tail is equally likely to appear. Tosses are independent. In other words, the outcome of any toss will not influence the next toss.
Step 3 Select a Model to Generate Outcomes
Let the digit 1 represent heads and the digit 2 represent tails. Use a random number generator or a random number table for getting digits.
Step 4 Simulate Many Repetitions
For this problem use the random integer feature of the TI-83. (Note: randInt is found by pressing then PRB and selecting 5:randInt. The numbers 1, 2, 7 indicate that you are generating 7 random integers ranging from 1 to 2.)
Each time you press the enter key you generate another repetition of the experiment. When you are estimating the probability of getting a run of 3 heads or 3 tails when a coin is tossed 7 times, the more repetitions you have, the better your estimate will be. The results displayed on the calculator screen show that out of 13 trials there were 7 times when there were 3 heads or 3 tails in a row.
Problem 2: What are the chances that when you toss a coin 7 times you will get exactly 3 heads? Use the random binomial feature of the TI-83 to generate 5 trials of 7 tosses at a time. Then each time you press another 5 trials are simulated. (Note: randBin is found by pressing then PRB and selecting 7:randBin. The numbers 7, .5, 5 indicate that you are completing 7 tosses with a probability of success of 0.5 and you are generating 5 trials at one time.)
Out of the 30 simulations generated by the calculator, exactly 3 heads appeared 7 times. So the experimental probability is 0.2333.
Problem 3: If you roll a die 5 times, what is the probability that you will get exactly one 6?
Method 1:
Since you rolled exactly one 6 in 5 out of 13 trials, the experimental probability is 0.3846.
Method 2:
Since you rolled exactly one 6 in 9 out of 25 trials, the experimental probability is 0.36.
Try a few more problems on your own.
4. If you roll a die 7 times, what is the probability that you will get all even numbers?
5. If you roll a die 3 times, what is the probability that you will get all odd numbers?
6. If you toss a coin 10 times what is the probability that you will get 3 or fewer heads?
Freddy completes 50 percent of his free-throws. He generally shoots 9 free-throws in a game. Use a simulation model to estimate the following. Run at least 50 trials in the simulation.
1. Estimate the probability that Freddy will complete all of his free-throw shots in any one game.
2. Estimate the probability the he completes exactly 4 of his free-throw shots.
3. Estimate the probability that he completes at least 5 of his free-throw shots.
4. In any one game, what is the most likely number of free-throw shots that Freddy will make?
5. Do you think that the Terps should recruit Freddy?
Thinking About Three
Tina and Tom have just gotten married, and although they do not want to start a family just yet, they are planning on having three children eventually. They have already started saving money for college for their future children, but they need some help in thinking about saving for future weddings of possible daughters. Use a simulation to help them estimate the following probabilities. Complete at least 60 trials of families with three children.
1. Estimate the probability that Tina and Tom will have three girls.
2. Estimate the probability that they will have two girls and one boy.
3. Estimate the probability that they will have one girl and two boys.
4. Estimate the probability that they will have three boys.
5. What is the sum of your answers for items 1 through 4? Do you think your answer makes sense? Use mathematics to explain why or why not.
A Test Simulation
Thomas was taking a multiple-choice test with 10 questions. Each question had 5 possible answers, a through e. Use a simulation to answer the following questions.
1. What is the probability that Thomas would answer at least four of the questions correctly, if he guessed all the answers?
2. What is the probability that Thomas would answer at least seven of the questions correctly, if he guessed all the answers?
3. On average, how many questions would Thomas answer correctly simply by guessing?
4. How would your answers change if the test had only 4 possible answers instead of 5?
III. Probability and Simulations
You may remember Freddy from an earlier activity. Well, Freddy has brought his free-throw average up from 50% to 67%. Use a simulation model to answer the following questions. Complete at least 30 trials.
1. Explain how you could use the following items to simulate Freddy's free-throws: a spinner, a die, a random number table, and a calculator or computer.
2. The Terps and the Blue Devils are tied up with no time left on the clock. Freddy was fouled and gets two shots. What is the probability the he will make at least one shot to win the game for the Terps?
Simulation with an Unknown Number of Trials
A certain breakfast cereal includes one of seven possible prizes in each box. There are an equal number of each prize so that the probability of getting any one of the seven prizes is the same. On average, how many boxes of cereal would you need to buy to get all seven prizes.
This problem is different from the simulation problems that have been done so far. For this problem you need to simulate buying cereal until you have all seven prizes. One way to do that is to let the digits 1 through 7 represent the seven different prizes. Then generate integers from 1 to 7 until all 7 numbers have appeared. This would be considered one trial. If you had generated 17 numbers before all 7 digits appeared, your first trial indicates that you would have to buy 17 boxes. You would repeat this a large number of times. The average of these numbers is your estimate of the expected number of boxes of cereal you will have to buy in order to get a complete set of prizes.
Calling for the Newspaper
Do you get calls around dinner time asking you whether you want to have the local newspaper delivered? Suppose the probability that an exploratory call like that results in a subscription to the paper is 15%. Conduct a simulation to find answers to the following questions. Assume that the outcome for any one exploratory call is independent of outcomes for other calls that have been made.
1. Estimate the average number of calls made before getting an order.
2. For your simulation, what was the greatest number of calls made, including the first successful call?
3. Telephone solicitors are paid $7.00 per hour and they make on average 30 calls per hour. If they receive a bonus of $2.00 for every order, what would they earn per hour on average with the bonus?
Core Learning Goal 3: Data Analysis and Probability
IV. Experimental Design
Indicator 3.1.1
The students will describe how they would do an investigation, select an investigation, and defend their choice. Students will consider simple random sampling (SRS) techniques that may include sampling size, bias representation, and randomness.
Notes for Teachers
Students need to understand the concepts of a simple random sample, sampling size, and biased representation in order to be prepared for the High School Assessment. A sample is random if both these conditions are true: each member of the population is equally likely to be chosen, and the members of the sample are chosen independently of one another. It is often not possible to pick a simple random sample, however, and in such cases bias may be introduced. Bias may be present in results because those results are based on a voluntary response sample. Bias might also be due to undercoverage, nonresponse, or poorly worded questions. In addition to these ideas, students need to understand that in order to be confident about the results of a survey or an experiment, they must conduct enough trials or they must survey enough randomly selected people to get good results. The larger the number of trials or people surveyed, the more confident students can be in the results. In general, these concepts are not treated in a formal way in these activities, but students need to have a fundamental understanding of these ideas. Activities that emphasize these concepts are Random Samples, Simple Random Samples, Random Digit Tables, and Random Rectangles.
Random Samples
A mini theater has 100 seats as shown in the given diagram.
| A1 | A2 | A3 | A4 | A5 | A6 | A7 | A8 | A9 | A10 |
|---|---|---|---|---|---|---|---|---|---|
| B1 | B2 | B3 | B4 | B5 | B6 | B7 | B8 | B9 | B10 |
| C1 | C2 | C3 | C4 | C5 | C6 | C7 | C8 | C9 | C10 |
| D1 | D2 | D3 | D4 | D5 | D6 | D7 | D8 | D9 | D10 |
| E1 | E2 | E3 | E4 | E5 | E6 | E7 | E8 | E9 | E10 |
| F1 | F2 | F3 | F4 | F5 | F6 | F7 | F8 | F9 | F10 |
| G1 | G2 | G3 | G4 | G5 | G6 | G7 | G8 | G9 | G10 |
| H1 | H2 | H3 | H4 | H5 | H6 | H7 | H8 | H9 | H10 |
| I1 | I2 | I3 | I4 | I5 | I6 | I7 | I8 | I9 | I10 |
| J1 | J2 | J3 | J4 | J5 | J6 | J7 | J8 | J9 | J10 |
All seats were filled during the 2:00 showing of a movie one Saturday. The theater manager wants to estimate the proportion of females in this audience. Instead of counting the number in the entire audience he will use a sample of 10 people from the audience.
1. How could he estimate the proportion of females in the audience from a sample of 10 people?
2. The manager is considering the following techniques for choosing the sample:
* Randomly select a seat number from 1 to 10, the sample will consist of the 10 people in that seat in each row.
* Randomly select a row, the sample will consist of the 10 people in that row.
Would you expect the proportion of females in each of these samples to be a good estimate of the actual proportion of females? Explain.
Examine the diagram that shows the location of the females in the audience.
3. List the samples that result using each of the methods described in # 2.
4. What is the proportion of females in each of these samples?
5. What is the proportion of females in the audience?
6. Is the sample proportion of females for each technique a good estimate of the actual proportion of females? Explain.
7. The manager has the audience write their gender on the back of their ticket. He has decided to choose the sample by randomly selecting 10 tickets from a bag containing all of the tickets
a. Will the sample proportion of females using this technique be a better estimate of the actual proportion than those in number 2? Explain.
b. Obtain several samples using this technique. Calculate the sample proportion of females for each sample. Compare the sample proportions to the actual proportion of females.
The diagram below shows the location of the females in the audience.
| F | F | F | F | F |
|---|---|---|---|---|
| F | F | F | F | F |
| F | F | F | F | F |
| F | F | F | F | F |
Simple Random Samples
A sample is a simple random sample if
* each possible sample is equally likely.
* each member of the population has an equal chance of being selected and
1. Decide whether or not the following sampling methods produce a simple random sample from a class of 30 students. Explain the reasoning behind your decision.
b. A teacher wants to select ten students from the class. She lists students in alphabetical order, then selects every third student.
a. A teacher wants to select five students from the class. She selects the first five students that enter the room.
c. A teacher wants to select six students from the class. She writes each student's name on an index card, places the index cards in a box, mixes the cards, then chooses six cards from the box.
2. Occasionally, random sampling yields a sample that is not representative of the population. Suppose there are fifteen boys and fifteen girls in a math class. Each student's name is placed in a hat and the names are thoroughly mixed. Seven names are drawn and all names correspond to the boys in the class.
b. Is this a representative sample? Explain.
a. Did the sampling method produce a simple random sample? Explain.
3. For each of the following sampling methods, identify the groups in the population that are underrepresented.
b. A car manufacturer wishes to survey a sample of drivers, so he randomly selects the names of car owners from a list of vehicle registrations.
a. To obtain a sample of households, a consumer reporter dials numbers taken at random from a telephone directory.
c. A college professor wants to know what percentage of young adults, ages 18 to 22, consider education a top priority. He obtains a list of all students on campus from the registrar and randomly selects names from the list.
d. A radio station wishes to examine the proportion of its listeners who voted in the last presidential election. They conduct a poll by asking listeners to call the station.
4. The student government at Eastern High School wanted student ideas for social activities. The group sent out a questionnaire to a simple random sample of 600 students. The results are shown in the table below.
a. What proportion of students in the survey favored the Carnival?
| Idea | Ice Cream Dance Social Movie Night Carnival |
|---|---|
| No. in Favor | 120 80 150 250 |
IV. Experimental Design
b. What proportion of the entire student body would you expect to favor the carnival?
c. If Eastern High School has a population of 2400 students, how many would you expect to favor the Carnival?
e. Suppose the 600 students in the sample were not selected randomly. Would it be fair to say that 25% of the student body favors Movie Night? Explain.
d. A student from Eastern High School is randomly selected and asked which social activity he prefers. What is the probability that he favors the school dance based on this sample?
Random Digit Tables
Examine the following table of random digits.
1. There are 300 digits between 0 and 9 (inclusive) in the table.
b. About what percentage of digits in the table would you expect to be a 5?
a. About how many 5s would you expect to find? Check your answer by counting the number of 5s that appear.
c. About what percentage of digits in any large table of random digits from 0 to 9 will be even?
e. About what percentage of digits in any large table of random digits will be either a 2 or a 5?
d. About what percentage of digits in any large table of random digits will be less than 5?
f. About what percentage of the 1s in a large table of random digits will be followed by a 2?
2. a. How could you use a table of random digits to select 2 people from a group of 10 people?
b. Select 2 people from a group of 10 people using the random digit table.
3. a. How could you use a table of random digits to select 5 people from a group of 100 people?
b. Select 5 people from a group of 100 people using the random digit table.
Table of Random Digits
Random Rectangles
You will be given a worksheet containing 100 numbered rectangles.
1. Briefly examine the areas of the rectangles on the worksheet provided.
a. Guess the average or mean area of these rectangles.
b. Draw a line plot showing the class guesses.
2. a. Choose five rectangles that you think are representative of these rectangles and write their areas in the space provided.
b. What is the average or mean area of the rectangles that you chose?
c. Draw a line plot showing the class averages.
3. a. Choose five rectangles using a random number table or generator and write their areas in the space provided.
b. What is the average or mean area of the randomly chosen rectangles?
c. Draw a line plot showing the class averages.
4. Compare the class means using each sampling technique above.
5. Compare sampling mean areas to the actual mean area of the rectangles.
| rectangle number |
|---|
| rectangle area |
| rectangle number |
|---|
| rectangle area |
Core Learning Goal 3: Data Analysis and Probability
V. Line of Best Fit
Indicator 3.2.2
The students will demonstrate their understanding of the process by finding a line of best fit and by using it to make predictions and/or interpret data (slope and intercepts) or by using a curve of best fit to make a prediction.
Notes for Teachers
Students need to be able to determine a line of best fit and use that line to answer questions or make predictions. They need to be able to interpret the y-intercept and the slope in terms of the context of the problem. They need to totally understand the process and the relationships among the table of values, the symbolic rule, and the graph. In addition to determining the line of best fit, students need to be able to make sense out of a curve of best fit. They should be able to interpret data and make predictions using the table, the equation, or the graph.
Dentists for the Future
The Number of Active Dentists in the United States 1980 – 1994 (In thousands)
| Year | 1980 | 1985 | 1989 | 1990 | 1991 | 1992 | 1993 |
|---|---|---|---|---|---|---|---|
| Number | 121 | 136 | 144 | 147 | 149 | 152 | 154 |
Everyone values good health—including good dental health. Good dental health depends in part on the availability of good dental care. Will there be enough dentists in the future to keep our teeth healthy?
1. What sort of pattern do you notice in the table?
2. Make a scatter plot of the (year, number) data. Be sure to use an appropriate scale.
3. Draw a line of best fit on your scatter plot and use this line to predict the number of active dentists in the United States in the year 2010.
4. Determine an equation for your line.
5. What is the slope of your line? Explain the meaning of the slope in terms of the problem.
6. Can you use your line or your equation to determine whether the United States will have enough dentists in the year 2010? What are some other important considerations that might go into determining whether we will have enough dentists.
The Average Length of a Hospital Stay 1989 – 1994
Source: U.S. National Center for Health Statistics
1. Use your calculator to create a scatter plot for the data in the chart.
2. Explain the type of pattern that you see.
3. Use your calculator to determine the equation for a line of best-fit.
4. Graph this line on your scatter plot.
5. What is the slope of your line? Explain what the slope means in terms of the context of this problem.
6. Use this line to determine the average length of a hospital stay in the year 2000. Do you think that your answer seems reasonable? Call a local hospital and ask them what the average length of a hospital stay is.
7. Use your graph or your equation to predict the average length of a hospital stay in 2005. Explain how reliable you believe your answer is.
Homes for the Mentally Retarded
Over the last 25 years there have been major changes in the way our society cares for the mentally retarded. Today, mentally retarded men and women live and work in our communities. In the past it was more common for mentally retarded citizens to be cared for in residential facilities such as hospitals or institutions.
The Number of Mentally Retarded Citizens in Residential Facilities 1980 – 1993
| Year | 80 | 85 | 90 | 92 |
|---|---|---|---|---|
| Number of Residents | 148734 | 117101 | 94625 | 86498 |
Source: Center for Residential Services and Community Living
This relationship can be modeled by the equation y = –5395x + 147326.
1. What type of function does this equation represent?
2. What is the slope? Give the meaning of the slope in terms of this problem.
3. What is the y-intercept? What does this mean in terms of the context of this problem?
4. This equation was determined using x to represent the number of years since 1980. So, for example, if x equals 3 then you will be calculating the number of residents in 1983. Complete the chart using the equation above.
5. Do you think this pattern will continue? Explain your reasoning.
| Year | x-value | Number of Residents |
|---|---|---|
| 1980 | | |
| | 4 | |
| | 7 | |
| 1989 | 9 | |
| 1995 | | |
| 2000 | | |
| | 22 | |
Assessment Items
A-2
1. The following table shows the percentage of sugar in several cereals.
| Brand of Cereal Percent Sugar | Brand of Cereal Percent Sugar |
|---|---|
| Sugar Smacks 56 Rice Krispies 7 Golden Grahams 30 Raisin Bran 48 Kix 4 Cookie Crisp 41 | Fruit Loops 48 Cocoa Puffs 33 Cracklin’ Bran 29 Honey Comb 37 Cocoa Crispies 43 |
Which measure of central tendency do you think best represents a "typical" value for this data? Explain.
2. A set of data contains a value that is significantly greater than the rest of the values in the set. Which of the following statements must be true?
a. The mean of the data set is less than the median.
c. The mean of the data set is greater than the median.
b. The mean of the data set is the same as the median.
d. The relationship between the mean and the median cannot be determined.
3. A boxplot for a set of data is shown on the display below.
Which of the following statements must be true?
a. The mean of the data set is less than the median.
c. The mean of the data set is greater than the median.
b. The mean of the data set is the same as the median.
d. The relationship between the mean and the median cannot be determined.
9. The table below shows the salaries of a small accounting business.
a. If you were trying to recruit employees for this business which measure of central tendency would you advertise? Explain.
b. If you were interested in becoming an employee with this business which measure of central tendency would you want to know? Explain.
5. The following box plots show the distributions of test scores for two math classes. Both classes have 20 students.
| Title | Salary |
|---|---|
| Clerk | $22,000 |
| Jr. Accountant | $50,000 |
| President | $270,000 |
Which class performed better on the test? Justify your choice.
6. Which of the following methods produce a simple random sample of students in your school?
a. Place the names of all math teachers in a hat and draw three names. Select all students who are currently enrolled in the chosen math teachers' classes.
c. Choose every fifteenth student entering the school building.
b. Give every student a raffle ticket with a unique number. Place part of the ticket in a box, then select 100 tickets. Announce the winning numbers, and choose students with those tickets.
d. Obtain a list of student identification numbers, and choose all students whose number begins with the number 5.
7. A large bag of jelly beans contains four flavors: lemon, cherry, grape, and orange. The bag is thoroughly mixed and a handful of 50 jelly beans is drawn. The table below shows the flavors contained in the handful.
| lemon | cherry | grape | orange |
|---|---|---|---|
| 12 | 18 | 6 | 14 |
There are 400 jelly beans in the large bag. How many grape jelly beans would you expect to find based on this sample?
8. The graph below shows the growth in population of New City.
Population
Is the graph misleading in any way? If so, how could the graph be changed to show the data more accurately? Year
9. The test scores of ten students in two classes are shown below.
: 12, 29, 68, 80, 81, 87, 90, 90, 91, 99
Compare the performance of the students in Class A to the performance of those in Class B. Justify your conclusions using appropriate statistical measures.
Class A
Class B: 71, 72, 73, 74, 76, 80, 81, 84, 84, 90
10. A selected response test has four choices for each answer. If you realize that one of the answers to a question is not correct, what is the probability of guessing the correct answer?
a.
0
b.
1
1
3
4
3
4
c.
d.
11. In a survey taken before an election, 3,000 people said they would vote Yes and 1,000 people said they would vote No. What is the probability a person will vote No based on this survey?
a. 25%
b. 33 1 3 %
d. 75%
c. 66 2 3 %
12. Of the five countries with the most computers in 1995, the United States had a significantly greater number of computers than the other four. Two magazines used either the median or mean to report a "typical" number of computers in these countries.
* Magazine Y stated that the "typical" number of computers was 14 million. Which magazine used the mean as the "typical" number of computers in these countries? Explain your reasoning.
* Magazine X stated that the "typical" number of computers was 30 million.
Use the following information to answer questions 13-15.
A baseball player's batting average is 0.400. Suppose she bats five times in a game. Use the numbers below from a random number table to simulate her times at bat.
72654 24625 78393 77172 41328 95633 55102 93408 10965 69744
Let the digits 0, 1, 2, and 3 stand for hits. Let the other six digits stand for no-hits.
13. How many trials are represented by the given numbers for this simulation?
a.
1
b.
2
c.
5
d.
10
14. What number of hits is she most likely to get when she bats five times in a game based on this simulation?
a.
0
b.
1
c.
2
d.
3
15. What is the probability that she gets at least one hit in five times at bat based on this simulation?
a.
0.1
b.
0.2
c.
0.8
d.
0.9
16. Jane wants to obtain a simple random sample of 40 students from her school that has a total enrollment of 1600. She plans to have them fill out a survey form about course offerings. Below are some methods she is considering.
a. Pick every 10th student that enters the school until 40 have been identified.
b. Get a list of all of the students in the school from the guidance department and number the students from 1 to 1600. Use a calculator or computer to generate 40 different numbers.
c. Get a list of all of the students in the school from the guidance department and number the students from 1 to 1600. Pick every 40 th name on the list.
d. Select 40 teachers and ask them to each randomly select one student to fill Identify which method is best.
* Describe why the best method is correct. Use mathematics to justify your answer.
* Describe why the other methods are not acceptable. Use mathematics to justify your answer.
17. Four teachers each surveyed a simple random sample of students from a class of 400 to determine how many would attend the school carnival. The results of their surveys are summarized in the chart below.
Survey Results
| Name of Surveyor | Total Number of |
|---|---|
| | Students in the |
| | SRS |
| Mrs. Casper | 60 |
| Mrs. Flaherty | 12 |
| Mrs. East | 25 |
* If you had to select the results of one survey to predict the number of students who would attend the carnival, which one would you use? Be sure to justify your answer using words or symbols or both.
* Predict the number of students will attend the carnival. Use mathematics to explain how you determined your answer. Use words, symbols, or both in your explanation.
18. Mr. Streagle used the field trip data in the table below to estimate the typical number of field trips per month for Carter High School.
| Day | Sep | Oct | Nov | Dec | Jan | Feb | Mar | Apr | May |
|---|---|---|---|---|---|---|---|---|---|
| Number of Field Trips | 2 | 3 | 3 | 4 | 1 | 5 | 23 | 5 | 2 |
Which of these best represents the typical number of field trips per month?
a.
2 b.
3 c.
4 d.
5
Alternate format:
For the data given in the chart, give the mean, median, mode, and range. For each value, explain why or why not it would best represent the typical number of field trips per month. Use words or symbols to justify your answer.
Assessment Items
Simulation Results
19. A basketball player makes 70% of her free throws in a long season. In a tournament game she shoots 5 free throws late in the game and misses 3 of them. Consider the results of a simulation based on her season record that are given in the chart.
* Some fans thought that she missed three of the free throws because she was nervous. Do you agree with these fans? Use the results of the simulation along with words or symbols to justify your answer.
* What are all of the possible numbers that might appear in column #2?
| Trial | Number of Free Throws |
|---|---|
| Number | Missed Out of 5 Shots |
| 1 | 3 |
| 2 | 2 |
| 3 | 1 |
| 4 | 1 |
| 5 | 2 |
| 6 | 3 |
| 7 | 1 |
| 8 | 1 |
| 9 | 3 |
| 10 | 1 |
| 11 | 3 |
| 12 | 2 |
| 13 | 1 |
| 14 | 0 |
| 15 | 0 |
| 16 | 3 |
| 17 | 0 |
| 18 | 1 |
| 19 | 1 |
| 20 | 3 |
| 21 | 2 |
| 22 | 2 |
| 23 | 2 |
| 24 | 2 |
| 25 | 2 |
| 26 | 0 |
| 27 | 0 |
| 28 | 0 |
| 29 | 3 |
| 30 | 1 |
20. Mathematics grades by gender for a particular class are given in the chart below.
Favorite Colors of Students in Two Kindergarten Classes
| | Red | Orange | Yellow | Blue | Green |
|---|---|---|---|---|---|
| A.M. Kindergarten Class | 6 | 4 | 3 | 4 | 2 |
Which of these represents the probability that a P.M. kindergarten student likes yellow best?
a.
0.175
b.
0.200
c.
0.400
d.
0.571
21. The chart below gives average precipitation for Baltimore, Maryland for a number of years starting in 1974.
| Year | Precipitation | Year |
|---|---|---|
| | (in inches) | |
| 1974 | 41 | 1985 |
| 1975 | 62 | 1986 |
| 1976 | 44 | 1987 |
| 1977 | 40 | 1988 |
| 1978 | 45 | 1990 |
| 1979 | 61 | 1991 |
| 1980 | 32 | 1992 |
| 1983 | 58 | 1993 |
| 1984 | 38 | 1994 |
Source: http://www.cdc.noaa.gov/cgibin/USclimate/rankall.calc.pl
a. Create a boxplot using this data.
b. Describe the relationship between the mean and the median based on your boxplot. Use mathematics to justify your answer.
c. Explain what this relationship tells you about the average precipitation for Baltimore. Use mathematics and the original data from the chart to justify your answer.
22. The following parallel box plots show the effective duration of three over-thecounter pain relievers.
Which of the following statements is true?
a. The medians for the pain relievers are different but the means are the same.
b. All of the pain relievers are equally effective because they all have the same range.
c. Data for the middle pain reliever is approximately symmetric.
d. The basic shape of the data is the same for all three pain relievers.
Resources
Print Resources
Burrill, Gail, et. al. Data Driven Mathematics: Exploring Regression. Palo Alto, California: Dale Seymour Publications, 1999.
Burrill, Gail, et. al. Data Driven Mathematics: Mathematics in a World of Data. Palo Alto, California: Dale Seymour Publications, 1999.
Coxford, Arthur, et al. Contemporary Mathematics in Context, A Unified Approach: Course 1, Parts A and B. Chicago: Everyday Learning, 1997.
Coxford, Arthur, et al. Contemporary Mathematics in Context, A Unified Approach Course 2, Part A. Chicago: Everyday Learning, 1998.
Gnanadesikan, Mrudulla, et al. The Art and Techniques of Simulation. Palo Alto, California: Dale Seymour Publications, 1987.
Hopfensberger, P., et al. Data Driven Mathematics: Probability through Data. Palo Alto, California: Dale Seymour Publications, 1999.
Huff, Darrell. How to Lie with Statistics. New York: W.W. Norton, 1993.
Kranendonk, H., et al. Data Driven Mathematics: Exploring Centers. Palo Alto, California: Dale Seymour Publications, 1999.
Landwehr, James M, et al. Exploring Surveys and Information from Samples. Palo Alto, California: Dale Seymour Publications, 1987.
Landwehr, James M., and Anne Watkins. Exploring Data. Palo Alto, California: Dale Seymour Publications, 1986.
Newman, Claire M, et al. Exploring Probability. Palo Alto, California: Dale Seymour Publications, 1987.
Paulos, John Allen. A Mathematician Reads the Newspaper. New York: Basic Books, A Division of HarperCollins Publishers, Inc., 1995.
Scheaffer, Richard L. et al. Activity-Based Statistics. New York: Springer, 1996.
Tufte, Edward Rolf. Envisioning Information. Cheshire, Connecticut: Graphics Press, 1990.
Tufte, Edward Rolf. The Visual Display of Quantitative Information. Cheshire, Connecticut: Graphics Press, 1983.
Tufte, Edward Rolf. Visual Explanations. Cheshire, Connecticut: Graphics Press, 1997.
Internet Resources
Data Sites
Links to data sites such as the Sports Statistics on the Web, the Census Bureau, and DASL-a data and story library.
http://www.stat.ncsu.edu/stated/data.html
Chance Website
Statistics newsletters, activities, real examples of misuse of statistics.
http://www.dartmouth.edu/~chance
ExplorStat
ExplorStat can be downloaded at this site along with Hypercard Player which is needed to operate the ExplorStat package. This package, developed through an NSF grant, has a variety of modules that are good for both student exploration and teacher demonstrations. The Dot Diagram module helps students build intuition regarding the relationship between data sets, corresponding numerical characteristics (mean, median, standard deviation, quartiles), and graphical displays including histograms and box plots.
http://www.stat.ufl.edu/users/dwack/
Information Please Website
Online dictionary, encyclopedia, almanac, and references containing current data sorted by category.
http://www.infoplease.com
WWW Resources for Teaching Statistics
Links to online resources for teaching statistics sorted by type.
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I Bet You Thought
David H. Friedman
Federal Reserve Bank of New York
Public Information Department Federal Reserve Bank of New York 33 Liberty Street New York, New York 10045
Preface
Most of us acquire two types of knowledge - "school knowledge" and "folk knowledge." Folk knowledge is information and "wisdom" passed from generation to generation or acquired on the streets.
For example, we're often told that sitting in a draft will give us a cold. Science tells us the common cold results from a virus. Yet, still we change our seat to avoid a draft. We may acknowledge that drafts only contribute to lowering our resistance to infection, but we still blame the breeze rather than the bug.
So too, most of us hold certain economic misconceptions - folk knowledge containing a germ of truth and a plague of misconception, economic myths picked up by misreading or the acceptance of "facts" from a friend or relative. Few of us are immune to economic myths or misconceptions. If you don't think so. I bet you thought...
Table of Contents
Before reading this booklet, indicate whether each statement below is true or false. After, check your answers and rate yourself.
True False
1. Money is simply coin and paper currency.
2. Checks are money.
3. Only coin and currency are real monies because the government says they're "legal tender."
4. Gold and silver are the only perfect monies.
5. Credit cards are a new form of money.
6. Banks are part of the government.
7. All banks are the same.
8. Banks are so powerful they can fix interest rates on loans and deposits and do just about whatever else they please.
9. Wall Street banking interests established the Federal Reserve and control monetary policy.
10. The government reduces money's value by printing too much currency.
11. Checkbook money is "created" by currency deposits.
12. Gold "backing" gives the dollar its value.
13. The Federal Reserve controls the amount of currency in circulation.
14. Banks borrow money from the Federal Reserve at the discount rate and lend the funds at a higher rate to make a profit.
Money is simply coin and paper currency.
Money is any generally accepted medium of exchange, not simply coin and paper currency. Money doesn't have to be intrinsically valuable (valuable in itself), be issued by a government or be in any special form. In our past, items ranging from iron nails and dried codfish to gunpowder and tobacco have served as money.
Anything people generally accept in exchange for items of value is money. Money also is a standard for measuring value and a means of storing purchasing power for future use. Any item that has these three traits is money.
Today, Americans use several types of money: coin issued by the Treasury, paper currency issued by the Federal Reserve Banks, checkable deposits at depository institutions such as demand deposits and automatic transfer accounts at commercial banks, share draft accounts at credit unions, and negotiable orders of withdrawal (NOW) accounts at savings banks and savings and loan associations. Money in these accounts can be readily used for transactions. The most common form is the demand deposit.
Checkable deposits are the nation's most common form of money, comprising about 70 percent of all money in circulation. This checkbook money is bookkeeping money created mainly by the nation's commercial banks. Americans prefer using checkbook money because it performs as a more efficient medium of exchange than coin or currency for many transactions. Check writers have with one blank check the potential for spending small or large amounts. Since each check must be signed before funds are transferred, checkbook money cannot easily be stolen. In addition, cancelled checks provide written proof of payments. Since we prize convenience, safety and recordkeeping, it's no wonder that checkbook money is preferred.
Checkbook money works because people are confident in the strength, safety and prudence of the American banking system. Their confidence has been bolstered by government regulation of banks and government deposit insurance. The check clearing and collection system of the Federal Reserve, the nation's central bank, has also made checkbook money highly acceptable by speeding checking account transfers nationwide.
We've been big check users for quite a while. The move began in the post Civil War era, when bank deposits became the dominant form of money held. Today, if all payment transactions were counted, including those for stock, bond and real estate purchases, the dollar volume of check spending compared with coin and paper currency spending would be enormous.
Only about 3 percent of our money is in coins, and for every 10 cents in small change we keep, we hold about a dollar in paper money. As a nation, we hold only about $150 billion of cash, compared with $385 billion of checkbook money
Checks are money.
Checks aren't money in themselves. They are simply order forms instructing commercial banks and other depository institutions, such as savings banks and credit unions, to move transactions balances, which are money, from one account to another. Those checkbook deposits are bookkeeping entries on the ledgers and in the computers of depository institutions.
Banks don't keep cash in checking accounts and don't transfer currency or coin when acting on a check's instructions. Checkbook balances may be transferred between accounts as bookkeeping entries.
In 1983, the nation's 37,000-plus depository institutions held about $375 billion of checkbook deposits for individuals and businesses.
Only coin and currency are real monies because the government says they're "legal tender."
Coin and currency are "legal tender," money the government says has to be accepted if offered to settle a debt. But that approval doesn't make cash any more "real" than checkbook money or similar transactions balances.
Until the 1860s, "legal tender" applied only to coin, yet even then we used more private bank notes and bank deposits as money than coin. Legal tender designation was given to certain government-issued paper currency during the Civil War to win public confidence in the paper money. However, there has been no meaningful distinction between 'legal tender" and other U.S. money since 1933, when Congress made all coins and currencies legal tender for all public and private debts.
Regardless of what any government says, money must have certain characteristics that make it acceptable. Without those traits, even "legal tender" cannot be successful as money.
Governments did not issue most early monies. They were commodities, such as salt, cattle and rum that were widely known and easily sold or used. But commodities proved less than perfect monies. The tobacco used by the early Virginia settlers is an example.
The leaves weren't easily divisible, causing difficulty in "making change." The varying prices for different grades of tobacco made value difficult to determine. It also was hard to carry and store. Temperature and humidity changes caused flaking, which "devalued" the leaves. In short, tobacco lacked many characteristics needed to make it work well as money.
For an item to perform successfully as money it must be durable, divisible, portable and difficult to counterfeit. More important, as the Virginians' experience shows, while any item can serve as money, it won't work well or last long unless it can also serve well as a standard and store of value.
People's willingness to accept money, in any form, is rooted not in the law but in money's ability to effectively measure and hold value.
Gold and silver are the only perfect monies.
Gold and silver monies have been used for thousands of years, but they are far from perfect. Gold and silver always have been desired. The scarcity, luster, and almost mystical appeal of the metals made gold and silver acceptable as jewelry, armor and religious symbols. Gold and silver's use as commodities, and people's desire for them, established the acceptability of precious metal money centuries ago.
But precious metal, like all "commodity" monies, proved less than perfect. Coins were heavy and accumulation posed problems of safe transport and storage. Coins also could be remelted, mixed with common metals, and restruck, which reduced their intrinsic value. Gold and silver were scarce and as a result their value was high relative to common metals.
The history of American coinage deals largely with attempts to resolve problems of precious metal money.
For example. Congress issued paper money during the American Revolution because it lacked gold and silver coins and the metal to make them. In the 1870s, the U.S. allowed people to exchange silver dollars for paper dollars because the weight and size of the coins made them unpopular and little used. In the late 1960s, rising industrial demand forced silver's elimination from U.S. coinage.
Today's U.S. coins don't contain precious metal. The face value of our coins is greater than the value of the metal in the coins. We accept coins as "token" or "convenience" money for the small financial transactions of daily life, such as vending machine purchases, phone calls and tips.
The use of paper currency grew directly out of the problems of coins. The inconvenience of carrying and keeping safe large quantities of coin caused people in different societies to exchange paper receipts for coin or bullion held in a national treasury or private bank. More important, paper money was often used to overcome the scarcity of precious metal coins.
Paper money, however, also proved less than perfect. The basic problem concerned its source. When money was predominantly gold and silver coin, governments were prevented from issuing more coin by the amount of metal in their treasuries, dug out of the ground, or obtained for goods sold to other nations. Without similar restrictions on currency, governments and banks could over issue, reducing the value of each note, and jeopardizing paper money's acceptability by making currency a poor store of value.
During the American Revolution, Congress so over issued continental currency its value almost disappeared. Indeed, the expression "not worth a continental" was widely used then to connote worthlessness. The colonists were so angered that after independence, Congress didn't issue paper money for over 70 years, even though it had the Constitutional power to "coin money" and "regulate" its value.
Until the Civil War, state-chartered banks issued their own currency. In the early 1860s, as many as 10,000 different bank note issues circulated. Banks were pledged to redeem their notes for coin or bullion, but because many banks had only a fraction of the precious coin or metal needed for repayment, and because many were headquartered in remote regions, the value of their notes was suspect. The result was a chaotic currency system in which people sometimes accepted bank notes at less than face value.
Until after the establishment of the Federal Reserve System in December 1913, the U.S. didn't have an "elastic" currency, a currency whose supply could expand or contract to meet seasonal variations in the public's demand for money.
Credit cards are a new form of money.
Credit cards aren't a form of money, but a "deferred payment" device, a means of obtaining goods and services by promising to pay later. Credit card transactions are similar to loans.
When you use a credit card, the card company pays what you owe to the merchant directly and immediately. In time, you receive a bill from the credit card company, which you can either pay fully, or partially, with cash or checkbook money. Until you pay, the credit card company is extending you credit for which you will pay interest after a short period.
Many credit cards carry a "credit line," a maximum amount the issuer will lend you. A $1,000 credit line allows you to accumulate $1,000 in unpaid purchases or cash advances. Credit lines are prearranged loans that become effective when used.
All commercial bank lending depends on the availability of reserves. As the amount of reserves available for lending - so-called "excess" reserves-grows smaller, banks will have to ration loans among competing borrowers. Commercial banks alone lent about $45 billion through credit cards and related plans in 1983, which was about 20 percent of their consumer loans to individuals that year.
Even though credit cards aren't money, they affect the way we spend money and, in that sense, are important to understanding people's purchasing behavior.
Banks are part of the government.
Many banks carry very official-sounding names, like "Bank of America" and "State Bank of Albany," but they aren't run by, owned, or part of government.
Commercial banks are privately owned businesses trying to earn profits primarily by lending money to other businesses, individuals and governments. Don't get the wrong impression from the government-type seals on their windows.
Banks must be licensed to operate. The license, called a "charter," is given either by the federal government (Comptroller of the Currency) or the government of the state in which the bank wants to operate. Banks choosing federal charters, about 30 percent of all commercial banks, must have the word "National" in their name or the letters "N.A." (National Association) after their title. State-chartered banks don't have to use the word "State" in their names, but many do.
Banks must meet government rules and regulations. Banks with federal charters, for example, must join the Federal Reserve System. The System - an independent agency created by Congress - regulates the nation's flow of money and credit and exercises some supervisory and regulatory powers. State-chartered banks may join the Federal Reserve, an option chosen by only 10 percent of the nation's 10,000 state-chartered commercial banks.
Banks belonging to the Federal Reserve may display a seal on their main window indicating they are a "member of the Federal Reserve System." Member commercial banks are subject to many Federal Reserve regulations but Federal Reserve membership doesn't make a bank a "member" of the federal government.
Regardless of their federal or state charter, all banks can join another "Federal" organization, the Federal Deposit Insurance Corporation (FDIC). Congress established the FDIC in 1933 to insure depositors against loss when a bank fails. Virtually all U.S. commercial banks and mutual savings banks are FDIC members; credit unions and savings and loan associations are also insured by federal agencies, Most depository institutions have a seal on their main door or near tellers' windows indicating that deposits are insured up to a maximum, which Congress sets, of $100,000 per account. But again, that "membership" doesn't mean the bank is part of, run by, or owned by the government.
Most commercial banks in this country are small, locally owned businesses, with no branches, just a few employees, and a few million dollars of deposits. Relatively few commercial banks are big businesses with many branch offices and thousands of employees. Concentrated mainly in major cities, these big banks, like Chase Manhattan and Chemical Bank in New York City, and Bank of America in San Francisco, are owned by public stockholders. Their ownership shares are bought and sold on the stock exchanges.
Commercial banks try to earn profits for stockholders by lending money and by investing in federal, state and local government securities. Most commercial bank loans are to businesses, which need funds for such purposes as buying raw materials and modernizing factories.
Although many of the largest banks aim most of their advertising at consumers, only about $1.85 of every $10 lent by commercial banks are "consumer" loans. About $3.75 of every $10 lent is "commercial and industrial" loans. Real estate loans take about $2.90, and loans to financial firms, farmers, or others about $1.60 of every $10 lent.
All banks are the same.
There are a lot of financial institutions that people think of as banks. Among them are commercial banks, savings and loan associations, savings banks and credit unions. Though all operate under either a federal or state charter, they are not all the same. While they differ in their corporate form, the most important differences among them are in the banking functions they perform and the customers they serve.
Commercial banks were chartered to service primarily the credit and deposit needs of business even though they also made loans to and held the deposits of consumers in what were mainly mortgage loans and by holding their savings in passbook accounts.
interest rate regulated accounts. Savings and loan associations, savings banks and credit unions - called "thrifts" - were chartered to serve the banking needs of consumers by making home
Since the late 1970s, the banking powers of thrifts have been expanded. Like commercial banks, thrifts can now offer a variety of savings certificates that pay market-related interest rates. Further, they can offer deposit accounts that pay interest on which checks can be written, such as a negotiable order of withdrawal (NOW) account. In addition, thrifts can also make loans to businesses, issue credit cards and provide certain types of trust and fiduciary services.
While thrifts have become more like commercial banks, the banking functions they perform and the customers they serve are still basically geared to meeting the depository and credit needs of consumers.
Banks are so powerful they can fix Interest rates on loans and deposits and do just about whatever else they please.
Banks cannot do whatever they please. Their marketplace "power" and their ability to set interest rates are highly restricted by laws and government rules and regulations, and by active competition among banks and other depository institutions.
There are four federal agencies that have bank regulatory responsibilities. Federally chartered banks are regulated by the Comptroller of the Currency, a part of the Treasury Department that serves as the federal government's bank chartering agency. Since all federally chartered banks must belong to the Federal Reserve System, they are also subject to the central bank's rules.
Both the chartering state government and the Federal Deposit Insurance Corporation regulates nonmember banks. In addition, all commercial banks are subject to the authority of the Justice Department, if their activities appear to violate antitrust laws.
The broad goal of government regulation of banks is to safeguard the public's money by making sure banks are operating prudently. Federal and state laws, for example, prohibit banks from investing in common stocks, and limit the maximum loan they can make to one borrower.
Furthermore, banks cannot open new branches, merge with other banks, affiliate with other businesses, such as credit card companies, or change business hours unless the regulatory agencies say okay.
In recent years, regulators have focused on bank lending and advertising practices. Recent legislation, for example, has aimed at eliminating racial and sexual discrimination in lending and requires that borrowers be informed of the precise conditions and terms of loans.
Commercial banks must conform to federal and state laws on interest charged on some loans and interest paid on deposits. State "usury" laws set the legal interest rate limit on loans to individuals. State governments also determine maximum rates on residential mortgage loans and on interest-earning (time) deposits at state-chartered banks.
In 1933, Congress prohibited commercial banks from paying interest on checking account funds (demand deposits). At the same time, Congress gave the Federal Reserve power to set ceilings on what member commercial banks could pay in interest on time deposits. Uninsured banks are limited to the maximum rates established by the states. Since the 1930s, the FDIC's interest rate ceilings for insured nonmember banks have matched those imposed by the Federal Reserve. In 1980, legislation was passed to gradually phase out rate ceilings on interestearning accounts at banks, savings banks, and savings and loan associations.
Commercial banks, however, do not charge the same rates for similar loans or pay the same rates for similar deposits. Commercial banks actively compete against each other and against "thrift institutions" - savings banks, savings and loan associations and credit unions - for deposits and many types of loans.
It is not uncommon for banks in the same area to have different automobile, home improvement or mortgage loan rates, different rates on savings and time deposits and different charges for financial services, such as money orders, personalized checks, and checking accounts.
Wall Street banking interests established the Federal Reserve and control monetary policy.
In 1913, the most vocal opposition to the Federal Reserve came from the Wall Street banking community. In part, that opposition stemmed from the intent of Congress to establish the Federal Reserve with built-in "checks and balances" specifically to insure that monetary policy-making would be decentralized and made in the broad national interest. The System's structure, organization and relationship to Congress make it impossible for any private interest group to dominate monetary policy.
The Federal Reserve System consists of three interlocking parts - a seven-member Washington-based Board of Governors, 12 regional Reserve Banks, and the Federal Open Market
Committee.
The Board of Governors is a government agency. The President of the U.S. with the advice and consent of the Senate appoint each Governor to a 14-year term. Terms are staggered for an appointment every two years. By law, Governors must come from different regions of the country, and "fair representation" must be given to financial, agricultural, industrial and commercial interests in their selection.
The 12 regional Reserve Banks aren't government institutions but corporations nominally "owned" by member commercial banks, who must buy special, nonmarketable stock in their district Federal Reserve Bank. Each Reserve Bank has nine directors, who serve three-year staggered terms. As stockholders, member banks elect the majority of the directors (six), but only three bankers can serve on a board, representing a small, medium and large bank. Thus, the most powerful banks cannot dominate the banking directors.
The Board of Governors, as required by the Federal Reserve Act, appoints the remaining three directors. The three Board-appointed directors must represent the public generally with consideration given to the interests of agriculture, commerce, industry, labor and consumers.
In recent years, the New York Reserve Bank's directors have included chairmen and presidents of corporations and banks throughout the New York Federal Reserve District. But educators, a civil rights activist, law firm partners, and the president of a philanthropic organization also have been recent New York Reserve Bank directors.
Reserve Bank directors appoint their Reserve Bank president. The Board of Governors must approve directors' appointments of presidents.
The Federal Open Market Committee (FOMC) is the System's key policymaking group. The FOMC, which meets eight times a year in Washington, D.C., to decide the course of monetary policy, consists of all seven Governors and five Reserve Bank presidents, four of whom serve one-year terms on a rotating basis. The president of the New York Reserve Bank, who traditionally serves as vice chairman, is the only Reserve Bank president who serves as a permanent FOMC member.
FOMC decisions aren't secret. A summary of the deliberations and record of policy actions are made public about 50 days after each meeting. A record of the vote of each member of the Committee appears after the formal policy decision, called the "directive." Dissenting votes are recorded with the reasons for the dissent. The 50-day delay is designed to avoid creating excessive reactions to policy moves that might hinder the functioning of markets and the orderly implementation of policy decisions.
What's more, the chairman of the Federal Reserve Board of Governors formally reports to Congress twice each year on the course of monetary policy and the Federal Reserve's long-term objectives. In addition, System Governors routinely testify on key economic and banking issues before House and Senate committees.
The Federal Reserve is unique among government-type institutions in that it is "independent" within the federal government. Congress specifically structured the Federal Reserve so that monetary policy judgments and actions would be made nonpolitically. The 14-year term for Governors is an example of that intent.
Neither the System's monetary policies nor its banking activities are designed to guarantee profits for anyone.
Almost all Federal Reserve earnings come from the interest paid by the U.S. government on the $160 billion or so of government securities, including federal agency issues, the System acquired over the years for monetary policy purposes.
In 1983, the System earned just over $16 billion. About 90 percent of this was returned to the U.S. Treasury. Funds retained by the System are used to pay the budgeted expenses of the Reserve Banks and the Board, maintain a small surplus, and pay the 6 percent statutory dividend on the Reserve Bank stock held by member banks. Except for this dividend, member banks don't share in the System's earnings.
The government reduces money's value by printing too much currency.
The Bureau of Engraving and Printing in Washington, D.C., a unit of the Treasury, is responsible for printing the nation's currency. But its orders to print come from the 12 Federal Reserve Banks, not the President or Congress. The Reserve Banks, not the Treasury, determine how much currency is printed, based mainly on estimates of depository institutions and public cash demands. Under this arrangement, the government can't print more Federal Reserve notes to pay its bills or debts.
Since most U.S. money is checkbook money, the printing presses have little to do with the buying power of money. Maintaining money's value involves the Federal Reserve's control over commercial bank reserves. It is through these reserves that banks can create checkbook money by lending.
The Federal Reserve controls the amount of bank reserves in three ways. Starting in 1980, all depository institutions that maintain transactions accounts, whether or not they are members of the Federal Reserve System, are required to maintain reserves against deposits either in the form of coin and currency in their vaults or as balances at their district Reserve Bank. By raising the percentage of reserves that must be held, the Federal Reserve reduces banks' ability to create more money. Lowering reserve requirements increases banks' money-creating ability.
Second, the Federal Reserve may lend money, generally for only a day or two, to depository institutions. Prior to 1980, this borrowing privilege was available only to member banks. For credit extended, the Federal Reserve charges interest, called the "discount rate." Changes in the discount rate have the effect of making Federal Reserve loans more or less attractive.
The most important control is open market operations - buying and selling U.S. government securities through some three dozen private dealer firms. When the Federal Reserve sells securities from its $160 billion portfolio, dealers pay with checkbook money that is taken out of circulation when the checkbook funds are transferred from dealers' banks to the Federal Reserve. When the Federal Reserve buys securities, it pays with checkbook money, increasing money in circulation.
Checkbook money is "created" by currency deposits.
Commercial banks create checkbook money whenever they grant a loan, simply by adding new deposit dollars to accounts on their books in exchange for a borrower's IOU.
Money creation bookkeeping isn't gimmickry. Far from it. Banks are creating money based on a borrower's promise to repay (the IOU), which, in turn, is often secured or backed by valuable items the borrower owns (collateral).
Someone obtaining an auto loan, for example, might use the new car as collateral. A home improvement loan might be secured by the homeowner's equity in the house being improved. Business loans may be secured by physical assets, such as machines, factories and inventories, or may be "unsecured," backed only by the company's earnings record and expectations or general creditworthiness.
Banks create money by "monetizing" the private debts of businesses, individuals and governments. That is, they create amounts of money against the value of those lOUs.
To create money, however, banks must have "excess" reserves, funds exceeding those they are legally required to hold.
Even without legal rules, prudent banking dictates that some reserves be held. Bankers know that, on any given day, they will have to pay out coin and currency to people cashing personal checks. They also know that they will have to transfer reserve balances as checks drawn against accounts they hold are presented for payment by other banks. Meeting these routine transactions requires that banks hold some reserve funds.
If a bank has excess reserves, it can create an amount of money equal to that excess; it can grant a loan. Borrowers write checks against their new deposits. When these checks are deposited at other banks, those banks collect payment from the borrower's bank. Bankers know that when other banks present borrower's checks for payment, they will have to transfer reserves on a dollar-for-dollar basis.
If a bank creates an amount greater than its excess reserves, it also would lose some required reserves and face temporary violation of requirement rules. Prolonged violation of requirement rules subjects banks to penalties. So they tend to match lending to excess reserves. A bank short of required reserves usually will borrow from another bank. Or it can borrow from the Federal Reserve.
As checkbook dollars move from bank to bank, banks gaining excess reserves can make additional loans.
Deposit creation, rather than currency deposits, accounts for most of the $375 billion of checkbook money. Banks hold only about $40 billion of reserves. Only $20 billion of that total is cash. The remaining reserves are deposit balances at Federal Reserve Banks. Reserves are the base on which the banking system has generated the bulk of the nation's money.
Gold "backing" gives the dollar its value.
Until 1968, U.S. currency had to be partially backed by gold. However, gold never gave the dollar its value. The dollar's value always has been determined by the amount of goods and services it can buy - its purchasing power. Gold backing was required through most of U.S. history as a means of restraining government over issuance of paper money and improving public
confidence, and, therefore, the acceptability of paper money.
When the Federal Reserve was established, Congress required the 12 Reserve Banks to back their currency, known then as Federal Reserve bank notes and today as Federal Reserve notes, with gold and "eligible paper" (short-term lOUs of businesses and farmers). Gold was bought from the Treasury. Eligible paper was obtained from commercial banks that presented these customer lOUs as collateral for loans. Essentially, only those lOUs representing commercial bank loans made to expand manufacturing or farm output were designated "eligible" as collateral by the Federal Reserve.
The backing requirements on Federal Reserve notes were designed to regulate currency issuance automatically to the pace of the economy's growth, since only increased business activity and bank lending could generate the collateral necessary for more note issuance.
Backing requirements were liberalized and reduced over the years, as we gained better insight into how the economy works and how money should be regulated.
By the 1930s, Congress allowed Reserve Banks to use assets other than eligible paper, such as U.S. government securities, to back currency. In 1968, Congress, eliminated gold backing entirely.
Federal Reserve notes are still "backed" dollar for dollar by the assets of the Reserve Banks. About 90 percent of these assets consist of U.S. government and agency securities the Federal Reserve purchased over the years. The remaining 10 percent consist primarily of certificates representing pledges against the Treasury's gold supply.
Currency backing isn't relevant in today's economy. Currency cannot be "redeemed," or exchanged, for Treasury gold or any other asset used as backing. The question of just what assets "back" Federal Reserve notes has little but bookkeeping significance.
Money's value, however, is highly relevant. Maintaining the dollar's value means maintaining its purchasing power. Rising prices - inflation - reduce purchasing power; stable prices keep purchasing power strong.
Too much money results in excess spending. When consumers, businesses and governments spend excessively, they compete for the available supply of goods and services and force prices up. When prices rise, the purchasing power of money falls. To keep purchasing power strong, then, the supply of money must not increase too rapidly.
The Federal Reserve controls the amount of currency in circulation.
The Federal Reserve doesn't control the amount of "currency" in circulation. The public does. The Federal Reserve, however, determines the total amount of "money" in circulation.
When people want more currency, they draw on their accounts at banks or thrifts. When banks want more currency they can purchase it from their Reserve Bank with the checkbook money they have on deposit as part of their required reserves. Only the composition of the money supply changes when the public alters the form in which it holds money balances.
The public has shown, over the years, a very strong preference for checkbook money over cash. At particular times of the year, however, such as in December, this long-term preference shifts decidedly toward cash, and more than $2 billion in currency and coin is taken out of banks to be used by the public. In January, demand shifts back to checkbook money, and cash returns to the banking system.
The Federal Reserve doesn't try to alter public preferences, but can accommodate them by selling currency to banks and thrifts to meet public demand and accepting currency deposits to reserve accounts as demand slackens.
Banks borrow money from the Federal Reserve at the discount rate and lend the funds at a higher rate to make a profit.
Federal Reserve banks can provide credit to commercial banks and thrifts in a way that seeks to assure these loans will be used to allow orderly adjustments to short-term drains of funds. In 1980, certain other depository institutions were given access to the Fed's discount window. Fed loans are not designed to meet a continuing need for funds.
Periodically, banks can suffer reserve deficiencies when depositors unexpectedly make large withdrawals or when loan demand rises beyond anticipated levels. A bank faced with a temporary reserve deficiency has various options. The bank can adjust its assets and liabilities by turning down new loan requests, by obtaining new deposits, by selling off some investments, such as government securities, or by borrowing in the money market. Or, it can borrow at the Reserve Bank "discount window" for a relatively short period.
In administering the discount window. Federal Reserve Bank officers keep a careful record of how much banks are borrowing, how often and for how long. A bank that relies too heavily on the discount window can expect a call from one of the Fed's officers to discuss the reasons for its borrowings.
Borrowings at the discount window by large banks with access to national money markets are typically for only one day at a time. These larger banks are expected to try to satisfy their shortterm liquidity needs by borrowing reserves elsewhere before approaching the Federal Reserve. Smaller banks without this type of access to alternative sources of funds might use discount window credit for longer periods, perhaps several weeks, while they adjust their asset and liability positions.
Aside from short-term adjustment credit, certain other types of credit are available at the discount window. One type is aimed at relieving "seasonal" reserve drains usually seen at smaller rural banks. Another is aimed at banks serving areas hit by unusual problems, such as flood or earthquake, or an individual bank facing exceptional difficulties. The Fed also has limited and rarely used authority to lend to nonbank institutions such as corporations and even individuals. These emergency loans will be granted only if the borrowers cannot get credit from other sources and their failure to get credit would adversely affect the economy.
The discount window gets its name from the earlier practice of banks bringing to a teller's cage, or window, customer notes against which banks then borrowed. The Fed "discounted" the notes, in effect lending the banks an amount less than the face value of the notes. Today, all Federal Reserve credit is extended in the form of advances which must be secured by satisfactory collateral. | <urn:uuid:2b9a7aaf-2266-4500-b4c4-9665bc2dd0b1> | CC-MAIN-2018-47 | http://usa-the-republic.com/banks/I_Bet_You_Thought.pdf | 2018-11-14T22:01:51Z | crawl-data/CC-MAIN-2018-47/segments/1542039742316.5/warc/CC-MAIN-20181114211915-20181114233915-00120.warc.gz | 359,937,321 | 7,365 | eng_Latn | eng_Latn | 0.998859 | eng_Latn | 0.99891 | [
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Inside this issue:
Buzzword
Gearing up for the Ayr Flower Show
It is hard to believe that we are once again approaching the time of year when serious consideration has to be given to our contribution to the Ayr Flower Show.
shortly be meeting to consider what theme/s we can present this year, and welcome ideas from other members, old and new.
Our Association relies on this show above the many others in which we participate, to raise the awareness of, and educate the general public to the importance of the honey- bee. It is also an important venue for local beekeepers to show their skills at honey production, candle making and photography. It raises the profile of our Association and highlights the valuable contribution we make to the local community in terms of beekeeping and its associated educational contribution.
The committee will
Association Library.
If anyone has come across a book or DVD they think would be of interest, especially to beginners, please let me know. We have funds available to purchase new material. A recently purchased book is "A World without Bees" which will be seen in the library when the new classes com- mence. A couple of books and a DVD have still to be returned Everyone please check your shelves. They can be returned any time.
We also always need volunteers to set up and man our stands, so please give your names to Lindsay or other committee members. Free entry and parking to show as reward for your valued help.
Many thanks.
Conservation : Global and Local
As beekeepers we are all too well aware of the growing problem of trying to conserve the biodiversity of our environment. Species are being lost at an alarming rate according to scientists.
bers to think of bees and other pollinating insects when planting their summer flowers, and to allow a patch of wilderness somewhere in their garden. Every little helps!
Deforestation affects not only the indigenous people but disrupts water cycles, leading to drought and crop failure thousands of miles away.Harvesting marine crops to extinction causes a chain reaction which affects numerous other dependent species. Climate change is the main concern for environmentalists at the moment, but some think not enough attention is being paid to conservation. Beekeepers know of the problem posed by the overzealous cutting of hedges, monoplanting and loss of field margins.Please encourage friends and family mem-
Inside Story Headline
Bees Return to Kew Gardens.
Honeybees are making a comeback to Kew Gardens as part of a campaign to encourage people to grow bee-friendly flowers in their gardens.
Chief bee advisor for Kew Gardens Tony Smith and horticulturalist Alison Smith have reintroduced some 20,000 honeybees into two new hives at Kew Gardens. Bees in Kew's hives died at the same time as many colonies across the country.
The honeybees at Kew are part of Jordan Cereals' Big Buzz campaign which also includes a give-away of 30,000 lavender and rosemary plants and 5,000 packs of seeds . The cereal company, whish has a nature-friendly farming scheme, is calling on the Highways Agency and local councils to make publicly owned land more bee-friendly and plans to teach children about the value of bees through exhibitions.
The campaign is supported by conservation groups, leading bee experts, celebrity chef Hugh Fearnley-Whittingstall and London Mayor Boris Johnson.
Research into the decline of honeybees has been boosted this year with an £8m injection of government cash and a £10,000 fund to map the rare British black variety.
Caption describing picture or graphic. Guardian.co.uk c Guardian News and Media Ltd. 2009
For more information go to www.vanishingbees.com
Hive Rustlers
Beekeepers stung by pestilence and poor weather are being warned to protect their hives from rustlers as thefts rise to unprecedented levels due to a national shortage of bees.
The sharp decline in Britain's honeybee population following the arrival of varroa mites and two consecutive harsh winters has led to premium prices for top-quality bees and a black market trade in stolen hives.
Experts believe the bees may have been stolen to order, destined for beekeepers whose own hives have failed. Tim Lovett, president of the BBKA said "To steal bees, you have to know what you are doing." Hives are selling for over £200 for a good-quality secondhand hive.
Caroline Davies The Observer 10.5.09
Co-op Plan Bee
Further developments following last month's piece on the co-p donating £10,000 towards research into hardy native bee varieties.
It has now pledged £50,000 for research into possible causes behind the decline of the honeybee, but its 10 point plan also includes prohibiting the use of a group of eight pesticides on own-brand fresh produce; trialling a wildflower seed mix to attract honeybees; and raising awareness of the plight of the UK's bees.
They have suggested a list of ways people can help our honeybees which includes:
- Planting more wildflowers and shrubs, also pots and windowboxes to attract bees.
- Grow a patch of long grass or hang a bee box in your garden so bees can shelter from rain or sudden temperature drops.
- Become a beekeeper or provide space in your garden for a hive.
- Read and learn more about what's happening to bees.
- .Don't leave unwashed honey jars outside in recycling boxes. Bees are attracted to them and honey from overseas may contain bacteria and spores that are harmful to our honeybees.
You can learn more about Plan Bee online. A five minute short film is at www.co-operative.coop/planbee
The co-operative magazine summer 2009.
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Please send in any ideas you may have for improving this newsletter, or any articles you have read which would be of interest to our other reader.
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We love Honeybees.
Frequently asked Questions
Q: Beginners often ask... when should I put on a super?
A: The general rule for supering is that the bees should never be using all the comb that is available to them. As soon as they get near this state a super should be put on, but remember that the aim is to draw bees from the brood chamber into the super fairly quickly. The beginner will only have foundation is his/her supers and the bees will often not go quickly through a queen excluder to get to a super of foundation. Thus you can put the super on without an excluder. At the next inspection the bees should be established in the super, and be drawing out the wax into comb. The queen can then be found and if she is in the super be put down into the brood chamber and the excluder put in place beneath the super.
Q: What are the rules for moving colonies of bees?
A: The old rule governing the movement of honeybee colonies is as valid today as it ever was: "colonies may be moved under 3 feet or over 3 miles" It is mandatory during the active season, when bees are flying most days. The reason for the rule is fairly easy to find: bees learn the district over which they fly and home on to their hive with complete accuracy, providing the picture of the surrounding area is not altered. The shift of over three miles is always necessary in the active season. If a move of, say, two miles is made, then as soon as the bees fly out half a mile they come across their old known flight pictures and fly home to their former site. A distance greater than three miles may be preferable where the colonies are being moved up or down a narrow, high-sided valley, as their normal flight patterns may extend over greater distances in situations of this sort.
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MUS IC — 3-5 T H G R ADES
HOW TO & TIPS: BEGINNING STRINGS TECHNIQUE
Step 1: How to Hold the Violin
- Students will begin by putting the violin out in front of them with the scroll at the top, turning it upside down, and putting it on their shoulder.
- Students will be advised to keep the violin parallel to the floor, with their scroll facing forward.
- Students will then make a backwards "L" with their right hand and place their right thumb on the edge of the fingerboard, plucking with their pointer finger. Students will identify the D and A strings, and practice plucking various four beat patterns.
- The students will be given many opportunities to practice this step.
Step 2: Simple Rhythm and Bowing Practice
- Students will begin practicing examples 1-9 in Essential Elements for Strings Book 1.
- Students will be advised to practice the rhythm by saying the words 'quart' for quarter notes and "shh" for rests.
- Students will be advised to remember looking at the book, instead of their fingers on the violin.
- Students will sing the D and A patterns with the correct rhythm and then play it on the violin.
- Students will be given many opportunities to practice these examples.
Step 3: What is a Rubric!?
- The teacher will pass out the "D and A String Peer Assessment Rubric" with attached descriptive feedback prompts.
- The teacher will introduce the rubric to the students by asking the following questions:
o What is a rubric?
o What can a rubric be used for?
o How can rubrics help us improve our violin playing?
Step 4: Determining the Rubric Criteria Levels
- The teacher will focus on the rhythm portion of the rubric and explain each level for the criteria.
- Students will read the criteria for "Take A Bow," the teacher will demonstrate what the "Take A Bow" level would look and sound like by playing an example on the violin.
- The teacher will ask a student to read the "Standing Ovation" level and ask, "What is the difference between the 'Take a Bow' and 'Standing Ovation'?
- The teacher will then demonstrate the 'Standing Ovation' level by playing an example on the violin.
- A student will read the 'Applause' level, and ask the difference between 'Applause' and 'Standing Ovation', the teacher will demonstrate by playing an example on the violin.
- A student will read 'Smiles and Nods' and ask the difference between 'Smiles and Nods' and 'Applause'.
- The teacher will demonstrate 'Smiles and Nods' by playing an example on the violin.
- The teacher will play an example of a level and ask students to decide the level that was demonstrated.
Step 5: Peer Assessment of Rhythm Criteria
Students will be given the opportunity to work with a partner to play an example,
- only using the rhythm criteria.
- Students will decide who will play first, and who will be watching.
- The first partner will play a specific example from Essential Elements for Strings Book 1 while the other partner observes.
- After they are finished playing, the person watching will circle one of the levels on the rubric that best matched what their partner played.
- The students will then be given an opportunity to discuss why they circled that level.
- After discussing, the students will play the example again, and try to fix what their mistakes based on what their partner discussed with them. The partners will then switch.
- The person who was watching will now play, and the person who played will now watch.
- The students will play the same example, the person watching will circle the level and discuss why they picked that level.
- Students will be given an opportunity to play again and fix their mistakes.
Step 6: D & A String Criteria
- The teacher will review the D and A string criteria.
- A student will read the "Take A Bow" level and the teacher will demonstrate what "Take A Bow" looks like while playing the example.
- A student will read the "Standing Ovation" level and ask the differences between the two. The teacher will demonstrate the level.
- The students will read the 'Applause' level and ask what the difference is between 'Applause' and 'Standing Ovation', and demonstrate what 'Applause' looks like while playing the violin.
- Students will read 'Smiles and Nods' and define the difference between 'Smiles and Nods' and the other levels. The teacher will demonstrate this level.
- The teacher will play an example of a level and ask students to decide the level that was demonstrated.
Step 6: Peer Assessment of D & A String Criteria
- Students will go back to their partners.
- Students will only be focusing on the D and A String criteria.
- One partner will play while the other watches.
- After playing, the partner will circle the level that best fits their partners playing. Students will discuss and be given an opportunity to play again to fix their mistakes.
- The students will switch roles.
Step 7: Peer Feedback
- After all students have played, they will be given the opportunity to put their comments in writing.
- Each partner will write something that their partner did well while playing the example and one thing they can work on.
Step 8: New Notes - E, F#, and G
- Students will begin to learn how to use their left hands to finger new notes on the violin.
- Students will learn how to finger the notes E, F# and G in addition to open D and A.
- Students will be given multiple opportunities to practice the examples from Essential Elements for Strings Book 1.
Step 9: Fingering Criteria
- The teacher will introduce the rhythm criteria from the rubric, "Fingering on the D String" with attached descriptive feedback.
- This criterion is the same as the criteria from step 4 and should be introduced the same way.
Step 10: Peer Assessment of Fingering Criteria
- The students will work in groups to play example number 15 from Essential Elements for Strings Book 1.
- Students will work with a partner to play the example one at a time. Students will follow the same protocol used in step 5.
Step 11: Left Hand Technique Criteria
- The teacher will introduce the new criteria "Left Hand Technique" the teacher will introduce the criteria through the same protocol used in step 4. | <urn:uuid:387c3325-6303-4ff9-a076-535239a1383f> | CC-MAIN-2018-47 | http://artsassessmentforlearning.org/wp-content/uploads/2016/02/Music_StringsTechnique_HOWTO.pdf | 2018-11-14T22:44:59Z | crawl-data/CC-MAIN-2018-47/segments/1542039742316.5/warc/CC-MAIN-20181114211915-20181114233915-00123.warc.gz | 26,808,323 | 1,351 | eng_Latn | eng_Latn | 0.999212 | eng_Latn | 0.999308 | [
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Tri-Basin NRD directors will hold a public hearing to receive comment on moving Grant Township (5-13) in eastern Kearney County to Phase 2 for Groundwater Quantity Management. The hearing will be held in conjunction with the district's September board meeting on Tuesday, September 11 at 7:30 p.m. at the Tri-Basin NRD office in Holdrege.
Data from spring 2018 shows that groundwater levels in Grant Township in eastern Kearney County have dropped more than five feet below the 1981-1985 baseline level, so the township qualifies for Phase 2 groundwater quantity management protection. Under Phase 2 rules, flowmeters must be installed on all irrigation wells over the next three years and water usage must be reported to the NRD annually. Additionally, certified irrigated acres may not be transferred into Phase 2 townships. In eastern Kearney County, May Township (6-13) is also in Phase 2 for groundwater quantity.
TBNRD directors and staff are working on several projects to recharge groundwater supply. These include: 1) a series of three groundwater recharge structures along Sand Creek; 2) development of an Integrated Management Plan (IMP) with neighboring Little Blue NRD; and 3) a geologic study in the Little Blue Basin in cooperation with Little Blue NRD and the University of Nebraska-Lincoln, funded through a Nebraska Environmental Trust grant.
Tri-Basin NRD directors are committed to protecting groundwater supplies in the district, assuring that groundwa-
Tri-Basin NRD directors will continue to work with directors from Little Blue NRD to coordinate groundwater conservation and regulation efforts between the two districts, since both districts contain a portion of the Little Blue Basin. TBNRD directors will also continue to meet with landowners and producers from the Little Blue portion of Tri-Basin NRD to address groundwater concerns. The primary groundwater management goal of Tri-Basin NRD's directors is to protect the district's groundwater resources and to assure that the aquifer will be sustained infinitely.
ter supply needs of district residents will be met in perpetuity. TriBasin NRD staff measure water levels in irrigation and dedicated observation wells each year in order to monitor groundwater supplies throughout the district. Intensively measuring our aquifers provides Tri-Basin NRD directors with data they need to discern trends in water levels and make informed decisions to protect our groundwater supplies.
Specifically in the Little Blue River Basin portion of the district,
by John Thorburn
The Soundtrack of Summer
One of my college professors used to say that: "Nature is always screaming at us. Unfortunately it screams in a language that we don't understand very well." While we like to think of the outdoors as peaceful and quiet, the natural world is often a
noisy place. Some noises, like the howl of a coyote or the hoot of a great horned owl can be heard any time of year, but most animal sounds are seasonal. Some sounds are so distinctive that they signify specific times of the year. Residents of South-Central Nebraska know that the arrival of spring is foretold not just by the first appearance of robins, but also by the calls of migrating snow geese and Sandhill cranes as they fly overhead. You know that spring has arrived and summer is near when you hear chorus frogs singing in the night after a heavy rain.
Another night-time sound reminds me on warm evenings that summer will soon come to an end. The closest way to approximate that sound in print would be a series of R's, E's and Z's, such as: "Rreezzzerr, rreezzzerr, rreezzzerr, reeezzzzz." If you say that phrase out loud, you will probably be able to guess the sound that I'm trying to imitate. It is the call of the Neotibicen pruinosis, years are periodical cicadas, while others like the dog day cicada are referred to as annual cicadas, because they can be heard every summer. Their life-cycle is actually almost two years long from egg-laying to maturity, but generations overlap. Eggs are laid in tree twigs in late summer. When they hatch the following year, the nymphs burrow into the ground and slowly grow over the course of the following fall, winter and spring, feeding on sap of tree roots. In the second summer of their lives, the nymphs emerge from the ground and climb up trees, where they molt (shed) their exoskeleton. The cicadas are vulnerable at this stage to predators such as birds, snakes and the massive (for a wasp, anyway), "cicadakiller" wasp. If they are able to successfully molt, they emerge with long, transparent wings.
Cicadas mate from mid-July to the end of August most years. The characteristic summer soundtrack is the male's
or "dog day" cicada. This cicada is also referred to as the "scissor-grinder" cicada, as a way of describing its song.
Cicadas are often referred to as locusts, but that isn't correct. Locusts are grasshoppers, which are grassland insects, while cicadas live in and around trees. Twenty-four species of cicadas have been recorded in Nebraska. They can be divided into two broad categories. The well-known Magicicadas, which have life cycles of thirteen to seventeen
Tri-Basin NRD and the Nebraska Department of Natural Resources will soon launch a series of three meetings seeking input from residents of the Platte basin portion of the district. The meetings will focus on reviewing and updating the district's Platte Basin Integrated Management Plan (IMP). State law requires Tri-Basin NRD to make up for (offset) depletions to the Platte River and its tributaries that result from groundwater pumping by new wells drilled after 1997. TriBasin NRD has complied with the law by prohibiting development of new irrigated cropland and by initiating several projects that increase groundwater recharge and enhance mating call. The mating call is made using a special tymbral organ. The tymbral is a thin membrane that the cicada shakes with its muscles, making sound in a similar manner to a flag or a sheet flapping in the wind, although with a much greater frequency. The sound from the tymbral is amplified by the cicada's abdomen, which is partially hollow and curved.
Dog-day cicadas are about two inches long and their tymbrals are less than a quarterinch in diameter, but they can "pump up the volume" far beyond what their size would indicate. A cicada can blow out a microphone, blaring its song at levels measured as high as 116 decibels in close proximity. A chorus of cicadas can sing as loud as a passing freight train, about 80-85 decibels in the open air.
We can only speculate about what songs the male cicadas are singing to potential mates. Are they singing "only you" or "every girl's crazy about a sharp-dressed cicada?" Whatever they're saying, it will always translate to me as "enjoy what's left of this summer, winter will soon be here."
streamflows.
Meeting participants will be briefed on details of the current Platte IMP and will be asked to help the NRD to update it. Anyone with an interest in water issues is encouraged to apply to be a participant in this series of meetings. The first IMP review meeting will be on Wednesday, September 12 at 7 p.m. at the Tri-Basin NRD office. Meetings are expected to last one and a half to two hours. You can submit your name for consideration by calling Tri-Basin NRD at 877-995-6688, or you can email NRD manager John Thorburn at firstname.lastname@example.org.
Tri-Basin NRD's Summer Intern Program is still thriving after 25 years. The district's internships give college students an opportunity to gain natural resources management experience. Interns collect and test groundwater quality samples, monitor wildlife habitat, test irrigation system efficiency, and help maintain drainage improvement project areas (IPAs). The interns also work with staff from Central Nebraska Public Power and Irrigation District, the USDA Natural Resources Conservation Service and the Phelps County Weed Control Authority. TBNRD has three interns working in the district this summer.
Zach Temple, from Holdrege, is a student at the University of Nebraska-Lincoln. He is pursuing a degree in agronomy with a minor in fisheries and wildlife. His activities include Collegiate Farm Bureau, UNL Agronomy Club, UNL Mechanized Systems Club, Alpha Gamma Rho Fraternity and Phelps County 4-H Council. Zach is also involved in Trinity Evangelical Free Church in Holdrege. In his free time, he enjoys outdoor activities, woodworking and carving, football, and NASCAR.
Check Flowmeters Regularly
Check flowmeters on your wells periodically throughout the irrigation season. Making sure that your flowmeters are working properly benefits both Tri-Basin NRD and you, as an irrigator, so that you can keep accurate irrigation records. It is the responsibility of producers to make sure flowmeters function properly during the irrigation season.
Tyler Schnitzler attends the University of NebraskaKearney and is from Kenesaw. He is majoring in biology with a wildlife emphasis. Tyler is involved in Toys for Tots and serves as a youth sports referee. His interests include hunting, fishing, land management, and investing.
Drayden Bellamy is from Kearney and is a student at Kearney Catholic High School. He is involved in 4-H and Nebraska Youth Range Camp. Hunting and fishing are among Drayden's interests.
Many of the district's former interns have pursued careers in agriculture and natural resources, taking jobs with agribusinesses, NRDs, NRCS and various state agencies. Dalton Refior, TBNRD's current Land Resources Technician, spent three summers working as a district intern.
WATER HOTLINE
308-995-2255 or 800-993-2507
Daily reports on crop water use and accumulated growing degree days
* Corn · Soybeans ·Alfalfa
* Holdrege · Smithfield · Minden
Producers who have Senninger brand flowmeters may want to make sure the batteries they are using are the correct size. These meters take lithium 3.6 volt batteries instead of standard 1.5 volt AA batteries. Using standard AA batteries will cause these flowmeters to not work properly.
Crop water use info also at www.cnppid.com → News & Info → Weather/ET Data
"Dedicated to Conservation of our Natural Resources"
Page 3
Non-Profit Permit U. S. Postage PAID Holdrege, NE 68949 Permit No. 220
Tri-Basin Natural Resources District
(308) 995-6688
1723 Burlington St. Holdrege, NE 68949
email: email@example.com www.tribasinnrd.org
RETURN SERVICE REQUESTED
TRI-BASIN NRD BOARD OF DIRECTORS
A mailing list is maintained and requests to be placed on the list should be sent to the above address. Comments and suggestions may be addressed to the General Manager. A mailing list is maintained and requests to be placed on the list should be sent to the above address. Comments and suggestions may be addressed to the General Manager.
Get Tri-Basin Topics in your inbox instead of your mailbox!
To request an electronic version of this newsletter, send an email firstname.lastname@example.org. | <urn:uuid:bb8e3200-1fc2-493c-b0e7-c87e3669ab7a> | CC-MAIN-2018-47 | http://tbnrd.org/documents/Topics%20Newsletter/tb-topics-summer-18.pdf | 2018-11-14T22:09:58Z | crawl-data/CC-MAIN-2018-47/segments/1542039742316.5/warc/CC-MAIN-20181114211915-20181114233915-00121.warc.gz | 340,153,992 | 2,413 | eng_Latn | eng_Latn | 0.9909 | eng_Latn | 0.99818 | [
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14. G. Gabrieli
Sonata pian' e forte
(For Unit 6: Further Musical Understanding)
Background information and performance circumstances
Biography
* Giovanni Gabrielii was born in 1557.
* Gabrieli was principal organist and composer at the great church of St Mark's in Venice.
* There he continued the development of the polychoral style (music for two or more choirs), which had already been a feature of the works of earlier Venetian composers, notably those of his uncle Andrea Gabrieli.
* There were two choir 'lofts' or galleries in the church of St Mark's, each of which could be occupied by singers, instrumentalists or combinations of the two. It is important to recognise that the term 'choir' just meant a performing group.
* Gabrieli wrote a large number of pieces for cori spezzati (literally 'broken' choirs) in which one group would start on its own and then be answered by the other. They would then join together for climaxes.
* Some of his pieces are for three or even four choirs.
* In 1597 he gathered together a set of vocal and instrumental pieces in a collection called Sacrae Symphoniae ('sacred symphonies'), including the famous Sonata pian' e forte. The title refers to the alternating soft and loud dynamics used in the piece. Most Renaissance music contains no directions for volume of sound, so this type of instruction was very new.
* Instrumental pieces such as this sonata would have been performed at important points of the church service, perhaps for the arrival of the Doge (ruler) of Venice. The term Sonata at the time simply meant music to be played as opposed to sung.
* The period from the end of the 16th Century to the beginning of the 17th was a time of transition from Renaissance to Early Baroque style. Gabrieli was in the forefront of developments.
* His first set of Sacrae Symphoniae (which includes this sonata) is in many ways representative of the older, late-Renaissance style, despite the use of dynamics.
* His second set, published in 1615, after his death, was much more forward looking and made considerable use of organ continuo and soloistic features (see In Ecclesiis, NAM p. 269).
* He died in 1612.
Main Features of the Venetian Musical Style at the End of the 16th Century
* Polychoral style using antiphonal writing (see notes on texture).
* Both homophony and polyphony used.
* Old instruments, eg. Cornett and sackbut were still important as they had not yet been replaced by trumpet and trombone).
* Instrumental style not yet idiomatic, ie. mainly vocal.
* Continuo still not a prominent feature, though it may have been used to a certain extent at this time. There was still no sense of solo and accompaniment.
* Modes still used.
* Dissonance provided mainly by suspensions.
* Melody frequently moved by step, with carefully controlled use of leaps.
Performing forces and their handling
Despite the listing given in the score, the actual instruments originally used in this piece were a Cornett and three sackbuts (Choir 1) and a type of viola and three sackbuts (Choir 2).
Gabrieli had a regular ensemble of two Cornetts and two sackbuts at St Mark's and this ensemble was supplemented for special occasions, such as a performance of this piece.
The Cornett was much used in church and ceremonial music in the Renaissance. In some ways it was a predecessor of the trumpet, but it worked in a very different way. It had a mouthpiece similar to that of a trumpet but it was smaller and made of wood instead of metal. It had a wooden tube with finger holes rather like those of a recorder.
The sackbut was a predecessor of the trombone, with a narrower bore and smaller mouthpiece and bell. Both the Cornett and sackbut were used in church choral music to add strength to vocal lines or even to replace a missing singer. Certainly, the sound was much closer to that of the human voice than the sound of the modern trumpet and trombone would be.
In this sonata, it was probable that an alto sackbut would have played the second line in the first choir. The lowest parts in each choir would have been played on a bass sackbut. Tenor sackbuts would have been used for the rest of the parts. Notice the use of tenor clefs for the two middle parts in each choir. The tenor clef is a type of 'C clef'. The sign points to middle C. Thus the first note of the 'trombone 1' part is Bb above middle C.
In Bar 28 the 'violin' part mentioned in the instrument list goes down to D, a minor 7 th below middle C, well below the lowest note of the violin (G below middle C). The part would have been played on a lower pitched instrument of the violin family, similar to the modern viola.
At this period there was still no clearly identifiable idiomatic instrumental style. Technically, the music could equally be played on groups of string or brass instruments. The range is quite narrow. The top part, for instance, has a range of a minor 10th and could be sung without difficulty. In the first choir the parts lie easily within the range of an SATB choir. Nevertheless, composers were just starting to be more specific in their demands and Gabrieli was one of the first to indicate particular instruments in particular pieces.
Here, the instruments are grouped together in separate four part choirs or else as a full eightpart ensemble. No instruments are treated as solo or as accompaniment, though there have been suggestions that organists might have played from the bass part of each choir, improvising a chordal support as they were soon to do in early Baroque music.
Alto, tenor, bass and contrabass sackbuts, with cornetto (bottom left) and cornettino.
Texture
* The most obvious aspect of the texture is the division of the forces into two alternating groups in polychoral style.
* The two choirs answer each other with brief phrases in antiphonal texture from Bars 37 to 40 and elsewhere. At other times, they have much longer sections playing as individual choirs (Bars 1-25) or as a tutti group (Bars 26-31).
* For much of the music, the texture is in free polyphony, with each part being of equal melodic importance.
* There is occasional imitation, though it rarely lasts for more than three or four notes, often at the beginning of sections. The piece begins with Trombone 3 imitating Trombone 2 a minim later, starting a fifth below. The imitation is very free and the leap of a fourth in the upper of these two parts is imitated by a leap of a fifth in Trombone 3.
* Sometimes it is only the rhythm that is imitated. Thus the top two parts in the first two bars begin with a very similar rhythm to that of the first part to enter.
* Occasionally the imitative strands are more separated as at Bars 17 to 19, where the two lowest parts start together, followed by the upper parts entering one by one.
* The most extended passage of imitation occurs for four bars, starting at bar 71, when the above motif is taken up in turn by almost all the different parts, sometimes omitting the first note.
* For contrast, there are occasional moments of homorhythm (all parts moving together with the same rhythm) as at Bar 45.
* Music that is more obviously chordal, thus homophonic, can be found at places like Bars 47-8.
* There are occasional passages where individual lines are heard together in 3rds (top 2 parts at the beginning) or 10ths (top parts of each choir, end of Bar 28).
* The bass parts tend to be a little simpler than the others and have a larger number of long notes.
Structure
The music is through-composed; there is no repetition of sections. One of the developments Giovanni Gabrieli brought to Venetian polychoral music was the technique of introducing new material when one choir answered another, rather than having a straightforward restatement of the same music (though this does happen in the central section of this piece, when short phrases are exchanged between choirs).
The music falls naturally into different sections dictated by the dialogue between the two choirs. Thus, there are long initial statements by each choir, followed by a powerful forte tutti section. A series of shorter antiphonal sections then follow, punctuated by short tuttis (three to four bars each). A longer final tutti (10 bars) completes the piece. Many of the sections overlap for half a bar or more.
Here is a more detailed analysis:
1-14: First, lengthy statement by choir 1. Dorian mode transposed to G. Phrase lengths 4, 5 and 5 bars long respectively.
14-26: Answer from the second choir. The beginning overlaps with the end of the first section. The Dorian mode is as before. New material, rather than repetition of the first choir's statement, although the repeated note idea beginning at Bar 17 could be related to the idea beginning at the end of Bar 4 in Trombone 2.
26-31: Forte tutti section. Begins and ends on C. Distinctive scalic idea in top parts of both choirs and 5th trombone.
31-71: Central antiphonal section. Sometimes phrases are as long as four bars (eg. 3134). Elsewhere they only last for two bars (37-38) or even one bar (59). Often the two choirs exchange the same material (eg. 37-40). After each antiphonal exchanges, there is always music of three to four bars in length where the whole ensemble joins together, usually with different melodic material (eg. 40-43). Tonality is fluid in this section.
71-80: Final tutti with frequent use of imitation, both of the dotted figure mentioned under 'texture' earlier, and of a descending scalic figure, related to the one in Bars 26 to 27 – itself related to the figure in trombone 2, Bar 3. The music ends with a tierce de Picardie on G.
Tonality
* During the late Renaissance, when this piece was written, modes were very gradually being replaced by the modern major and minor key system.
* There are parts of this piece which seem to suggest modern tonality, whereas at other times the music appears more obviously modal.
* Despite hints of G minor at the beginning, the music here is really in the Dorian mode.
* A mode is a white note scale (eg. Dorian from D to D). The interval between each successive note (tone or semitone) is different in each mode. Thus the Dorian mode begins with a tone, then a semitone.
* The Mixolydian mode, a trace of which occurs at Bars 26-31, begins with two tones.
* Many modes, including the Dorian and Mixolydian, have a flat 7th (ie. a tone between the 7th and 8th notes). The seventh note would often be raised at cadences.
* In this piece the main mode is Dorian transposed up a 4th to G, so the third note of the scale becomes a B flat. The seventh note, F is often raised to F sharp, eg. Bars 2-3, are in trombone 2.
Composers felt free to introduce a limited number of other accidentals.
* In Bar 4 there is a tièrce de picardie where the third of the tonic chord is raised. Renaissance composers rarely ended a phrase with a minor 3rd.
* The main 'tonic' note in the music at Bar 26 is clearly C. The frequent B flats show it is not in C major however. The music here is really in the Mixolydian mode, transposed up a 4th to C.
* At other times, the music moves closer to more modern tonality. The music at Bar 45 is in G minor and then modulates to B flat major, though it is established in a modal way with a II-I cadence (Bars 47-8) and a plagal cadence (IV-I) in Bars 48-9. The music ends in G minor with frequent E flats detracting from a sense of Dorian modality. There is a perfect cadence in Bar 77, though the final cadence is plagal.
Harmony
* The chords used are in root position and 1st inversion, with the former being more common. This is standard for the time.
* There are some passages of continuous root position chords, eg. Bar 47 to 53.
* The occasional second inversion appears only as a passing chord on a weak crotchet beat, eg. the end of Bar 53.
* Suspensions are the main form of dissonance. Perhaps the easiest places to look for them are in the second choir, where there are no 'difficult' tenor clefs.
* In Bar 16 there is a 7-6 suspension. The A in trombone 4 is continued to clash with the B flat of the bass before resolving on a G.
* Perhaps the most common suspensions are 4-3, eg. Bar 20, where the violin F is held on to clash with the G in trombone 5, over a bass C (the description of suspensions depends on the position of the clashing note above the lowest sounding note).
* Cadences are used to punctuate the music. Perfect cadences are by far the most common in this piece, eg. from Bar 13 to 14 on G, with a tièrce de picardie (see notes on tonality).
* There is a special kind of imperfect cadence from Bar 44 to 45, called a Phrygian cadence (IVb-V).
* Other cadences include VIIb-I in Bar 4.
Melody
* The first point to make is that melody is not the most essential characteristic of this piece, texture and sonorities being of major importance.
* In music as contrapuntal as this piece often is, melodic interest moves from part to part, and can often be found in different simultaneous parts, as in Bars 1-2, where the main melodic interest is in the two middle parts.
* Most of the melodic lines are conjunct (ie. they move stepwise), eg. violin, Bar 18-21, or contain mainly steps with only occasional small leaps, eg. violin, Bars 22-25, where there is a single minor 3rd amongst all the stepwise progressions.
* Sometimes the steps are extended to form scalic movement, eg. Bar 27-30, both descending and ascending.
* Large leaps are rare. There is an octave leap in the Cornett part at the end of Bar 67. This helps add drama to the forte tutti entry.
* Most of the larger leaps are 4ths, eg. Bar 10-11 in the Cornett.
* The note following the leap usually lies within the interval of the leap. So in Bar 10 the Cornett leaps up a 4th and then descends within that interval. This was standard procedure in the Renaissance era.
* Repeated notes are a distinctive feature of the melody lines. The cornett at the beginning has four repeated Ds.
Rhythm and Metre
* As noted at the top of the score, the editor has added a time signature – in this case split common time (two minim beats in the bar).
* Gabrieli omitted a time signature, as many composers did at the time.
* In general, the bars are of even length, though there are two longer bars (30 and 44) notated in 3/2 -three minim beats to the bar.
* There was usually a singer or instrumentalist in each of Gabrieli's choirs who provided some kind of visual beat, but there was no concept of a strong first beat of the bar – something which was a feature of the later, Baroque style.
* Some of the more homophonic sections seem to have a more pronounced rhythmic drive (eg. Bars 45-50).
* Syncopation was a common feature of Renaissance style. Weak beats were frequently emphasised with longer notes, as in the cornett part of Bar 8.
* Syncopated notes were often made more effective by being approached by leap, like the dotted crotchet A in trombone 2 in Bar 11.
* A distinctive feature of Gabrieli's sonata is the use of dotted notes for the beginnings of phrases, either dotted minims, as at the beginning and Bar 26, or dotted crotchets as in Bars 37-9.
Further Reading
The New Grove Dictionary of Music and Musicians (2001), Volume 9, pp. 390-6.
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Education and Training Statistics for the United Kingdom: 2018
Country Information and Data Sources
November 2018
Country Information and Data Sources
General Queries
17
Education Systems in the UK
1. Across the UK there are five stages of education: early years; primary; secondary; Further Education (FE) and Higher Education (HE). Education is compulsory for all children between the ages of 5 (4 in Northern Ireland) and 16. In England, young people must also do one of the following until they are 18: stay in full-time education; start an apprenticeship or traineeship; work or volunteer while in parttime education or training. FE is not compulsory and covers non-advanced education which can be taken at further (including tertiary) education colleges and HE institutions (HEIs). The fifth stage, HE, is study beyond A levels and their equivalent which, for most full-time students, takes place in universities and other HEIs and colleges.
Early Years Education
2. In England since 2010, all three and four year-olds are entitled to 15 hours of free nursery education for 38 weeks of the year, increasing to 30 hours from September 2017. Early Years education takes place in a variety of settings including state nursery schools, nursery classes and reception classes within primary schools, as well as settings outside the state sector such as voluntary preschools, privately run nurseries and childminders. In recent years there has been a major expansion of Early Years education and childcare. The Foundation Stage was first introduced in 2000, and covered children's education from the age of 3 to the end of the reception year, when children are aged 5. The Early Years Foundation Stage (EYFS) came into force in 2008, and is a single regulatory and quality framework for the provision of learning, development and care for children in all registered early years settings between birth and the academic year in which they turn 5. The statutory EYFS framework requires the EYFS profile assessment to be carried out in the final term of the year in which a child reaches age 5, and no later than 30 June in that term.
3. In Wales, children are entitled to a free part-time place from the term following a child's third birthday until they enter statutory education. These places can be in a maintained school or a non-maintained setting such as a voluntary playgroup, private nursery or childminder which is approved to provide education. The Foundation Phase is a holistic developmental curriculum for 3 to 7-year-olds based on the needs of the individual child to meet their stage of development. Statutory rollout of the Foundation Phase framework started in 2008 and the process was completed in the 2011/12 school year.
4. The commitment in the Northern Ireland Executive's Programme for Government is to 'ensure that at least one year of pre-school education is available to every family that wants it.' Funded pre-school places are available in statutory nursery schools and units and in those voluntary and private settings participating in the Pre-School Education Programme (PSEP). Places in the voluntary/private sector are part-time whilst, in the statutory nursery sector, both full-time and part-time places are available. Pre-school education is designed for children in the year immediately before they enter Primary 1. Taking into account the starting age for compulsory education in Northern Ireland this means children are aged between 3 years 2 months and 4 years 2 months in the September in which they enter their final pre-school year. The Programme incorporates a number of features designed to promote high quality pre-school education provision in all settings including a curriculum which is common to all those involved in pre-school education.
5. In Scotland, nationally funded learning provision typically starts with early learning and childcare. The Children and Young People (Scotland) Act 2014 has increased the amount of funded early learning and childcare to 600 hours a year for all 3 and 4 year-olds, and extended this provision to over a quarter of all 2 year-olds. This includes those 2 year-olds who are, or have been at any point since their 2nd birthday, looked after by the local authority, under a kinship care or guardianship order; those with a parent in receipt of out of work benefits (as defined by the Department for Work and Pensions) and those who meet the Free School Lunch criteria.
6. Local authorities have a duty to secure a part-time funded place for every eligible child starting. Broadly speaking, for eligible 2 year-olds the funded entitlement starts from the beginning of the school term after their second birthday, or the school term after their parent starts receiving a qualifying benefit; and, for 3 yearolds, from the beginning of the school term after the child's third birthday. Early learning and childcare can be provided by local authority centres, or private and voluntary providers under a partnership arrangement.
7. As the current statutory starting age for early learning and childcare is the first term after the 3rd birthday, this broadly means children have access to a different number of terms of early learning and childcare depending on when their birthday falls. For the youngest children in the cohort (born in January and February), who would stand to receive the least amount of terms, parents can also choose to defer entry to primary school, and local authorities are required to provide an additional year of early learning and childcare. For children with birthdays between September and December, parents may request a deferment but it is at the discretion of local authorities to reach a decision on a case by case basis. If the local authority agrees that deferred entry to primary school is in the best interests of the child, they have a discretionary power to provide an additional year of funded early learning and childcare. If the local authority does not agree that a deferment is in the best interest of the child, a parent can still choose to defer their entry to primary school, however they will not receive additional funded early learning and childcare.
Primary Education
8. The primary stage covers three age ranges: nursery (under 5), infant (5 to 7 or 8) (key stage 1) and junior (up to 11 or 12) (key stage 2). In Northern Ireland the statutory curriculum is split across 3 stages: Foundation Stage (the first two years of primary school, ages 4-6), KS1 (6 to 8) and KS2 (9 to 11). In Wales, although the types of school are the same, the Foundation Phase has brought together what was previously known as the Early Years (from 3 to 5-year-olds) and key stage 1 (from 5 to 7-year-olds) of the national curriculum to create one phase of education for children aged between three and seven. In Scotland, learning in primary schools (ages 5-11 in general) is part of the broad general education phase of Curriculum for Excellence (CfE), a coherent curriculum from 3-18.
9. In England, primary schools generally cater for 4-11 year-olds. Some primary schools may have a nursery or a children's centre attached to cater for younger children. Most public sector primary schools take both boys and girls in mixed classes. It is usual to transfer straight to secondary school at age 11 in England, Wales and Northern Ireland or 12 in Scotland, but in England some children make the transition via middle schools catering for various age ranges between 8 and 14. Depending on their individual age ranges middle schools are classified as either primary or secondary. In England, the first primary academies (publicly funded state schools that are independent of local authorities) opened in 2010. In Wales, middle schools are a separate sector as they have pupils from nursery to the end of secondary years.
10. The major goals of primary education are achieving basic literacy and numeracy amongst all pupils, as well as establishing foundations in science, mathematics and other subjects. In England, all schools are legally required to provide a broad and balanced curriculum, and all maintained schools must teach the national curriculum for 5-16 year-olds. Children in England and Northern Ireland are assessed at the end of key stage 1 and key stage 2. In Wales, all learners in their final year of Foundation Phase and key stage 2 must be assessed through teacher assessment and National Reading and Numeracy Tests track the progress of pupils from the end of the Foundation Phase right the way through into secondary education. The tests are designed to give teachers a clearer insight into a learner's development and progress. This allows them to identify strengths and areas for improvement and to intervene at an earlier stage if learners are falling behind. In Scotland, primary features learning across 8 curriculum areas, as well as a strong focus on the development of literacy and numeracy skills and health and wellbeing. Teachers will use a range of assessment methods to monitor learners' progress, and a pupil profile will be produced at P7 offering a summary statement of a learner's best achievements, skills and knowledge.
Secondary Education
11. In England, public provision of secondary education in an area may consist of a combination of different types of school, the pattern reflecting historical circumstance and the policy adopted by the local authority. Comprehensive schools largely admit pupils without reference to ability or aptitude and cater for all the children in a neighbourhood, but in some areas they co-exist with other types of schools, for example grammar schools.
12. Academies, operating in England, are publicly funded independent schools. Academies have greater freedoms to innovate and raise standards. These include freedom from local authority control, the ability to set their own pay and conditions for staff, freedom around the delivery of the curriculum and the ability to change the lengths of terms and school days. The first academies opened in 2002 with the objective of replacing poorly performing schools. Academies were established and driven by external sponsors, to achieve a transformation in education performance. The academies programme was expanded from 2010 to enable all maintained primary, secondary and special schools to apply to become an academy. Schools that are performing well are able to become academies without a sponsor, and are expected to work with underperforming schools to help raise standards. Other schools can become academies if they join an academy trust with an excellent school or an education partner with a strong record of improvement.
13. Free schools were introduced by the Conservative-Liberal Democrat coalition as an extension of the academies programme making it possible for parents, teachers, charities and businesses to set up their new schools provided there is demand from parents for them to do so. The first free schools opened in 2011 and about a third are secondary schools.
14. University technical colleges are 14-19 institutions that provide a technical education alongside GCSEs. They are employer and university led and these sponsors design the curriculum and specialisms, provide mentoring and working experience opportunities to equip the students with the skills that employers demand.
15. Studio schools also offer academic and vocational qualifications which are taught in a practical and project-based way. Study is combined with work placements with local and national employers who are involved in the school. The distinction between studio schools and other 14-19 provision is that they have a strong emphasis on practical work and enterprise. Though studio schools may have a 'specialism', they will focus mainly on equipping students with a wide range of employability skills and a core of academic qualifications.
16. In Wales, secondary schools take pupils at 11 years old until the end of statutory school age and beyond. Secondary education is also provided in middle schools and some special schools, Pupil Referral Units and Independent schools. All are maintained by the local authorities with the exception of Independent schools.
17. In Northern Ireland, post-primary education consists of five compulsory years and two further years if students wish to remain in school to pursue post GCSE / Level 2 courses to Level 3. The statutory curriculum runs until a pupil has completed the compulsory years of education and is split across two key stages (Key Stage 3 and 4) year. In Key Stage 4, children are entitled to access to at least 24 courses, of which at least one third must be general subjects, and one third applied subjects; courses may be offered in the child's own school or may be accessed in another school or FE college. Ministerial policy is that transfer from primary school should be on the basis of non-academic criteria; however some post-primary schools can still legally admit pupils based on academic performance.
18. Education authority secondary schools in Scotland are comprehensive in character and offer six years of secondary education, with compulsory age being 16 (S4); however, in some remote areas there are several schools which cover only some of these six years, with primary provision also sometimes offered within the same establishment. The broad general education phase of CfE is up to the end of S3, providing a strong grounding for a move to study for qualifications in the senior phase (S4-S6). A second pupil profile is produced at the end of S3.
19. At the end of this stage of education, pupils are normally entered for a range of external examinations. Most frequently, these are GCSE (General Certificate of Secondary Education) in England, Wales and Northern Ireland. In Scotland pupils study for their National Qualifications (NQ), typically at SCQF level 3 to 5, in the fourth year of secondary school. NQ Higher grade (SCQF level 6), requires at least a further year of secondary schooling. Scotland's qualifications system is undergoing a period of change. The new National 1 to National 5 qualifications were introduced in Scottish schools in (2013/14). Higher and Advanced Higher qualifications will be retained and refreshed. Phase in of the new Higher began in 2014/15 and was completed in 2015/16. The new Advanced Higher became available in 2015/16.
20. Advanced Subsidiary (AS) and Advanced (A) level qualifications are the traditional academic qualifications offered by schools and colleges in England, Wales and Northern Ireland. Many students take AS and A level qualifications in years 12 and 13 (years 13 and 14 in Northern Ireland) after completing their GCSEs, though adults can take them too. Students can choose from a wide range of academic subjects, as well as some work-related subjects. The primary purpose of A levels is to prepare students for degree-level study; over 80% of students with 2 or more
A levels go on to higher education. The A level normally takes two years to complete full-time, although they're also available to study part-time.
21. A levels offered by Awarding Organisations in Wales and Northern Ireland are made up of the AS level and the A2. The AS level is taken at the end of the first year of an A level course and can be either a free standing qualification in its own right, or make up the first 40% of a full A level. At the end of the AS year, students can choose to continue to the second year to complete the full A level or not. In year two of a full A level, students take the A2 which is designed to deepen the knowledge gained during the AS level. In England, from September 2015 the AS level has been entirely decoupled from the A level and is a free standing qualification in its own right. Students can choose to enter the AS but it will not contribute to the full A level or students can enter the full A level.
22. In future, A levels offered by English Awarding Organisations will be fully linear with all assessment at the end of two years. Universities will also lead a review of A levels to ensure that the qualification provides students with the knowledge and skills they need to begin undergraduate study.
23. The first new linear A levels were available in schools for first teaching in September 2015. A levels requiring more substantial changes and input from universities are also available in schools ready for first teaching in September 2016 with the majority of the remaining subjects available for first teaching from September 2017.
24. In Wales pupils may take A levels or other level 3 qualifications in a number of different types of educational setting e.g. school sixth forms, FE colleges, or through work based learning. The data for Wales within this secondary education sector only includes school sixth forms.
25. In Scotland pupils tend to study Highers (SCQF level 6) in their fifth year at secondary school, and in sixth year they may study more Highers and/or Advanced Highers (SCQF level 7). They are aimed at those who have passed courses at SCQF level 5 (Standard Grade Credit, Intermediate 2 or National 5). Adults may also study Highers at college without needing previous qualifications. Higher qualifications are usually necessary for entering university.
Further Education (FE)
26. Further Education in a general sense covers all courses taken after the period of compulsory education. This may be at any level from basic skills training to higher vocational education.
27. A distinction is usually made between FE and HE. HE is education at a higher level than secondary school and is usually provided in distinct institutions such as universities. FE in the United Kingdom includes education for people over 16, usually excluding universities. It is primarily taught in FE colleges, work-based learning, and adult and community learning institutions, although some HEIs are involved in some FE provision. This includes post-16 courses similar to those taught at schools and sub-degree courses similar to those taught at HE colleges (which also teach degree-level courses) and at some universities.
28. Colleges in England that are regarded as part of the FE sector include general FE (GFE) and tertiary colleges, sixth form colleges, specialist colleges (mainly colleges of agriculture and horticulture, and colleges of drama and dance) and adult education institutes. In addition, FE courses may be offered in the school sector, both in sixth form (16-19) schools, or, more commonly, sixth forms within secondary schools. Since 2012, it has been possible to establish academies for 16-19 year-olds. The scope of provision by Further Education Institutions in England has widened further in recent years and now includes significant provision of Higher Education provision. As at 27 September 2018, 210 Further Education providers were delivering Higher Education as an important and distinctive part of a Higher Education partnership. Level 4 and 5 education straddles the Further Education and Higher Education regulatory systems, creating a number of complexities. The Government has launched a Review of these levels of learning to consider the supply of, and demand for, high quality higher-level classroom-based technical education. Part of the review is designed to ensure that reforms to higher-level technical education align with wider policy developments across Higher and Further Education.
29. In England, FE is often seen as forming one part of a wider learning and skills sector, alongside workplace education, prison education, and other types of nonschool, non-university education and training. Since 2016 the sector has been overseen by Department for Education.
30. In England, work-based learning, such as that linked with apprenticeships and vocational qualifications, and adult and community learning will be joined in 2020 by T levels in a new landscape of post 16 provision. T levels are new technical programmes that will be available full time in colleges, and other education providers as part of the transformation of technical education in the UK. They will generally last for two years – and are level 3 programmes. T levels are intended to form part of a clear and high quality technical pathway that spans all levels of learning and supports progression to employment and higher levels of study.
31. In Wales, there are 13 institutions which deliver a diverse range of FE courses. FE is considered part of a wider post-16 sector which includes work-based learning and adult community learning. Two FE institutions are part of wider group
structures with HE institutions; there is one sixth form college and one adult learning specialist institution. The sector sits alongside sixth form provision within schools. Under the Learning and Skills (Wales) Measure 2009, learners are entitled to 30 subject choices, of which at least five must be vocational.
32. In Scotland the college sector delivers around 40% of undergraduate entrants at the HE level. HNCs and HNDs make up the majority of the HE courses at college and are at SCQF level 7 and 8. Colleges run FE courses from SCQF levels 1 to 6 including most apprenticeship training programmes. School pupils are also able to study at college as part of their curriculum. This can be for school qualifications such as highers but also vocational subjects such as construction or engineering. Some of these pupils will study HNC qualifcations which are at the HE level. The majority of college provision in Scotland is at the FE level but Scottish colleges do deliver more HE courses than colleges elsewhere in the UK.
33. Learners in Northern Ireland schools post-16 are entitled to access to at least 27 courses, of which at least one third must be general subjects, and one third applied subjects; courses may be offered in the child's own school or may be accessed in another school or FE college. In Northern Ireland, FE is defined as post-statutory education that is not delivered in a school and is not HE. It therefore encompasses professional and technical education and training for full-time learners who left school at 16, apprenticeships, adult education (including parttime learners and continuing education for people in employment) and leisure courses to support lifelong learning. Most of the focus of FE in Northern Ireland is on delivering regulated vocational qualifications to learners at levels 2 and 3 (European Qualifications Framework levels 3 and 4, respectively), but a number of providers also deliver qualifications at higher levels, as well as more general qualifications such as essential skills or A levels.
Higher Education (HE)
34. Higher education in the UK is defined as any course that is of a standard that is higher than GCE A level, the Higher Grade of the SCE/National Qualification, GNVQ/NVQ level 3 or the Edexcel (formerly BTEC) or SQA National Certificate/Diploma.
35. Students normally attend HE courses at Higher Education Institutions (HEIs), but some attend at Further Education Colleges (FECs). As a result of the Further and Higher Education Act 1992, former polytechnics and some other HEIs were designated as universities in 1992/93.
36. There are three main levels of HE course:
a. Undergraduate courses which include first degrees (honours and ordinary), first degrees with qualified teacher status, enhanced first degrees, first degrees obtained concurrently with a diploma, and intercalated first degrees (where first degree students, usually in medicine, dentistry or veterinary medicine, interrupt their studies to complete a one-year course of advanced studies in a related topic).
b. Postgraduate courses leading to higher degrees, diplomas and certificates (including Doctorate, Masters (research and taught), Postgraduate diplomas and certificates as well as postgraduate certificates of education (PGCE) and professional qualifications) which usually require a first degree as entry qualification.
c. Other undergraduate courses which include all other HE courses, for example SVQ or NVQ: Level 5, Diploma (HNC/D level for diploma and degree holders), HND (or equivalent), HNC (or equivalent) and SVQ or NVQ: Level 4 and Diplomas in HE.
Notes on Data Sources
Schools
1. Data on pupils enrolled in schools in England were collected from schools and local authorities in January 2018 as part of the spring school census and the school level annual school census (for independent schools). They were published the following June in the Statistical First Release Schools, Pupils and Their Characteristics: January 2018, available at:
https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristicsjanuary-2018
2. Annual schools census counts are carried out in January for pupils in Wales at individual pupil level and October for pupils in Northern Ireland. The annual schools census count for pupils in Scotland is carried out in September (excluding information on school meals, which is collected in a separate survey in February) although the course of study followed by pupil aged 16 and over is not collected, but examination results for each subject are received in August.
Teachers
3. Data on the school workforce employed in local authority maintained nursery, primary, secondary and special schools and all primary, secondary, and special academy schools and free schools in England were collected from schools and local authorities in November 2017 as part of the seventh annual School Workforce Census. Academies and free schools can employ teachers without qualified teacher status(QTS), therefore pupil: teacher ratios are calculated both including teachers without QTS from 2016/17. Time series are available both including and excluding teachers without QTS in the School workforce in England publication. Data on independent schools, sixth form colleges and further education establishments are not included. Further information is available in the 'School workforce in England: November 2017' publication, available at:
https://www.gov.uk/government/statistics/school-workforce-in-england-november2017
Data on teachers at independent schools is collected via the School Level Annual School Census (SLASC). Further information is available at:
https://www.gov.uk/government/publications/school-level-annual-school-census2018-guide
4. Annual teacher numbers in Northern Ireland are based on a reference week in the autumn term. The figures in Table 1.3 include full-time permanent and part-time permanent teachers but exclude temporary teachers i.e. teachers filling vacant posts, secondments or career breaks. Prior to 2003/04, the figures for nursery, primary, secondary (non-grammar) and special schools were extracted from the computerised teachers' payroll system, whilst the figures for grammar schools were obtained from an aggregate statistical return completed by the schools. Now, every grant-aided school is sent a list of teachers derived from the computerised teachers' payroll system, and asked to mark any amendments. The net effect of this change in 2003/04 was that the number of teachers as verified by schools was some 400 lower than the number of teachers extracted from the payroll system, because, for example, substitute teachers had been incorrectly recorded. The Pupil: Teacher Ratio (PTR) calculation uses the teacher count and pupil count from the autumn term and is expressed as full-time equivalents, with part-time hours being converted on the basis that a fulltime working week is 32.4 hours.
5. In Scotland, the staff census covers all publicly funded schools (local authority and grant-aided). The information required to complete the September 2011 staff census was collected electronically, through local authorities, from all publicly funded primary, secondary and special schools. The accuracy of the reported number of teachers in early learning and childcare (ELC) centres is affected by non-response to the early learning and childcare census. Please see background note 2.2 of relevant year's publication for further information: www.gov.scot/Resource/0047/00471917.pdf
6. In Wales, teacher information is collected as part of the school census in January each year. It covers all staff in the school including staff temporarily absent (for less than a term); staff covering anyone on long term absence/sickness leave or secondment (of a term or longer); relief/supply staff filling a nominal vacancy, and peripatetic teachers. The information is at school-level rather than for individual teachers/support staff, though the gender and categories of staff – head teacher, deputy head etc – are shown. Each person working 32.5 hours per week in the LA maintained schools is full time; 26 hours per week is full time in the independent sector.
Further Education (FE)
7. The source used for FE student data for England is the Individualised Learner Record (https://www.gov.uk/government/collections/individualised-learner-recordilr), whilst college and sixth form college numbers (at the start of September in each academic year) in England were obtained from the Association of Colleges (https://www.aoc.co.uk/).
8. England FE teaching workforce figures for 2012/13 to 2016/17 were provided by the Education and Training Foundation; the approach was to take the total teaching staff FTEs from the college accounts data (https://www.gov.uk/government/publications/sfa-financial-management-collegeaccounts) for each academic year and apply the male and female teaching FTE
percentages derived from the Staff Individualised Record (SIR; www.sirdatainsights.org.uk) for each academic year (as this is not available in the college accounts data). The college accounts figures are based on information supplied to Agriculture and Horticulture Colleges, Art, Design and Performing Arts Colleges, General Further Education Colleges, Specialist Designated Colleges and Sixth Form Colleges. The SIR percentages are based on information supplied by contributing Agriculture and Horticulture Colleges, General Further Education Colleges, Specialist Designated Colleges, Sixth Form Colleges and Art, Design and Performing Arts Colleges.
9. FE student numbers in Wales are obtained from the Welsh Government's Lifelong Learning Wales Record (LLWR) on FE students. Further information are available at: http://gov.wales/statistics-and-research/further-education-work-based-learningcommunity-learning/?lang=en
10. Statistical information on FE students in Scotland are provided by the Scottish Funding Council. Further information on the Further Education Statistics (FES) collection is available here: http://www.sfc.ac.uk/publicationsstatistics/statistics/statistics.aspx
11. Statistical information on FE students in Northern Ireland are provided by further education colleges to the Department for the Economy.
Higher Education (HE)
12. From the academic year 1994/95 onwards, the Higher Education Statistics Agency (HESA) has collected information for HE students within UK HE institutions. The data collected include enrolment numbers, qualifiers and first destinations of qualifiers. This includes students who are registered at HEIs but taught in Further Education Colleges (FECs) through a franchise arrangement. Information about students who register directly on HE courses at FECs comes from the Individualised Learner Record in England and from the Welsh Government, the Scottish Funding Council, and the Northern Ireland Department for the Economy. HESA also collect information on academic and non-academic staff in UK HE institutions via the HESA Staff Record. Further information can be found on the HESA website at: www.hesa.ac.uk
13. Learners that are funded by the Education and Skills Funding Agency (ESFA) are excluded to avoid double reporting with FE.
14. Since 2014, the Higher Education Funding Council for England (HEFCE) Register of HE Providers maintains a register of the HE institutions in England. It provides information on whether an institution receives funding from HEFCE, its status (e.g.
being a university), and awarding powers. Further information can be found on the HEFCE website at: www.hefce.ac.uk
15. Alternative providers (APs) are higher education providers who do not receive recurrent funding from HEFCE or other public bodies and who are not FECs. No information on APs are shown in this publication. Though some data is published on APs by HESA on student numbers, they are not included in this publication because this data is currently only available for England. Furthermore, only data for the 2014/15 and 2015/16 academic years is currently available for APs, so their inclusion would lead to comparability issues across the five year time-series period of the UK Education and Training Statistics.
16. The HESA publication on enrolments and qualifications obtained for the 2014/15 and 2015/16 academic years can be found on the HESA website at:
https://www.hesa.ac.uk/news/08-02-2017/sfr244
-a p-stud
ent-e nr
olments-
an d-
qualifications https://www.hesa.ac.uk/news/15-06-2016/sfr235 -alter na tive-pr ov ider s
Public Examinations: GCSE, A level and SQA National Qualifications (NQ)
17. Data for England and Wales are produced from data provided by the GCSE and A level examining boards and groups. GCSE and A level data for Northern Ireland are derived from the Summary of Annual Examination Results and data provided by the GCSE and GCE examining boards and groups. Scottish data are from the Scottish Qualifications Authority.
Education expenditure
18. HM Treasury provided education expenditure figures in Table 4 from their Public Expenditure Statistical Analysis (PESA). Education expenditure is defined here as under-fives, primary education, secondary education, post-secondary non-tertiary education, tertiary education, subsidiary services to education, research and development education and education not elsewhere covered. This is based on the UN Classification of the Functions of Government (COFOG) and is a sub-set of the education and training category. Training expenditure is not included. Total Expenditure on Services (TES) is a definition of aggregate public spending and covers most expenditure by the public sector that is included in Total Managed Expenditure (TME), where TME is a measure of public sector expenditure drawn from components in national accounts produced by the Office for National Statistics (ONS). TES broadly represents the sum of current and capital expenditure of central and local government, and public corporations, but excludes general government capital consumption and other accounting adjustments.
Participation in education, employment or training
19. Statistics on people aged from 16 to 24 Not in Education, Employment or Training ('NEET') are taken from the Labour Force Survey. Estimates are updated by the Office for National Statistics (ONS) on a quarterly basis with the October December quarter reported in this publication to coincide with the start of the academic year, and for comparability with existing Department for Education reporting on 16-18 participation and NEET. Further information is available at: https://www.ons.gov.uk/employmentandlabourmarket/peoplenotinwork/unemploym ent/datasets/youngpeoplenotineducationemploymentortrainingneettable1
Highest Qualifications (Labour Force Survey)
20. Estimates for Table 3.4 Highest qualification held by aged 19-64 years are derived from the Labour Force Survey (LFS). The LFS is a survey of households living at private addresses in the UK, and is the largest regular social survey in the United Kingdom. Its purpose is to provide information on the UK labour market which can then be used to develop, manage, evaluate and report on labour market policies. The survey is managed by the Social Surveys division of the Office for National Statistics (ONS) in Great Britain and by the Central Survey Unit of the Northern Ireland Statistics and Research Agency (NISRA) in Northern Ireland. The survey targets all people resident in private households, resident in National Health Service accommodation, and young people living away from the parental home in a student hall of residence or similar institution during term time (communal establishments and non-private households - such as residential care homes and university halls of residence – are excluded from the survey).
21. The LFS sample currently consists of around 38,000 responding (or imputed) households in Great Britain every quarter, representing about 0.15% the GB population. Data from approximately 1,500 households in Northern Ireland are added to this, representing about 0.21% of the NI population, allowing analysis of data relating to United Kingdom. Its main strengths are that it provides a selfcontained, integrated source of information about the Labour market activity (or inactivity) of the whole (household) population, based on a large sample size, and that it uses the internationally standard definitions of employment and unemployment recommended by the International Labour Organisation (ILO).
22. The LFS asks a variety of questions to gather information on any qualifications that respondents hold or are in the process of attaining. These questions have been changed over time to adapt to the changing range of qualifications available across the countries of the UK.
General Queries
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Torah Judaism, Modern Environmentalism
View PDF
Evonne Marzouk of Silver Spring MD is Founder and Executive Director of Canfei Nesharim, an organization that provides Torah-based resources about the importance of protecting the environment. This article appears in issue 2 of Conversations, the journal of the Institute for Jewish Ideas and Ideals.
When I speak to Torah Jews about the environment, I often find that they expect me to speak about hugging trees. In some communities, the environment is thought of as a friendly topic, one that will be interesting to children, perhaps at camp. In other communities, the environment is a topic that has hardly been broached at all. Our community is uninformed about the environmental challenges we face, the Torah view, and our own responsibilities to our families, our communities, and our world. It is my hope that this article will begin to cast light on these issues, to help our community learn and act.
Our environment is severely threatened today. We face the breakdown of major systems on our planet; systems that all human beings rely on for basic elements such as food, clean air, and clean water. More than half of the world's major rivers are seriously depleted and polluted. Nearly 1.8 million people die worldwide each year due to urban pollution. Thirteen thousand species are listed as threatened or endangered with extinction or as species of concern under the Endangered Species Act, more than 100 times what we understand to be normal rates of species extinction. Large predatory fish in our oceans have been reduced to a mere 10% (by mass) of pre-industrial levels. The Millenium Ecosystem Assessment, a recent study of worldwide ecosystems, concluded that we are destroying our natural resources at a rate that will leave a seriously depleted world for our own children.
The problem is even more severe in Israel, where more people die from air pollution in metropolitan areas in Israel than from traffic deaths in all of Israel in a given year. Water scarcity has caused nearly all of the rivers in the land of Israel to become polluted or depleted, though efforts since 1993 are working to restore the major rivers in Israel.
While the modern environmental movement has done much to raise awareness of environmental challenges and to find technological solutions, the movement has done little to change the culture of Western society. Western society tends to focus on a glorification of the physical, on quick "soundbites" versus wisdom, on instant gratification over patience, and on consumption rather than restraint. This focus has, in part, caused today's environmental challenges. We will not succeed at protecting our environment by using the same methods that caused the problems we face. The Torah, on the other hand, presents a time-tested philosophy which can help us address today's problems – if we can listen to it.
The Torah has a deep tradition for protecting what is now known as the environment. Reading our sources with an eye for environmental sensitivity, we find a wealth of connections and teachings that encourage us to protect our resources, care for our health, prevent unnecessary damage to our neighbors, show concern and respect for other creatures, and avoid unnecessary waste. These teachings can help us find solutions to some of the grave environmental threats that we face today.
Building awareness of our Torah responsibility to protect the environment allows us to strengthen our understanding of the Torah's perspective on modern issues. In so doing, we can engage in these issues while remaining true to a Torah approach. Meanwhile, the Torah wisdom on the environment has much to offer our troubled Western society, which is struggling to address environmental issues within the paradigms that created them. Ultimately, bringing Jews together on an issue of common concern such as the environment can provide important opportunities for Jewish unity.
The Torah's teachings on our responsibility to Hashem's world begin in Bereishit, when we are given two separate explanations for our role on the earth:
"Be fruitful and multiply, fill the Earth and subdue it, and have dominion over the fish of the sea, and over the birds of the air, and over every living thing that moves on the Earth." (Bereishit 1:28)
"And the L-rd G-d took the man and put him into the Garden of Eden, to cultivate it and to protect it." (Bereishis 2:15)
In "The Lonely Man of Faith," Rav Soloveitchik discusses two different conceptions of man based on these verses. The first instruction calls to the physical person, who works the earth and uses it for his physical needs. This person relates to the earth and uses it in a physical way, to get what he needs to survive. This function might be called "subduing the earth," and Rav Solovetchik sees this as a holy endeavor, part of our human responsibility and part of what makes humanity great.
The second instruction calls to the spiritual side of man: the person who wants to know, understand, and connect to Hashem. This person looks at the universe and wonders. This person is given the instruction to cultivate the land and to protect it. This person wants to connect to the land that we've been given. In the second story which includes this instruction, Adam also goes around and names the animals. He establishes a relationship with the earth.
Rav Solovetchik considers both aspects – the subduing and the protecting – as essential parts of a human being. Looking at this from an environmental perspective, we can see that Hashem created the land for us to use. But we also have a responsibility to temper our instincts to build and subdue. There must be a balanced relationship with the earth. We are permitted to use the earth -- but we must use it wisely. This balanced view is the Torah perspective on the environment, and we can see this balance running through our tradition whenever we are interacting with the world.
One example of the Torah's wisdom regarding protecting Hashem's resources comes in an unlikely place: in Bava Batra, in a discussion of laws that relate to protection of privacy. These ancient laws read like modern day laws preventing pollution. For example, the Talmud required that certain industries be kept at a distance from the town so that those living in the town would not be afflicted by the bad smells. The Rambam follows on this example and prevents individuals from building certain technologies, such as threshing floors, on their property unless they are done at a distance where the particles of earth or dust will not reach his neighbor. The Rambam says that it must be done at a distance that the wind will not carry the particles to his neighbor. The Rambam considered this in the same category as doing damage with arrows. The Shulchan Aruch also describes a law requiring us to protect our neighbor's drinking sources.
We can see from these sources that one of the major categories of what is now called "environmentalism" was included in our sources, and simply understood as part of our responsibilities to our neighbors. But to what extent do our "environmental" actions today ensure the health and comfort of our neighbors? When we drive our cars and idle them in school parking lots, do we think of the impact on our neighbors' children who may have asthma? When we wash our cars, fertilize our lawns, or pour chemicals down the drain, do we think of the impact on our neighbors' water sources? Perhaps we should revisit these sources in the context of our modern environmental challenges.
Even more important than our responsibility to protect our neighbors is our responsibility to protect our own health and that of our families. The Torah's teaching, "But you shall greatly beware for your souls" (devarim 4:15) requires us to be especially careful in protecting our health. We all should take a moment to reflect on how well we are taking care of our bodies in light of this major obligation. We must also remember that many actions that are today called "environmental" can have a significant impact on our health and especially on the health of our children. Some products that we use in our homes include carcinogens which could, G-d forbid, affect our families. Some pesticides being used on our lawns (or those of our children's schools, or being used as pesticides on our food) can cause significant threats to our children.
Once a person begins to recognize the breadth of the environmental problem, the next reaction is often to feel completely overwhelmed. There are so many other things to do. How can we protect the environment too? But as Torah Jews, we are familiar with taking actions that are consistent with Torah. We've all stopped buying a favorite product when it lost its heksher, or passed up a concert because it happened during the Three Weeks. We know how to do the right thing, even when it is difficult. This restraint is part of the wisdom of our tradition.
How do we choose the more difficult path? By taking one action at a time. In fact, we have a teaching from the Rambam that helps us focus this way. The Rambam teaches us to see each action we take as tipping the balance for good or bad, in our own lives – and for the whole world. Applied to the environment, we can see that we need to begin with our "daled amot" (the four spaces around us) and change just one action. It will make a difference. And in time, it will lead to the next action: a mitzvah begets another mitzvah.
There are many initial actions that we can take which will improve our own lives and also protect the world.
To save energy, we can turn of the lights when leaving the room, use cold water in the washing machine, change the thermostat a few degrees to reduce heating and air conditioning costs, and choose to walk when we can instead of driving.
We can make the air in our homes cleaner by investing in eco-friendly cleaning products, reducing air fresheners and aerosols, and ensuring that our home has a Carbon Monoxide detector.
To reduce chemicals in our home, we can begin to buy organic. (The most important 12 fruits and vegetables to buy organic are apples, bell peppers, celery, cherries, imported grapes, nectarines, peaches, pears, potatoes, red raspberries, spinach, and strawberries. For an exploration of this issue visit www.canfeinesharim.org and search "organic.")
To reduce waste, we can recycle, buy recycled paper with the highest "post-consumer waste" percentage available, stop buying bottled water and use tap water (with filter, if needed), and use real dishes and cloth napkins rather than disposable.
Any of these actions would help us begin on a path toward healthy and sustainable living. Choose one to start with, and when you have mastered that, it will be time to choose another.
The Torah's wisdom on the environment is being taught today by Canfei Nesharim, an organization which is working to inspire the Jewish community to understand and act on the relationship between traditional Jewish sources and modern environmental issues. Since its inception in 2003, Canfei Nesharim has implemented environmentally-focused programs for Jewish holidays and the Sabbath in dozens of local communities worldwide.
Canfei Nesharim ("the Wings of Eagles") is the only organization that focuses on environmental education specifically within the Orthodox Jewish community. In 2007, the Rabbinical Council of America (RCA) passed a resolution supporting the Torah-based environmental movement and recognizing the work of Canfei Nesharim, urging "every Jew to join its cause." The RCA called upon its members to "educate themselves and their constituents both scientifically and halakhically about the environmental challenges we face." Canfei Nesharim has also been recognized as one of the fifty most innovative Jewish non-profit organizations in North America by 21/64 (Slingshot), a division of The Andrea and Charles Bronfman Philanthropies.
In 2008, Canfei Nesharim embarked on three new initiatives. The first is a strategy for environmental engagement in Orthodox day schools, beginning with a series of educator focus groups in summer 2008. The second is a series of seminars for San Francisco educators on Jewish environmental wisdom, based on a set of weekly Torah commentary resources. The third is a program series for local synagogues, called Daled Amot & Beyond. In addition, Canfei Nesharim's executive director will present two sessions at CAJE's upcoming conference. All of Canfei Nesharim's programs provide education about the relevance of Torah wisdom to the environment, and help Jews address modern environmental concerns from within the context of Jewish tradition.
Canfei Nesharim offers a wealth of resources about Torah and the environment via its searchable webbased resource library, its weekly Torah commentary on the environment, and its first publication, A Compendium of Sources in Halacha and the Environment, which includes articles by rabbis about the connections between Torah and protecting the environment, and has been distributed to approximately 500 rabbis, educators, and families. More information about Canfei Nesharim's resources and programs can be found at www.canfeinesharim.org.
Canfei Nesharim has volunteers in 20 cities, including Washington, DC; New York, NY; Sharon, MA; Los Angeles, CA; Milwaukee, WI, and San Francisco, CA. To find a partner school or synagogue near you (or to create a new partnership with Canfei Nesharim), send an email to firstname.lastname@example.org.
One would not imagine that our sages could have imagined the environmental problems that we face today. And yet, the Torah includes teachings for every type of challenge that we face. We conclude with this remarkable insight from the Midrash:
At the time when G-d created Adam, He took him around the trees of the Garden of Eden, and He said to them, "Look at My works! How beautiful and praiseworthy they are. Everything that I have created, I created for you. Take care not to damage and destroy My world, for if you damage it, there is no one to repair it after you." (Kohelet Rabba 7:28) | <urn:uuid:a66b3ff0-ef06-4a71-80a6-2b4356e03971> | CC-MAIN-2024-22 | https://www.jewishideas.org/print/pdf/node/2493 | 2024-05-30T08:57:14+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971059632.19/warc/CC-MAIN-20240530083640-20240530113640-00012.warc.gz | 729,352,177 | 2,990 | eng_Latn | eng_Latn | 0.998417 | eng_Latn | 0.998722 | [
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Fort Dummer State Park Recreational Trails
The namesake of this state park was a British fort constructed along the bank of the Connecticut River in 1724. Situated in the Massachusetts Bay Colony, this was one of the early permanent European settlements in what would be later known as Vermont. The fort was named for William Dummer, Lieutenant Governor of the Massachusetts Bay Colony at the time. For the first two years, the fort was staffed by 55 men of English and Mohawk descent who fortified the location with twelve guns. The fort was built from native white pine logs which were presumably harvested from the surrounding lands.
The location of Fort Dummer was not where the current park lies, but rather on a site that was flooded with the construction of the Vernon Dam in 1908. There is a granite and bronze memorial on Route 142 about 1.5 miles from the park that denotes the history of the fort. The original fort site underneath the river can be seen from a vista on the Sunrise Trail.
Fort Dummer was originally built to defend against attacks on Northfield and Rutland during Dummer's War of 1724. The fort's first seige came on October 11, 1725, when 70 Abenakis attacked the fort and killed several soldiers guarding it. As a result, the palisade was added, enclosing an additional 1.5 acres. It played a prominent role in King George's War of 1744-1748 and in the French and Indian War from 1754-1763. The forts along the northern front, of which Fort Dummer was a part, were frequently attacked during this time period, and it was captured for a time by the French in 1746. It was abandoned in 1763.
Trails
Sunrise Trail
This nearly one-mile loop trail traverses level and gently sloping ground on the eastern side of the park in the town of Vernon. The Old Fort Vista is about midway on the trail. The trail is wooded the entire way.
Sunset Trail
The Sunset trail is a 0.5 mile loop trail on the western side of the park, starting near the entrance and looping through the play field. The trail has a western vista of the village of Algiers in the town of Guilford. The trail passes through gently sloping ground and travels for a portion of its length on an old town road that was cut off when the interstate was constructed. The remains of the Boyden Farm, dating form the 1880s, can be seen along this trail. These include stone walls, a small shed and farmhouse.
Broad Brook Trail
This 0.5 mile trail descends from the campground to a popular swimming hole on Broad Brook. The trail is steep in sections, and therefore is a much more strenuous hike than the other trails. Travel time is 10 minutes to the brook, 20 minutes back.
Guidelines
This area is maintained by the Vermont Department of Forests, Parks & Recreation. Please observe posted park rules and regulations, as well as:
* Please stay on marked hiking trails.
* Overnight camping and campfires are allowed only at designated sites in the developed campground. Inquire at the park office for more information.
* Keep the trails free of litter. Carry out what you carry in.
* Trails are for foot travel only.
* Keep pets on a leash at all times.
* Leave all wildflowers and plants in their natural environment for others to enjoy.
Fort Dummer State Park 517 Old Guilford Road Guilford, VT 05301 (802) 254-2610 (Operating Season) www.vtstateparks.com
To request this publication in Braille or alternate visual format, please contact firstname.lastname@example.org VT TDD Relay Dial 7-1-1 Printed on recycled paper 03/2013 ERP
Fort Dummer State Park Recreational
Trails Guide
Operating Season: Memorial Day Weekend Indigenous Peoples' Day
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A Level Economics Subject Overview
The Appleton School.
Last Reviewed October 2023
Subject: A Level Economics
Curriculum Intent (Covering Year 12 and 13)
Economics Vision
Our vision is to enthusiastically facilitate our students' understanding of and engagement with the increasingly complex economies in which we live and to enable them to become informed and confident decision-makers as consumers, employees, managers and entrepreneurs of the future.
Economics looks at how the scarce resources the world has are allocated to different people and societies. It also looks at how the choices we make are informed, trying to predict how we will react given the limited resources the world has but the unlimited needs and wants that we have as individuals. At a higher level, it places these decisions within economics systems that are determined, managed and reflect the political and social choices that each society makes. The main goal of studying economics at The Appleton School is to gain a greater understanding of the world in which we live and an insight into the decision-making of individuals and those who shape our local, national and global societies.
We aim to create the very best Economics students who see the Economics in everything!
The aim of the Economics curriculum is to develop students' understanding of how the local / national / global economy works through analysing economic issues, problems and institutions that affect everyday life. We do this by quality first teaching which ensures students understand underlying Economic theory which students apply to a variety of familiar and unfamiliar case studies.
We want students to be able to think analytically, reach logical conclusions based on data, and make judgements on future changes to markets and the economy. Our curriculum at The Appleton School goes far beyond what is taught in lessons, for whilst we want students to achieve the very best examination results possible, we believe our curriculum goes beyond what is examinable.
Our curriculum in Economics (and Business studies), supports the ethos of the school. Students are constantly challenged to work collaboratively and think independently when engaging in all lessons and class debates. Through teacher modelling, we encourage our students to demonstrate manners, respect and tolerance in Economics lessons. This allows students to express themselves in a confident manner. Lesson materials are engaging to promote topical discussion and encourage students to develop an enquiring mind.
A Level Economics @ The Appleton School
As a knowledge based curriculum we believe that knowledge underpins and enables the application of skills; both are entwined. Content is delivered to students and then built upon through a variety of practice questions, with regular quality feedback being given to support student progress.
The knowledge acquired then allows students to develop their analytical and critical thinking skills. Our students are constantly introduced to a wide variety of viewpoints from some of the most influential economists throughout history. We investigate the impact that their work has had on the world we live in and students are encouraged to make links between their studies and real life examples. Students undertake this whilst developing an increased understanding into current events happening globally. In addition to our aims, our curriculum design includes revisiting and building on existing knowledge. We ensure the level of challenge is high enough for the most-able, with scaffold and support available for students who need it.
Student Vision
Economics at The Appleton School aim for all students to:
* Engage with the economy as it happens in society, outside the classroom
* Create discussions and arguments acknowledging the different economics viewpoints which exist
* Understand the problems of living in communities where decisions are made about the use of scarce resources
* To critique traditional views on how the economy works, being able to offer alternatives
* To debate economic issues confidently
Our aims linked to the curriculum (National Curriculum and Specification criteria):
The aims of delivering the A Level Economics course at the Appleton School has been directed by the Pearson Edexcel Level 3 Advanced GCE in Economics A (9EC0) specification that we follow.
How is the curriculum delivered?
The Economics curriculum is divided into four themes;
Themes 1 and 3; Microeconomics are completed during Year 12 and Theme 2, Macroeconomic studies are started – and then completed along with Theme 4 in Year 13. Theme 3 assumes some knowledge of Theme 1 and likewise, Theme 4 assumes some knowledge of Theme 2. This is explained in greater depth the scheme of work. The curriculum has been developed so that skills and knowledge are revisited continuously throughout the course until external examinations are completed and the students are fully prepared for their next steps in their education.
The new specification that we follow also -
* Reflects developments in economics – content includes the financial sector and an introduction to behavioural economics, engaging students in current issues in economics.
* Reflects today's global world – in Year 13, students develop an understanding of current global issues that impact on the economy, preparing them for their next steps in today's global world.
* Develops transferable skills for progression to higher education – students will develop a multitude of skills, including numeracy, communication and critical thinking in order to make a smooth transition to the next level of study.
How is the curriculum assessed?
Next Review July 2024
Assessments are completed throughout the course;
- As part of lessons and as homework activities exam-style and past exam questions are used to assess on a weekly basis.
- At the end of the delivery of each topic students' key knowledge and application, analysis and evaluation skills that have been developed through the topic area are assessed through the completion of an end of topic test e.g. 1.1, 1.2, 2.3 etc….
- At key points throughout the academic year (determined by the school) mock examinations take place. These examinations will test knowledge and skills across modules and are assessed using the examination mark schemes and grade boundaries. This data is recorded on the central school system (SIMS).
All of the assessment data is collected on an Economics departmental mark book (accessible by all staff teaching the course and the Area Adviser) and individualised teachers' data tracking system and will inform future teaching and learning.
Thorough feedback to students direct them how to develop and improve specific knowledge and / or skills and for mock exams will require them to then respond by working on the question again or an extended stretch and challenge question.
How is the curriculum enriched (through speakers/visits/clubs) to generate a love of learning?
The curriculum is enriched predominately through the application of "real life" links within the UK and global economy. Students are encouraged to keep up with the news and teachers are expected to bring real life business examples into their lesson planning. Staff and students use Google classroom extensively to share news articles, podcasts and government data. Students are also directed to SENECA.
As an area we plan for external speakers to visit the school – for example, The Bank of England and EconplusDal (a popular economics YouTuber), external visits to banks and stock trading companies where students have had the opportunity to look at real-life stocks and invested virtual money and measured success as if it had been real - where they can consider market trends and externalities as well as trialling their risk-taking skills and also The Business Investment Challenge at Anglia Ruskin University. During Year 12 we also plan for an Economics Experiments day with Thorpe Park.
What skills and knowledge do students bring with them from Key Stage 4?
Students first exposure to the subject of Economics is taster sessions during the December of Year 11. These sessions have been designed to introduce the subject and provide the students with an idea as to what Economics is about. Key concepts such as scarcity and opportunity cost are introduced. Students who study GCSE Business studies will also have briefly studied supply and demand, the economic (business) cycle, exchange rates and interest rates – with a focus on the impact on business activities.
What skills and knowledge do students bring with them from Key Stage 4 to Key Stage 5?
A Level Economics is a wide-ranging course, that develops from a plethora of different skills and knowledge, knowledge and skills gained from GCSE Business and geography in particular will support students' entry, however the skills listed below could be gained across the entire school curriculum:
- Analytical skills - these are imperative to be able to discuss economics concepts within a class and to break down theory within an exam answer.
- Application skills - which are a fundamental of economics; being able to take the knowledge from learning and apply it within the wide range of microeconomics and macroeconomics real-life contexts
- Literacy skills - which are used within exam answers, as exam questions are essay-style questions
- Numeracy skills - which are important throughout the course; having the confidence to utilise economics calculations and formulae.
- Debating skills - being able to argue what the correct course of action is, and to understand the different sides of a decision within an economics scenario.
What will students study?
This is a two year course where external examinations will be completed at the end of year 13. Exam question practice will be completed throughout the duration of the course in order to build examination skills and allow the application of theory. For an in depth view on what the students will cover please see the A Level Economics (A) scheme of work.
Why has learning been sequenced in this way?
We have taken the decision to teach Microeconomics first, followed by Macroeconomics – this focuses students and allows them to take a full Paper 1 at the end of Year 11 – which is Markets and Business Behaviour which tests Themes 1 and 3 Microeconomics. They will have started their Macroeconomic studies by the time they are tested at the end of Year 12.
Different topics are detailed simultaneously because two specialist staff now deliver the course and the delivery of different topics allows students to organise work folders and prepare for lessons more effectively as they recognise the separate topics staff members are responsible for.
Year 12
Term 1
Theme 1 introduces students to the microeconomic nature of economics, looking at economic problems and the ways economists think and work.
Theme 1.1 and 1.3
These topics introduce students to the very fundamentals of economics and then consider how markets fail.
Theme 1.2
This is the core study of how markets work and a basis reference for all other economics theory. Understanding this topic is vital and it is the most detailed with 10 sub-topics.
Term 2
Theme 1.4, 3.1 and 3.5
Government intervention to address market failure follows how markets fail. Theme 3 then starts with business growth and then introduces the important labour market.
Theme 3 microeconomics builds on the content of Theme 1 and focuses on business Economics and provides a coherent coverage of microeconomic content, drawing on local, national and global contexts.
Theme 3.2, 3.3 and 3.4
Theme 3.2 and 3.3 lead into the inevitable 3.4 market structures – a major micro topic which is detailed into 7 sub-topics and is an especially popular examination topic with multiple and complex diagrams to comprehend as well.
Term 3
Theme 3.6 and 2.1
This is a good way to round off learning for the year as students can revisit the need and impact of government interventions an understand then, begin their Macro studies by considering the Measures of economic performance.
Theme 2 macroeconomics introduces the key measures of economic performance and the main instruments of economic policy primarily in a UK context.
Theme 2.2, 2.3 and 2.4
Macro studies now consider the now embedded Micro topics of supply and demand as aggregate supply and aggregate demand and along with the impact of
Term 1
Theme 4 macroeconomics builds on the knowledge learnt in theme 2 and focuses on it from a global perspective. Students will need to use the skills and understanding developed from Theme 2 in Theme 4, making connections across these two macroeconomic themes.
Themes 4.1 and 4.2
4.2 is usually done as a flip learning summer project between year 12 and 13. It is set as a research task and students are given a booklet to complete covering poverty and inequality. This is used as the introduction lessons on return in year 13.
Theme 4.1 focuses on what globalisation is and looks at trading block, trade and competitiveness and the impact that has on globalisation. It also links back to specialisation and trade from theme 1 and balance of payments from theme 2.
Themes 2.5 and 2.6
Theme 2 macro is completed this term Economic growth links back and ensures review of measures of economic performance and macroeconomic objectives and policy is a welcome formalisation of topics familiar through economic news throughout the course.
Year 13
Term 2
Themes 4.3 and 4.4
Theme 4.3 looks at emerging and developing countries. It focuses on the measurement of growth and development, factors influencing growth and development and the strategies influencing growth. This analyses a lot of macroeconomic principles such as FDI, infrastructure, exchange rates, debt and trade and therefore needs to be completed near the end of the course.
Theme 4.4 covers the role of the financial sector and needs students to understand the implementation of the monetary policy so has to be studied after 2.6 has been taught and exchange rates from 4.1.
Theme 4.5
This theme focuses on the role of the state in the macro economy – it's impact on the role of financial markets and the central bank and then government taxation and expenditure. The course completes by considering macroeconomic policies in a global context which extends the understanding from Theme 2 of UK macro-economic policies.
National income on the circular flow of income.
Term 3
PLCs revisited - knowledge gaps filled
External revision workshops attended
Review of all calculations
Review of all diagrams
Exam preparation and Micro V Macro focus
What will students be expected to know and remember?
Year 12
Term 1
Theme 1.1 focuses on the Nature of Economics – and introduces students to the need to make assumptions and use ceteris paribus assumption in building models. To understand the inability in economics to make scientific experiments.
Topics students need to learn are:
o recognising positive and normative economic statements
o evaluating the role of value judgements in influencing economic decision making and policy
o understanding the problem of scarcity
o recognising the importance of opportunity costs to economic agents
o the use and creation of production possibility frontiers
o specialisation and the division of labour referencing Adam Smith
o the functions of money
o The distinction between free market, mixed and command economies with reference to Adam Smith, Friedrich Hayek and Karl Marx
o The role of the state in a mixed economy
Term 2
Theme 1.4 focuses on Government intervention in markets and uses a range of diagrams across a range of contexts. It also acknowledges how governments can fail in various markets.
Topics students need to learn are:
o Purpose of intervention with reference to market failure
o Methods of intervention
o Causes of government failure
o Government failure in various markets
Theme 3.1 focuses on the size and growth of firms through exploring organic growth, mergers and takeovers and why some firms tend to remain small.
Topics students need to learn are:
o Sizes and types of firms
o Principle-agent problem
o How businesses grow
o Constraints on business growth
o Demergers and their impacts
Theme 3.2 focuses on the rational assumption that firms are
Term 3
Theme 3.6 focuses on students analysing and evaluating government intervention and links closely with 1.4 and 3.4.
Topics students need to learn are:
o Government intervention to control monopolies and mergers
o The impact of government intervention
o Limits to government intervention
Theme 2.1 introduces the key measures of economic performance and the main instruments of economic policy primarily in a UK context.
Topics students need to learn are:
o Economic growth
o Inflation
o Employment and unemployment
o Balance of payments
Theme 2.2 focuses on Aggregate Demand (AD); the characteristics of each of its components in detail.
Topics students need to learn are:
o The relative importance of each of the components of AD
o Consumption (C)
o Investment (I)
Theme 1.2 focuses on how markets work and use the underlying assumptions of rational economic decision making.
Topics students need to learn are:
o Demand
o Diminishing marginal utility
o Price, income and cross elasticities of demand and the formulae to calculate them all.
o Interpretation of all the numerical values
o Supply
o Understanding of price elasticity of supply - Using formula to calculate price elasticity of supply.
o The distinction between short run and long run in economics
o The price mechanism - Identifying equilibrium price and quantity and how they are determined
o The use of supply and demand diagrams to depict excess supply and excess demand
o To understand the functions of the price mechanism in allocating resources through; rationing, incentive & signalling
o To recognise the price mechanism in the context of different types of markets; including local, national and global markets
o To be able to explain the distinction between consumer and producer surplus
o To explain the impact of indirect taxes on consumers, producers and government
profit maximisers and then challenge this by looking at alternative business objectives.
Topics students need to learn are:
o Profit maximisation
o Revenue maximisation
o Sales maximisation
o Satisficing
... each with diagrams and formulae
Theme 3.3 focuses on exploring
Revenues, costs and profits before linking these ideas to different market structures in 3.4.
Topics students need to learn are:
o Revenue
o Costs
o Economies and diseconomies of scale
o Normal profits, supernormal profits and losses
… each with dynamic diagrammatic analysis for the short and long-run.
Theme 3.4 focuses on students now analysing and evaluating the pricing and output decisions of firms' in different contexts and understand the role of competition in business decision making.
Topics students need to learn are:
o Efficiency in different types of market
o Perfect competition
o Monopolistic competition
o Government expenditure (G)
o Net Trade (X-M)
Theme 2.3 focuses on Aggregate Supply (AS).
Topics students need to learn are:
o The characteristics of AS
o Short-run AS
o Long-run AS (Keynesian and Classical)
o Factors impacting short and long-run AS
Theme 2.4 focuses on National Income.
Topics students need to learn are:
o The circular flow of income
o The difference between income and wealth
o The impact of injections into and withdrawals from the circular flow of income
o Equilibrium real national output
o The Multiplier (K)
o The marginal propensities – MPC, MPS, MPT, MPM
o The significance of the multiplier for shifts in AD
o To be aware and evaluate some of the alternative views of consumer behaviour including reasons why consumers may not behave rationally.
Theme 1.3 focuses on market failures and why they might occur – students need to be aware of a range of examples and be able to explain and evaluate with the use of complex diagrammatic analyses:
Topics students need to learn are:
o Understanding market failure and the different types
o Externalities and their impact in various markets
o Public goods – explaining what they are and why they might not be provided for in the public sector
o Oligopoly including game theory
o Monopoly
o Monopsony
o Contestability
… each with dynamic diagrammatic analysis
Theme 3.5 focuses on applying supply and demand analysis to the labour market to see how wages are determined in competitive and non-competitive markets.
Topics students need to learn are:
o Demand for labour
o Supply of labour
o Wage determination … each with dynamic diagrammatic analysis
o Information gaps – and how these can lead to misallocation of resources
Year 13
| Term 1 | Term 2 | Term 3 |
|---|---|---|
| Theme 4.1 focuses on International economics. Topics students need to learn are: o The significance of globalisation o Specialisation and trade o Pattern or trade o Terms of trade o Trading blocs o The World Trade Organisation (WTO) | Theme 4.3 focuses on emerging and developing economies. Application, analysis and evaluation of economic models is required as well as an ability to assess policies that might be used to address national and global economic challenges. Topics students need to learn are: o Measures of development | ➢ PLCs revisited - knowledge gaps filled ➢ Final reviews of all calculations ➢ Final reviews of all diagrams ➢ Exam preparation and Micro V Macro focus |
o Restrictions on free trade
o The balance of payments
o Exchange rates
o International competitiveness
Theme 4.2 focuses on poverty and inequality across the globe.
Topics students need to learn are:
o The distinction between and measures of absolute and relative poverty
o
Inequality and causes
o Measurements of income inequality including the Lorenz curve and Gini coefficient
o Significance of capitalism for inequality
Themes 2.5 focuses on Economic growth which links back and ensures review of measures of economic performance.
Topics students need to learn are:
o Causes of economic growth
o Output gaps
o Trade cycle
o The impact of economic growth on economic agents – now and into the future
Theme 2.6 focuses on macroeconomic objectives and policy is a welcome formalisation of topics familiar through current economic news throughout the course.
o Factors influencing growth and development
o Impact of economic factors across a range of different countries
o Impact of economic factors across a range of different countries
o Strategies influence grow and development
Theme 4.4 focuses on the financial sector in economies.
Topics students need to learn are:
o The role of financial markets
o Market failure in the financial sector
o The key functions of central banks
Theme 4.5 focuses on the role of the state in the macro economy in a global context.
Topics students need to learn are:
o Public expenditure
o Taxation
o Public sector finances
o Macroeconomic policies in a global context
o Problems facing policy makers
- All past papers / questions revisited
- Essay structures for all topics collated
- External revision workshops attended
- One-to-one student interventions
Topics students need to learn are:
o Possible macroeconomic objectives
o Demand-side polices
o Supply-side policies
o Conflicts and trade-offs between objectives and policies
What will students be expected to know and remember?
For an in depth view on what the students will be expected to know and remember in regards to knowledge and skills please see the Economics scheme of work.
What cross-curricular themes have been identified?
The main cross curricular links that are present throughout this course are English, Mathematics, Geography and Business. A number of written skills are required throughout the course when answering exam questions and quantitative skills are included through calculations and interpretations of data. There are topic areas throughout the qualification that have heavy focus on cross curricular aspects such as the external environment, interest rates, exchange rates, poverty, population inequalities etc…
How will this be assessed to show that students have learnt and remembered what they have been taught?
| | Years | | Term 1 | | Term 2 | Term 3 |
|---|---|---|---|---|---|---|
| 12 | 12 | Baseline Assessment – Quantitative skills assessment at start of term Starter Exam week Module tests 1.1, 1.2, 1.3 | | Module tests 1.4, 3.1, 3.2, 3.3, 3.4, 3.5 | | |
| 13 | | Module tests 2.5, 2.6, 4.1, 4.2 Exam Week | | Module tests 4.3, 4.4, 4.5 Exam Week | | |
Rationale for this course from the exam board is:
The Pearson Edexcel Level 3 Advanced GCE in Economics A meets the following purposes, which fulfil those defined by the Office of Qualifications and Examinations Regulation (Ofqual) for GCE qualifications in their GCE Qualification Level Conditions and Requirements document, published in April 2014.
The purposes of this qualification are to:
* define and assess achievement of the knowledge, skills and understanding that will be needed by students planning to progress to undergraduate study at a UK higher education establishment, particularly (although not only) in the same subject area, for example economics degrees with a focus on theory, or degrees in applied economics such as environmental economics, labour economics, public sector economics or monetary economics
* set out a robust and internationally comparable post-16 academic course of study to develop that knowledge, skills and understanding
* enable UK universities to accurately identify the level of attainment of students
* provide a basis for school and college accountability measures at age 18
* provide a benchmark of academic ability for employers.
The qualification aims and objectives of the Pearson Edexcel Level 3 Advanced GCE in Economics A are to enable students to:
* develop an interest in, and enthusiasm for, the subject
* appreciate the contribution of economics to the understanding of the wider economic and social environment
* develop an understanding of a range of concepts and an ability to use those concepts in a variety of different contexts
* use an enquiring, critical and thoughtful approach to the study of economics and develop an ability to think as an economist
* understand that economic behaviour can be studied from a range of perspectives
* develop analytical and quantitative skills, together with qualities and attitudes that will equip them for the challenges, opportunities and responsibilities of adult and working life. | <urn:uuid:37e5bd91-e980-4aac-abf6-9cd75968c093> | CC-MAIN-2024-22 | http://www.theappletonschool.org/user/pages/03.Subjects/02.business-studies/A_Level_Economics_Curriculum_Overview.pdf | 2024-05-30T09:51:30+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971059632.19/warc/CC-MAIN-20240530083640-20240530113640-00013.warc.gz | 50,706,600 | 5,366 | eng_Latn | eng_Latn | 0.967666 | eng_Latn | 0.995444 | [
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This overarching policy includes important reference to two sub-policies (The Head Injury & Concussion Policy; and the Asthma Policy and Procedures)
To be reviewed May 2024
Contents
6. Administering Paracetamol at School
1 INTRODUCTION
This policy applies to Sacred Heart High School Hammersmith (hereafter referred to jointly as 'the School').
This policy complies with the Department for Education's 'Guidance on First Aid for Schools' (DfE Guidance) and is reviewed annually by the Premises, Health and Safety Committee of the Governing Body.
This policy is made available to parents on the school's website and to staff on the School's shared area under Policies. A paper copy is available in the School Office upon request.
Appendix 1 sets out a list of the school's qualified first aiders
Appendix 2 identifies the location for first aid kits, epi pens etc.
2 POLICY STATEMENT
To meet our responsibility under the Health and Safety (First Aid Regulations 1981), the School will work jointly to ensure:
* Sufficient numbers of trained first aid personnel together with appropriate equipment are available to ensure that there is someone competent in basic first aid techniques who can attend an incident onsite involving pupils, staff and visitors, during times when the School is in session;
* There is always a qualified First Aider on site at evening events where children are in attendance, including school plays, musical evenings, etc.;
* Appropriate first aid arrangements are in place whenever staff and pupils are engaged in off-site activities and visits (see the Trip Policy).
* Sufficient members of trained first aid personnel are in attendance during the School's Sports Days and Feast of Sacred Heart activities day.
* Appropriate numbers of first aid kits are provided throughout the School which are kept suitably stocked;
* All new pupils and staff are given information on where to go for help in the event of an accident as part of their induction into the School. There are first aid notices around the School to indicate the location of the nearest first aid box and the names of nominated First Aiders.
3 PROCEDURES IN THE EVENT OF AN ACCIDENT, INJURY OR ILLNESS
3.1 Ambulances
If a member of staff or any adult is present at an incident and judges that an ambulance should be called, they should call (9 for an outside line if using a school phone then) 999 immediately, without waiting for the First Aider to arrive on the scene.
Whenever possible, an adult should remain with the casualty until help arrives.
One of the First Aiders should be summoned. If a First Aider is already on the scene, they should make the decision to call an ambulance.
One of the First Aiders will notify Reception and the Site Team to open the relevant gates and direct the ambulance crew to the casualty.
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One of the First Aiders will then inform:
* parents of the pupil(s) involved in the situation and advise them to go to the relevant hospital department; and
* the Headteacher, the pupil's Form Tutor and/or Head of Year and the Office Manager.
One of the First Aiders or other members of staff will accompany the child in the ambulance to the hospital and will meet the parents there.
An ambulance should always be called in the following circumstances:
* Serious injury or illness;
* After administrating an Adrenaline Auto-Injector (AAI) Pens (e.g. EpiPens, Emerade and Jext)
* Significant head injury (see the School's Head Injury and Concussion Policy;
* Period of unconsciousness;
* Possibility of serious fracture or dislocation; or
* If the First Aider considers that they cannot deal adequately with the presenting condition by administering first aid.
3.2 Responding to other accidents and illnesses
For all other accidents or illnesses during the school day, a pupil should be sent to a First Aider at the Main Office immediately or advised to go at the end of the lesson. Pupils will be signed in on arrival.
* If a pupil needs to go to the Main Office during a lesson they should get permission from their subject teacher. They should be accompanied by a responsible friend if necessary, but if there is any concern that the pupil is not well enough to walk to the Main Office, a First Aider will be sent for.
* During non-teaching times, pupils may self-refer to The Main Office.
If a pupil is mugged in the vicinity of the School they are advised to inform Reception/Main Office immediately even if they do not require first aid treatment. Once the pupil has been treated for any injuries/shock a member of Safeguarding team should be notified immediately.
One of the First Aiders will make an initial assessment of a child's accident or illness and provide medical attention as appropriate. Except in the most minor cases, parents will be informed by telephone of the accident or injury, of the medical assistance provided, and any medication given, if medication kept at school as already been agreed.
Where the initial medical assessment suggests that a child should attend A&E but is not regarded as emergency, parents will be informed of this by telephone and asked to collect their child and take them to the relevant hospital.
3.3 Responding to Infectious Diseases
Appendix 3 of this policy sets out the School's policy on responding to infectious diseases.
5
Appendix 4 of this policy sets out the School's policy on responding to an overdose incident. Please also refer to the Schools Child Protection and Safeguarding Policy
4 HOW TO CONTACT THE FIRST AIDER
The Main Office should be contacted in the first instance between 8am – 4pm (on 249/362. If the First Aiders in the Main Office are not available, Reception should be contacted (on x201) and they will call a First Aider. If a First Aider is required after 5pm call site on 211.
5 PARTICULAR MEDICAL CONDITIONS
Appendix 5 of this policy sets out guidance for staff on how to deal with emergency situations before one of the First Aider arrives, relating to the following:
* asthma;
* head injury or concussion;
* anaphylactic shock;
* epilepsy;
* diabetes; and
* basic life support.
Parents of new pupils to the School are required to complete a medical form in which they are asked to inform the School of any particular medical condition or need such as asthma, epilepsy, diabetes, nut and food allergies. This information is collated and tabulated by form and made available to all teachers on the School's database SIMs and saved in the medical folder on the shared drive. Teachers are required to consult this information at the beginning of the school year. Medical conditions which develop in the course of the school year are flagged to pastoral support/tack team via email by the Main Office and all teachers via SIMs unless specific conditions such as Type 1 Diabetes, Epilepsy which will also be flagged via email.
Pupils with allergies which may require the use of an adrenaline auto-injector pen (AAI pen) (e.g. EpiPen, Jext or Emerade) are required to provide two AAIs to the School as well as carry two AAIs on their person. All AAIs provided to the School are kept in the Main Office. AAIs are kept in individual medical folders which include a picture of the named child for identification purposes in the event of unconsciousness. Pupils are required to take two AAIs with them when they are off-site, i.e. at Games, fixtures or school trips.
Pupils bringing medication onto the site, for their own use, should ensure that the medication is clearly labelled and has been lodged with the Main Office at the beginning of the school day. The medicine administered must be recorded stating the amount, time and date given and signed by the Main Office. The medication will be stored in a lockable cabinet in the Main Office (or fridge if appropriate). No one should administer medicines to a pupil unless authorised to do so. All written permissions to administer medicines should be retained until the end of the school year. Where written permission has not been provided, the Administrator will contact the parents to obtain verbal/email permission.
6
Appendix 6, sets out the procedures for administering paracetamol at school. This would only be done with the express consent of parents.
6 MEDICAL HEALTH CARE PLANS AND VACCINATIONS
6.1 School Medical
Students are not required to have a school medical. However, they will be seen on a need to basis by the School Nurse if they have a long-term health condition requiring a medical health care plan.
6.2 Vaccinations
The School offers the following vaccinations:
* HPV Vaccination to all pupils in Year 8;
* Diphtheria, Tetanus, Polio (Td/IPV vaccine) and Meningitis ACWY vaccine to girls and in Year 9 or 10;
7 RESPONSIBILITIES
7.1 Headteacher/Associate Headteacher
The Head of SHHS and the Associate Headteacher SHHS via their respective deputies and staff are responsible for:
* Putting this policy into practice and for ensuring that detailed procedures are in place;
* Ensuring that parents are aware of the School's Health and Safety Policy including arrangements for first aid;
* Ensuring that this policy is available on the School's website, the Staff Resources section of the School's shared drive;
* Overseeing adequate first aid cover.
7.2 Premises Health and Safety Committee
The Health and Safety Committee is responsible for:
* Reviewing the Accident Report from the Main Office to identify any recurrent issues;
* Reviewing this First Aid policy annually although ratification is also required from the full governing body.
7.3 The Headteacher/Associate Head Teacher
The Headteacher/Associate Headteacher are responsible for ensuring that:
* Suitable numbers of trained First Aiders are available at all times;
* Appropriate arrangements are followed for off-site activities/trips and out of hours activities; and
* The operation of this policy is reviewed to determine if any changes should be made.
7.4 The First Aider in the Main Office/Support Staff First Aiders
The First Aiders are responsible for
* Assessing the first aid needs throughout the School in consultation with the Office Manager.
7
* Deciding on first aid issues and needs (such as an ambulance or other professional medical help);
* Providing first aid cover during normal school hours and for after school activities until 5pm;
* Maintaining and replenishment of first aid equipment;
* Maintaining accurate records of first aid treatment given in the Medical Area;
* Ensuring that information detailing pupils/staff with existing conditions that require prompt action such as severe allergies, epilepsy and diabetes, etc. is kept up-to-date and staff are kept informed. This information is also available on SIMs;
* Providing staff in charge of school trips (including residential trips) with written details of medical conditions affecting any pupil on the trip. See the relevant Trip Policy;
* Informing parents when there has been an accident or injury to their child; and
* Reporting on first aid matters to the Health and Safety Committee.
7.5 Heads of Department
The Heads of Department are responsible for ensuring that:
* Staff in their department are aware of the location of the nearest first aid kit;
* First Aid procedures are taken into account in risk assessments, particularly for practical work.
7.6 All Staff
All staff have a duty of care towards pupils and should:
* respond accordingly when first aid situations arise;
* report incidents to the Main Office, including any treatment given; and
* inform the Main Office when first aid kits need replenishing.
All staff should be familiar with the list of qualified First Aiders in Appendix 1. This list is available in Main Reception and displayed outside the Main Office and on the Staff Notice Board in the SHHS Staffroom.
All staff should be alert to the specific medical needs of pupils within the School community and familiar with the medical needs of pupils that require the use of AAI pens or who require first aid due to medical conditions such as epilepsy, diabetes and nut allergies, especially when taking pupils on school trips and away fixtures, and ensure they have spare AAIs, asthma inhalers or medication as appropriate).
Staff conditions of service do not include giving first aid, although any member of staff may volunteer to undertake these tasks.
All new staff receive information on how to obtain first aid assistance during their induction programme, including names of First Aiders; location of The Main Office; procedure for dealing with an emergency; location of First Aid kits; how and when to call an ambulance.
8
8 FIRST AID PERSONNEL
8.1 First Aiders
The School has a well-equipped Medical Area (the Main Office). The Main Office is open between 8am and 4pm, and is fully equipped to deal with minor accidents and injuries. A First Aider is also available on Reception between 4pm and 5pm.
8.2 School Nurse
The School has a designated School Nurse who visits the school 8 days per month. The School Nurse will liaise with the Main Office regarding pupil healthcare plans and will arrange to meet pupils as and when necessary.
The School Nurse is also responsible for
* Notifying the school when a child has been identified with requiring support in school due to a medical condition.
* Liaising locally with lead clinicians on appropriate support.
* Working with Healthcare professionals to produce HCP.
8.3 First Aid cover
If all First Aiders in the Main Office are absent for up to one working day, the Office Manager will arrange First Aid cover for the absence for the day. If it is long-term absence, the Office Manager will ensure that a replacement is available. If all First Aiders in The Main Office have to leave the school site for any reason during the school day, the Office Manager will arrange cover.
8.4 During half term/ summer holidays
During half term time/summer holidays, the School ensures that there is at least one qualified First Aider on site and contactable via Site Office x 211 between 9am and 2:30pm.
8.5 For events held outside normal opening hours
For events held outside normal opening hours, the school will ensure that a First Aider is available or (where the event is being run by a third party organiser such as PGL) that risk assessments include the required provision of a first aider by the event organisers.
8.6 For off-site activities and visits
For off-site activities and visits, appropriate First Aid arrangements are in place. Further information can be found in the relevant Trip Policy for SHHS.
9 PROVISION OF FIRST AID EQUIPMENT
9.1 First Aid kits
* First Aid kits are clearly labelled with a white cross on a green background in accordance with Health and Safety Regulations. All staff have access to these First Aid kits.
* The locations of the First Aid kits are set out in Appendix 2. First Aid Notices are displayed throughout the School to indicate the location of the nearest first aid kit.
9
* A First Aid kit should be taken to all off-site activities including sports fixtures and practices.
* The Main Office will restock the First Aid kits at regular intervals.
9.2 Emergency Asthma kits (including inhalers)
* Emergency inhalers are kept in The Main Office and PE Dept.
9.3 Defibrillators
The School currently has one defibrillator as set out in Appendix 2
9.4 Wheelchair
There is a wheelchair for use, kept in the Main Office.
9.5 Adrenaline Auto-Injector (AAI) pens
* Spare AAIs are kept in Emergency First Aid Kits in The Main Office. See Appendix 2.
* If the Main Office is locked, contact the Office Manager or Site Services.
10 DEALING WITH BODILY FLUIDS AND SPILLAGES
In the event of spillage or the presence of bodily fluids, Site Services is called and a cleaner (who has received the appropriate training) is dispatched to deal with the situation using the appropriate chemicals. There are also clinical waste bins just outside the Main Office for the safe disposal of anything to do with bodily fluids.
First Aiders should take precautions to avoid risk of infection when providing first aid. If a First Aider suspects that they or any other person may have been contaminated with blood and/or other bodily fluids which are not their own they should seek advice from 111.
11 TRAINING
First aid training is provided to staff who wish to undertake this. Regular courses are booked with local providers. Additional training for other medical conditions, e.g. use of AAI pens is provided by the School Nurse when necessary.
A qualified First Aider is someone who holds a valid certificate of competence in 'Emergency First Aid' which means they:
* have attended a minimum four hour first aid training course (renewable every three years) which is approved by the Health and Safety Executive (HSE) and includes resuscitation procedures for children and adults;
* are competent to give emergency first aid to casualties with common injuries or illnesses and those arising from specific hazards at school until further help arrives;
* ensure that an ambulance or other professional medical help is called when necessary; and
* have been trained in the use of defibrillators.
A List of qualified First Aiders is set out in Appendix 1.
12 REPORTING ACCIDENTS, RECORD RETENTION AND MONITORING
12.1 Accident records
The School has a legal responsibility to ensure that all accidents occurring on the School site or to pupils involved in school activities outside the School are recorded.
An Accident Form should be completed without delay.
The Accident Form is completed by the relevant First Aider, or member of staff who attends the scene, and records all accidents and first aid treatment given by them. This includes: the date, time and place of the incident; the name (and form) of the injured or ill person; details of the injury/illness; and the name of the First Aider or persons dealing with the incident. These Accident Forms are kept by The Main Office.
Accidents that occur to pupils off-site (off-site activities/school trips etc) must be recorded in the same way, although the School's medical staff are unlikely to treat the pupil. All such Accident Forms should be completed and submitted without delay.
12.2 RIDDOR Record
Depending on the nature and severity of an accident, The Office Manager will complete an online record on a Form F2508 to the HSE of any reportable death, specified injury, disease or dangerous occurrence in accordance with the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR). This record must include: the date and method of reporting; the date, time and place of the event; personal details of those involved and a brief description of the nature of the event or disease. Further guidance on how to make a RIDDOR is available from the HSE website www.hse.gov.uk/riddor/report.htm.
12.3 Reporting
Depending on the nature and severity of an accident, The Office Manager will inform the Chair of the Premises Health and Safety Committee and the Headteacher as the member of SHHS responsible for health and safety.
If anyone suffers an injury on site due to a health and safety issue which needs to be addressed, the Main Office/Office Manager will email Site Services and the Chair of the Health and Safety Committee as soon as possible. This will also be included in the report to the Health and Safety Committee.
12.4 Record Keeping
* Pupil records are kept for seven years in accordance with the Department of Social Security 'The Accident Book B1 510'.
* Accident reports concerning pupils are kept for three years after they have left the School.
* Accident reports concerning members of staff are kept for three years.
* RIDDOR records are kept for three years.
12.5 Monitoring
The Office Manager provides Health and Safety Committee with statistics on the number of accidents and any patterns of recurring accidents, which can:
* help the School identify accident trends and possible areas for improvement in the control of health and safety risks;
* be used for reference in future first aid needs assessments; and
* be helpful for insurance and investigative purposes.
13 RATIFICATION
This Policy has been approved by the Headteacher and the Staffing, Management & Finance Committee and ratified by the full governing body in July 2023.
Mrs S O Donovan Headteacher
Glen Hodgson Chair of Governors
APPENDIX 1
(Updated 04/11/2020)
QUALIFIED FIRST AIDERS (INCLUDING MENTAL HEALTH FIRST AIDERS)
First Aiders are also all trained in the use of the defibrillators.
Teaching Staff
| Grace Weller | PE Teacher | 16/03/25 |
|---|---|---|
| Rachel Cunningham | Geography Teacher | 16/03/25 |
| Charlotte Key | Associate Assistant Headteacher | 29/11/2022 |
| Maisie Jowett | DT Technician | 24/11/24 |
| Barbora Lisivoka | Science Technician | 24/11/24 |
| Naomi Nye | Geography Teacher | Expired March 22, being renewed |
Support staff
| | Name of staff member | | Role | Requalification due date |
|---|---|---|---|---|
| Ansuya Agrawal | | Administrator - Finance | | |
| Amy O’Callaghan | | Administrator | | |
| Luis Andre | | Site Team | | |
| Sally Gorman-Moffat | | Administrator - Main Office | | |
| Louvain Drewitt | | Administrator - Finance | | |
| Edgar Oswaldo Minda | | Site Team | | |
| Oscar Salinas-Galarza | | Site Team | | |
| Caitriona Tesh | | Office Manager | | |
APPENDIX 2
Location of First Aid Kits, Defibrillators, Spare Emergency Inhalers, AAI Pens & Burn Kits
Location of First Aid Kits
1. The Main Office
2. PE Dept.
3. Canteen
4.
Reception
5. Finance
6. Site Services
7. Science Dept.
8. DT Dept.
9. RE Dept.
10. Maths Dept.
11. Geography Dept.
Location of Defibrillators
1. Outside Main Office - Medical room
Location of spare inhalers in Emergency Asthma Kits
1. The Main Office
2. PE Dept.
3. Reception
Location of spare AAIs
1. The Main Office
2. Sports Centre x 2
Extension Number for First Aiders in The Main Office in the event of an emergency:
249 / 362
APPENDIX 3
Medical Plan: Responding to infectious diseases
The School follows the advice provided by Public Health England (PHE) Notes on Infectious diseases in Schools and Nurseries Sept 2018
This PHE document provides general guidance for school staff and others with children in their care on the prevention and control of infectious diseases.
The School's policy on dealing with infectious diseases is the following:
1. In general, individuals who are known to be unwell with an infectious disease must not attend school, although a mild presentation of the common cold virus need not necessarily prevent an individual attending. If you are unsure whether or not a child or staff member should be in school, please consult the Main Office or Attendance Officer (email@example.com / firstname.lastname@example.org) | 020 8748 7600.
2. If a child becomes ill at school with a suspected infectious disease, parents/carers must be contacted and the child taken home if necessary. The School requests alternative contact telephone numbers in the event that a parent or guardian is unavailable to collect them.
3. Parents should notify the school, preferably The Main Office/Attendance Officer, if their child has an infectious disease. Staff members also have a duty to ensure the School is aware if they are unwell or have been diagnosed with an infectious disease.
4. The School should notify parents if a significant risk to other children exists.
5. The length of time an individual should be excluded from school depends on the type of infection they have had.
6. There are no facilities at the School for holding children or staff with infectious diseases. Accordingly, parents/carers, having been advised about this policy, are expected to keep their child away from school. Likewise, staff members are expected not to return to School until they are well or the infectious stage of their illness has passed.
7. The Main Office are aware of children and staff who are more susceptible to infection due to underlying diseases, treatment or pregnancy. In order to ensure the wellbeing of those individuals whose vulnerabilities may not be known to The Main Office, emails will be sent to staff and students, when necessary, to highlight outbreaks of infectious diseases.
8. Queries about this topic can be directed to The Office Manager, a GP or the PHE Health Protection Team.
APPENDIX 4
Responding to an Overdose Incident
The School follows the advice provided by the NHS.
The School's policy on dealing with a suspected overdose is the following:
1. Inform a first aider immediately.
2. Keep calm and reassure the student.
3. Do not try to treat the student yourself and do not give them anything to eat or drink.
4. If the student does not appear to be seriously ill, call 111 for advice.
5. If the student is showing signs of being seriously ill or unconscious CALL 999 to request an ambulance.
Symptoms associated with serious poisoning include:
- being sick
- dizziness
- sudden, noticeable heartbeats (palpitations)
-
breathing difficulties
- uncontrollable restlessness or agitation
- seizures (fits)
- drowsiness or loss of consciousness
6. Parents/carers must be contacted to inform and update them.
Helping someone who's conscious
If you think someone has been severely poisoned and they're still conscious, ask them to sit still and stay with them while you wait for medical help to arrive.
If they've been poisoned by swallowing something, try to get them to spit out anything that is remaining in their mouth.
Helping someone who is unconscious
If you think someone has swallowed poison and they appear to be unconscious, try to wake them and encourage them to spit out anything left in their mouth. Don't put your hand into their mouth and don't try to make them sick.
While you're waiting for medical help to arrive, lie the person on their side and their upper leg pulled slightly forward, so they don't fall on their face or roll backwards. This is known as the recovery position.
Wipe any vomit away from their mouth and keep their head pointing down, to allow any vomit to escape without them breathing it in or swallowing it. Don't give them anything to eat or drink.
If the person isn't breathing or their heart has stopped, begin cardiopulmonary resuscitation (CPR) if you know how to/use the designated defibrillator.
APPENDIX 5: Emergency Procedures
I. ASTHMA
See the School's Asthma Policy and Procedure
II. HEAD INJURY AND CONCUSSION Asthma Policy and Procedure
See the School's Head Injury and Concussion Policy
III. EPILEPSY - Emergency Procedure
A seizure is usually a short event and can look different from person to person, there may be a jerking of the body, confused behaviour or a blank moment and not everyone who has the condition will fall to the ground. They may appear vacant and wander around instead, so it is important for you to help someone having a seizure by staying calm and giving gentle reassurance, keeping the person safe until they recover. Epilepsy is widely misunderstood, so increased knowledge and awareness will help all of us to improve and enhance the lives of children and adults living with the condition.
To learn more and gain further information go to: www.epilepsysociety.org.uk; http://learn.epilepsy.org.uk/first-aid-for-seizures-in-schools/ epilepsy.org.uk/schools
If someone is having a seizure:
* Move close objects or furniture
* Cushion the person's head to reduce any further injury
* Check for an Epilepsy Identity Card or Medic Alert Bracelet stating " Epileptic"
* Make a note of the time
* After the convulsions have stopped put the person into the recovery position, checking that the airway is clear and try to protect their privacy.
* Stay with the person until they are breathing normally again
* If the person is injured, having any trouble breathing or the seizure is continuing for more than 5 minutes or you are in doubt call 999 state the following clearly and calmly:
o Name, location address with postcode, epileptic / seizure time any rescue medication was used
IV. DIABETES - Emergency Procedure
A. Hypoglycemia Awareness Recognising a Diabetic Emergency
Hypoglycaemia may occur if a diabetic person's blood sugar level falls too low below 4 mmol/l. This can be caused by the following:
* Administering too much insulin
* Not eating enough carbohydrate food
* Over exerting themselves
B. Symptoms of hypoglycemia
* Feeling shaky
* Sweaty, clammy pale skin
* Hunger and faintness
* Tiredness
* Blurred vision
* Lack of concentration
* Headaches
* Feeling tearful, stroppy or moody
* Going pale
C. Treating hypoglycemia
It is important that you do not leave the person alone during hypoglycemia.
IF THE PERSON IS CONSCIOUS
* Stay calm and ask them to sit down, check their blood sugar (if possible) and give them a sugary drink or glucose tablets or fruit juice. This will raise their blood sugar levels.
* After 10 - 15 minutes, check their blood glucose level. If it is still low continue offering sugary drinks or food until they have recovered
* Check the blood glucose levels again in 20 - 30 minutes to make sure it has returned to normal.
IF THE PERSON IS UNCONSCIOUS
* Do not attempt to give an unconscious person any sugary drinks or foods as you could block their airway
* Check the airway is clear; if the person is breathing, place them into the recovery position.
* If they are not breathing, perform CPR (cardiopulmonary resuscitation) (see 6.3 and 6.4 below), rescue breaths followed by chest compressions.
* Remain calm and CALL 999 stating clearly, Name, location address with postcode, hypoglycaemic episode.
To understand more about Diabetes and how best you can support someone living with the condition, go to: www.diabetes.org.uk/schools
V. ANAPHYLAXIS
A. The Medicines & Healthcare Regulatory Agency (MHRA) recommend that:
* Two Adrenaline Auto-Injector pens (AAI pens) AAIs are on the person at all times.
*
When this is not possible, the AAIs should not be more than 5 minutes away from the person.
* When in school, the AAIs should either be with the pupil or with the School Nurses, or both.
* Off-site, the AAIs should be with the pupil or with the trip leader, or both.
B. Symptoms (usually occurs within minutes)
* Nettle rash (hives) anywhere on the body
* Swelling of lips, tongue, mouth or throat.
* Wheezing, difficulty in breathing, clearing throat or complaining of the sensation of something stuck in their throat
* Increased pulse rate and low blood pressure.
* Light-headedness, fainting to unconsciousness or collapse.
C. Treatment for severe allergic reaction
* Administer the AAI (e.g. EpiPen, Jext or Emerade) - the adrenaline released from the pen works directly on the heart and lungs to reverse the potentially fatal effects of anaphylaxis
* If symptoms persist, administer a second pen 5 minutes after the first
* An ambulance should be called as soon as the AAI has been administered because reactions can continue up to 72 hours after the first presentation of symptoms and more than two doses of adrenaline should only be administered with medical guidance
* When calling the emergency services (999), please state the following clearly and calmly:
o Name, location address with postcode,
o Type of allergic reaction (e.g. bee sting, peanut ingestion), and
o Time AAI/s were used.
* The staff member should stay with the student until a parent or guardian arrives at the hospital.
D. Aftercare
A copy of the child / young persons BSACI Allergy Treatment Plan should be obtained by the parent from the Paediatric Allergy Department and provided to the school for upload onto SIMS.
E. Further information:
* https://www.anaphylaxis.org.uk/
* https://www.nhs.uk/conditions/anaphylaxis/
* https://www.allergyuk.org/
F. Additional Training
Free training courses for schools are available at https://allergywise.org.uk/.
VI. BASIC LIFE SUPPORT
The following Basic Life Support advice is taken from St John Ambulance, a charity endorsed by the Resuscitation Council (UK).
For simplified flow charts on Basic Life Support processes for children and adults, published by the Resuscitation Council (UK) in 2015, please click here
A. Choking Child
If a child appears to be choking, ask them "are you choking?". If the child cannot speak, cry, cough or breathe, they could be choking. In that scenario you should follow these steps:
1. Cough it out - encourage them to cough
2. Slap it out - if the child is unable to cough, bend them forward and use the heel of your hand to give up to five back blows between the shoulder blades. Check their mouth to see if the object has dislodged and ask the casualty to pick it out of their mouth
3. Squeeze it out - if the back blows do not work, try up to five abdominal thrusts:
o Stand behind the child and bend them forward;
o Link your hands between their tummy button and the bottom of their chest (your lower hand should be clenched in a fist);
o Pull sharply inwards and upwards.
If the child continues to choke, call 999 for an ambulance. Then, continue steps 2 and 3 alternately until you have cleared the obstruction, help arrives or the casualty becomes unresponsive. See instructions for CPR (cardiopulmonary resuscitation) (C and D) below.
For instruction video, please click here.
B. Choking Adult
If an adult appears to be choking, ask them "are you choking?". If they can speak, cry, cough or breathe, encourage them to cough the obstruction out. If they cannot cough or make any noise please follow these steps:
1. Cough it out - encourage the adult to cough, assist them by supporting their upper body and leaning them forward
2. Slap it out - if coughing does not help, encourage them to bend forward and use the heel of your hand to give up to five back blows between the shoulder blades. Check their mouth to see if the object has dislodged and ask them to pick it out of their mouth
3. Squeeze it out - if the back blows do not work, try up to five abdominal thrusts:
o Stand behind the adult;
o Link your hands between their tummy button and the bottom of their chest (your lower hand should be clenched in a fist);
o Pull sharply inwards and upwards.
If the adult continues to choke, call 999 for an ambulance. Then, continue steps 2 and 3 alternately until you have cleared the obstruction, help arrives or the adult becomes unresponsive. See instructions for CPR (cardiopulmonary resuscitation) see C and D below.
For instruction video, please click here.
C. Unresponsive and not breathing - Child:
Please check the safety of the surrounding area before you approach a child in difficulty.
If the child is not responding and you think they are unresponsive, ask them loudly "what's happened?" or say to them "open your eyes!". If safe to do so, place one hand on their shoulder and tap gently. If they still do not respond, it's likely that they are unresponsive.
Open their airway (tilt the child's head back gently with one hand on their forehand and two fingers under their chin) and check, for 10 seconds, to see if they are breathing normally by looking for chest movement, listening for the sounds of normal breathing and seeing if you can feel their breaths on your cheek.
If they are not breathing, you need to start CPR (cardiopulmonary resuscitation – a combination of chest compressions and rescue breaths) straight away. If you are with someone, ask them to call an ambulance immediately.
CPR on a child - FIVE RESCUE BREATHS FIRST:
1. Ensure airway is open
2. Pinch nose firmly closed
3. Take a deep breath and seal your lips around their mouth, then blow steadily into their mouth until the chest rises
4. Remove your mouth and allow the chest to fall, repeat four more times, then give 30 chest compressions using the heel of one hand pressed towards the end of the breastbone in the centre of the chest, ensuring your fingers are not touching the chest. Depending on the age and size of the child, you may need to use two hands ***
5. Lean over the child with your arm straight and press down vertically on the breastbone to at least one third of its depth, release the pressure allowing the chest to come back up but do not remove your hand from the child's chest, repeat the movement 30 times at a rate of 2 per second. Give two rescue breaths (see above).
6. Repeat this process of 30 compressions and 2 rescue breaths until help arrives or until you are no longer able to continue.
7. If the child starts breathing, put them in the recovery position (example here).
NB: If you are alone, you should start CPR and continue for about a minute before stopping to call for an ambulance or for help. Continue CPR as quickly as possible.
For instruction video, please click here.
D. Unresponsive and not breathing - Adult
Please check the safety of the surrounding area before you approach an adult in difficulty.
If the adult is not responding and you think they are unresponsive, ask them loudly "what's happened?" or say to them "open your eyes!". If safe to do so, pinch their earlobe of gently shake their shoulders. If they still do not respond, it's likely that they are unresponsive.
Open their airway (tilt their head back and lift their chin) and check, for 10 seconds, to see if they are breathing normally by looking for chest movement, listening for the sounds of normal breathing and seeing if you can feel their breaths on your cheek.
If they are not breathing, you need to start CPR (cardiopulmonary resuscitation – a combination of chest compressions and rescue breaths) straight away. Call an ambulance immediately or ask someone else to do so.
CPR on an adult - 30 COMPRESSIONS FIRST:
1. Kneel next to the adult's chest and lean over them. With your arms straight, place the heel of one hand towards the end of the breastbone and in the centre of the chest. Place the heel of the other hand on top of the first and interlock your fingers making sure your fingers do not touch the chest. Press down vertically to a depth or 5-6cms. Release the pressure and allow the chest to rise again, do not remove your hands from the casualty. Repeat the movement 30 times at a rate of 2 per second. Give two rescue breaths (see steps 1-3 in section 6.3).
2. Repeat this process of 30 compressions and 2 rescue breaths until help arrives or until you are no longer able to continue.
3. If the adult starts breathing, put them in the recovery position (example here).
For instruction video, please click here.
APPENDIX 6
Administering Paracetamol at School
The school keeps its own stock of paracetamol tablets or suspension fluid. This is to reduce the risk of students carrying medicines and avoids confusion over what may and may not be administered.
Paracetamol must be stored securely and should not be kept in first-aid boxes. Only one first aider, at any one time, should be responsible for keeping medicines, to avoid the risk of giving a double dose. They must be relieved from other duties whilst preparing or giving the medicine, to reduce the likelihood of error.
When a child is given medicine, a written record of it must be kept.
The record must include:
* The name of the medicine
* The dose given, and how (pill)
* The name of the child
* The time and date it was given
* Name and signature of the person giving the medicine to the child
The first aider responsible for giving medicines must be wary of routinely giving paracetamol to children. If a child complains as soon as they arrive at school and asks for painkillers, it is not advisable to give paracetamol straightaway. Always consider whether the child may have been given a dose of paracetamol before coming to school. Many non-prescription remedies contain paracetamol; it is recommended that if a child has had any pain or cold relief medication during the past four hours, then paracetamol is not given. If paracetamol is taken soon after taking these remedies, it could cause an unintended overdose. There should be at least four hours between any two doses of paracetamol containing medicines. No more than four doses of any remedy containing paracetamol should be taken in 24 hours.
Always ask the child what other medication they take and what has been taken recently before doing anything. If there is any doubt, seek medical advice before administering the medicine. It is recommended that school should only administer paracetamol three times in a term to an individual child. If a child requests more than this, parents should be advised to seek medical assessment, unless parents have specifically requested it because of a medical condition for a limited period of time.
Before giving the child paracetamol:
1. The child is first encouraged to get some fresh air and have a drink or something to eat, take a walk, sit in the shade, lie down (as appropriate) and paracetamol is only considered if these actions do not work.
2. There must be written parental consent, with verbal consent from the parent on the day.
3. Only standard paracetamol may be administered. Combination drugs, which contain other drugs besides paracetamol, must not be administered.
Administering paracetamol:
1. Students can only be given one dose of paracetamol during the school day. If this does not relieve the pain, contact the parent or the emergency contact.
2. The first aider responsible for giving medicines must witness the child taking the paracetamol and make a record of it. School must write in the student planner on the day, stating the time and the amount of the dose.
3. The child should be made aware that paracetamol should only be taken when absolutely necessary; that it is an ingredient in many cold and headache remedies and that great care should be taken to avoid overdosing.
The school should ensure that parents have first authorised the school, in writing, to provide paracetamol occasionally to children. The name of the child, the date, time, dose and reason should be recorded in a log. Any frequently recurring need must be reported directly to parents.
Note: Paracetamol must be kept in a secure place and not in first-aid boxes.
It must not be given:
* Following a head injury
* Where a child is already on some of the medication
* Where a child has taken paracetamol containing medicine within four hours
Aspirin or preparations containing aspirin must never be given. Aspirin should NOT be given to children under 16 years old as its use is associated with Reye's Syndrome (a severe neurological disorder).
Dosage: please follow manufacturer's guidance on the bottle or packet of paracetamol. Please be aware that if the child looks below average weight for their age, contact the school nurse for advice before giving paracetamol.
* Child 10 to 12 years - 480 to 500 MG every 4 to 6 hours - maximum four doses in 24 hours
* Child 12 to 16 years - 482 to 750 MG every 4 to 6 hours - maximum four doses in 24 hours
* Child 16 to 18 years - 500 MG to 1G every 4 to 6 hours - maximum four doses in 24 hours
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The 2010 Big Summer Booklist from Reading Rockets S ummer Reading
Books – traditional, audio, or eBooks – tell lots of tales. These stories can be true or imagined; they can be historical or contemporary; they can be illustrated with photographs or with paints. And most important, they can be shared at home, on vacation, in the car, on a plane or boat, here or there – anywhere, actually! Books and stories of fact and fiction make great summer companions for children and are ideal for adults to share with children.
So grab a book, find a comfy place, and enjoy!
For kids 0–3 years old
For kids 3–6 years old
Colors, Numbers, Letters by Leo Lionni Daddy Calls Me Doodlebug by J.D. Lester Feeding the Sheep by Leda Schubert Kitten's Spring by Eugenie Fernandes Let's Save the Animals by Frances Berry My Little Baby by Begin Smart Counting Duckies by Begin Smart Sleepy ABC by Margaret Wise Brown Sweet Dreams Lullaby by Betsy Snyder What About Bear? by Suzanne Bloom What Shapes Do You See? by Begin Smart What Color Is Your Apple? by Begin Smart
by Gail Gibbons
Alligators and Crocodiles by Karen Lynn Williams
A Beach Tail by Belle Yang
Foo, the Flying Frog of Washtub Pond by Leslie Helakoski
Big Chickens Go to Town by Cari Best
Easy as Pie
Ella Kazoo Will Not Brush Her Hair by Laura Krauss Melmed
by Carin Bergen
Forever Friends by Chris Raschka
Hip Hop Dog
I Love Bugs by Emma Dodd by Leo Lionni
Inch by Inch by Mo Willems
Let's Say Hi to Friends Who Fly!
by Mo Willems
Cat the Cat Who Is That?
Little Rabbit and the Meanest Mother on Earth by Kate Klise
by Frank Serafina
Looking Closely Around the Pond by Alan James Brown
Love-a-Duck
Miss Brooks Loves Books! (And I Don't)
by Barbara Bottner
¡Muu, Moo! Rimas de animales/Animal Nursery by Alma Flor Ada & F. Isabel Campoy
Rhymes by Kevin Henkes
My Garden by Anna Dewdney
Roly Poly Pangolin
(list continued on next page)
www.readingrockets.org
Summer Reading
For kids 3–6 years old (continued)
Especially for kids 6–9 years old (continued)
Shrek! by Wiliam Steig
A Sick Day for Amos McGee by Philip Stead Tiger and Turtle by James Rumford Tracks of a Panda by Nick Dowson The Very Fairy Princess by Julie Andrews & Emma Walton Hamilton What If? by Laura Vaccaro Seeger
Especially for kids 6–9 years old
Andy Shane Hero at Last by Jennifer Jacobson Babymouse Burns Rubber by Jennifer Holm and Matthew Holm by Nic Bishop
Butterflies & Moths by Jim Arnosky
Crocodile Safari
Ben and Me: An Astonishing Life of Benjamin Franklin by His Good Mouse Amos by Robert Lawson Black Jack: The Ballad of Jack Johnson by Charles Smith, Jr.
Calvin Coconut: Dog Heaven by Graham Salisbury Chester's Masterpiece by Melanie Watt The Cool Crazy Crickets Club by David Elliott Cool Crazy Crickets to the Rescue by David Elliott Everybody Was a Baby Once and Other Poems by Allan Ahlberg & Bruce Ingman
Face to Face with Manatees by Brian Skerry Face to Face with Butterflies by Darlyne Murawski Five Children and It by E. Nesbit
Ivy & Bean: Doomed to Dance by Annie Barrows Mirror Mirror: A Book of Reversible Verse by Marilyn Singer
Muddy as a Duck Puddle & Other American Similes by Laurie Lawlor
Ocean Soup: Tide-Pool Poems by Stephen Swinburne
Once Upon a time: Traditional Latin American Tales/ Habia una vez: Cuentos tradicionales Latino Americanos retold by Reuben Martinez
She Sang Promise: The Story of Betty Mae Jumper Seminole Tribal Leader by Jan Annino
The Shocking Truth About Energyby Loreen Leedy
Sojourner Truth's Step-Stomp Strideby Andrea Davis
Pinkney & Brian Pinkney
Weird but True! 300 Outrageous Facts by National Geographic
Zapato Power: Freddie Ramos Takes Off by Jacqueline Jules
Audio books
Don't forget to pack a few audio books. You can borrow or download these and many more from your local library or purchase them online or at your book store. Remember, audio books are a great way to share books with others as you "read with your ears!"
Alvin Ho Collection: Books 1 and 2: Allergic to Girls, School, and Other Scary Things and Allergic to Camping, Hiking, and Other Natural Disasters by Lenore Look, read by Everette Plen
A Dog on His Own by Mary Jane Auch, read by Willliam Dufris
Dominic by William Steig, read by Peter Thomas Mary Poppins by Pamela Travers, read by Sophie Thompson
Where the Mountain Meets the Moon by Grace Lin, read by Janet Song
For more book lists and video interviews with renowned children's book authors and illustrators, visit our website: www.readingrockets.org
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explainity explains topic: Earthquakes date of publishing: 07/20/2022 YouTube: https://youtu.be/17kBVfGjI8c
explainity explains: Earthquakes
Earthquakes are among the most common natural disasters in the world. From one second to the next, the ground starts to shake, sometimes destroying entire cities.
But what exactly makes the Earth quake? Let's rewind.
Under the Earth's crust, there's the liquid mantle. Due to "convection currents" in the Earth's mantle, the plates begin to move and float like sheets of ice on top of the Earth.
First, we should mention that the Earth's crust, the top layer of the Earth is made up of seven large and many small tectonic plates.
They move a few inches each year – either away from each other, past each other or towards each other and collide. The resulting friction creates enormous pressure. If this pressure grows too great, the tension suddenly releases with a huge jolt, and the Earth shakes.
This mostly happens along the edges of tectonic plates, like off the Pacific coast of Japan, where four plates meet. With each tremor, destructive forces are released, spreading out like waves from the hypocenter. Right above, on the Earth's surface is the epicenter. This is usually where the worst damage occurs.
The strength of an earthquake is measured with a seismograph. Using the Richter scale, the tremor is then given a level from one to ten. From level five, buildings can be damaged. Anything beyond that has huge impacts on the safety of people, homes and entire regions.
So far, we've been talking about "tectonic earthquakes".
But there are also earthquakes caused by volcanic eruptions; collapse earthquakes, when underground caverns collapse, and extraction, drilling and mining earthquakes induced by humans.
Earthquakes happen several thousand times a day all over the earth. But not all tremors can be felt. Some are so weak that they can only be detected by a seismograph.
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serving contentedly
Week 6: Walking Through the Valley
Grief is a universal reality. Whatever causes it—the death of a loved one, terminal illness, accidents, way ward children, or other traumatic events, grief inevitably comes to some degree to every person who lives. Have you ever wondered what Adam said to comfort Eve after Abel's funeral? What did Job say to his wife as he buried his seven sons and three daughters? How did King David work through his grief over his wayward son, Absalom? How did Mary cope when her beloved Son, Jesus, was crucified? In some way, each of these in dividuals coped. In fact, mortals have been coping with grief through all generations.
Still, he was able to cope. In today's terms, Job suffered from the "normal grieving process." Does a Christian experience this, as well as an unbeliever? Job's response to his circumstances gives us biblical evidence that individuals with faith in God go through the grieving process too.
1. Baca means "weeping" which is generally associated with sorrow. Psalm 84:6 refers to the valley of Baca. This verse may or may not have referred to a geographi cal location, but certainly sorrow is a part of life. A time of grief is not a pleasant experience and we would not choose to walk this way. However, we are not exempt simply because we serve Christ. We will have sorrows, but God moves in the shadows as well as the bright spots of our lives. And because He is there, we can go through the darkest valleys.
God permits sorrow for a purpose. Even as we mourn, we can have faith because we are one with a God who feels our sorrow with us. The Bible indicates that if we allow God to teach us and help us through our grief, then a spiritual purpose can and will be found (1 Peter 5:10). Why does God permit us to go through sorrow? Explain some of the things we might learn through the experience of grief.
2. In the beginning, Job was unable to see a divine pur pose for his suffering. Yet God was working out a plan. Job's tears were blinding (Job 16:20) and he seemingly felt abandoned as he searched for God (Job 23:8-10).
Those who have made a study of the natural reactions to grief tell us that the process includes the emotions of shock, bewilderment or confusion, questions, guilt, and depression. A grieving person may not feel all of the emotions at once, but they will certainly feel some of them. Using the following Scriptures, identify the emo tions that Job went through. Job 1:20; 7:4; 9:17; 10:15; 13:24; 23:10; 29:2-5
3. Job did not know the reason for his afflictions since he was unaware of the conversation between God and Satan. God told Satan that His servant Job was upright and there was none like him in the earth. But even though Job was not aware of God's commendation, his faith remained in God. He did not know what the end would be, or that he would get back what he had lost. He was shocked by his friends' accusations that he had sinned and that this was why he was suffering. Job was a believer. There are differences between the grief of an unbeliever and a believer. The unbeliever has no hope of the hereafter, but Job had hope and was able to come through as gold (Job 23:10). How did Job cope with the sorrow and grief he felt? See Job 19:25-26; 27:5-6; 33:28.
4. We read in Ecclesiastes 3:4,7 that there is a time for mourning and a time to keep silent. When the patriarch Jacob died, his family and friends mourned for him for seventy days. When Naomi lost her husband and two sons, she spoke of feeling desolate and empty. A pro fessor of English, writing about a tragedy in her life told how after six months of grief she was still feeling physical effects from her sorrow. Each grief is different. Each person is different. The timing of the recovery process depends on the individual spirit as well as vari ous external factors. The healing process may seem slow, but there are actions which will help hasten the healing. What are they?
5. In much of today's society, it seems there is a degree of impatience with continuing grief. Some are inclined merely to send a sympathy card and then hope that comfort will be supplied somehow. But as Christians we should actively minister to the grief of others. The Bible tells us to weep with them that weep (Romans 12:15). It also instructs us to bear one another's burdens, and so fulfill the law of Christ (Galatians 6:2). To support means to hold up and sustain the one who is suffering. What are some specific actions that we can take to help bear the load and assist the one who has a terminal ill ness, is bereaved, or is suffering from some other cause of grief?
6. Some people believe that any display of grief or tears is a sign of weakness. As a result, they stifle the feelings and bottle up unshed tears inside. This repression is not emotionally healthy, because severe problems can arise as a result of denying one's true feelings. Jesus wept at Lazarus' death (John 11:35). His heart was touched by the sight of the grieving sisters, Martha and Mary, when their brother died. He didn't keep His feelings all inside.
Some other Scriptures that indicate Jesus' sympathy are when He wept over Jerusalem, and His suffering in the Garden concerning the sins of the world. Isaiah 63:9 tells us, "In all their affliction he was afflicted, and the angel of his presence saved them: in his love and in his pity he redeemed them; and he bare them, and carried them all the days of old." How does Christ's experience and compassion for our troubles help us in our suffer ing?
7. No matter what depth of sorrow we are feeling, nor how long it may linger, sorrow is temporary. The worst of the pain will pass even in this life. For the Christian, there is always the assurance of God's continued hand over his life. Jesus told His disciples, "Ye shall weep and lament, but the world shall rejoice: and ye shall be sor rowful, but your sorrow shall be turned into joy" (John 16:20). What are some of the other promises in the Scriptures which offer strength and hope to the one who is experiencing a difficult place?
Scriptures used in this session:
Job 1:20; 7:4; 9:17; 10:15; 13:24; 16:20; 19:25-26; 23:10; 27:5-6; 29:2-5; 33:28; Psalm 84:6; Ecclesiastes 3:4,7; Isaiah 63:9; John 11:35; 16:20; Romans 12:15; Galatians 6:2; 1 Peter 5:10
Supplemental Scriptures:
Joshua 1:9; Psalms 30:5; 42:5; 55:22; 91:7; 142:4; Isaiah 40:31; 41:10; 43:2; Matthew 6:34; 2 Corinthians 4:17; Hebrews 4: 15; 1 Peter 5:7
Suggested verse for memorization:
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Fire Station Rainwater and Greywater Harvesting for Beneficial Reuse
What is Water Harvesting?
Water harvesting is the capture and storage of water for beneficial reuse. It can be accomplished anywhere a water supply is available for collection-and a water source is desired or required. To understand the process fully, it is important to understand water harvesting terms.
Rainwater harvesting is the capture and storage of rainwater and is considered the cleanest form of harvested water.
Greywater harvesting is the capture and storage of water that has already been used for non-sewage purposes-from baths and showers to washing machines, sinks, and vehicle washing run-off.
Reclaimed water is greywater that has been treated for water quality. Reuse of reclaimed water triggers significantly more code requirements and design regulations than reuse of rainwater.
Potable water is clean water-satisfactory for drinking, culinary, and domestic purposes, and meets the drinking water standards established by the Washington State Department of Health.
Drillwater harvesting is the capture and storage of water from a potable source that was used for fire department drills. While drill water is not considered rainwater it can be treated in a similar manner if it is collected from surfaces with similar pollutant concerns.
The Beckoning Hand Rainwater Cistern on Vine Street, Seattle, WA. Image courtesy of Mayfly Engineering and Design.
What are the goals and benefits of water harvesting?
Water harvesting provides a host of design benefits such as reducing the demand on city potable water systems, city sewer infrastructure, and stormwater detention systems. Additionally, rainwater collection in combined sewer neighborhoods can reduce the amount of pollutants released into lakes, streams, and other water bodies during combined sewer overflows.
ACCUMULATED UTILITY RATE SAVINGS PER CCF OF WATER SAVINGS 1 CCF = 100 CF = 748 GALLONS
Perhaps the most obvious benefit to water harvesting, however, is reduced utility rates for building owners. While today's rates are still considered low, water rates in the City of Seattle have been rising at an average rate of 10.5% a year over the last 16 years. City of Seattle Sanitary Sewer rates have been rising an average of 7.5% a year over the last 15 years. The City of Seattle bases sanitary sewer rates on water usage, unless an irrigation deduction meter is installed. The graph to the left shows that for every 100 cubic foot (one cf is equal to 748 gallons) of potable water saved per year, the ten-year payback will be over $125. Extend this period to 25 years-a typical lifecycle analysis period-and for every 100 cf of potable water saved, per year, accumulated savings is shown to be over $500.
YEAR
Accumulated utility rate saving figure courtesy of Mayfly Engineering and Design, January 2007.
LEED Benefits for Water Harvesting!
The City of Seattle calls for all new City-funded projects and renovations with over 5,000 square feet of occupied space to achieve a LEED Silver rating. Water harvesting can contribute towards the following LEED credits:
n Sustainable Sites Credit 6.1 Stormwater Design: Quantity Control
n Water Efficiency Credit 1.1 Water Efficient Landscaping: Reduce by 50%
n Water Efficiency Credit 1.2 Water Efficient Landscaping: No Potable Water Use or No Irrigation
n Water Efficiency Credit 2.0 Innovative Wastewater Technologies
n Water Efficiency Credit 3.1 Water Use Reduction: 20% Reduction
n Water Efficiency Credit 3.1 Water Use Reduction: 30% Reduction
n Innovation in Design : Potable Reduction for Process Water
n Innovation in Design: Education Credit
For more information on LEED credit specifics visit the USGBC LEED web site at https://www.usgbc.org
Incentives
Seattle Public Utilities provides a 10% reduction in annual commercial stormwater fees for projects that are shown to meet stormwater best management practice (BMP) and reduce rainwater runoff from their site.
Both rainwater and greywater harvest systems typically consist of the following components:
Water Harvest System Design
Harvest System Components
n Harvest sources: Depending on system types, this can consist of a variety of sources including rooftops, drill aprons, or drainage pipes from building fixtures. Sources can also include rooftops and collection areas from neighboring buildings.
n Collection systems: Collection systems include piping, inlets, or other conveyance needed to route harvested water from harvest sources to the storage system. This can range from conventional roof drains to double interior mechanical piping systems.
n Initial Water Quality Treatment: Prestorage treatment is used to divert debris
and/or first flows which typically contain the greatest concentration of rooftop pollutants prior to entering the storage system, and to keep leaves and other larger debris from entering and clogging the system.
n Storage system: Storage systems can be constructed from a variety of materials and placed in various locations. These systems can include tanks, pipes, and enclosed portions of buildings-above or below ground level. Materials include underground concrete and fiberglass, partial and above ground plastic, and enclosed basement structures.
Water Harvest System Schematic, Image courtesy of Mayfly Engineering.
n Delivery System: Delivery may be accomplished by a gravity system or include the pumps and pipes needed to move water from the storage system to the end use.
n Final Water Quality Treatment: This treatment is often done as part of the Delivery System. The extent of water quality treatment is dependent on both the quality of the water entering the storage system and the desired reuse. Systems range from simple cartridge filters to UV light and chlorination.
n Education Program: Written documentation of this program can be included in the Operations and Maintenance Manual. All users and system operators need to understand how to operate and maintain the system in order to ensure proper function. This can be done with training and/or signage. User behavior patterns should be encouraged that minimize the wasting of water.
n Operations and Maintenance Manual: This document should include all operations and maintenance information needed to ensure proper function of the harvest system, and ensure the system meets all applicable building codes.
n Public Information Materials: Additional information to inform the public of the system benefits and operation can be included in a project through signage. An education program can also be developed to allow non-users (the public) to learn about the benefits and operation of a water harvest system.
System Component Design Considerations
The design of each water harvest system is unique to each project. (See Regulations, Guidelines and Design Resources for indepth information to base specific system design decisions on.) However, there are several basic considerations to take into account in the design process.
away from the storage system. First flow diverters are typically used in waterfront locations (seagull havens) or areas with overhanging debris.
n Harvest sources: Specify all roofing and piping materials to meet user and code requirement for water quality, color and porosity.
n Collection systems: Specify systems that minimize maintenance efforts.
n Initial Water Quality Treatment: Select appropriate systems for your site location and end use. (The Regulations, Guidelines and Design Resources section includes references to information sources that will help you identify system specific systems.) Leaf screens and self cleaning bug screens are a typical choice for rainwater harvesting in the Pacific Northwest. The first rainfall that runs off the rooftop typically contains the greatest concentration of pollutants. A first flow diverter directs the first flow
n Storage system: All storage systems should have a designated overflow route for collected water that exceeds the systems available storage capacity. The overflow must meet stormwater code and might consist of a conventional connection to a detention system or sewer main or a site feature such as a rain garden or infiltration system. Provide a potable water supply for maintenance and/or for make-up water. Get creative with cistern locations (i.e. is there a corner in the basement that could be enclosed with two walls and a liner?).
n Delivery System: Label all water access points such as hose bibs and toilets as non-potable unless treated to potable water standards. If sufficient head is available to obtain needed system pressure, the system may operate without pumps as a gravity system. This portion of the system must also
include cross connection and back-flow prevention elements to protect backup potable water systems per code. Consider designing a potable water backup that can operate without electricity for emergency conditions.
n Final Water Quality Treatment: Ensure that water quality treatment meets any and all code requirements for your system specifics.
n Operations and Maintenance Manual: The manual should include information on replacing and/or cleaning filters, removing sediment and other pollutants from storage system, backflow prevention inspections, valve schedules and operation, backup and cross connection, seasonal start up and shut down, freeze protection.
Other water harvest system component considerations include:
Structural Support
Consider the weight of a storage system
Design Approach
Design Team
From the earliest stage of design it is important to have all integrated team members on board with the design process. This will allow for identification of team member roles and responsibilities. This is important as some design responsibilities will be new to team members who have not previously participated in the design of water harvest systems. It is typical for team members participating in the design process to include the following roles in their design scope:
Architect leads and coordinates the design process and keeps everyone on task.
Civil Engineer calculates rain flow volumes and integrates any other water sources and uses into a water balance to full of water when initially considering your location-what supports or foundations, if any, will be necessary? If a storage system is located within a building, then its full mass must be integrated into any seismic and structural engineering studies. If a storage system is buried underground or located outside of the building, analyze soils in that location and construct foundations as needed.
Vegetated Roofs and Planters
Vegetated roofs "sponge" up a large percentage of the rain that falls on them. This percentage is based on vegetated roof depth and planting materials. In smaller rainfall events, some vegetated roofs will sponge up all rain that falls on them. When figuring rainwater harvest volumes, integrate this aspect of vegetated roofs into design calculations. Depending on the planting materials and roof construction, vegetated roofs may also discolor or contribute a high amount of particulates into your harvest system-this should be managed with appropriate system filters.
size the cistern volume. The civil engineer also connects to rainwater and greywater mechanical systems outside of the building footprint, and provides overflow to storm systems and ensures that overflow meets any local design criteria for storm water quality and/or quantity. The civil engineer will also design potable water connections outside of the building envelope.
Landscape Designer consults on water harvest projects where harvested water is to be used for irrigation-providing irrigation volumes for water balance calculations and specifying appropriate irrigation systems that work with the water harvest system.
Mechanical Engineer provides greywater and in-building reuse volumes to be used
Design Process
The harvest system design process is iterative. At each stage of the construction document design process, harvest system design assumptions should be verified by all contributing team members. It is common for design assumptions to change-contributing roof areas, irrigation demands and fixture counts, for instance-and it is important that the harvest system design reflect this.
for water balance calculations; designs roof drain systems and interior potable water delivery and sewage piping systems; identifies filter and water quality systems to meet reuse requirements; designs pump and delivery systems for water reuse. Pump and delivery systems may be located outside of the building envelope.
Electrical Engineer provides power to system elements as needed.
Geotechnical Engineer provides soil information used to determine if storage system foundations or supports are
Design Synergies
Early design integration may also allow for economies in construction costs as the system can be integrated with other building systems and layout. Efforts to reduce water consumption throughout the project support a cost effective holistic water harvest design solution. User behavior patterns should reflect a high value placed on water with minimal
Storage System Sizing
The first step in a water harvest design process is to determine both the owner's annual water reuse goals and the volume of water available for annual harvest (Equation 1). Reuse goals may be directly related to obtaining credits as part of the LEED accreditation process. A potable water supply should be designed into all systems even if harvest volume is estimated to be greater than reuse volumes. A harvest system does not need to provide 100% of water used for a certain purpose-such as toilet flushing and irrigation-as long as it meets the owner's goals. A potable water supply will supply any water needs not met with the water harvested and will also supply water for maintenance when the storage system is emptied. Use Equation 2 below to determine rainwater harvest volumes. If greywater is being considered as needed.
Structural Engineer integrates full storage system loads into seismic calculations and building structural design, and/or determines need for foundations or supports outside of building.
Sustainability Consultant (optional) consults where rainwater harvesting is being used to pursue LEED credits or other accreditation systems, collaborating with the design team to ensure credit criteria are being met. Facilitates design charrettes to identify synergies with other sustainable design systems.
use of water and turning off faucets. When considering site irrigation, the use of drought tolerant and native species will reduce the amount of water neededdrip irrigation systems instead of spray systems will minimize water lost through evaporation. Also, consider using toilet fixtures with minimal or no water needed for sewage conveyance.
part of the harvest water make sure that the values used are based on realistic estimated user volumes instead of values used per code in the sizing of plumbing systems. Use of code values may result in unrealistically high values.
Equation 1: Total Annual Harvest Volume
Total Annual Harvest Volume = Total Annual Rainwater Harvest Volume + Total Annual Greywater Volume + Other Harvest Source Volumes
Total Annual Rainwater Harvest Volume: See Equation 2
Total Annual Greywater Volume: Discuss with the project mechanical engineer, this number will be zero for Rainwater Harvest Systems.
Other Harvest Sources: This category may include harvested drill water, bleed/
blowdown water from cooling towers, etc.
Equation 2: Total Annual Rainwater Harvest Volume
Total Annual Rainwater Volume (CF) = Rainwater Harvest Area(SF) * Collection Efficiency* Local Annual Rainfall (FT)
Rainfall Harvest Area: The projected surface area of the portion of the roof that will be directed to the collection system.
Collection Efficiency: The percentage of the rainwater falling on the Harvest area that is assumed to enter the collection system. Assume 90% for a conventional metal rooftop. Assume 85% for composite or asphalt shingles. Consult with your civil engineer for alternative values to use for green roofs and other alternative roofing materials.
Local Annual Rainfall: Annual rainfall for the City of Seattle is typically estimated at approximately 36 inches or 3 feet. (For more detailed information: http://www. seattle.gov/html/weather_averages.htm)
If the system is not shown to meet owner goals, revisit those goals and try additional scenarios. Once it has been ascertained that a system will meet the owner's objectives, the next step is to begin sizing the water storage system. This is often done with a monthly water balance system. Your team's civil engineer or sustainability consultant can help create a water balance spreadsheet specific to the needs of your project. A monthly water balance system can be used to show that the intent of LEED credits pursued is being met. More in-depth water harvest calculation methods are available but these methods, too, are only as reliable as the data input-often a best guess due to the fluctuation of rainfall conditions. A reserve volume may be added to the calculated volume to account for the uncertainty of many conditions.
| | WATER IN | | | | | WATER OUT | | | | |
|---|---|---|---|---|---|---|---|---|---|---|
| MONTH | MEDIAN RAINFALL, CITY OF SEATTLE INCHES | DAYS/ MTH | RAIN POTENTIAL CF | OTHER WATER SUPPLY TO TANK CF | TOTAL WATER IN CF | MONTHLY IRRIGATION DEMAND CF | OTHER DEMAND #1 CF | OTHER DEMAND #2 CF | TOTAL WATER OUT CF | END OF MONTH STORAGE VOLUME CF |
| JANUARY | 5.0 | 31 | 4,346 | - | 4,346 | - | 1,500 | - | 1,500 | 1,000 |
| FEBRUARY | 3.7 | 28 | 3,216 | - | 3,216 | - | 1,500 | - | 1,500 | 1,000 |
| MARCH | 3.3 | 31 | 2,869 | 755 | 3,623 | - | 1,500 | - | 1,500 | 1,000 |
| APRIL | 2.2 | 30 | 1,912 | 731 | 2,643 | 500 | 1,500 | - | 2,000 | 1,000 |
| MAY | 1.6 | 31 | 1,391 | 755 | 2,146 | 500 | 1,500 | - | 2,000 | 1,000 |
| JUNE | 1.3 | 30 | 1,130 | 731 | 1,861 | 500 | 1,500 | - | 2,000 | 861 |
| JULY | 0.6 | 31 | 522 | 755 | 1,276 | 500 | 1,500 | - | 2,000 | 137 |
| AUGUST | 0.7 | 31 | 608 | 755 | 1,363 | 500 | 1,500 | - | 2,000 | (500) |
| SEPTEMBER | 1.6 | 30 | 1,391 | 731 | 2,121 | 1,000 | 1,500 | - | 2,500 | (878) |
| OCTOBER | 2.9 | 31 | 2,521 | 755 | 3,276 | - | 1,500 | - | 1,500 | 897 |
| NOVEMBER | 5.5 | 30 | 4,781 | - | 4,781 | - | 1,500 | - | 1,500 | 1,000 |
| DECEMBER | 5.6 | 31 | 4,868 | - | 4,868 | - | 1,500 | - | 1,500 | 1,000 |
| TOTALS | 34.0 | | 29,555 | 5,966 | 35,520 | 3,500 | 18,000 | - | 21,500 | |
NOTES:
KEEP TRACK OF ALL OF YOUR DATA SOURCES IN A NOTES SECTION TO COMPARE WITH FUTURE DESIGN REVISIONS
MAYFLY ENGINEERING AND DESIGN, pllc
Design Challenges
Current water and sewer rates are low and life cycle costs must be analyzed to validate first costs.
Maintenance is increased compared to traditional potable water systemsthe design team should specify system specific maintenance needs in the Operations and Maintenance Manual.
Increased coordination and design systems to address during design process.
Increase site space needed to site system components compared to traditional city water supply systems.
Rendering: Mike Kowalsk
Fire Station 10
The figure (page 7) is an example of a simple water balance spreadsheet. The areas highlighted in blue are designed for user input and you progress through the iterative design process while the remaining cells and the graph are programmed to automatically update. Note the following trends shown on the water balance figure:
n During summer months when rainfall volume is low and irrigation needs high the cistern volume decreases. Potable water can be used to provide make-up water during these months.
n During months with high rainfall volumes a significant amount of water is overflowing the cistern.
n The total water in is greater than the total water out. If the cistern volume was increased to capture additional runoff then potable makeup water would not be needed in the summer months.
Once you have a feel for the size and potable water make-up needs of your system and a location is chosen it is crucial to communicate and collaborate with your design team on the details of the system. Make sure that the entire system from harvest source to reuse is included in plans and specifications in all phases of the design process.
Water Harvest Case Study: Fire Station 10
The Fire Station 10 facility, located at 105 Fifth Avenue South in Seattle, Washington, houses three critical facilities for the Seattle's emergency and disaster response: Fire Station 10 Operations, the Emergency Operations Center, and the
Fire Alarm Center. The operations of the facility require that the building is designed and constructed for longevity, secure operations, high use service, and ease of maintenance.
Green Building Goals
A project goal for the design team was to incorporate sustainable design principles and achieve LEED Certification of the facility. Sustainable design strategies
included: integrating site design elements with water efficiency measures, and reduction in process water use for apparatus wash and drills. In addition, approximately three-quarters of the facility will be covered with a vegetated roof, or green roof. LEED credits being pursued that rainwater harvesting contributes to include:
n Sustainable Sites Credit 6.1 Stormwater Design: Quantity Control
Water Harvest System
The Fire Station 10 design employs a water harvest system that will reuse the majority of the fire drill water used as well as the rainwater that falls on non-driving surfaces on the site. The design team estimates that nearly 130,000 gallons of water is projected to be used by a combination of the site landscaping and washing fire facility vehicles on an annual basis. The water captured in the cistern system will undergo a modest level of treatment and will be the sole source of water for plant irrigation. Water from the harvest system will also be available through a hose bib connection for fire personnel to use for vehicle washing purposes. The system was sized in order to meet 100 percent of the demand for both irrigation and vehicle washing. Water reuse for vehicle washing contributes to a LEED Innovation and Design Credit for Process Water Savings.
Design System Components:
n Harvest sources: Rainwater is collected from the portions of the roof that are not green roofs. Both rainwater and drillwater are captured from non-driving surfaces.
n Collection systems: A rain leader system within the building collects roof drainage from contributing areas. A trench drain system collects drill water runoff outside of the building. Both of these systems are conveyed to the storage system with conventional storm drainage conveyance.
n Water Efficiency Credit 1.1 Water Efficient Landscaping: Reduce by 50%
n Water Efficiency Credit 1.2 Water Efficient Landscaping: No Potable Water Use or No irrigation
n Innovation in Design: Potable reduction for Process Water
n Innovation in Design: Education Credit
n Initial Water Quality Treatment: A StormFilter system located in a 48" manhole provides initial water quality treatment.
n Storage system: A buried 1500 cubic foot corrugated metal pipe cistern provides storage volume. An overflow from the cistern is connected to the site's detention system in order to meet stormwater flow control requirements.
n Delivery System: A pump, located in a vault outside of the building, pressurizes the delivery system. A potable water feed is connected to the pump vault to provide make-up water when the cistern is empty.
n Final Water Quality Treatment: The planned uses for the reclaimed water did not require secondary treatment.
n Operation and Maintenance Manual: The design team will provide information regarding design intent and operations to be included in the facility operation and maintenance manual.
n Education Program: Information on the water harvest system will be included in the education program developed to meet the LEED Innovation in Design Credit for Education. The city's facility maintenance department is working on a measurement and verification program to incorporate the water use projections made during design and react if resource consumption is outside of the baseline conditions.
Cost
First costs for the Fire Station 10 rainwater harvesting system were estimated by Hoffman Construction in 2006 to total $111,000. This included the following:
CISTERN RELATED UTILITY RATE SAVINGS: LONG TERM
nTrench drain (to collect drill water):
$24,000
nPump well: $7,000
nUnderground cistern: $48,000
nOzonation for cistern: $5,000
nMisc. piping and controls: $12,000
nMarkups and tax: $15,000
Water savings is shown to help pay back these first costs over the life of the project. The greatest volume of potable water saved is due to the water collected as runoff from drill operations. This water along with roof runoff is used to supply irrigation and truck washing water. While the fire department is not expected to pay Seattle Public Utilities (SPU) for drill water use, the cost of this water is still incurred by SPU and was included in the payback analysis.
Fire Station 10 SPU Utility Rate Savings courtesy of Mayfly Engineering and Design, April 2007.
While the first year of potable water cost savings is estimated to be just over $1,000, if you apply the trend of sanitary and potable water rate increases seen over the last 10 years and an average inflation rate of 2%, you end up with a water savings of over $111,000 in 31 years-paying back the first costs well before the building's useful life is over. Maintenance and Operation costs are not included in the above analysis; however, extending the lifecycle payback to 39 years would increase water saving to over $228,000, providing more than $117,000 to cover any additional Maintenance and Operations costs over the system lifecycle payback period.
Water harvest system design team members:
Architect: Weinstein AU Architects & Urban
Designers
Civil & Structural Consultant: Magnusson Klemencic Associates
Mechanical Consultant: Notkin Engineers
Electrical & Technology Consultant:
Sparling
Landscape Architect: Gustafson Guthrie
Nichol ltd.
Sustainability Consultant: Paladino & Company
To Learn More
Local public buildings that have integrated water harvesting systems include:
nFire Station 10, Seattle, Washington
nKing Street Center, Seattle, Washington
n Seattle Central Library, Seattle, Washington
n Seattle City Hall, Seattle, WA
n Washington Middle School, Olympia, Washington
n Carkeek Park Environmental Center, Seattle, Washington
n Cascade Eco-Renovation, Seattle, Washington
For more information about the Fire Station 10 project, contact the City of Seattle Fleets and Facilities Department at www.seattle. gov/fleetsfacilities/firelevy.
Regulations, Guidelines and Design Resources
Depending on whether you are considering a rainwater or greywater harvest system the following publications may be of use:
publication can be found at http://www. doh.wa.gov/ehp/ts/ww/rsg-waterconserve-sys-jan-2007.doc .
n The 2003 Uniform Plumbing Code (UPC), as enforced by the King County Public Health Department provides guidance on rainwater and greywater harvesting. UPC Chapter 6 - Water Supply and Distribution covers Potable, Non-potable, and Reclaimed Water use, including "backflow prevention". UPC Appendix J covers reclaimed water for nonresidential buildings.
n The Washington State Building Code Council developed guidelines for nonresidential rainwater harvesting in 2002. Call the Council at (360) 725-2964 to obtain a copy of these guidelines.
n The Washington State Department of Ecology provides "Ecology Criteria for Sewage Works Design" also known as the Orange Book. Chapter E1 on Reclaimed Water includes discussion on various classed of reclaimed water and their possible reuses. This document can be found at http://www.ecy.wa.gov/ pubs/9837/e1.pdf .
n The Washington State Department of Health published, "Water Conserving On-Site Wastewater Treatment SystemsRecommended Standards and Guidance for Performance, Application, Design, and Operation & Maintenance," with an effective date of January 2007. This publication is divided into sections on Waterless Toilets, Greywater Systems and Subsurface Drip Dispersal Systems for greywater use in irrigation. This
n National Sanitation Foundation International (NSF) is an independent testing and certification organization that provides information on the performance of various filters. Visit their website at http://www.nsf.org/ to obtain product information on specific water quality system components.
n The American Rainwater Catchment Systems Association (ARCSA) provides guidance on water harvesting. Available on their website is "The Texas Manual on Rainwater Harvesting." This document as well as other design documents can be found at http://www.arcsa-usa.org/ publications.aspx .
n "Implement: Seattle's Sustainable Building Tool" provides a basic tool to evaluate water harvesting strategies. Visit their website at http://www2.ci.seattle. wa.us/Implement/ .
Seattle Public Utilities (SPU) is currently working with the Department of Ecology to secure water rights for rainwater harvesting in Seattle combined sewer neighborhoods. Visit the SPU website at http://www.seattle. gov/util/About_SPU/Water_System/ Projects/RainwaterPermit/ for a map of combined sewer neighborhoods and additional information regarding the water rights program. Contact Paul Fleming at firstname.lastname@example.org or at (206) 6847626 for information regarding project permit requirements related to water rights.
Contacts
City Green Building
Lynne Barker (206) 684-0806
email@example.com
Prepared By:
Mayfly Engineering & Design http://mayflyeng.com
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Spruce Browning and Defoliation on the North Coast
What's Happening to the Spruce Trees?
North Coast spruce trees are under attack this year. Most of these trees have dead or dropped needles, wilted branch tips, and/or twigs pointing in unexpected directions. However, the specifics of these symptoms are varied. While some branches are entirely browned out, others have a spray of new needles. With some spruce trees, the tops look normal, while the lower two-thirds of the canopy are brown. So what is going on?
As you might imagine from the varied symptoms, multiple factors are contributing to the dieback of coastal spruce trees. We speculate that this year's rain pattern triggered an increase in the presence of several pests and pathogens, including the invasive spruce aphid, a giant conifer aphid, a tip-wilting pathogen, and the spruce spider mite. All four of these organisms kill needles and/or small twigs, resulting in the notable defoliation of spruce trees.
While needle defoliation reduces growth and resources for defense against future stressors, it doesn't necessarily kill the tree outright. Based on previous defoliation events, the North Coast forest health team anticipates that Sitka spruce trees will weather this current challenge. However, it is hard to predict exactly how this will play out long term since recovery is partially dependent on what future stressors these spruce trees encounter. Read on for more information on the pests and pathogens that are causing spruce tree problems this year.
Meet the Suspects
Spruce Aphids (Elatobium abietinum)
Invasive spruce aphids have been bothering North Coast spruce trees for many decades. Defoliation by these insects reduces growth, but only occasionally kills Sitka spruce trees in severe infestations. Spruce aphids primarily feed on older needles.
Symptoms: Mid and lower crown is brown, with only current year's needles remaining.
Ecology: Invasive, sucks sap from needles.
Hosts: Strong preference for spruce
Identifying Features: 1 – 2 mm long, about as wide as a spruce needle, light green with reddish eyes (Figure 2). Sometimes wings.
Active Period: Late winter – early spring
Dispersal Method: Wind and movement of host material for long-distance dispersal, flight for shorter distances.
Giant Conifer Aphids (Cinara spp.)
Giant conifer aphids are large, native aphids that suck sap from twigs. Although they often feed on the same trees as spruce aphids, they don't do as much damage and are usually not as numerous. Their eggs seem abundant on the trees this year, but the adult population remains elusive.
Symptoms: Twigs pointing in odd directions, stunted growth, unhealthy-looking crown.
Ecology: Many native aphid species sucks sap from twigs.
Hosts: Conifers
Identifying Features: Up to 6 mm long, dark with long legs. Sometimes wings. Often mistaken for ticks. Black eggs the size of about two poppy seeds may be on the needles of infested trees (Figure 3).
Active Period: Late spring – early summer
Dispersal Method: Wind and movement of host material for long-distance dispersal, flight for shorter distances.
Spruce Tip Blight (possibly Sirococcus sp.)
We suspect that this common foliar pathogen is responsible for the recent tip wilt on several conifer species, including spruce trees. Sirococcus ramps up under certain weather conditions, and its prevalence in coastal forests likely waxes and
September 2023
2
wanes without major damage. However, the combination of defoliation of older needles by spruce aphids and damage of new foliage by Sirococcus may make it difficult for these trees to recover if no green needles remain.
Symptoms: Wilted tips, especially in the mid and lower crown, with brown needles from the current growth year (Figure 4). Associated twigs may be dark and shriveled at the tip.
Ecology: Fungus that grows in sprouts and needles; native.
Hosts: Conifers
Identifying Features: Dark, round fruiting bodies on needles. Many fungi make similar structures, so presence of these only indicates a Sirococcus infection when combined with the wilted tip and shriveled twig symptoms.
Active Period: Spread during wet periods; likely grows year round.
Dispersal Method: Wind and water droplets from infected plants.
Spider Mites (Oligonychus ununguis)
Spider mites are tiny arthropods that suck juices out of spruce needles. They cause mild to severe damage to spruce trees but are less prevalent than the other pests and pathogens mentioned here this year.
Symptoms: Speckled bronze damage on needles, often in the lower crown. Needles may drop prematurely or be covered in webbing.
Ecology: Arthropod that feeds on plant juices; native.
Hosts: Primarily spruce, also other conifers
Identifying Features: About ½ mm long, light red when young, adults are dark green with light red legs and hairs.
Active Period: Active spring through fall with multiple generations per year; most active in late spring and early summer.
Dispersal Method: Wind and movement of host material; likely widely distributed at background levels.
Closing Thoughts
In addition to these insects and pathogens, Sitka spruce trees, like other coastal conifers, are contending with several
chronic stressors.
Drought, overabundance of moisture, or overcrowded stands can lead to the depletion of defensive resources and favorable conditions for pests and pathogens. We have also found root disease in many coastal forest stands, which is another significant stressor. In residential areas, spruce trees are often surrounded by understories of invasive plants that can harm the trees themselves. This is especially true of English ivy, which can injure trees (Figure 5).
Although past experience suggests that these coastal spruce trees will survive the current influx of weather-dependant defoliators, each stand's recovery depends on the interaction of existing stressors, genetics, and topography with weather conditions over the next few years. Some harmful insect damage may also be mitigated in the future by increases in predator populations. For additional information on spruce issues, see the spruce section of our web guide to local forest diseases, or email Wallis Robinson or Chris Lee.
References
Anglberger H., Sieghardt M., Katzensteiner K., Halmschlager E., 2003. Needle nutrient status of Sirococcus shoot blight‐diseased and healthy Norway spruces. Forest Pathology. 33, pp. 21-29.
Johnson, W. and Lyon, H., 1976. Insects that Feed on Trees and Shrubs. First Edition. Ithaca, NY: Cornell University Press.
Kuckuka, J., van Manenb, S., Eggertssonc, Ó., Oddsdóttirc, E.S. and Espera, J., 2021. Defoliation and dieback of Sitka spruce in Reykjavík, Iceland. Icelandic Agricultural Sciences, 34, pp.15-28. https://doi.org/10.16886/IAS.2021.02
Reeb, J. and Shaw, D., 2015. Common Insect Pests and Diseases of Sitka Spruce on the Oregon Coast. Oregon State University Extension Communication, 9105.
https://catalog.extension.oregonstate.edu/sit es/catalog/files/project/pdf/em9105.pdf
Management Recommendations
If a spruce tree still has some green needles, it's not dead. Unless it has signs of root disease or is otherwise structurally compromised, don't remove it yet.
If possible, reduce competition and other stressful conditions. Specifically, remove introduced species such as English ivy from the area around your trees. For larger areas, consider thinning the stand to reduce competition.
Avoid adding nitrogen to the soil – aphids prefer nitrogen-rich needles. Spruce trees near busy roads or over-fertilized areas may be more attractive hosts. For trees with tip-wilt blight, adding fertilizers high in magnesium may reduce symptoms, especially at nutrient-depleted sites.
For extremely valuable individual trees, systemic or contact insecticides may help reduce aphid-related problems, although they will not affect fungal infection. Consult a certified arborist for more information.
September 2023
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MATERIALS REQUIRED
SCAVENGER HUNT:
* Pencils
* Printable scavenger hunt page
THREE-LEGGED RACE:
* Skipping ropes
WACKY WAITER:
* Paper plates
* Ping-pong balls.
BEANBAG TOSS:
* An even number of beanbags,
* A hula hoop
OPENING
If the weather is nice, take your group out for some fresh air and fun in the park. Lead the Opening either at your usual meeting place or at the park. Then tell your group that they will be participating in a fun and active scavenger hunt!
SCAVENGER HUNT
2Clearly point out the safe limits of how far the teams can run off to, and then send them on their way!
1Have the groups divide into teams of two of three. Then, distribute pencils and a copy of the printable scavenger hunt list (found on page 2) to each group.
3Instruct them to try and spot or do at least 12 items on the list. When they find an item, they can put a check mark beside it on the list.
4When the time is up and it's time for any teams who have not completed to return, blow the whistle to get their attention.
SLAM-DUNK:
* A basketball
TIGHT-ROPE:
* A skipping rope
WALK AND WEAVE:
* Plastic cones or
* Beanbags
STEPPING STONES:
* 3 pieces of construction paper
Goal: A fun and active game that encourages teamwork, exercise, and observation.
Program Areas Covered: Beyond You, Fun In The Outdoors
Location: A nearby park, preferably one with a playground.
Preparation Time: 20 Minutes
SUMMER PARK SCAVENGER HUNT
| Pinecone | Ball |
|---|---|
| Stick | Frisbee |
| Leaf | Bottle Cap |
| Feather | Candy Wrapper |
| Rock | Caterpillar |
| Bottle Cap | Butterfly |
| Baby Stroller | Dog Walker |
| Baseball Cap | Dandelion |
| Barbecue | Run Around the Playground |
| Ladybug | Slide Down the Slide |
| Bumble Bee | Swing 3 Times on the Swing |
| Squirrel | Swing Across the Monkey Bars |
| Bird | Stand On a Picnic Table |
| Tennis Racquet | Bury Something In The Sand |
| Park Bench | Drink From a Water Fountain |
| Airplane | Chase a Butterfly |
OBSTACLE COURSE
To up the stakes, have the girls complete an obstacle course once they collected enough items on their list. The first team to collect enough items and to complete the scavenger hunt within half an hour wins the game!
You can modify the course depending on the park available to you. You can use the playground as the main focus of the obstacle course by having the teams, for instance, climb the jungle gym, go down the slide, go around a pole, etc. Here are some ideas for some other obstacles the girls can do:
THREE-LEGGED RACE
BEANBAG TOSS
Lay out some skipping ropes. Have one team member tie their right leg to their teammate's left leg. The team must then walk with their legs tied together for a designated distance. If they fall over, they have to go back to the beginning.
Place a hula hoop on the ground. Have the teams stand a certain distance away from the hula hoop. They must take turns tossing an equal number of beanbags into the hoops.
WACKY WAITER
2The team member at the beginning must hold a paper plate with one hand like a waiter and balance a Ping-Pong ball on the plate.
3They must move as fast as they can without dropping the Ping-Pong ball. When they reach their teammate, they must pass the plate to their teammate without dropping the ball.
1Designate a distance that the teams have to go. Have one team member stand at the beginning and their teammate stand at the halfway point.
4Their teammate must then carry the plate the same way to the end of the obstacle. If either of the team members drop the ball, they have to go back to restart the obstacle.
STEPPING STONES
2Their team-mate passes them a second piece of paper. The first team member then places the new piece of paper in front of them and steps onto that.
3Their team-mate can then step onto the free piece of paper behind the first team member, passing them the third piece so that the first team member can take a step forward.
1Designate a distance that the teams have to go. Place three pieces of construction paper at the beginning. The first team member places one piece of paper in front of her and steps on it.
4The second team member steps onto the newly freed piece of paper and passes the now empty piece of paper to the first team member. The teams continue rotating the construction paper stepping stones until they both reach the end.
SLAM-DUNK
Have the teammates each throw a basketball into a basketball net.
TIGHT-ROPE
Lay down a skipping rope in a straight line. Have the teams walk on it, heel to toe, as if they were walking a tight-rope.
WALK AND WEAVE
Set up some plastic cones (beanbags work too) and have the teams weave around them.
CLOSING
Congratulate the group on their teamwork and participation! Enjoy your usual Closing in the sunshine.
BIBLIOGRAPHY
http://familyfun.go.com/playtime/sports-athletic-games/relays-races/ready-set-relay-1022824/2/ http://familyfun.go.com/playtime/sports-athletic-games/relays-races/ready-set-relay-1022824/3/ http://simplekids.net/make-your-own-backyard-obstacle-course/
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Developing Weekly Activity Plans for Preschool Children (3 through 5 years) for Adventures in Learning Topics of Study
MINIMUM LICENSING REQUIREMENTS FOR Child Care Centers (Rev. 01/01/16) has the following requirement:
400 PROGRAM
401 Program Requirements for all ages
5.a. The facility shall have an approved curriculum with weekly activity plans appropriate for the developmental needs of each group of children. See Division web-site for a list of approved curricula.
Adventures in Learning is an Arkansas approved curriculum for children from three through five. The curriculum features 40 Topics of Study in 9 Focus Areas. Four plan sheets are included in this handout to use as guides when developing Weekly Activity Plans for your children.
- Two (2) are examples of blank plan sheets. Each is formatted differently.
- Two (2) are samples of completed plan sheets for the Topic of Study, "I Am a Unique Person." Each is formatted differently.
Consider these two options when developing your Weekly Activity Plans:
- Option 1: Use Weekly Activity Plan Sheet #1, which is the blank Adventures in Learning Plan Sheet, and complete it to meet the needs of your children and your program.
- Option 2: Use Weekly Activity Plan Sheet #2, which is designed for programs choosing to use the Adventures in Learning curriculum, but not the prescribed Weekly Activity Plan Sheet format.
Teacher Note: Prior to developing either of the Weekly Activity Plan Sheets, consider reviewing the Adventures in Learning Tips and Techniques. This will give you background information about all of the sections to be completed on the Weekly Activity Plan Sheets.
Teacher Note: You may also choose to develop your own Weekly Activity Plan Sheet format using the two options presented here as guides.
Here are the steps to follow as you develop Weekly Activity Plan Sheet #1 or #2:
1. Select a Focus Area and the Topic of Study from that Focus Area that you would like to use with your children; for example Focus Area #2 Begin With Me, Topic of Study: I Am a Unique Person.
2. Review the curriculum guide for that Topic of Study
3. Make a list of the featured books you have available for the selected Topic of Study, as well as books you plan to purchase or check out from your local library.
Teacher Note: You may want to list all of the books you have available for the Focus Area.
| Book Title | Author/Illustrator | Have Available | Can Purchase |
|---|---|---|---|
4. Make a list of the materials you have available or can make or purchase to support the Topic of Study. Refer to the Materials to Collect and Make section of the Curriculum Guides for ideas.
Teacher Note: You may want to list all of the materials you have available for the Focus Area.
| Materials | Have Available | Can Make |
|---|---|---|
5. Begin to develop the Weekly Activity Plan by identifying the learning centers you provide for children on a daily basis and circle the centers on Plan Sheet #1 or add the names of those centers to Plan Sheet #2.
6. List under each Center the materials you have available or can make or purchase that relate to the selected Topic of Study; material that you plan to use with children during the week.
7. Begin to complete the Weekly Activity Plan Sheet by listing for each day of the week the Group/Circle Time activities you plan to include.
- Read at least one book to children each day. Remember that the same book can be read to children several times during the week. The Curriculum Guide includes more than one reading of each featured book.
- Include other language experiences such as telling stories with visuals, singing songs, playing games, and saying Mother Goose rhymes, finger plays and poems.
- Keep in mind that you can have more than one Group/Circle Time each day. Remember to keep these times short; from 10 to 20 minutes.
8. Continue to complete the Weekly Activity Plan Sheet, one section at a time, choosing activities from the Curriculum Guide.
9. Include Physical/Movement/Gross Motor Activities each day. MINIMUM LICENSING REQUIREMENTS FOR Child Care Centers (Rev. 1.1.15) has the following requirement:
401.4 Program requirements for all ages
4. There shall be a total of 30 minutes per day of moderate to vigorous physical activity. This could be included in outdoor play time if it meets this criteria.
Teacher Note: Many of the Topics of Study include Movement/Physical Education activities. Refer to Books and Movement – A Magical Mix (B.A.M.M.M.!) for additional ideas. B.A.M.M.M. can be found on the Division/Better Beginnings web-site.
Teacher Note: Refer back to Adventures in Learning Tips and Techniques if you need help in completing any of the sections of the Weekly Activity Plan Sheet.
Reflection: After you have used the Weekly Activity Plan Sheet with your children, spend time evaluating the activities that worked, didn't work, and the adjustments and changes you can make during future planning.
Teacher Note: You may choose to use the Weekly Activity Plan Sheet for another Arkansas approved curriculum. | <urn:uuid:e5ab7168-104a-4af5-a096-bc44adfd8269> | CC-MAIN-2023-23 | https://arbetterbeginnings.com/wp-content/uploads/0-H-A-in-L-Directions-for-developing-activity-plan-sheet.pdf | 2023-06-02T14:14:03+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648695.4/warc/CC-MAIN-20230602140602-20230602170602-00489.warc.gz | 127,811,675 | 1,077 | eng_Latn | eng_Latn | 0.995897 | eng_Latn | 0.996443 | [
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Data Analysis / Charts Mathematics and Millennials – 6th
Basic Charts
Interpretation of Basic Statistical Charts is essential!
Charts are visual illustrations of numeric data!
Bar, Line, Pie, Pictograph (images)
What is the highest or lowest?
What is average?
What is the difference between highest and lowest?
Charts: Bar
Definition: A Bar Chart uses vertical/horizontal bars to compare various quantities or values.
Daily temperatures for week days in July. MS Excel!
Excel: Bar
Using MS Excel and starting at B5 enter 1,2,3,4,5! Hit Enter Key! Select entered numbers! Click Chart Icon: top & middle of page. Column Bar Chart is selected! Click Finish to continue. (?) A Column Bar Chart appears! Note Bars, Gray & White regions! Click a Bar! Click Gray region! Click White region! *Small Black Squares mean Chart is selected! Click Delete!!! Entered other numbers! Practice creating Bar Charts! Try printing out a Bar Chart! Try copying it to a Word file! Try grabbing a Corner Black Square & Dragging In and Out! Imagine the engagement your students will experience!
Charts: Line
Definition: A Line Chart uses connected points and and a line to visualize continuous quantities. Daily temperatures for week days in May. MS Excel!
Excel: Line
Using MS Excel and starting at B5 enter 1,2,3,4,5! Hit Enter Key! Select entered numbers! Click Chart Icon: top & middle of page. Click the Line selection! Click Finish to continue. (?) A Line Chart appears! Note Line, Gray & White regions! Click the Line! Click Gray region! Click White region! *Small Black Squares mean Chart is selected! Click Delete!!! Entered other numbers! Practice creating Line Charts! Try printing a Line Chart! Try copying it to a Word file! Try grabbing a Corner Black Square & Dragging In and Out! Imagine the empowerment students will experience!
Charts - Pie
Definition: A Pie Chart uses a circle to compare among parts of a whole and compare to a whole. Rainfall during January to July. MS Excel!
Excel: Pie
Using MS Excel and starting at B5 enter 1,2,3,4,5! Hit Enter Key! Select entered numbers! Click Chart Icon: top & middle of page. Click the Pie selection! Click Finish to continue. (?) A Pie Chart appears! Note Pie, Gray & White regions! Click Pie! Grab Pie and Drag In & Out! Click White region! *Small Black Squares mean Chart is selected! Click Delete! Entered other numbers! Practice creating Line Charts! Try printing a Line Chart! Try copying it to a Word file! Try grabbing a Corner Black Square & Dragging In and Out! Imagine the excitement your students will experience!
Charts: Pictograph
Definition
: A Pictograph uses images to individual quantities and
compare compare
to total.
Gallons of oil produced in July. MS Word Draw!
Word: Basic Charts - 4
Use MS Word! A Draw Toolbar has to be at bottom of Word page. Create a rather large horizontal rectangular region at mid-page. Just below large rectangular region, we will create a drum. Now using the Oval tool, create a small (not tiny) horizontal oval! At far right of Draw Toolbar is the 3D image creator! Just find it! With oval selected (White Sqs)! Select some 3D images for drum! Once drum has been created click & drag it onto rectangle area! With drum selected! Hold Ctrl & Hit C! Hold Ctrl & Hit V! A duplicate drum should appear! Click & Drag above other drum! Continue Copy & Paste of drums until a Pictograph appears!
Basic Charts
Okay! We have defined Charts and given Examples! Make sure Students can do Definitions & Examples! Activities will be provided for students to create Basic Charts from directions to be drawn on plain white paper! Not exciting but necessary to learn!
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ImagePile: an Alternative for Vertical Results Lists of IRSystems
Saskia M. Akkersdijk, Merel Brandon, Hanna Jochmann-Mannak, Djoerd Hiemstra, Theo Huibers Centre for Telematics and Information Technology University of Twente, PO Box 217, 7500 AE Enschede, The Netherlands
ABSTRACT
Recent work shows that children are very well capable of searching with Google, due to their familiarity with the interface. However, children do have difficulties with the vertical list representation of the results. In this paper, we present an alternative result representation for a touch interface, the ImagePile. The ImagePile displays the results as a pile of images where the user navigates through via horizontal swiping. This representation was tested on a search engine for the EMMA child hospital‟s library. Using a within subject experiment, both representations were tested with children to compare the usability of both systems. The vertical representation was perceived as easier to use, but the ImagePile system was considered more fun to use. Also, with the ImagePile system more relevant results we chosen by the children, and they were more aware of the number of results.
General Terms
Your general terms must be any of the following 16 designated terms: Design, Experimentation, Human Factors.
Keywords
Children, search-interface,
1. INTRODUCTION
In a time where Internet provides access to a large amount of the world‟s information, the accessibility of IR-systems for children is extremely important.
The Puppy-IR project, an European funded project that focuses on the accessibility of IR-systems for children, has developed a demo-system that should allow young patients to search for book and DVD‟s of the EMMA child hospital‟s library. The library contains books, DVDs, and objects (such as 3D models of limbs and organs) about the hospital, the human body, diseases, or treatments. This information is very valuable for the children since it helps them to understand and communicate about their situation.
This demo-system has a Google-like interface and the results are displayed in a vertical results list, accompanied with pictures (Fig.1). In this paper we will use the term "Vertical Results List" to refer to this demo-system.
They found that children‟s performance on Google is better and that Google was by far most preferred. Children found it difficult though to determine which items from the large lists of results that
Google provides are relevant. This problem might be due to the children‟s unawareness of the accuracy of the information source [1]. The problem did not occur with the other systems because they use more contained repositories and did not present results from the WWW. Druin et al. [5] also found that children have problems determining the relevance of the items. Children also have difficulties with the vertical list representations that most IR systems (like Google) use. Some of these problems are:
1. Problems with vertical scrolling [4,5,6]
2. Problems with subpages [4]
3. Problems with distracting items [5]
4. Problems with controlling a mouse [1]
Most of the papers describing the problems emphasize the need for a different design of the result pages [1,5]. Druin et al. [5] suggest "a single page of results with less text, fewer links, and no scrolling required" as an alternative representation for children in the 7-11 age range.
In this paper, we suggest an alternative representation of the results, the ImagePile. Because of the difficulties that children might have with using a mouse and scrolling [1,5] we decided to design the system for a touch screen. The EMMA child hospital is also planning to put computers with a touch screen in all patient rooms. The ImagePile system displays the result items in a horizontal row of covers, and supports a swiping gesture for navigation through the results. The next section will provide an extensive description of the design.
Both the usability of the ImagePile and that of the Vertical Results List are explored using a user study with eight children aged eight to eleven at a Dutch primary school. We wanted to know whether the problems described above also occur with the specific application for the IR system for the library of the Emma Children Hospital. And whether the problems are still accurate, since some of the research project that found these problems are performed a long time ago.
The main research question is: Is the ImagePile representation easier and more accessible to use than the Vertical Results List?
To answer this question we divided it in several sub-questions:
* Which problems occur when children use the Vertical Result List representation?
* Which problems occur when children use the ImagePile representation?
* Which representation do the children find easier to use?
* Which representation do the children find more fun to use?
* Which representation do the children prefer?
Section 3 describes the method used to evaluate the systems. Section 4 explains the results and section 5 discusses the findings and the used method. Finally section 6 will provide some suggestions for future work.
2. IMAGEPILE DESIGN
The goal of the project was to design an alternative result representation for the Vertical Results List that improves the usability for children. We focused on children aged eight to eleven. Children aged twelve or older have similar cognitive and motor skills as adults [7,8], we therefore expect them to have less problems with the Vertical Results List. Children younger than eight have in general difficulties with writing, typing and reading, therefore a system designed for this age-group would need more radical changes [7,8].
We formulated the following requirements for the new system based on the literature described in section 1 and some usability guidelines. The most important requirements are:
1) The navigation and interaction with the system should be intuitive.
2) The system should support image oriented scanning of the results.
3)
Information of a result must be sufficient to determine the relevance
4) The amount of results visible at once should be no more than fifteen items.
5) The system should use a minimum of subpages
6) The relevance ordering of the results should be clear.
7) It must be possible to focus on the information of one relevant result, without being hampered by other results
Based on these requirements we for chose a design that presents the result items in a horizontal row of covers among fifteen alternative designs. We call this the ImagePile, this system uses of a touch interface.
The ImagePile always focuses on one item, the picture of the item that has the focus is in the center of the screen, with a description beneath it. In contrast to the vertical results list system the ImagePile system only shows the short description of the book, but not the publication year, author, ISBN, or category. By making a swiping gesture on a touch interface the user can browse through the items. Moving a finger from right to left moves the focus to the right, the opposite movement moves the focus to the left. The number of items that is moved depends on the length of the swiping gesture. The swiping can be done at every position on the screen. It is also possible to click on a cover to focus on it directly. The first time a user enters the results page the first most relevant result is displayed in the middle of the screen, the other results are visualized as a horizontal row of covers on the right side. The items are ordered on relevance from left to right. A maximum of fifteen result covers are displayed at once in the screen. When there are more than seven results left or right of the focused item, the remaining item are replace by a single icon symbolizing a stack of images (see the gray icons on both sides in Fig. 2). As a result, all items are displayed in a single page.
The ImagePile system was build upon the existing search engine of the Vertical Results List 1 . This search engine was created using PF/Tijah 2 . We have created a different interface for the result representation, using CSS3 and Javascript to present the result items in a horizontal row of covers.
3. METHOD
To evaluate the usability of the ImagePile system we conducted a user study at a Dutch primary school. The experiment was of an explorative nature and is meant to provide a direction for future research. We tested the systems with eight children aged 8-11. Because of the small number of subjects and the explorative nature of the experiment, a within subject design was used and qualitative data was collected. During the experimental condition the children used the ImagePile system on an iPad and during the control condition they used the Vertical Results List on a laptop. Each child had to perform three tasks on the first system and three tasks on the second system. We eliminated an order effect that could arise when always providing one of the conditions first, by alternating the order of the conditions between the children. Four children worked with the ImagePile first.
1 http://pathfinder.cs.utwente.nl/puppyir/
2 http://dbappl.cs.utwente.nl/pftijah/
3.1 Participants
The usability of the system was tested with eight children aged eight to eleven (four male, four female). Their parents gave their permission. The group of children that first worked with the ImagePile and the group that first worked with the Vertical Results List were matched on their gender and grade. The children attend a Montesori school and were selected from grade five to eight. Table 1 shows how the children were divided over the two groups.
Table 1. Characteristics of the participants
| grade | 5 | | 6 | | 7 | | |
|---|---|---|---|---|---|---|---|
| group | A | B | A | B | A | B | A |
| gender | F | M | M | F | F | M | M |
3.2 Procedure
The experiment took place in a room of a Dutch primary school. We used a protocol to keep the difference between the sessions and conditions as small as possible. This protocol for example described how to deal with questions of the children about the navigation.
One by one the children were retrieved from their classrooms for an experiment. We told the child that we designed both systems (to prevent social desirable answers in favor of the system we designed) and that we wanted to find out what kind of improvements the systems need to make them easier and more fun for children. We used a screen recorder for the laptop and a hand camera for the iPad to record the actions of the children, this was motivated to them. After the introduction the children‟s experience (e.g. frequency of use) with computers, search engines (especially with Google), and touch screens was questioned using a questionnaire.
Subsequently, we gave the children three tasks on both systems. After each task the children were asked to rank the system on difficulty and enjoyability. For this evaluation by the children we used the "smiley face" 5 point Likert scales (Fig. 3) as used in [1,4] and derived from the Wong-Baker pain rating scale [9].
When the motivation of the rating was unclear, the children were asked to motivate their rating.
very easy
easy
normal
difficult
very
difficult
very
entertaining
entertaining
normal
not
entertaining
not
entertaining
at all
Figure 2. Example of the "smiley-scale" used for difficulty and enjoyability raking.
When the children finished their tasks on both systems we asked them to compare the systems. The children denoted which system they perceived as the most difficult and which system they found the most fun to use. We asked what they preferred, the horizontal or the vertical representation. The children were invited to motivate their answers. The experiment ended with ideas of the children for improving the system. The total experiment lasted on average 30 minutes.
3.3 Tasks
The children were given three types of tasks per system. Since we used a within subject design we needed two comparable tasks per task type. The first two tasks were goal directed. For example: "John visited the doctor. The doctor has told him that there is something wrong with his digestion. John doesn‟t know what digestion means. Can you find a book for John that explains him the meaning of digestion? Type „digestion‟." (In which John is a fictional child) The query was predefined and children were helped if needed to type the query. The first task resulted in two to four results and required no scrolling with the Vertical Results List system. The second task had eleven to fifteen results and had two result pages with the Vertical Results List. We wanted to see if there were different problems observed for small and large numbers of results. The third task was an open-ended task. For example: "Search for something you want to know about hospitals?". We used this open-ended task to see how children interact with the system when they do not have a specific task. We believe that this could provide a more realistic view on how the children would use the system.
3.4 Data analysis method
We have collected data from four different data sources. Firstly, an important data source is our observations of the interaction with the system, and the search strategies used by the children. Observations were notated by one of the authors during the experiment. Using the recorded data the experiments were analyzed again by both authors and notes were taken using an observation schema. The observations were quantified, for example by counting the amount of children that used a certain search strategy. Secondly we have gathered data about perceived ease of use, and enjoyability of the systems with the "smiley scale" questionnaire. We compared the mean scores for the systems. Thirdly, we gave the children some questions to compare the systems. These results where quantified by counting the amount of children than made a certain choice. Finally, we looked at how relevant the selected items, given the task, of the children were. Per task we rated all the results on a five point Likert scale (1= not relevant at all, 5 = very relevant). Because we saw that some children tended to select a item on their own preference or didn‟t remembered the total task while selecting an item, we also looked at the motivation given by the children to select an item. We rated the selected items for the tasks on their relevance given the motivation of the child on 5 point Likert scale (1= not relevant at all, 5 = very relevant). We conducted a T-test to see whether differences in relevance between the systems were significant.
4. RESULTS
In this section we will present the most important results of our experiment. We will start with some general observations, followed by a specific section for each system. Finally, we will state the given opinions of the children and discuss the task relevance.
Of the eight subjects only one of them was inexperienced in searching the internet, six of them know Google, and used search engines more then ten times. Six of the subjects have used some kind of touch screen before, varying between two times to more than ten times.
With both systems the subjects did not need help to find out how to navigate through the results. However, with both system children tried to „click‟ on a cover (which did not do anything). We identified three different search strategies used with both systems. Firstly, scanning multiple results and selecting one of them (scan-all). Secondly, scanning until a relevant result is found (scan-until), and finally, a combination based on the number of results (scan-combi).
4.1 Vertical Results List
Using the vertical result list, all search strategies were applied by different participants. Two of them applied the scan-all search strategy, five of the children applied the scan-until method, and one used the scan-combi strategy. However, the children who applied the scan-all method were not aware that there was another result page. Neither did the other children, or this was not required for their search strategy. Of the eight children participating in our experiment only one of them was fully aware of the number of results. An example of this was one girl who realized after asking by one of the authors: "Are these all the results?" that there were more then four results, and used the scrollbar to go to them. After seeing all the results on the first result page she changed her final answer. After this, when being asked again: "Are these all the results?", she noticed the next result page.
Two out of eight children used the scrollbar to navigate through the results, the other six used the mouse wheel.
There were no problems mentioned by the children about the navigation through the results.
4.2 ImagePile
Using the ImagePile, all search strategies were applied by different subjects too. Five of them applied the scan-all search strategy, one of the children applied the scan-until¬ method, and two used the scan-combi strategy. All children were aware that there were more results, even if they did not see them, independent of their search strategy.
For navigating through the results six of the subjects used a swiping motion to navigate through the results, two of the children used a combination of swiping and „clicking‟.
There were a few problems mentioned by the children, which could be categorized in three items. First, a problem which was experienced by seven out of the eight children, is that the system did go one or more covers further than they wanted the system to go. Secondly, one of them used his fingernail, which did not work, and finally, there was a problem with „clicking‟ on the correct point (precision).
4.3 Opinions about the systems
We asked the children to rate the difficulty and enjoyability of both systems after each task. The vertical results list received an average score of 2.1 on a five points scale for both the difficulty and enjoyability. The ImagePile received an average score of 2.3 out of 5 for both the difficulty and enjoyability. However, this is not a significant difference. The comments given by the children with their rating were mostly about the tasks, not about the system. For the vertical results list the relevant remarks were as followed: " easy because there was more information about the books (category, release year) ", " easy because of typing on the keyboard " and " I liked typing on the keyboard ". For the ImagePile the relevant remarks were as followed: " difficult because I wanted to go to the next picture but the system goes to a picture further than that ", " difficult because sometimes you skip a results, but that also makes it easy to navigate back to were you found a relevant result ", " there were many results ", " easy because of the good descriptions ", " fun to explore ", " funny " and " I liked it better, because you can do everything on the screen ".
Seven out of eight children found the vertical results list easier to use than the ImagePile, but everyone enjoyed the ImagePile more. Examples for the reasons given by their choice of the difficulty are: "I am more used to the computer", "Typing on the keyboard is easier", "I did want to go to the next picture but the system goes to a picture further than that" and "Because I am used to typing on the I-pad. Because sometimes I send messages to my father using my mothers iPhone. I don't use the computer that often.". Examples of comments give by their choice for the enjoyability are: "More special, more new, more fun, exploring how it works", "To use the screen to search was easy", "Fun to control it with your fingers".
The last question was which system they preferred. Five out of eight preferred the ImagePile, and the other three preferred the vertical results list. The explanations given with their preference will be further discussed in the discussion.
4.4 Task relevance
Afterwards we evaluated the chosen books for each task. We gave marks for relevance between 1 (non relevant) and 5 (relevant), and their explanations given with the choice also between 1 (explanation did not agree with their choice) and 5 (explanation did agree with their choice). The ratings were evaluated with a paired t-test and the results can be found in table 2 and 3. For the reasoning and relevance the difference between the systems is not significant. The exception for this was the relevance of the third task. However when we did take all tasks into account, we get a significance of 0.057 at the relevance, which is almost significant.
Table 2. Statistics of the relevance
| Tasks | ImagePile (S1) Vertical Results List (S2) | Mean | Std. Deviation |
|---|---|---|---|
| 1 | S1 | 5,0 | 0,0 |
| | S2 | 4,5 | 0,9 |
| 2 | S1 | 2,5 | 1,3 |
| | S2 | 2,4 | 1,1 |
| 3 | S1 | 3,9 | 1,1 |
| | S2 | 2,3 | 1,4 |
| | S1 | 3,8 | 1,4 |
Table 3. Statistics of the reasoning
| Tasks | ImagePile (S1) Vertical Results List (S2) | Mean | Std. Deviation |
|---|---|---|---|
| 1 | S1 | 5,0 | 0,0 |
| | S2 | 4,3 | 1,4 |
| 2 | S1 | 2,6 | 1,3 |
| | S2 | 2,5 | 0,9 |
| 3 | S1 | 3,1 | 1,8 |
| | S2 | 2,4 | 1,3 |
| all | S1 | 3,6 | 1,6 |
| | S2 | 3,1 | 1,4 |
5. DISCUSSION AND CONCLUSIONS
We will continue with discussing the opinions given by the children as comments during the rating of both systems. This will give us more inside in their opinions.
Comments given during the tasks and given together with their ratings imply that the ratings were sometimes based more on the tasks than on the systems. An example of this was a child who said "easy because the query was not too difficult to spell". Therefore, ratings about the difficulty are not always accurate and all comments given become more valuable than the ratings. The same goes for the enjoyability. An example for this is "In the description there was information I did not know before, I like that.".
There were several difficulties with the navigation of the ImagePile, the most important being that the system went one or more covers further than they wanted the system to go, which was experienced by seven of the eight children. The ImagePile system was designed to go to the next cover with a small gesture and several covers further with a bigger gesture. The problem experienced can be lead back to this feature which can be improved by fine-tuning the feature for children or by removing the feature so you always go to the next cover. What also contributed to this problem was the speed with which the system reacted to the gestures. We did the experiment on an iPad, which was slower in reacting to the gestures than a laptop with touch (which was not available at that time). The subjects sometimes repeated the gesture or enlarged it, because they thought it had not worked, while the system was processing it. This lead to going further than wanted. The second problem was with „clicking‟ on the correct point (precision). This problem was related to the area in which the children had to "click" to type or to go to the next cover. To be accurate at "clicking" at the correct point, motor skills are involved, which are less developed in children than in adults. To improve this, a larger screen can be used so the area will increase in size, or the number of covers can be decreased which will also lead to a bigger area. The last problem was the usage of fingernails for the gestures which is related to the touch screen used. This can be solved by using another type of touch screen with which this is possible.
The search strategy used by the children changed depending on the system used. Six of eight children did not use the same method on both systems. With the vertical results list the scanuntil method was used most and with the ImagePile the scan-all method was used most. This can be an indication that the ImagePile encouraged the children to look at more results before choosing one. However, we have to be cautious, because while they did go to the end of the list this also can be a problem. Due to the limited database this was currently not a problem. But it could be a problem when there are many results. Another difference between the systems was the awareness of the number of results. With the vertical results list children were not aware of the number of results. None of the users looked further than page one, and one was not even aware that there were more results besides the first four and you could scroll down. With the ImagePile they were aware that there were more results, even if they did not see them. To which extend looking at less results forms a problem depends on the type of search system the child is using. During Internet searching it might be a good strategy for children to look only at the top five results found by the search engine because most search engines use a good relevance ordering. But for the system discussed in this paper we think that this problem is more important, because when choosing a book, it not only has to match the information need, it also has to have a certain attraction to it, which matches the child‟s preference. Therefore it is more likely that a relevant item has a higher index. Moreover children have some problems with forming effective queries, which leads to less relevant results for their information need.
This led to the question if the selected results found with the ImagePile would be more relevant than of the vertical results list. For this the ratings for relevance and reasoning were created, and a paired t-test was performed. Only one of the tests gave us a significant result, but when we combined all tasks the test came back almost significant. This indicates that children while searching with the ImagePile, choose a more relevant result, then when searching with the vertical results list. However, keep in mind that the number of subjects is very low, which makes it impossible to make any definitive statements (this goes for all results).
As stated before, the comments given with the rating for difficulty and enjoyment were of more use than the ratings themselves. The comments given during the rating for the difficulty were mostly related to their previous experiences. For example: "More used to the computer", "Typing on the keyboard is easier", „I think I like the mouse" and "Because I am used to typing on the I-pad. Because I sometimes send messages to my father using my mothers I-phone. I don't use the computer that often.". Other than their previous experiences the comment: "I did want to go to the next picture but the system goes to a picture further than that", was the comment most made. This indicates that previous experiences influence their perception of how difficult it is. Something similar counts for the enjoyability. With the comments given during the rating of the enjoyability the most heard one was: "More special, more new, more fun, exploring how it works". Followed by: "To use the screen to search was easy", and "Fun/more pleasant to control it with your fingers". This indicates that the unfamiliarity, newness of the system and the touching of the screen is what they enjoy most.
Going back to the preferences of the children for one of the systems, five of eight children preferred the ImagePile. Given reasons for this were for example: "easier to go through all results / more pleasant then scrolling" (3x), "You could see at once how many results there were", "Because you can see the next cover better", "Because it is more like a library" and "You can use your finger to just move them aside". Reasons for preferring the vertical results list were: "You could just scroll and with the other one you had to use your finger, which I did not find easy, because sometimes it goes to far", "Because you can go through them more easily" and "Because you can click on them faster". This indicates that the problems with the navigation with the ImagePile have to be improved, to make a better comparison between the two systems.
Finally, we will answer the research questions. The most evident problems with the Vertical Results List are not being aware of the number of results and not being aware of the number of subpages. For the ImagePile, problems are that the system went one or more covers further than they wanted the system to go and precision problems. Most children did find the Vertical Results List easier to use, mostly due to their previous experiences and gesture problems with the ImagePile. All children enjoyed the ImagePile system more and five out of eight children preferred the ImagePile representation over the Vertical Results List representation. Based on these answers we can answer our main research question: Is the ImagePile representation easier and more accessible to use than the Vertical Results List? In the current state the ImagePile system does not improve the Vertical Results List, mostly because of the gesture problems. However, the items chosen with the ImagePile are more relevant. Therefore, we think that with proper modifications it can improve the Vertical Results List.
6. FUTURE WORK
Our recommendations for future work are, first of all to continue the development IR systems with a touch interface. This is something all children enjoyed, and when developed further has much potential. Parallel with this, the interaction with the touch interface had to be fine tuned for children in order to conquer the navigational problems. The most heard reason why the children did prefer the laptop or had difficulties with the ImagePile was "I did want to go to the next picture but the system goes to a picture further than that". The other navigation problems relating to precision can be solved using a bigger screen. The interaction would also benefit from more responsiveness.
There has to be a maximum number of results when using the ImagePile, while looking at more results can be good, it also can be a problem when you have more than 25 results and you still go to the end of the list. Therefore we recommend a maximum of 25 results.
Children were tended to wanting to click on the covers to enlarge them. This happened with both the systems tested and was not possible in either one of them. Because this happened several times we would recommend to include this in further designs.
Last of all and the most important of all is testing with more subjects. Experiments with eight children are not sufficient to make any valid statements and therefore testing needs to be done with more children.
Acknowledgements
This work is part of the PuppyIR project, which is supported by a grant of the 7th Framework ICT Programme (FP7-ICT-2007-3) of the European Union.
REFERENCES
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[6] D. Bilal, "Differences and similarities in information seeking: children and adults as Web users," Information Processing & Management, vol. 38, Sep. 2002, pp. 649-670.
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[9] D.L. Wong and C.M. Baker, "Pain in children: comparison of assessment scales.," The Oklahoma Nurse, vol. 33, 1988, p. 8. | <urn:uuid:ea06831b-fd60-41cc-9f6b-993d52bad9d4> | CC-MAIN-2023-23 | https://repository.ubn.ru.nl/bitstream/handle/2066/227269/227269.pdf?sequence=1&isAllowed=y | 2023-06-02T15:00:29+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648695.4/warc/CC-MAIN-20230602140602-20230602170602-00488.warc.gz | 558,563,769 | 6,986 | eng_Latn | eng_Latn | 0.998188 | eng_Latn | 0.998822 | [
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Reference
Variables with Natural Language
Variables are places to store values (such as sensor readings) for later use, or for use in calculations. There are three main steps involved in using a variable:
1. Introduce (create or "declare") the variable
2. Give ("assign") the variable a value
3. Use the variable to access the stored value
In the example above, the variable "speed" is used to store a number, and then retrieve and use that value when it is called for later on. Specifically, it stores a number given by the programmer, and retrieves it twice in the two different places that it is used, once for each of the startMotor commands. This way both motors are set to the same value, but more interestingly, you would only need to change one line of code to change both motor powers.
This example shows just one way in which variables can be used, as a convenience for the programmer. With a robot, however, the ability to store sensor values (values that are measured by the robot, rather than set by the programmer) adds invaluable new capabilities. It gives the robot the ability to take measurements in one place and deliver them in another, or even do its own calculations using stored values. The same basic rules are followed, but the possibilities go far beyond just what you've seen so far!
Variables with Natural Language
Declaration Rules
In order to declare a variable, you must declare its type, followed by its name. Here are some specifics about the rules governing each:
Rules for Variable Types
* You must choose a data type that is appropriate for the value you want to store
The following is a list of data types most commonly used in ROBOTC:
| Data Type | Description | Example Values | Code |
|---|---|---|---|
| Integer | Positive and negative whole numbers, as well as zero. | -35, -1, 0, 33, 100, 345 | int |
| Floating Point Decimal | Numeric values with decimal points (even if the decimal part is zero). | -.123, 0.56, 3.0, 1000.07 | float |
| Boolean | True or False. Useful for expressing the outcomes of comparisons. | true, false | bool |
| Character | Individual characters, such as letters and numbers, placed in single quotes. | ‘n’, ‘5’, ‘Z’ | char |
| String | Multiple characters in a row, can optionally form sentences and words, placed in double quotes. | “Hello World!”, “asdf”, “Zebra Number 56” | string |
Rules for Variable Names
* A variable name can not have spaces in it
* A variable name can not have symbols in it
* A variable name can not start with a number
* A variable name can not be the same as an existing reserved word
| Proper Variable Names | Improper Variable Names |
|---|---|
| linecounter | line counter |
| threshold | threshold! |
| distance3 | 3distance |
Reference
Variables with Natural Language
Assignment and Usage Rules
Assignment of values to variables is pretty straightforward, as is the use of a variable in a command where you wish its value to be used.
Rules for Assignment
* Values are assigned using the assignment operator = (not ==
)
* Assigning a value to a variable that already has a value in it will overwrite the old value with the new one
* Math operators (+, -, *, /) can be used with assignment statements to perform calculations on the values before storing them
* A variable can appear in both the left and right hand sides of an assignment statement; this simply means that its current value will be used in calculating the new value
* Assignment can be done in the same line that a variable is declared (e.g. int x = 0; will both create the variable x and put an initial value of 0 in it)
Rules for Variable Usage
* "Use" a variable simply by putting its name where you want its value to be used
* The current value of the variable will be used every time the variable appears
Examples:
| motorPower = 75; | Stores the value 75 in the variable “motorPower” |
|---|---|
| sonarVariable = SensorValue(sonarSensor); | Stores the current sensor reading of the sensor “sonarSensor” in the variable “sonarVariable” |
| sum = variable1 + variable2; | Adds the value in “variable1” to the value in “variable2”, and stores the result in the variable “sum” |
| average = (variable1 + variable2)/2; | Adds the value in “variable1” and the value in “variable2”, then divides the result by 2, and stores the final resulting value in “average” |
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Curnow School Physical Development Policy Statement (Incl. Physical Education)
Rationale
At Curnow School we believe that Physical Development is an important and core part of our curriculum offer and that it is essential to:
- Promote a physically active and healthy lifestyle in which pupils are able to make informed decisions about keeping themselves healthy beyond school
- Ensure all pupils are able to maintain their mobility and strength through a range of physical and therapeutic activities.
- Learn and develop skills and knowledge in PE through a well sequenced curriculum that prepares them well for adult life
- Ensure that pupils have access to engaging and motivating activities and sports within their local community
- Develop social, emotional and communication skills, developing confidence and raising self esteem
Our Physical Development offer includes 6 aspects that ensure that Physical Development is fully inclusive and meets the needs of all our pupils across the school. Pupils will have different aspects making up their Physical development offer dependent upon their need identified through their Education Health and Care Plan (EHCP), ability and individual interests and skills. These aspects are
- Physical Education
- Therapy
- MOVE
- Movement and mindfulness
- Sensory Integration
- Outdoor activities
The intent, implementation and impact of each of these aspects is detailed within the Physical development School offer.
We fully understand the importance of Physical Education as a curriculum subject for our learners.
Physical Education
The National curriculum aims to ensure that all pupils develop the confidence to excel in a broad range of activities which encourages them to be physically active for sustained periods of time and to engage in competitive sports and activities and lead healthy and active lives'.
At Curnow our P.E provision already ensures that all pupils at Curnow School study physical education as part of their basic academic entitlement and is of vital importance to our Core curriculum offer.
All staff at Curnow School are involved in the teaching of PE paying due regard to a pupils chronological age and their developmental stage. It therefore seeks to be flexible by being responsible to individual need, physical need, developmental need and learning style.
We strive to provide all pupils regardless of their ability, gender or race, with an opportunity to experience the enjoyment, stimulation and knowledge that the teaching of PE can offer by enabling the pupils to become healthier, understand and experience the benefits of physical activity and be able to develop interests in physical activities that can play an important part in their lives within school and as they move into adult life.
At Curnow we aim to ensure that all pupils have a breadth of experiences utilising the units of work and programmes of study from the EYFS and the National Curriculum. Our intention therefore, is to modify and adapt programmes of learning which makes them both specific to need and provide a breadth of experiences and offer progression to children's learning. We endeavour to support the development of important gross motor skills through our work within our Primary school provision. Through such means we are able to identify clear progression pathways in the promotion and further acquisition of gross motor skills in an informed way as our pupils move through the school.
Through the teaching delivery of Physical Education across the school we need to consider the learning needs of all pupils taking account of the differences/nature of their special educational needs. Additionally we need to recognize the importance of the development of the key skills identified within the Physical Education curriculum. These key skills fall into the following areas and will be addressed via our long term planning documents across each key stage:
- Physical competence
- Physical activity
- Competition
- Healthy and active lifestyles
Through these we will identify medium term planning outlining the key skills being pursued; the key learning indicators identified for Physical Education will inform learning outcomes.
We acknowledge that we have many different learning cohorts at Curnow whose educational needs require different curriculum approaches and teaching and learning styles (L2L/R2L). We have therefore identified aims for each cohort of learners to ensure our curriculum provides breadth, depth and relevance for all pupils/students at Curnow School.
In the EYFS we encourage our pupils to:
- develop fundamental movement skills (Physical competence, Physical activity)
- become increasingly competent and confident and access a broad range of opportunities (Healthy and active lifestyles, Competition)
- extend agility, balance and coordination, individually and with others (Physical competence, Physical activity, Healthy and active lifestyles)
- engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations (Competition)
- Develop the components of efficient motor function, symmetrical activity, basic body movement, large muscle development, eye/hand co-ordination, eye/foot co-ordination, body image, balance, rhythm, space and direction (Physical competence, Physical activity, Healthy and active lifestyles)
The teaching delivery within Key Stages 1 and 2 will aim to encourage the pupils of Curnow school to continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success by:
- Develop an awareness of, and interest in, themselves and their immediate surroundings and environment (Physical competence)
- Join in practical activities that link to ideas, for example, invasion games (Physical competence, Physical activity, Healthy and active lifestyles)
- Use their senses to explore and investigate (Healthy and active lifestyles, Competition)
- Develop an understanding of cause and effect (Physical competence)
- To start to work co-operatively together (Physical competence, Physical activity, Healthy and active lifestyles, Competition)
The aims of Physical Education within our Key stages 3 – 4 will encourage our students to build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques (Physical competence, Physical activity), and apply them across different sports and physical activities. They will be encouraged to understand what makes a performance effective (Physical competence) and how to apply these principles to their own and others' work (Physical competence and Competition).
They will additionally be encouraged to develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity. They will be encouraged to tackle complex and demanding physical activities. They should become involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle by:
- using running, jumping, throwing and catching in isolation and in combination (Physical competence)
- playing competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending (Competition/ Physical activity)
- developing flexibility, strength, technique, control and balance [for example, through athletics and gymnastics] (Physical competence/activity)
- performing dances using a range of movement patterns (Physical activity/competence)
- taking part in outdoor and adventurous activity challenges both individually and within a team (Competition)
- comparing their performances with previous ones and demonstrate improvement to achieve their personal best (physical competence)
The teaching delivery within Key Stage 4 will aim to encourage the pupils of Curnow School to tackle complex and demanding physical activities. They should become involved in a range of activities that develops personal fitness and promotes an active, healthy lifestyle by:
- Experiencing that personal actions have consequences, leading to the seeking of explanations, and understanding (Physical competence)
- Increasing the breadth and depth of their experience, knowledge and understanding (Physical activity)
- Linking and applying physical education knowledge and understanding to everyday life (Competition/healthy and active lifestyles)
- Developing an understanding of the more aesthetic as well as the concrete and practical skills (Physical competence)
- Analysing their performances compared to previous ones and demonstrate improvement to achieve their personal best (Physical competence)
The teaching delivery of Physical Education within Post 16 will be addressed through the Health and Well-being curriculum focusing upon modules identified through the 'Keeping healthy 4 life' strand; such modules will include Enjoying sport, exploring a range of sports, Teamwork, Developing my skills and Sport and my body). Such work can be accredited through the ASDAN Personal Progress and Personal and Social Development modules of work which are determined below (if/as appropriate).
To further develop and generalise these key skills students will be provided with opportunities to participate and understand the importance of P.E and Sport as part of healthy lifestyle within the wider community. These will include additional opportunities offered which encourages our students to choose, participate and experience many of the following activities: Short Mat Bowling, Sailing, Yoga and Karate. The aims of Physical Education within our Post 16 encourage our learners to:
- Take responsibility for themselves and others which enable them to take their place as adults in society in a way which is enjoyable and fulfilling
- Develop concepts, attitudes, knowledge and skills within Sport, Health and Therapy
- Manage independently in a range of community activities demonstrating the understanding of the needs of themselves and others
- Experience and participate in a range of sporting activities including team and individual activities
- Experience and participate in a range of health and therapy activities
- Move from class/school based activities to those in the local community generalising learned skills accordingly
- Indicate judgements/ autonomy when participating in sports/health/therapy activities
- Develop confidence, self -esteem, foster positive attitudes and values
- Explore, select and safely use appropriate resources for specific purposes
- Utilise skills, knowledge and understanding acquired to enhance their lives as adults
- Further develop their functional skills generalising their skills within wider contexts
All pupils will have a bespoke Physical Development offer which will include for R2L pupils Physical Education as detailed within the policy as well as a bespoke offer dependent upon need, level of interest and skills the 5 other aspects which we believe provide essential physical development input.
Therapy
INTENT:
- Work collaboratively with other professionals to support pupils to maintain and progress physical capabilities
- Develop strategies that maintain body symmetry, improve core strength, cross the midline and increase head control and full body stabilisation
- Bilateral motor movement using both sides of the body simultaneously and co-ordinated
- Moving off centre to reach, track, stretch and maintain balance
- To build and support directionality building awareness of forward, back, left, right, up and down
- Promote as much independent mobility as possible
MOVE
INTENT:
- Work collaboratively with families, therapy teams and wider school staff to set meaningful independent movement goals for children with reduced mobility.
- Deliver a combined and embedded approach of education, therapy and family knowledge to teach the skills of sitting, standing, walking and transitioning between.
- Create an accessible, interesting and educational world full of opportunity to practise, refine and develop independent core movement skills.
Sensory Integration
INTENT:
- Encourage pupils to have positive interactions with their environment and people around them
- Support pupils more effectively when over/ under stimulated and to know which resources to use
- Acknowledge pupils fears and anxieties and slowly work on reducing them
- Provide long term changes and outcomes that will support their overall development and ability to learn more effectively
- Ensure all staff are aware of the needs of pupils with sensory learning difficulties
- Identify how pupils needs can be addressed through the resources used within the curriculum offered and functional everyday activities
Outdoor activities
INTENT:
- Outdoor learning is an essential part of our school offer, supporting individual experimentation, problem solving, learning about and connecting to the natural world. It provides opportunities to use and apply skills, develop social relationships and support a healthy and active lifestyle through activities and sports both within and outside of the school setting
Mindfulness and Movement
INTENT:
Our Movement and Mindfulness offer enables pupils to develop their knowledge, conceptual understanding and awareness of self, others and the environment in which they are learning. It provides opportunities for both independent and joint exploration into moving and connecting with other both physically and emotionally in all environments, building resilience, improving communication, promoting critical thinking and increases problem solving whilst developing self-esteem.
Swimming and Water skills pool
There are generic risk assessments associated with structured swimming/water skills pool sessions. It is the role of the site manager to ensure the water skills pool meets all compliance measures.
The risk assessments outlined for use of the water skills pool and swimming are stored centrally (whole school) for teaching staff to refer to and for the PE coordinator to monitor/re-assess if/as required. Additional control measures must be identified for those groups/pupils that require additional support needs during any swimming session; it will be the responsibility of the class teacher to determine these. All additional control measures MUST be signed off by the head teacher of the school before any swimming session takes place which have identified additional risk.
Swimming is part of the curriculum entitlement delivered at Key Stage 2. It has been agreed with our Governors that there is considerable value in providing structured swimming sessions at an earlier age with an aim of increasing the breadth of our PE provision to ensure pupils are prepared for a wider statutory curriculum at Key Stage 2 (e.g. – swimming).
The LGB have agreed that elements of the Sports Grant awarded to the school will be used to support structured swimming sessions throughout Lower school. The teaching delivery of swimming will be informed via our bespoke swimming track back examining the fundamental skills required to swim safely. Swimming will continue to be taught within Upper school and through our Post 16 provision again focusing upon our track back to continue to focus on the development of swimming skills and student understanding of safety around water; this strand will continue to be funded by the school.
Rationale for determining the use of the Water Skills Pool
At Curnow we recognise that enabling our learners to engage in water based therapy working within a water skills programme is extremely beneficial to those learners who receive additional support from physiotherapists and occupational therapists. It is agreed this provision impacts positively on pupil's health and wellbeing and supports the recommendations and outcomes determined.
To ensure this provision meets the recommended guidance/therapy plan the water skills pool will be used to provide free movement/ exercise opportunities that some of our learners will not be able to experience on land based activities.
For other learners the water skills pool will have a different purpose as it will be used to enable them to access water/swimming skills in a pool that is appropriately heated, fitted with the correct moving and handling equipment which caters for safe entry and exit and a more comfortable swimming experience. The smaller environment will also support pupil's well-being needs as they may find the larger pool environment found at Carn Brae too stimulating to manage.
At the beginning of each term the school, supported by the relevant health professionals, will determine which learners require the use of the school pool. The groups are as follows:
- Water based movement activities – for those children who require access to the water skills pool on a regular basis to compliment the therapy targets and goals set by the physiotherapists and the Occupational Therapists working with them. This group of users will be determined in consultation with the class team; due consideration will always be given to the availability and frequency of other activities that will form part of their physiotherapy programmes.
- Water skills/swimming – for those children who are not able to access Carn Brea Pool as part of their PE curriculum will be able to access the water skills pool on a timetabled basis. This will enable them to access appropriately differentiated swimming activities leading to relevant swimming awards. In line with their peers this may not equate to a weekly swimming session dependent on pool availability.
The use of the water skills pool can be made available to any parent wishing to use this with their child at the end of the school day. The school will need to fully explain the risk assessment/ additional control measures written to support the safe access/use of this area of the school.
Parents will be expected at all times to adhere to this risk assessment; if the school considers this is compromised in any way the offer of the pool will be withdrawn.
English and Maths across the Physical Education curriculum
Within their planning teachers will full incorporate the additional subject areas of English and Maths where this is possible and where this provides meaning; these areas will be designed to enhance the module of work being addressed if/as appropriate. Key vocabulary within both areas will be detailed within the Medium Term planning document to support the structured teaching delivery planned.
PE kit
It is anticipated that pupils will wear PE kit when appropriate; staff will wear appropriate footwear and ensure all jewellery is removed (e.g. – watches/earrings) before any structured PE session commences. It is the role of the class teacher to remind staff and pupils on the importance of changing clothing including footwear.
Monitoring and review
It will be the responsibility of the teachers, Subject Leader, Leadership Team and the Governors to ensure the area of Physical Education (including swimming and the use of the sports grant) is monitored and reviewed to make sure the delivery maximises learning by providing richness, breadth, balance in knowledge, skills and direct experiences in a way relevant to each individual and their own lives.
The Subject Leader will monitor the policy on a biennial basis as part of the School Self Evaluation Policy and Guidelines. They will have the responsibility of providing a report outlining any additional information and impact of planned improvement relating to this subject area to the Leadership and Management sub-committee of the Governors of the school.
Guidelines
There are different responsibilities for staff members in the delivery of Physical Education
4 Responsibility of the Governors
4.1 To monitor the delivery of Physical Education through reports from the Subject Leader
4.2 To approve the Physical Education policy, sports premium and any subsequent updates.
5 Resources
5.1 Resources will be purchased to underpin the effective teaching delivery Physical Education by the subject co-ordinator. A resource allocation will be made to the Head of Upper/Lower school ; the PE coordinator will make bids to the AHT's to purchase additional resources required to implement the PE long term planning
5.2 The Subject Leader (in line with the head of upper/lower school) will audit all expenditure and consequent value to the school
5.3 The Subject Leader, through formal and ongoing monitoring will identify if anything is running out or needs replacing due to general wear and tear and relay this info to the Head of Upper/Lower school
6 Assessment and Recording
6.1 Pupils will have the opportunity to respond to Physical Education in a variety of ways. This may include written work or discussion. This is in addition to the requirements of the National Curriculum. Pupils may require specific equipment to support their needs, these will be available to those pupils and used appropriately.
6.2 Pupils will be assessed using the Key Learning indicators. Pupils will also be assessed using the Foundation Stage Profile determined by the EYFS framework within their Reception Year. Pupils work can additionally be recorded through photographs, print out of work etc.
6.3 As well as these formal frameworks for assessment, it should be remembered that assessment in Physical Education should be a continual and on-going process made possible by constant communication, sharing ideas and helping children to evaluate their own work (comparing the end product in the light of original intentions) and making it personal and individual to each child through the continuum of skill development in this subject area
6.4 Pupils within L2L with Multi-Sensory Impairment may have a therapy plan which will inform EHCP outcomes/targets
6.5 Pupils will be assessed through teacher observation, discussion with children before and after working and during Assessment for Learning opportunities.
6.6 Pupils within the Post 16 classes will be assessed using the learning outcomes from ASDAN's achievement continuum from the ASDAN Personal Progress and Personal and Social development modules of work
6.7 Recording and reporting will follow the agreements outlined in the schools 'Assessment, Recording and Reporting Policy' (PARRC policy).
6.8 The school has identified that each pupil across the school will have a Healthy lifestyle challenge (food and PE). This aspect will be discussed with parents/carers at pupil's annual/transition/EHCP review to ascertain targets. These targets will be delivered and monitored throughout the year by the class teacher; additionally the PE coordinator through their roles and responsibilities identified will monitor the impact upon pupil's health and wellbeing
7 Delivery
7.1 We will strive for excellence in the teaching delivery of Physical Education by:
- The quality of learning which pupils' experience
- The quality of teaching that we provide
- The richness of the environment in which they learn (using the inside and outside environments)
7.2 The Physical Education Curriculum will use whatever specialist techniques and teaching approaches, which motivate, support the needs, or improve the access of any individual. Teachers will therefore look at matching their teaching approaches to individual pupil's learning styles
7.3 There is an expectation that PE will be delivered in whatever form (e.g. – physio) at a minimum of two hours a week; such timeframes will include outcomes of our PE audit (additional expenditure received by the school) and may include dance, karate and swimming
8 Delivery of subject
8.1 Physical Education will be taught in a range of settings within the school.
- Timetabled Physical Education lessons
- Inclusive learning opportunities presented within mainstream provision (Illogan/Pool Academy)
- Timetabled Leisure sessions (within Post 16)
- Whole class, small group and individual teaching
- Linked to every other subject
- Through be-spoke PE challenges identified at pupil's annual/transition, EHCP review
- Through therapy plans received (physiotherapist)
9 Planning
9.1 Teachers will follow the established scheme of work and associated long term planning identifying the key skills being addressed for Physical Education. It will be the responsibility of the Physical Education Subject Leader to ensure this scheme of work accurately reflects the learning needs of the pupils and follows the curriculum ethos within Upper and Lower school
9.2 Teachers will ensure their planning has the necessary Literacy and Numeracy links to support the generalisation/extension of key skills
10 Accreditation
10.1 Pupils and students in the Upper School (Key Stage 3, 4 and Post 16) will have the opportunity to undertake accredited units of work within the ASDAN Personal Progress and Personal and Social Development modules of work (as appropriate). Teachers will determine on an individual basis the appropriateness of each unit based on pupil/student need ensuring these add value to individual learning.
10.2 The awards obtained by the pupils will be formally presented during the annual Record of Achievement day in the Summer Term.
11 Equal Opportunities
11.1 Teachers will ensure that provision reflects Cultural Diversity, Ethnicity, Religion, Gender, Ability, Disability and Age.
12 Health and Safety
12.1 All staff should ensure the health and safety of all pupils and staff at all times
12.2 We fully adhere to the advice and guidance as provided by the Health & Safety Executive Guidelines (EECLIVE) and will undertake the necessary risk assessments through our Physical Education structured teaching sessions; additional control measures will be identified based upon the nature of the session being undertaken and any associated risks/control measures required. The risk assessments are stored centrally (whole school) for teaching staff to refer to and store any risk assessment undertaken.
12.3 We will seek additional advice from Assessnet as and when needed.
12.4 – Health and Safety audit (Annual audit retained by the school)
The Health and safety audit is undertaken annually by the school; section 11 'Primary Sports and PE' outlines the compliance measures necessary which ensures the teaching of PE is underpinned by informed practice associated with Health and Safety.
The site manager has the responsibility for the upkeep of the health and safety audit and the overview of outcomes and any associated actions. It is the responsibility of the PE coordinator to identify structures, systems in relation to the safe storage, use of equipment and the protocols in association of recording/reporting of damaged equipment. It is the role of the PE coordinator to share this information with colleagues accordingly.
Education within our L2L provision we will identify/encourage/respond to the pupils emergent sensory preferences; pupils will be given frequent opportunities to experience/experiment cause and effect and when ready this will be further encouraged in an increasing ranges of contexts.
Pupils' current learning strengths and preferences/preferred form of sensory input will be used to support the development of new concepts. Additionally, when ready, pupils will be given opportunities to recognise familiar stimuli out of context and to use a range of strategies to explore and manipulate objects with an aim of understanding the function of many familiar items: We will therefore assist our MSI learners to:
* Access a broad range of experiences outlined within the L2L Curriculum particularly in the areas of Physical/sensory that provide the right foundation for future progress through school and life
* Quality and consistency in all our L2L classes, that helps every child acquires and develop skills within their phase of learning (L2L Curriculum)
* A secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child
* Robust assessment opportunities where progress is measured and reviewed regularly through daily assessment sheets, photos and video evidence
* Equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported
*Additionally PE will incorporate any advice and guidance received from multi-agency teams in relation to therapy targets/aims/therapy equipment such as specialist seating; such plans/equipment and the use of these will always take priority to ensure pupils maintain good physical well-being to encourage engagement in the teaching/learning process and may inform additional funding received by the school. | <urn:uuid:44ef38fa-da23-4315-8f22-afb0b4718ac7> | CC-MAIN-2023-23 | https://www.curnow.cornwall.sch.uk/attachments/download.asp?file=429&type=pdf | 2023-06-02T16:27:38+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648695.4/warc/CC-MAIN-20230602140602-20230602170602-00491.warc.gz | 790,827,966 | 5,273 | eng_Latn | eng_Latn | 0.993793 | eng_Latn | 0.99633 | [
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Lesson Title: Breakfast of Champions
Learning Objectives:
* Explain why eating a balanced breakfast is important
* Identify the role of breakfast in relation to academic performance
Opening:
Open discussion: What did you have for breakfast this morning? If you normally have nothing, explain why.
Essential Content:
What does a balanced breakfast look like?
* It is a source of protein, carbohydrates and healthy fats.
* It shouldn't not be high in sugar, so beware of sugar content in pre-packaged breakfast items and drinks.
* Hydrate with water, milk, almond milk or coconut milk.
o It is important to stay away from juice because it contains upwards of six teaspoons of sugar in only one cup.
o It is preferable to have whole fruit over fruit juice.
* You can stick to a breakfast plan by having quick and easy options available if you are running short on time. This includes:
o Greek yogurt with nuts
o Smoothie
Examples of a balanced breakfast:
* Ham, egg, and cheese breakfast sandwiches on an English muffin
* Scrambled eggs and fruit
* Smoothies (Greek yogurt, one piece of fruit & almond milk)
* Greek yogurt parfait with nuts and granola
* English muffin and peanut butter with a cup of milk
Student Nutrition Services and Breakfast:
* Studies show eating breakfast improves academic performance including word recall, standardized test scores, improved learning ability, and reaction time.
* School breakfast programs improve student alertness, reduces distractions, reduces hunger headaches, reduces visits to the nurse's office, decreases behavior issues, and improves attendance.
* About half of low-income students who participate in lunch programs also participate in breakfast programs. Roadblocks to be aware of:
o Barriers cause some low-income students to not participate in breakfast. Examples of these barriers include tardiness, bus schedules, and long lines.
o In some cases, students would rather socialize with their friends than eat breakfast in a cafeteria. They might also fear being identified as a "poor kid" if they participate in the free breakfast.
o Solutions: Provided breakfast in the classroom and/or free breakfast for everyone to remove the label (CEP).
Goal of breakfast programs is to remove barriers for children eating breakfast.
Lesson Title: Breakfast of Champions
Results from Breakfast in the Classroom Survey: An increase in breakfast participation (85 percent):
- Fewer reports of student hunger (61 percent)
- Fewer tardy students (40 percent)
- Improved student attentiveness (37 percent)
- Improved school (34 percent) and classroom (35 percent) environments
- Fewer visits to the school nurse (18 percent)
- Fewer disciplinary referrals (16 percent)
- Decreased absenteeism (13 percent)
- Improved standardized test scores (13 percent)
- Improved reading test scores (11 percent)
- Improved math test scores (10 percent)
- Improved cognitive test scores (6 percent)
School Breakfast Programs:
* Two different menus depending on where students pick up their meal:
o Hot breakfast in the cafeteria
o Grab –n- Go breakfast/breakfast in the classroom
* Full price of breakfast meals is $1.50
Activity:
Guided Practice: Review the nutrition labels for common breakfast items. Are they balanced? What is lacking? Is there anything that is over the recommended amount?
Examples:
High in sugar, low in protein, and healthy fats Switch out for a low sugar cereal and add hard-boiled egg
High in sugar and low in protein
Add Greek yogurt
Independent Practice: Pick the better breakfast option out of the two choices and explain why it is the better option.
Closure:
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Pre-KAP Survey on Physical and Humiliating Punishment
BY: M SAJJAD ABRO, RESEARCH AND DEVELOPMENT CONSULTANT,
SUBMITTED TO: INDUS RESOURCE CENTRE
Contents
List of acronyms ............................................................................................................................................ 3
List of acronyms
CRAN Child Rights Advocacy Network
CBO
Community based organization
CSO
Community Social Organization
FGD
Focus Group Discussion
IRC
Indus Resource Center
IDI
In-depth Interview
KAP
Knowledge, Attitude and Practices
PHP
Physical and Humiliating Punishment
PITE
Provincial Institute of Teacher Education
TTI
Teacher Training Institute
DEO
District Education Officer
Executive Summary
The report presents findings of a Pre-KAP survey on Physical and Humiliating Punishment (PHP) 1 in four districts of Sindh (Shikarpur, Larkana, Dadu and Karachi). The objective of the study was to know current situation of PHP prevailing in the target districts which will help design social intervention to address and reduce PHP at household and institutional level. The data was collected using mixed methodology through structured and semi-structured questionnaires and guidelines from a sample of 1,100 parents and 188 teachers, and 11 education managers, representative of civil society organizations and teacher trainings institutes.
The findings suggest wider acceptance of PHP at community and institutional level. Majority of parents and teachers, who themselves were victims of PHP in childhood, continue to inflict punishment on their children and students. About 86% parents punish their sons, and 74% parents punish their daughters. Though percentage of parents who punish sons and daughters is very high, but boys are more vulnerable to punishment than girls.
The most common method of disciplining a child is scolding/ridiculing used by 86% of the parents. Other methods include beating with hands, slapping, and canning, and few also reported hair pulling, and ear twisting. Almost the same percentage of teachers (85%) use scolding/ridiculing to discipline children, 19% beat students with hands, 22% use sticks, and 6% slap students on their faces for the same purpose.
Interestingly, the study does not show any relationship between punishment and drop-out ratio of students. Only 3% students left school without completing their education, but only 1% (and that is only in one district of Shikarpur) left school because of punishment. This is mainly because corporal punishment has been reduced considerably in schools, and children don't consider scolding/ridiculing, the most common form of punishment, as a punishment. Moreover, even before getting enrolled in a school, children have already become inured to scolding/ridiculing by their parents at home.
About 87% parents and 76% teachers think that a teacher has a right to punish children, 85% parents and 82% teachers believe punishment leads to a positive behavior, and 88% parents and 79% teachers think corporal punishment is sometimes necessary to discipline a child.
Parents and teachers were given some statements and asked to say whether they agreed with statements or not. About 71% parents and 60% teachers agreed with the statement that Ustaad ji maar, baar ji sanwaar (punishment by a teacher improves behavior of a child), 81% parents and 54% teachers agreed that 'if children are not punished in childhood, they will grow into bad adults', 81% parents and 58% teachers agreed that 'if children are not punished in childhood, they will not respect their elders,' and 80% parents and 77% of teachers agreed that 'parents who do not punish a child, in fact spoil the child."
1 Physical and Humiliating Punishment is any act of violence that violates children's right to integrity and dignity. Save the Children, in its manual Ending Physical and Humiliating Punishment of Children (2005) defines PHP as:
Physical punishment includes hitting a child with the hand or with an object (such as a cane, belt, whip, shoe, and so on); kicking, shaking, or throwing a child, pinching or pulling their hair; forcing a child to stay in an uncomfortable or undignified position, or to take excessive physical exercise; burning or scarring a child (and the threat of any of these actions). Humiliating punishment takes various forms such as verbal abuse, ridicule, isolation, or ignoring a child.
When asked whether there should be a law banning punishment to children by parents and teachers, only 7% parents and 25% teachers favored such a law.
Almost all the teachers (95%) have heard of positive disciplining and 64% came to know about this term during professional training (BEd or MEd), but despite that majority of them still support PHP as stated above.
None of the surveyed schools have a Safe School Policy, nor does any school have a child led club that monitors PHP.
Introduction
Indus Resource Center (IRC) is not for profit civil society organization registered under Societies Act XXI of 1860 in 1999. Presently, IRC is working in 09 districts of Sindh province with support of multiple donors and philanthropists. IRC's overall work focuses to provide sustainable and replicable models for integrated social & economic development in Sindh. The main program thematic areas are: 1) Education and Literacy, 2) Sustainable Livelihood, 3) Disaster Response & management and 4) Participatory Governance.
IRC in partnership with Save the Children is implementing a 05 year program "SIDA CSO programme 201721 "on Child Protection and Child Rights Governance in 03 urban centres and 06 rural districts of Pakistan with support from SIDA. The program focuses on strengthening local civil society organizations, partner CSOs, alliances and networks on child rights in the thematic areas of Child Protection and Child Rights Governance.
The program also focuses on working on PHP with interventions that focus on bringing the appropriate legislation of banning the corporal punishment in all setting, inclusion of positive disciplining in teachers curriculum and working with teachers and parents on positive disciplining to reduce the incidents of corporal punishment.
Despite the fact, that millions of children are affected by the corporal punishment, many believe that it is the ultimate way to maintain discipline. Majority of parents and teachers are unaware about other methods of positive disciplining. The Government of Sindh, has recently in 2017 through legislation (The Sindh Prohibition of Corporal Punishment Act, 2016) has prohibited corporal punishment in all educational institutions and work places across the province.
This study provides information about current situation prevailing in targeted districts with regard to PHP, through organizing formal pre-KAP research survey. The results of the survey will be used in designing and launching the campaign against PHP in program districts. Pre- KAP survey provides detailed information on the knowledge, attitudes and practices of the parents, teachers and communities with regard to different aspects of PHP. It also furnishes recommendations & guidelines to IRC for designing and launching of campaign against PHP in program districts and the results will be shared with the communities and will also be used for the approval / enactment of the Prohibition of Corporal Punishment in all settings. The findings of the survey will also help in designing awareness raising campaigns to reduce PHP, developing annual action plan/s of district based Children Rights Advocacy Network (CRAN).
Objective of the Assignment
The objective of this assignment is to design and conduct Pre-KAP (Knowledge, Attitude and practices) survey to know the existing situation on physical and humiliating punishment (PHP) at targeted program districts of Sindh (Shikarpur, Larkana, Dadu and Karachi).
Scope and Methodology
The consultant had designed the methodology in consultation with the client. The study consisted of mixed methodology to collect qualitative and quantitative data at household, community and school level.
A structured questionnaire was designed for respondents at household and school level and the respondents, at household level, were parents of in and out of school children, whereas respondents at school were male and female teachers of the target schools.
Methodology
The consultant used the following methodology to conduct the study:
- Induction Meeting
- Review of Literature
- Development of Tools
- Training of Field Staff
- Data Collection
o Household Survey
o Focus Group Discussions
o In-depth Interviews
Induction Meeting
A kick-start meeting was held between the consultant and the representative of IRC to mobilize resources, discuss and finalize methodology and work plan. The contract was signed and resource person from the IRC was nominated for close coordination during the assignment.
Review of Literature
The consultant reviewed the project documents and other relevant literature to get background information about the PHP project. Secondary data related to the target districts/areas has also been reviewed to have an in-depth understanding of the communities.
Tool Development
Quantitative and qualitative tools were designed and shared with the client for feedback and approval. The tools consisted of household questionnaire, structured interview with teachers, guides for FGDs with community members and children and in-depth interviews with representatives of CSOs and education managers.
Training of field staff
Eight-member team for data collection was hired with adequate and relevant experience and given twoday orientation sessions on the objectives of the study and tools for data collection. The first day session included introduction to the study and its objectives, and the discussion on data collection tools. The second day consisted on field testing of the tools and practical exercise of enumerators to enhance their understanding of the tools. The training was held in Sukkur, as it was easier to start data collection from Shikarpur, one of the target districts.
Research methods
The consultant used mixed methodology (quantitative and qualitative) to capture the desired data that could provide meaningful analysis for effective decision making and designing of evidence-based intervention. The following matrix describes what type of data and what type of research techniques was used to collect data at household, community and school level.
| Level | Type of data | Type of tools |
|---|---|---|
| Household | Quantitative | Structured Questionnaire |
| Community | Qualitative | FGDs |
Individual Questionnaires
Data for individual questionnaires was collected at household and school level. At household level target individuals for the structured quantitative survey were parents of children of school going age (5 to 15 years), and were randomly selected from village.
Sample size for household survey
Since the number of total population is not known, with 95% confidence interval and 6% margin of error, the sample size for each district would be 267 respondents. The sample size has been calculated on the basis of the following formula.
Where Z-score for 95% confidence level is 1.96, p is percentage of response distribution at 50% (0.5) and the margin of error is 6% (0.06)
Hence the total sample size for four districts was 1068 households.
Household questionnaire not only contained questions on perceptions of parents about PHP, but also got information about the children of school going age (currently enrolled in school and out of school) whether they have ever been victim of PHP. Hence, the target respondents for the study were parents of school going age (i.e. 5 to 15 years), enrolled in school and out of school. However, when field teams started collecting data and visited the target villages, it was found that very households had out of school children. In most of the cases, all the children of school going age were enrolled in schools. But in some cases, if one child in the household was out of school, other children of the same household were enrolled in a school. Even though 32 more households than the original sample size, were covered for the study, there were very few schools which had all the children out of school.
| District | | | Parents of children in school | | | | Parents of out-of-school children | | |
|---|---|---|---|---|---|---|---|---|---|
| | | | Fathers | | Mothers | | Fathers | | Mothers |
| Shikarpur | | 132 | | 142 | | 4 | | 6 | |
| | Larkana | | 135 | | 137 | | 0 | | 0 |
| Dadu | | 117 | | 117 | | 17 | | 22 | |
| | Karachi | | 133 | | 136 | | 0 | | 2 |
| Total | | 517 | | 532 | | 21 | | 30 | |
At school level, the data was to be collected from the teachers of 25 schools in each district. Originally it was proposed that at least two teachers would be interviewed from each school and the number of male and female teachers would be equal. However, when IRC shared the list of schools, most of them were boys schools with majority of male teachers, and a few schools were not functional (i.e. were closed and had no teachers and students). The following table provides the number of male and female teachers interviewed in each district.
| District | | Male | | |
|---|---|---|---|---|
| Shikarpur | | 37 | | |
| | Larkana | | 42 | 2 |
| Dadu | | 47 | | |
Focus Group Discussions
FGDs were conducted with groups eight to ten senior members of the community and representatives of community-based organizations. FGDs with men and women were conducted separately so that they feel comfortable and openly share their ideas in the discussions. FGDs were also conducted with groups of nine to ten children (boys and girls aged 5-15 years).
Details of FGDs to conducted in district
| | FGD with senior male members of community | | 2 | | 2 | | 2 | 2 |
|---|---|---|---|---|---|---|---|---|
| FGD with Senior female member of community | | 2 | | 2 | | 2 | | |
| | FGD with boys | | 2 | | 2 | | 2 | 2 |
| FGD with girls | | 2 | | 2 | | 2 | | |
| | Total | | 8 | | 8 | | 8 | 8 |
In-depth Interviews (IDIs)
IDIs were held with representatives of Government Education Department (Director Education, District Education Officer), and members of community based organizations/civil society organizations regarding their views of PHP, how this affects well-being of children, and whether positive disciplining is incorporated in teacher training modules. Eleven IDIs were held with the following respondents.
- Directors Education, Larkana and Karachi
- District education Officers, Karachi, Dadu, Larkana, Shikarpur
- District Coordinator, NGO, Larkana, Karachi
- Teaching Mentors/Guide Teachers, Larkana, Karachi
- Faculty member of Provincial Institute of Teacher Education, Nawabshah
Findings
This section provides findings of quantitative and qualitative data collected from parents, teachers, children and representatives of education department, and civil society organizations.
Parents and teachers who experienced punishment in childhood
Data suggests that 92% (n 1,010 out 1100) of the parents in the target districts had received punishment in their childhood. With minor variations, more fathers than mothers reported to have been victims of punishment in childhood. In Larkana and Karachi districts, almost all the fathers said they had received punishment whereas percent of mothers was 86% (n 118) to 88% (n 121) respectively. In Dadu district, though the percent of parents who received punishment was lower than other districts (i.e. 89%, n 119 fathers, 124 mothers), there wasn't any variation in percentage of fathers and mothers.
Percent of parents who received punishment in childhood (n 1,010 out of 1100)
Shikarpur
Larkana
Dadu
Karachi
The most common form of punishment was psychological one that was inflicted on almost all the parents in their childhood. Scolding/ridiculing was reported by 91% (n 512) mothers and 98% (n 527) of fathers in all four districts. The other common types of punishment were beating with hands, slapping on face and canning. But the percentage of parents who received all sorts of punishment, physical and psychological, was higher among fathers than mothers.
Types of punishment received by the parents in childhood (n 1039 out 1100)
Parents still continue to punish, physically or psychologically, their children, but they punish their sons more than their daughters. As the graph below shows, overall around 86% (n 946) parents punish their sons and 74% (n 814) punish their daughters.
Punishment of sons and daughters (n 946 out of 1,100)
Parents who punish sons
Parents who punish daughters
Shikarpur
Larkana
Dadu
Karachi
Punishment to children shows some variations with respect to the gender of children and parents. Fathers punish their sons more than their daughters, whereas mothers punish their daughters more than their sons. There are also some regional variations. Fathers in Shikarpur and Karachi districts punish their sons more than daughters, whereas in Larkana and Dadu districts, they punish their daughters more. But mothers in all the districts punish their daughters more than sons.
Though more fathers than mothers inflict punishment to their children, there are variations in types of punishment fathers and mothers use to discipline their sons and daughters. The most common type of punishment is ridiculing/scolding, a psychological one, which is used by 87% (n 468) fathers and 85% (n 478) mothers in all the districts. But when it comes to physical punishment, more mothers than fathers use canning, beating with hands and slapping to discipline their children.
Punishment to SONS by parents (n 946 out of 1,100)
Fathers Mothers
But when it comes to disciplining a girl child, it's the mothers who use more physical and psychological types of punishment. Though scolding/ridiculing is the most common type of punishment, there is a significant difference in who inflicts the punishment. Very few fathers use methods like slapping, and beating with hands, whereas more than 30% mothers use these methods to discipline their daughters.
Punishment to DAUGHTERS by parents (n 815 out of 1,100)
Irrespective of who inflicts punishment (i.e. whether a father or a mother), it is the sons who are more likely to receive any sort of punishment. Being a boy, makes the male child more vulnerable to psychological and physical violence. During FGDs with boys and girls, it was also shared by them that fathers punish sons more than daughters. One boy said, "My father beats me a lot. If the same mistake is done by my sister, my father says, 'don't do it again.' But he doesn't spare me."
Children thought they get punishment because they do not obey parents, spend too much or demand too much pocket money or spend more time outside home. "When I don't take lunch for my father to the agricultural lands, my mother beats me a lot," said a boy, "sometimes she beats me with hands, and sometimes with a broom." Another boy said, "Once my father asked me to bring some grocery items from a nearby shop. I refused and asked my younger brother to do that. My father, then, beat me, scolded me. He also beats me on spending too much pocket money."
Fathers and mothers had different reasons for disciplining their sons and daughters. When asked, during focus group discussions, why men inflict more punishment to sons than daughters, men said that girls are more obedient, they remain engaged in household work and help mothers. Sons, on the contrary, "do not obey parents, spend their time outside home in useless activities and fight with other children."
For fathers, sons will have to manage households in future and they need to be responsible persons. A father said:
"If they wander here and there uselessly, indulge in bad activities or use drugs, they won't be good adults. How will they lead the family or the house? How will the work and earn? How will they educate their children? If you are lenient with boys, they won't behave well. You need to strictly discipline your children. For a father, a son is the next head of the household, and he must be properly disciplined."
When the same question was asked from women about why they inflict punishment to daughters more than boys, they said girls need to be disciplined properly so that they could get a suitable groom and they are able to manage the house efficiently after marriage. As one woman said:
"When we look for a suitable boy for a girl, the first question by the parents of a groom is, 'how is the character of the girl?' It is therefore necessary to strictly discipline daughters. If the girl does not behave well, her in-laws would say, 'your parents didn't teach you manners. Your upbringing is not good'. If a girl does not have good manners, what will she teach her children?"
Effective method to discipline children
Though 86% (n 946) parents punish their sons and 74% (n 814) parents punish their daughters, but not all of them think these are the effective methods to discipline their children. Only half of parents think ridiculing/scolding is the effective method. A considerable number of parents think that children can be disciplined if they resort to love or friendly talk with children.
Effective method to discipline children
During focus group discussions, children also said that they can be better disciplined if parents and teachers teach them with love and explain everything to them in a friendly manner. A girl said, "We are children. If a father or a mother tells me how to do things, I'll do that accordingly. Punishment hurts. We feel pain. We lose confidence. Parents should not punish us. We need love. We can understand if they teach us with love."
Punishment trend
A comparative analysis of data regarding percentage of parents who received punishment when they were children and percent of parents who currently punish their children shows a slightly declining trend in all four districts. About 92% (n 1012) of the parents said they had received punishment in childhood, whereas 86% (n 946) currently continue practice of inflicting punishment to their children. Though there is a slight decline in the trend of punishment, but it is still very high. This shows a strong co-relation between being victim of punishment and inflicting punishment to others.
Punishment trend over generation (n 1,010 out of 1100)
Parents justified punishment because they themselves were punished in childhood. "If I had not been punished in childhood, I might not have become a good adult," said a father in Larkana, "We all received punishment in childhood. Our fathers also received punishment in their childhood."
This co-relationship is also validated by the elder children who are punished by parents and inflict the same on younger siblings. A boy in Shikarpur District said, "If my younger brother does not obey me, I fight him, beat him. As my father punishes me, I punish my younger brother. I know punishment is the best method to discipline children." This means when they grow adult, they are likely to continue this trend over the next generation and punish their children in future.
However, some children also realize severity of punishment and how much painful it is, and do not punish their younger siblings. Another boy in the same district said, "I just scold my younger brother. I don't punish him. I know punishment is very painful. My father punishes me severely and it hurts a lot. Punishment is not a good method to discipline children. So, I avoid this."
Physical Humiliating Punishment inflicted on and by teachers
As described earlier that 92% (n 1012) parents had received punishment in childhood, the same case holds true for teachers as well. About 92% (n 173) teachers said they had received punishment when they were children. There are some regional and gender variations. In Larkana and Shikarpur Districts, all the male teachers had been victims of punishment. Though the percent of female teachers who fell victim to
violence in childhood is slightly lower than male teachers, but in Larkana, all the female teachers suffered the same. A female teacher from Shikarpur said, "There was no separate school for boys or girls in our village. So, I studied along with other boys. There were 12 boys and 5 girls in our class. Whoever made the mistake, the teacher would punish him or her. Though girls didn't receive severe punishment, but we weren't spared from punishment. I don't remember a day in my primary school which passed without witnessing punishment to children."
Though both the male and female teachers had been victims of punishment in childhood, but female teachers were mainly ridiculed/scolded or beat with hands. But compared to female teachers, male ones reported more physical punishment. A male teacher from Larkana shared his memory, "I and another girl in my class made the same mistake. We both made wrong calculations in mathematical problems of multiplication and division. The teacher canned me on my buttocks, but he slight hit the girl with a slate on her shoulder."
Gender and Punishment
When asked what methods they currently use to discipline students, majority said that they ridicule/scold students and avoid physical punishment. Canning was used by 58% of teachers in Dadu and 23% in Larkana district, whereas beating with hands was used by 35% and 25% teachers in both the districts respectively.
Methods of punishment used by teachers
Punishment and discontinuation of education
About 60% (n 660) parents said their children receive punishment in their schools. With regional variations, punishment was reported more by the parents of Larkana district (78%, n 212), followed by Dadu district (57%, n 156) and Shikarpur district (55%, n 156).
Parents who said their children received punishment in schools (n 660 out of 1100)
0
However, very few parents (3%, n 33) said their children discontinued their education in all four districts, and only one percent left school due to punishment. Percentage of those who left school was more in Shikarpur District than the others, and no child left school in Karachi.
Education managers (Directors and District Education Officers (DEOs)) also confirmed that very few children leave school because of punishment. Though they did say that punishment by teachers still persists in schools, but it has reduced considerably and physical punishment is extremely rare. A DEO said,
"You won't find a stick in a class. Teachers no longer punish students with sticks. We are under much pressure from higher authorities to increase enrollment of children. If we punish children with sticks, how will they join our schools? We cannot afford to lose children. Therefore, we have strictly forbidden physical punishment in schools."
Perceptions of parents and teachers regarding punishment
Majority of parents think a teacher has a right to punish children, corporal punishment leads to positive behavior and corporal punishment is sometimes necessary to discipline the child. The percentage of such parents was higher in Shikarpur, Larkana and Dadu districts, and lower in Karachi, where two-thirds parents gave a right of punishment to a teacher and thought punishment leads to positive behavior, but about three quarters of them think it is sometimes necessary to punish the child to maintain discipline.
Perceptions of parents regarding punishment
parents who think a teacher has a right to inflict corporal punishment parents who think corporal punishment leads to positive behavior
parents who think corporal punishment is sometimes necessary to discipline a child
Like parents, teachers also view punishment as a necessary method to discipline children. On average, 76% (n 143) teachers said a teacher has a right to punish students, 82% (n 154) believed corporal punishment leads o positive behavior and 79% (n 149) said punishment is sometimes necessary to discipline a child. Though percentage of teachers holding such perceptions is lower in Dadu district, but it is still more than two quarters.
Perceptions of teachers regarding punishment
Parents and teachers were given a five-point scale to express to what extent they agreed or disagreed to the following statements: 1) Usatd is maar, baar ji sanwaar (punishment by a teacher, improves a child's behavior), 2) if children are punished in childhood, they will grow into bad adults, 3) if children are not punished in childhood, they will not respect their elders, and 4) parents who do not punish a child, in fact spoil the child.
Ustad ji maar, baar ji sanwaar
Majority of parents (71%, n 781) agree (56% strongly agree and 25% agree to some extent) that punishment by a teacher leads to improvement in the behavior of a child. Similarly, 60% (n 113) of teachers agree (28% strongly agree and 32% agree to some extent) to the same statement. Though percentage of teachers who hold similar attitude towards punishment is somewhat lower than parents, but still majority of them agree that punishment by a teacher improves behavior of the child. But compared to parents, percentage of teachers, who neither agreed nor disagreed or even disagreed to some extent, is slightly higher.
If children are not punished in childhood, they will grow into bad adults
When asked, "If children are not punished in childhood, they will grow into bad adults," about 81% (n 891) parents and 54% (n 101) teachers agreed to the statement.
If children are not punished in childhood, they will not respect elder
When asked 'if children are not punished in childhood, they will not respect their elders,' again, majority of the parents (81%, n 891), and 58% (n 109) of teachers agreed to this statement. One parent said, "If children don't fear parents, they won't respect them. If you don't react and do not punish them when they do something wrong, children won't fear you and won't respect you in future."
Parents who do not punish the child, in fact spoil the child
About 80% (n 880) of parents and 77% (n 145) teachers believe that 'parents who do not punish the child, in fact spoilt the child.'
Ban on Punishment
Since physical and psychological punishment is very common and acceptable in the society, very few people think there should be a law banning punishment by either parents or teachers.
Parents' views on ban on punishment
On average, very few parents support law banning punishment whether by parents at home or teachers in school. The least support is found in Shikarpur District.
Teachers' view on ban on punishment
Compared to parents, some teachers do support such a law that bans punishment at home or school, but they are less than 50%
Positive Disciplining
Almost no one in the target communities had heard of positive disciplining. Only 3% (n 33) said they had heard about positive disciplining, and 2% (n 22) of them knew about it through an NGO workshop, and the remaining one percent read about it in the books.
Though parents are not aware of positive disciplining as a technical term and a special concept used by social scientists, but they do know that children can be disciplined through love and friendly talk, as shown earlier.
Teachers who have heard about positive disciplining
Compared to parents, about 95% (n 179) teachers said they have heard about positive disciplining and most of them came to know about the term during their professional courses (B.Ed. or M.Ed.). Only in
Karachi district, 53% (n 23) of teachers said they heard about positive disciplining in workshop organized by I/NGOs.
Positive disciplining is not taught as a separate specialized subject during training of teachers by Teacher Training Institutes (TTIs), but it is incorporated in modules on pedagogical skills. Teachers are advised to discipline children through discouraging bad behaviors and encouraging positive ones. A faculty member of Provincial Institute of Teacher Education (PITE) said:
"We advise teachers to appreciate good students. This would encourage them to perform better and avoid mistakes. When other students see that good students are appreciated, they will also try to be good. We inform teachers that punishment does not improve learning of students. It rather lowers their confidence level."
During informal discussions with teachers, it was also found that high number of students and lack of teaching staff also force teachers to use strict punishments to discipline children. Director Education, Larkana, said:
"There are many schools in rural areas which we call single-teacher schools. In those schools, only teacher has to teach all the students of all grades, from one to five. Now imagine, how would a single teacher manage all these students? If he teaches students of one grade, those of other grades would make noise or fight one another, or create disturbances. In such situations, most of the teachers get infuriated and use physical punishment."
Therefore, he suggested that one method to control punishment would be to increase teaching staff in schools of rural areas. He further said that schools in towns and cities are adequately staffed and parents in urban areas are well-aware of negative effects of punishment and they often lodge complaints against teachers who punish their children.
Child led clubs and safe school policies
There were not any child led clubs to monitor physical and humiliating punishment in schools in four target districts. Though teachers are advised by TTIs to form disciplinary committees in their schools to maintain discipline in schools, but these committees consist of teachers. School Management Committee (SMC) consists of teachers and parents, but it is not meant to maintain discipline.
None of the schools have a Safe School Policy. Teachers said they try keep their school safe, but there wasn't any explicit policy.
Conclusion
Findings of the study suggest wider acceptance of physical and humiliating punishment by the parents and teachers. It also shows a strong co-relationship between the adults who received punishment in their childhood and who are now inflicting the same on their own children. Though there is slight decline in trend in punishment over a generation, but it is still very common and acceptable.
Compared to mothers, fathers inflict more punishment on their children, and more boys than girls are vulnerable to physical and humiliating punishment. There are variations in punishment with respect to gender. Father punish sons more than girls, whereas mothers punish daughters more than son. Another interesting finding is that though corporal punishment is less prevalent than scolding/ridiculing, but it is mothers more than fathers who inflict corporal punishment. However, this study did not measure severity of corporal punishment by fathers and mothers.
Majority of the teachers interviewed are aware of positive disciplining, but strangely, majority of them are still in favor of corporal and psychological punishment. Positive disciplining is a part of teachers training program, and teachers are advised to avoid negative punishment (whether corporal or psychological), but despite that majority of them do not support the law banning punishment in schools.
Recommendations
Since PHP is socially acceptable in the target communities, it would require lots of social mobilization and advocacy efforts at community and institutional level. IRC needs to sensitize parents and teachers regarding negative and harmful effects of PHP with evidence provided by scientific studies. Children also need to be sensitized PHP and how to report it to responsible authorities at school or parents at home so that it can be addressed and reduced.
PHP monitoring groups may also be formed at community level to monitor any kind of punishment to children. These groups may consist of youths, parents, teachers and representatives of civil society organizations.
Knowledge about positive disciplining is not translated into practice. Majority of teachers know about positive disciplining, but only few practice it. This means awareness alone is not enough. Another study needs to be done to explore causes of why teachers favor PHP even though they have received training on positive disciplining.
Annexure I
Household Questionnaire for Parents
Introduction
Date:
My name is ________________________. I am conducting a study for Indus Resource Centre. I am here to ask you some questions related to your perceptions about methods of disciplining children.
The discussion will take 30 to 40 minutes depending on your interest and participation. Any information you provide will be kept strictly confidential and will be presented together with answers from other participants so that no one can be identified. The discussion is voluntary and you are free to choose not to answer any or all of the questions, or leave the discussion at any time. However, if you do participate in the survey, your information will help IRC to design a better social intervention for the community and children.
Do you agree to participate?
Yes
No
(If no, say 'thanks' politely, and leave the house. Visit another household.)
Name of Respondent:________________________________Village:____________________________
Union Council:__________________________Tehsil:___________________________District________
Household Demographic Detail
| S # | Details of members | Male | Female |
|---|---|---|---|
| 1 | Number of adult members (above 18 years) | | |
| 2 | Number of children (under 18) | | |
1) Did you receive physical punishment in childhood?
a. Yes
2) IF yes, what type of punishment?
a. Scolding/ridiculing
b. Ear twisting
c. Beating with hands
d. Canning (beating with a stick)
b. No
e. Slapping (beating on cheeks)
f. Ordering one to slap other(s)
g. Pulling hair
h. Other (specify)
3) How often did you receive punishment?
| Method | | | | |
|---|---|---|---|---|
| | Everyday | Once a week | Once a month | Once every six months |
| Scolding/ridiculing | | | | |
| Ear twisting | | | | |
| Beating with hands | | | | |
| Canning | | | | |
| Slapping | | | | |
| Pulling hair | | | | |
| Ordering one child to slap other(s) | | | | |
| Ordering student to stand in a corner/outside class | | | | |
| Other (specify) | | | | |
4) What methods do you use to discipline your son? (multiple answers allowed)
a. Scolding/ridiculing
b. Ear twisting
c. Beating with hands
d. Canning (beating with a stick)
e.
Slapping (beating on cheeks)
g. Ordering one child to slap other(s)
h. Ordering student to stand in a corner/outside class
i. Other (specify)
f. Hair pulling
5) Which method do you think is effective in disciplining your son? (multiple answers allowed)
a. Scolding/ridiculing
b. Ear twisting
g. Ordering one child to slap other(s)
c. Beating with hands
d. Canning (beating with a stick)
e. Slapping (beating on cheeks)
h. Ordering student to stand in a corner/outside class
i. Other (specify)
f. Hair pulling
6) How often do you use these methods to discipline your son?
| Method | | | | |
|---|---|---|---|---|
| | Everyday | Once a week | Once a month | Once every six months |
| Scolding/ridiculing | | | | |
| Ear twisting | | | | |
| Beating with hands | | | | |
| Canning | | | | |
| Slapping | | | | |
| Pulling hair | | | | |
| Ordering one child to slap other(s) | | | | |
| Ordering student to stand in a corner/outside class | | | | |
| Other (specify) | | | | |
7) What methods do you currently use to discipline your daughter? (multiple answers allowed)
a. Scolding/ridiculing
b. Ear twisting
c. Beating with hands
d. Canning (beating with a stick)
e. Slapping (beating on cheeks)
f. Hair pulling
g. Ordering one child to slap other(s)
h. Ordering student to stand in a corner/outside class
i. Other (specify)
8) Which method do you think is effective in disciplining your daughter? (multiple answers allowed)
a. Scolding/ridiculing
b. Ear twisting
c. Beating with hands
d. Canning (beating with a stick)
e. Slapping (beating on cheeks)
f. Hair pulling
g. Ordering one child to slap other(s)
h. Ordering student to stand in a corner/outside class
i. Other (specify)
9) How often do you use these methods to discipline your daughter?
| Method | Frequency | | | | |
|---|---|---|---|---|---|
| | Everyday | Once a week | Once a month | Once every six months | Once a year |
| Scolding/ridiculing | | | | | |
| Ear twisting | | | | | |
| Beating with hands | | | | | |
| Canning | | | | | |
| Slapping | | | | | |
| Pulling hair | | | | | |
| Ordering one child to slap other(s) | | | | | |
| Ordering student to stand in a corner or outside class | | | | | |
| Other (specify) | | | | | |
10) Do all of your children (from 5 to 15 years of age) go to school?
a. Yes (go to Q 14)
b. No
11) If no, why?
a. There is no school in the village
b. There is a school in the village, but there is no teacher
c. Education is useless. That’s why I did not get them enrolled
d. Other (specify)
12) Did any of your children discontinue his/her education?
a. Yes
b. No
13) If yes, why?
a. Due to punishment (if due to punishment, ask for the gender of the child- Boy or Girl?)
b. School closed
c. Lack of facilities in the school
d. Other (specify)
14) If your children study in a school, have any of your children received corporal punishment from a teacher?
a. Yes
b. No
15) Which one of your children gets more punishment from a teacher?
a. Son
b. Daughter
16) Do you think a teacher has a right to inflict corporal punishment onto a child?
a. Yes
b. No
17) Do you think corporal punishment leads to development of a positive behaviour in a child?
a. Yes
b. No
18) Do you think corporal punishment by a parent is a form of violence?
a. Yes
b. No
19) Do you think corporal punishment is sometimes necessary to discipline the child?
a. Yes
b. No
20) To what extent do you agree to the following statements using scales given below:
1=strongly agree, 2= agree to some extent, 3=neither agree nor disagree, 4=disagree to some extent, 5=strongly disagree
a. Ustaad ji maar, baar ji sanwaar (punishment by a teacher improves behaviour of the child ---------------
b. If children are not punished in childhood, they will grow into bad adults----------
c. If children are not punished in childhood, they will not respect their elders---------
d. Parents who do not punish the child, in fact spoil the child----------
21) Do you think there should be a law banning corporal punishment by parents to their children?
a. Yes
b. No
22) Do you think there should be a law banning corporal punishment by teachers to their students?
a. Yes
b. No
23) Have you heard of positive disciplining?
a. Yes
b. No
24) If yes, where?
a. During a workshop by an NGO/INGO
b. Meeting with school teachers
c. Self-study/books
d. Other (specify)
25) Have you received any training on positive disciplining?
a. Yes
b. No
26) If yes, who provided the training?
a. Government education department
b. Private educational institute
c. NGO/INGO
d. Other (specify)
27) Do you apply any method of positive disciplining?
a. Yes
b. No
28) If yes, which one
a. ___________
b..________________
Annexure II
Questionnaire for Teachers
Introduction
My name is ________________________. I am conducting a study for Indus Resource Centre. I am here to ask you some questions related to your perceptions about methods of disciplining children.
The discussion will take 30 to 40 minutes depending on your interest and participation. Any information you provide will be kept strictly confidential and will be presented together with answers from other participants so that no one can be identified. The discussion is voluntary and you are free to choose not to answer any or all of the questions, or leave the discussion at any time. However, if you do participate in the survey, your information will help IRC to design a better social intervention for the community and children.
Do you agree to participate?
Yes
No
(If no, say 'thanks' politely, and leave the school. Visit another school)
Name of Respondent:___________________________ Age: _____ Sex:_____ Qualification: _____ Name of School:_____________________Name of Village:______________________ UC:__________ Tehsil:___________________________ District________
1) Did you receive any physical punishment in childhood?
a. Yes
b. No
2) If yes, what types of punishment?
a. Scolding/ridiculing
b. Ear twisting
c. Beating with hands
d. Canning (beating with a stick)
e. Slapping (beating on cheeks)
f. Hair pulling
g. Ordering one child to slap other(s)
h. Ordering a student to stand in a corner/outside class
i. Other (specify)
3) How often did you receive corporal punishment?
| Method | | | | |
|---|---|---|---|---|
| | Everyday | Once a week | Once a month | Once every 6 months |
| Scolding/ridiculing | | | | |
| Ear twisting | | | | |
| Beating with hands | | | | |
| Canning | | | | |
| Slapping | | | | |
| Pulling hair | | | | |
| Ordering one child to slap other(s) | | | | |
| Ordering student to stand in a corner or outside class | | | | |
| Other (specify) | | | | |
4) What methods do you currently use to discipline your students? (multiple answers allowed)
a. Scolding/ridiculing
f. Pulling hair
b. Ear twisting
c. Beating with hands
d. Canning (beating with a stick)
g. ordering one child slap other(s)
h. ordering student to stand in a corner or outside class
e. Slapping (beating on cheeks)
i. Other (specify)
5) Which method do you think is effective in disciplining your students? (multiple answers allowed)
a. Scolding/ridiculing
f. Pulling hair
b. Ear twisting
c. Beating with hands
d. Canning (beating with a stick)
g. ordering one child slap other(s)
h. ordering student to stand in a corner or outside class
e. Slapping (beating on cheeks)
i. Other (specify)
6) How often do you use these methods to discipline your students?
| Method | | | | |
|---|---|---|---|---|
| | Everyday | Once a week | Once a month | Once every six months |
| Scolding/ridiculing | | | | |
| Ear twisting | | | | |
| Beating with hands | | | | |
| Canning | | | | |
| Slapping | | | | |
| Pulling hair | | | | |
| Ordering one child to slap other(s) | | | | |
| Ordering student to stand in a corner or outside class | | | | |
| Other (specify) | | | | |
7) Do you think any of your students discontinued his/her education or left school due to punishment?
a. Yes
b. No
8) If yes, how many students?
Write number ___________
9) Do you think a teacher has a right to inflict corporal punishment onto a child?
c. Yes
d. No
10) Do you think corporal punishment leads to development of a positive behaviour in a child?
c. Yes
d. No
11) Do you think corporal punishment is sometimes necessary to discipline the child?
a. Yes
b. No
12) To what extent do you agree to the following statements using scales given below:
1=strongly agree, 2= agree to some extent, 3=neither agree nor disagree, 4=disagree to some extent, 5=strongly disagree
a. Ustaad ji maar, baar ji sanwaar(punishment by a teacher improves behaviour of the
child ---------------
b. If children are not punished in childhood, they will grow into bad adults----------
c. If children are not punished in childhood, they will not respect their elders---------
d. Parents who do not punish the child, in fact spoil the child-------
13) Do you think there should be a law banning corporal punishment by parents to their children?
c. Yes
d. No
14) Do you think there should be a law banning corporal punishment by teachers to their students?
c. Yes
d. No
15) Have you ever heard of positive disciplining?
a. Yes
b. No
16) If yes, where?
a. During professional training/course (Bed, MEd etc)
b. During workshop by an NGO/INGO
c. Self-study
d. Other (specify)
17) Have you received training on positive disciplining?
a. Yes
b. No
18) If yes, who provided the training?
a. Govt Education Department
b. Private educational Institute
c. NGO/INGO
d. Other (specify)
19) Do you apply positive disciplining in your school?
a. Yes
b. No
20) What methods do you apply?
a.
.
b.
.
21) Is there any Safe School Policy in your schools?
a. Yes
b. No
22) Is there any child led group/club monitoring physical humiliating punishment in this area?
a. Yes
b. No
23) Is there any organization working on physical humiliating punishment in this area?
a. Yes
b. No
Annexure III
FGD Guide for CSOs/Community Members
Name of the village:______________________UC:_______________Tehsil:___________District:______
Details of participants
| S No | Name | Age | Education |
|---|---|---|---|
| 1 | | | |
| 2 | | | |
| 3 | | | |
| 4 | | | |
| 5 | | | |
| 6 | | | |
| 7 | | | |
| 8 | | | |
| 9 | | | |
Questions
Start with a general question: In your opinion, how is the behavior/character of youngsters? (Probe: is their behavior positive, responsible? Or have they gone astray?
How about the behavior of boys and girls? (Probe: is behavior/character of today's boys and girls positive, responsible? How?
If their behavior/character is appropriate or not appropriate, how and why? (Probe: what kind of behavior of boys and girls is not appropriate? What are the reasons?
How to correct their behavior? (Probe: how to discipline them?)
What's your opinion about corporal punishment? (Probe: is corporal punishment good? Is it necessary? Is it the only effective method?)
Is there any method other than corporal punishment that can best discipline children? (Probe: What is the method? Why is it better/effective?
What is your opinion about corporal punishment in schools? (Probe: Does a teacher have a right to punish students? Is punishment by a teacher good for the child?
What do you think about the law banning corporal punishment by parents and teachers? (Probe: should there be such a law? Would you support the law?)
Annexure IV
FGD Guide (children 5-15 years)
Name of school/village:______________________UC:____________Tehsil:_________District:______
Details of participants
| S # | Name | Age |
|---|---|---|
| 1 | | |
| 2 | | |
| 3 | | |
| 4 | | |
| 5 | | |
| 6 | | |
| 7 | | |
| 8 | | |
| 9 | | |
| 10 | | |
Start with ice breaking questions: Tell me something about your home environment. What do you like most at your home? How do you spend time at your home? What makes you happy?
What happens when you make a mistake? (Probe how their parents/guardians/teachers react? What sorts of mistakes they usually make and what kind of reaction they get?
What happens when children don't obey their parents/guardians/teachers? (Provide different examples to get their response specific to a context)
What kinds of disciplining methods are usually used by your parents/guardians/teachers? (Probe whether any of them have experienced these methods and in what situations. Do parents use different methods for boys and girls?)
In your opinion, what is the best method to discipline the child?
What to do in case that particular method of discipline does not work? (Probe what alternative methods they suggest, how these are effective and better than others)
How do you behave when your younger siblings make mistakes or do not obey you? (Probe if they use different methods of discipline as used by their parents.
What do you think about corporal punishment? (Probe: is it good? It is necessary? Is there any alternative method to discipline children? Who gets more punishment: boys or girls? Why? Where do children get more corporal punishment: home of school? Why?)
What kind of message would you like to give to your parents/teachers regarding disciplining of children?
Annexure V
In-depth interview guide
(representatives of Education Department, Sindh Text Book Board, Bureau of Curriculum, Provincial Institute of Teacher education, CSOs/CBOs)
Name:
Designation:
Department/organization:
What's your opinion about Physical and Humiliating Punishment? (Probe what he/she does think about the causes and effects of PHP?)
What does your department/organization do to stop PHP? (Probe whether they have initiated or intend to initiate advocacy campaign to address PHP?
To what extent do you think your department/organization has been successful or not in stopping/reducing PHP in schools and communities? (Probe what are the factors that have contributed in reduction or increase in PHP?)
What's your opinion about inclusion of PHP in school syllabus? (Probe what would be challenges and what would be encouraging factors to include PHP in syllabus?
In your opinion, what positive disciplining methods should be included in the syllabus and why?
What's your opinion about the law banning PHP in schools and at home?
What do you think about student-led clubs to monitor PHP in schools? (Probe whether students will be allowed to form such clubs and monitor PHP; and whether these would successful? What would be the challenges in forming student-led clubs?
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4.43—BULLYING
Respect for the dignity of others is a cornerstone of civil society. Bullying creates an atmosphere of fear and intimidation, robs a person of his/her dignity, detracts from the safe environment necessary to promote student learning, and will not be tolerated by the Board of Directors. Students who bully another person shall be held accountable for their actions whether they occur on school equipment or property; off school property at a school sponsored or approved function, activity, or event; going to or from school or a school activity in a school vehicle or school bus; or at designated school bus stops.
A school principal or his or her designee who receives a credible report or complaint of bullying shall promptly investigate the complaint or report and make a record of the investigation and any action taken as a result of the investigation.
Definitions:
"Attribute" means an actual or perceived personal characteristic including without limitation race, color, religion, ancestry, national origin, socioeconomic status, academic status, disability, gender, gender identity, physical appearance, health condition, or sexual orientation;
"Bullying" means the intentional harassment, intimidation, humiliation, ridicule, defamation, or threat or incitement of violence by a student against another student or public school employee by a written, verbal, electronic, or physical act that may address an attribute of the other student, public school employee, or person with whom the other student or public school employee is associated and that causes or creates actual or reasonably foreseeable:
- Physical harm to a public school employee or student or damage to the public school employee's or student's property;
- Substantial interference with a student's education or with a public school employee's role in education;
- A hostile educational environment for one (1) or more students or public school employees due to the severity, persistence, or pervasiveness of the act; or
- Substantial disruption of the orderly operation of the school or educational environment;
"Electronic act" means without limitation a communication or image transmitted by means of an electronic device, including without limitation a telephone, wireless phone or other wireless communications device, computer, or pager that results in the substantial disruption of the orderly operation of the school or educational environment.
Electronic acts of bullying are prohibited whether or not the electronic act originated on school property or with school equipment, if the electronic act is directed specifically at students or school personnel and maliciously intended for the purpose of disrupting school, and has a high likelihood of succeeding in that purpose;
"Harassment" means a pattern of unwelcome verbal or physical conduct relating to another person's constitutionally or statutorily protected status that causes, or reasonably should be expected to cause, substantial interference with the other's performance in the school environment; and
"Substantial disruption" means without limitation that any one or more of the following occur as a result of the bullying:
- Necessary cessation of instruction or educational activities;
- Inability of students or educational staff to focus on learning or function as an educational unit because of a hostile environment;
- Severe or repetitive disciplinary measures are needed in the classroom or during educational activities; or
- Exhibition of other behaviors by students or educational staff that substantially interfere with the learning environment.
Cyberbullying of School Employees is expressly prohibited and includes, but is not limited to:
a. Building a fake profile or website of the employee;
b. Posting or encouraging others to post on the Internet private, personal, or sexual information pertaining to a school employee;
c. Posting an original or edited image of the school employee on the Internet;
d. Accessing, altering, or erasing any computer network, computer data program, or computer software, including breaking into a password-protected account or stealing or otherwise accessing passwords of a school employee; making repeated, continuing, or sustained electronic communications, including electronic mail or transmission, to a school employee;
e. Making, or causing to be made, and disseminating an unauthorized copy of data pertaining to a school employee in any form, including without limitation the printed or electronic form of computer data, computer programs, or computer software residing in, communicated by, or produced by a computer or computer network;
f. Signing up a school employee for a pornographic Internet site; or
g. Without authorization of the school employee, signing up a school employee for electronic mailing lists or to receive junk electronic messages and instant messages.
Examples of "Bullying" may also include but are not limited to a pattern of behavior involving one or more of the following:
1. Sarcastic comments "compliments" about another student's personal appearance or actual or perceived attributes,
2. Pointed questions intended to embarrass or humiliate,
3. Mocking, taunting or belittling,
4. Non-verbal threats and/or intimidation such as "fronting" or "chesting" a person,
5. Demeaning humor relating to a student's race, gender, ethnicity or actual or perceived attributes,
6. Blackmail, extortion, demands for protection money or other involuntary donations or loans,
7. Blocking access to school property or facilities,
8. Deliberate physical contact or injury to person or property,
9. Stealing or hiding books or belongings,
10. Threats of harm to student(s), possessions, or others,
11. Sexual harassment, as governed by policy 4.27, is also a form of bullying, and/or
12. Teasing or name-calling based on the belief or perception that an individual is not conforming to expected gender roles (Example: "Slut") or conduct or is homosexual, regardless of whether the student self-identifies as homosexual (Examples: "You are so gay." "Fag" "Queer").
Students are encouraged to report behavior they consider to be bullying, including a single action which if allowed to continue would constitute bullying, to their teacher or the building principal. The report may be made anonymously. Teachers and other school employees who have witnessed, or are reliably informed that, a student has been a victim of behavior they consider to be bullying, including a single action which if allowed to continue would constitute bullying, shall report the incident(s) to the principal. Parents or legal guardians may submit written reports of incidents they feel constitute bullying, or if allowed to continue would constitute bullying, to the principal. The principal shall be responsible for investigating the incident(s) to determine if disciplinary action is warranted.
The person or persons reporting behavior they consider to be bullying shall not be subject to retaliation or reprisal in any form.
Students found to be in violation of this policy shall be subject to disciplinary action up to and including expulsion. In determining the appropriate disciplinary action, consideration may be given to other violations of the student handbook which may have simultaneously occurred.
Notice of what constitutes bullying, the District's prohibition against bullying, and the consequences for students who bully shall be conspicuously posted in every classroom, cafeteria, restroom, gymnasium, auditorium, and school bus. Parents, students, school volunteers, and employees shall be given copies of the notice.
Copies of this policy shall be available upon request.
Legal Reference:
A.C.A. § 6-18-514
A.C.A. § 5-71-217
Date Adopted: 6/27/18
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Printable Edition
Note: This resource includes all articles from the November 2011 Rural Policy Matters newsletter. For the latest content updates, please check the issue index for this edition.
Editor's note: Links are free and current at time of posting, but may require registration or expire over time.
Facts and Figures About States With Lowest State Funding for Rural Schools
Question: Which six states spend the lowest percentage of state education funds on rural schools?
Answer: It is no surprise that the states that spend the least on rural education have populations that are largely concentrated in urban areas. These states include Massachusetts, which spends 4.1% of its education budget on rural schools, followed by Rhode Island (4.4%), California (5.1%), Nevada (5.1%), Delaware (5.6%), and Utah (6.5%). It should be noted, however, that California actually has a large rural population, but the rural population is a small percentage of the state's total number of residents. Nevada and Utah have vast areas with very low population densities, but most of their residents are concentrated in a few urban areas.
All Children are Equal Act (H.R. 2485) to be Considered by the House Education and the Workforce Committee
Contact Your Member of Congress Now to Urge Support
The U.S. House of Representatives' Education and the Workforce Committee will probably soon be considering a bill addressing issues in Title I of the Elementary and Secondary Education Act.
This will be a critical point in our effort to eliminate the unfair and discriminatory effect of "number weighting" in the formula for distributing federal funds for the education of disadvantaged children.
Number weighting deprives small and moderate sized school districts — no matter how high their student poverty rate — of their fair share of the funding, favoring larger districts no matter how low their student poverty rate.
The All Children are Equal Act (HR 2485) reigns in number weighting so that funds are better targeted to high-poverty schools. This bipartisan bill is co-sponsored by ten Republicans and six Democrats. The lead sponsor is Congressman Glenn "GT" Thompson (R-PA). For more about the ACE Act, follow this link.
The ACE Act will be offered as an amendment in committee and the committee leadership has promised it will be put to a vote.
Now is a great time to ask your Member of Congress to co-sponsor the All Children are Equal Act (HR 2485). If your Member of Congress is on the Education and the Workforce Committee, now is also the time to ask him or her to vote to support ACE when it is offered as an amendment in committee. The full committee list appears below.
It is best if only constituents of a committee member contact him or her. If your Member of Congress is not on the committee, ask him or her to sign on as co-sponsor of HR 2485.
To contact your Member of Congress, follow this link.
You will be directed to a page where you can enter your zip code and be directed to an email form for your representative.
The members of the Education and the Workforce Committee are listed appear below. If your Congressman or Congresswoman is on the list, you can reach them by following the directions in the paragraph above, or by placing your cursor on their name below and hitting control and click. That will take you to their website where you can find and use their email form.
Republicans
John Kline, Minnesota (Chairman)
Howard P. "Buck" McKeon, California
Thomas E. Petri, Wisconsin
Judy Biggert, Illinois
Joe Wilson, South Carolina
Todd Russell Platts, Pennsylvania
Virginia Foxx, North Carolina
Duncan D. Hunter, California
Bob Goodlatte, Virginia
David P. Roe, Tennessee
Tim Walberg, Michigan
Glenn Thompson, Pennsylvania
Scott DesJarlais, Tennessee
Todd Rokita, Indiana
Richard Hanna, New York
Larry Bucshon, Indiana
Lou Barletta, Pennsylvania
Trey Gowdy, South Carolina
Kristi Noem, South Dakota
Joe Heck, Nevada
Martha Roby, Alabama
Dennis Ross, Florida
Mike Kelly, Pennsylvania
Leonore Annenberg Winner Innovates with Technology
When Owsley County Elementary School in Booneville, Kentucky received a Leonore Annenberg School Fund grant, staff knew they wanted to extend the school's efforts to engage students in non-traditional means of learning and expose students to learning opportunities many would not otherwise have.
"We are trying to bring to the forefront 21st century thinking and skills," says principal Stephen Gabbard.
The school and the entire Owsley County School system are already participating in several innovation pilot programs through the Kentucy Department of Education and the school has been working with the local telephone cooperative, which is extending fiberoptic access to all its customers.
But the school system faces significant economic challenges and providing up-to-date technology can be a challenge.
The Leonore Annenburg School Fund grant, which is specifically targeted to schools with high levels of poverty and other challenges, proved to be an important resource for these efforts.
"We were able to use the grant funds to purchase iPads and iPods that we are incorporating into our instructional approaches," says Gabbard. The devices are shared among classrooms and synchronized to enable sharing instructional programs and receiving updates.
For example, many of the applications for the Kindergarten and 1st grade classrooms are geared toward early reading skills and early computational needs. Applications for grades two through four are not only geared toward reading and mathematics, but also serve to enrich and introduce other content areas in the social, physical, and biological sciences. Applications for grades five and six provide enrichment and engagement in all content areas.
In addition, the school has configured the devices with programs specifically targeted to students with special needs to support classroom engagement and learning.
The school is also working to use the technology to support instruction in the arts and humanities across all grade levels and is exploring an iBooks initiative.
The program has enabled Owsley County to be the first district in the Kentucky Valley Education Cooperative region to implement an iPad and iPod instructional initiative. The 15-district region meets monthly to work on common initiatives, and Owsley County has become a point of contact for this type of instructional approach.
Snowbound Pilot Project
The school's technology work is also having a state-wide impact through its participation in the Snowbound Pilot Project, one of the innovation initiatives of the Kentucky Department of Education.
Owsley County is located in eastern Kentucky where mountainous terrain combines with icy conditions that often make winter travel
Democrats
George Miller, California (Ranking Member)
Donald M. Payne, New Jersey
Dale E. Kildee, Michigan
Robert E. Andrews, New Jersey
Lynn C. Woolsey, California
Robert C. Scott, Virginia
Rubén Hinojosa, Texas
John F. Tierney, Massachusetts
Carolyn McCarthy, New York
Dennis J. Kucinich, Ohio
Susan A. Davis, California
Rush D. Holt, New Jersey
Raúl M. Grijalva, Arizona
Dave Loebsack, Iowa
Timothy H. Bishop, New York
Mazie Hirono, Hawaii
Jason Altmire, Pennsylvania
O s ey Cou ty s ocated easte
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ou ta ous te a co
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cy co d t o s t at o te a e
te t a e impossible for school buses. "We sometimes miss as many as 24 or 25 days of school because of snow and ice," says Gabbard.
The school system makes that time up by adding days at the end of the school year (after state testing occurs).
As part of the Snowbound Pilot initiative, Owsley County Elementary used its iPod and iPad-based instructional technologies to make up six days of school during severe winter weather.
"You do something like that and you learn quickly what does and doesn't work," says Gabbard. The school is already developing uses for the devices this year that emphasize innovative uses of technology.
Because of the efforts of the local telphone cooperative, the county has a high rate of internet access, especially for a low-wealth rural area. Even so, not all students have computers or high-speed access in their homes or nearby. Gabbard says the school's efforts are especially focused on those students and on ways to bring technology and access to them.
"We are developing partnerships with churches and libraries and other points of contact throughout the county so that on days when the buses can't run but cars can move around, students can have relatively easy access to internet connections and use the devices in even more ways," Gabbard explains.
Because the county has already developed several mechanisms for students to earn academic credit through non-traditional methods, it was possible for Owsley Elementary to use these technology approaches to continue instruction on some of the snow days.
The school continues to use hybrid approaches, mixing technology and project approaches with more traditional instruction. And, it continues to expand its partnerships to extend student learning throughout the day and the year.
"We are just extremely appreciative of the opportunity to use the Annenberg grant to expand and develop our efforts," Gabbard concludes.
Read more:
Owsley County Elementary School website:
http://www.owsley.kyschools.us/oces/site/default.asp
Alabama Judge Finds Rural Discrimination in School Funding But No Legal Basis to Rule for Plaintiffs
A federal district court judge has ruled against plaintiffs from Lawrence and Sumter Counties, Alabama who claimed that black schoolchildren in the state are disproportionately affected by the state's tax code and that it is a vestige of institutionalized discrimination. During the bench trial held earlier this year, attorneys for the plaintiffs presented historical evidence about the racially motivated tax laws found in the 1901 Alabama State Constitution along with testimony related to more recent tax code amendments enacted in the past 40 years.
Plaintiffs in Lynch v. Alabama also claimed that there are clear racial patterns in the damaging effects of low revenue for education on children living in the Black Belt region of the state where most property is classified as "unimproved" farm and timber land and taxed at very low rates.
Representative students and taxpayers asked the court to halt use of the challenged parts of the tax code for one year until new laws could be written by the Legislature. (For more background, see coverage of the trial in the May issue of RSFN, here and here.)
Plaintiffs were seeking relief in federal court for several reasons. Alabama, like many states, had been sued in state court over its school funding system, but in a notable 2002 judicial event, the Alabama Supreme Court halted the most recent finance lawsuit that was in the remedy phase at that time. The court dismissed the case and prohibited future litigation on school funding. (For a summary of these previous state court cases, see the ACCESS Network website, which maintains summaries of school finance litigation in all states.
The Lynch plaintiffs were also seeking enforcement of a holding in another federal court case, Knight and Sims v. Alabama, a desegregation case involving the state's higher education system. Lynch argued for enforcement of holdings by the Alabama Supreme
Court in the 2004 Knight decision that stated the tax policies were adopted for segregative purposes and with discriminatory intent. Although the Alabama high court refused to grant the relief requested — striking down those constitutional provisions — the finding that they were racially discriminatory still stands.
Judge C. Lynwood Smith Jr.'s 854-page decision carefully details the state's tax code, history of segregation, previous state litigation over the funding system, desegregation litigation, and school finance litigation generally. However, he held that the more recent tax code amendments, commonly referred to as the "lid bill," were not clearly enacted with racially discriminatory intent and that there was no evidence of racially disparate impact on black Alabama students. Interestingly, the judge pointed out the rural nature of the disparity:
"What the impact measures do show is that Alabama's rural counties, both those in the Black Belt and those located outside that section of the State, are unable to generate significant local tax revenues to fund public services for their citizens to the same extent as urban counties can (and sometimes do). However, residence in a rural area is not a constitutionally
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Because the court did not find the race-based issues in the lid bill or its implementation as the plaintiffs had hoped, the tax code was only subject to what is referred to as a 'rational basis' review, which means that if there is any rational basis for the governmental action, it will be found constitutional. Judge Linwood explained:
"Like it or not, Supreme Court precedent compels a conclusion that the property tax scheme embedded in Alabama's 1901 Constitution and subsequent amendments does not offend the Fourteenth Amendment's Equal Protection Clause. The inability of plaintiffs to prove both that the challenged constitutional provisions are the product of a racially discriminatory intent, and that the provisions produce a racially disproportionate effect, mandates the application of a "rational basis" standard of judicial review. That lenient test produces, as it nearly always does, a ruling in favor of defendants."
Although entering a finding for the defendants, Judge Linwood clearly perceives the entrenched inequalities for rural schools as well as for black students in Alabama and across the nation:
"None of this is meant to say, however, that the court is satisfied as to either the quality or equality of public education in this State. Alabama continues to be plagued by an inadequately funded public school system — one that hinders the upward mobility of her citizens, black and white alike, especially in rural counties. That circumstance is the product of two unfortunate realities. The first is mankind's self-serving nature. Taxpayers are generally unwilling to pay for government services that do not benefit them directly, and they specifically dislike property taxes. Interest groups spend untold amounts in lawyer, lobbying, and advertising fees to promote legislation enhancing the wealth of their members. State powerbrokers perceive little benefit from investing in a quality statewide public school system, because the children of their most influential constituents are generally enrolled in exclusive suburban school systems, with large local tax bases, or in private schools. Many of those private schools sprouted following court-mandated integration. As demonstrated in this opinion, however, "white flight" to the suburbs or private schools has not disproportionately harmed blacks. Instead, it also punishes many white students who remain in the public school systems. The children of the rural poor, whether black or white, are left to struggle as best as they can in underfunded, dilapidated schools. Their resulting lack of an adequate education not only deprives those students of a fair opportunity to prepare themselves to compete in a global economy, but also deprives the State of fully-participating, well-educated adult citizens."
After the ruling, attorneys for the plaintiffs responded in a comment reported in the Huntsville Times: "We have not had an opportunity ro carefully to study the district judge's opinion. But we can say now that the judgment entered today by the federal court in Huntsville is regrettable." They continued, "The judgment is regrettable for the plaintiffs, schoolchildren in the Black Belt and other rural counties, who will continue to receive an inferior education relying on an inadequate tax base. It is regrettable for their brave parents and communities who wanted a better future for their children."
The Lynch decision points up yet again the challenges of affecting systems change in school finance policy and the strong commitment of rural people to the long-term battle. In a challenging policy climate, rural citizens turn to courts for relief. Yet an accompanying advocacy effort in state legislatures, before school boards, and in the community is also necessary.
Read more:
Local coverage:
http://blog.al.com/breaking/2011/10/federal_judge_rails_against_al.html
Read the decision at this website which houses all of the legal pleadings from both the Knight and Lynch cases:
http://knightsims.com/pdf/11_10_25/Doc_294_opinion_on_merits_10-21-11.pdf
Coverage in Education Week:
http://blogs.edweek.org/edweek/school_law/2011/10/a_federal_district_ judge_has.html
Alabama Immigration Law Draws More Federal Scrutiny
In a letter to school superintendents in Alabama, Assistant Attorney General Thomas Perez of the U.S. Justice Department (DOJ) has reminded them of the responsibility of schools to ensure that no students experience barriers to accessing public education. The letter also asked for detailed statistics about English Language Learning (ELL) students.
The DOJ is seeking enrollment numbers as well as other information that could reveal how many students have missed school or left school completely in the wake of the implementation of Alabama's new immigration law, H.B. 56. Perez said in the letter that the Alabama statute could be discouraging students' participation, a violation of federal law. The Obama administration, also through the DOJ, has filed a legal challenge to the Alabama law as it did against similar laws in Arizona and South Carolina.
For detailed coverage and background on H.B. 56, see last month's RPM .
Opponents of H.B. 56 have compared its effects to the discriminatory policies in place through the 1960's and have compared Alabama Attorney General Luther Strange to former Alabama Governor George Wallace. Strange, after hearing about the information request, d d t
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ill responded to Perez that he wanted proof of DOJ's authority over the school districts and that he would "assume you have none, and will proceed accordingly." In his response, Perez noted that the Department had received numerous complaints about H.B. 56 and cited federal civil rights law that gives DOJ enforcement authority. So far, this conflict remains at a stalemate, and some observers have speculated that a second lawsuit could follow against Alabama.
Meanwhile, three U.S. Senators have announced that they plan to introduce legislation to prevent the administration from suing states over their immigration laws.
Read more:
National analysis of the law:
http://www.msnbc.msn.com/id/45087776/ns/us_news-life/t/alabama-immigration-fight-recalls-civil-rights-era/
Local and national coverage of the DOJ investigation:
http://articles.cnn.com/2011-11-01/us/us_alabama-schools-immigration_1_immigrant-students-immigration-status-school-districts? _s=PM:US
http://articles.cnn.com/2011-11-04/politics/politics_alabama-immigration_1_immigration-laws-immigration-status-alabama-officials? _s=PM:POLITICS
http://www.politico.com/news/stories/1111/67507.html
http://www.chron.com/news/article/Alabama-official-balks-at-US-info-request-2248520.php
http://www.washingtonpost.com/politics/justice-dept-in-deadlock-with-alabama-over-illegal-immigrationlaw/2011/11/15/gIQAhEkeUN_story.html?tid=pm_politics_pop
http://www.politico.com/news/stories/1111/67507.html
Read the DOJ letter here:
http://blogs.usdoj.gov/blog/archives/1710
Report on Urban School Closures Touches Rural Consolidation Themes
A report released last month examining the effects and processes of school closures in six large cities uncovers many experiences in these cities that rural residents will recognize.
The report, "Closing Public Schools in Philadelphia," was released by the Philadelphia Research Initiative of the Pew Chartiable Trusts in anticipation of plans announced by the Philadelphia school board to shutter many of the city's schools.
Although the report makes no comparisons to rural schools and draws only on experiences and research in the six cities, many of the findings echo those of rural districts, especially those experiencing declining enrollment, shifts in population, and budget restrictions.
The report reviewed outcomes of school closures in the past decade in Chicago, Detroit, Kansas City, Missouri, Milwaukee, Pittsburgh, and Washington. All six cities had experienced significant decreases in student enrollment resulting from changing demographics, falling overall population, and shifts in neighborhood patterns. All districts had low occupancy in some schools and some facilities in dire need of renovation or replacement. The report found four consistent themes.
Little savings. Financial savings have been small, especially in the context of "big-city school-district" budgets. The largest savings occurred, according to the report, when accompanied by large-scale layoffs. Most districts did not try to suggest to the public that savings would occur as a result of the closures, but instead advocated closures for other reasons.
Selling surplus buildings has been difficult and can lead to neighborhood blight. None of the districts saw any significant income from the sale of buildings. Many incurred some initial expense associated with mothballing or razing schools. The six districts together had at least 200 vacant buildings resulting from closures. The report notes that vacant school buildings sometimes attract vandalism and other illicit activity and "cast a pall over the neighborhood."
Effect on student performance appears minimal. The report acknowledges that there's been little attempt to track student performance after school closure. A study in Chicago, however, found that student performance tended to fall in affected schools for the remainder of the school year following an announcement to close the school; performance tended to rebound, however, the following year.
School closures produce political fallout. In all six cities there were parents and community leaders upset about plans to close particular schools. The report notes that citizens are often concerned about the effects on displaced students, the effects on neighborhoods, and about a perceived sense that closures are related to gentrification. In some of the cities this fallout was significant for school and city leaders.
Advice on Closures
These finding are similar to research on the consolidation of rural schools: few if any savings, little effect on student academic performance (although rural research tends to include more analysis of the interaction of school size and achievement and persistence in school), negative economic and social consequences for communities that lose schools, and discontent among citizens in affected areas.
Despite these consequences, however, the report focuses primarily on ways that large cities can generate "public acceptance, though not necessarily enthusiasm" for school closures. These approaches include:
trying to persuade the general public that downsizing is needed long before specific school closures are announced:
establishing clear criteria for which schools to close;
bringing in outside experts who are perceived as fair to guide the process;
being willing to make adjustments but not significant changes to the announced list of closures; and
including all school closures in one vote of the school board rather than holding separate votes on each school.
The RPM takeaway
The findings of the report suggest that the experiences of urban neighborhoods, and the actions of urban school boards, are similar to those of rural communities, although research and reported experience of rural residents suggests negative academic consequences related to increased school size and longer bus rides for many rural students.
The school boards in the six cities seem to have been motivated to close schools primarily because of excess capacity and facilities in poor condition. These factors are legitimate concerns, especially where facilities have been poorly maintained and pose safety issues for students.
However, school clsoures appear to have little postive effect on urban student performance or the fiscal condition of the school system. And, it seems that school closures often effectively "offload" a poor facility on to a neighborhood already struggling with economic and social challenges, challenges that do significantly affect student performance.
One wonders why closing a school is so often perceived as the only option and what it would take for civic and education leaders to imagine and implement joint efforts to invest in public infrastructure in ways that maintain schools as community anchors, house a variety of community activities and services, stave off further blight, and strengthen community quality-of-life and, in turn, student academic performance. That question is as relevant in urban as rural places.
Read the report at www.pewtrusts.org/uploadedFiles/wwwpewtrustsorg/Reports/Philadelphia_ Research_Initiative/Closing-Public-Schools-Philadelphia.pdf
Center for Midwestern Initiatives Blog Launched
The Center for Midwestern Initiatives recently launched a blog that features work of rural students, teachers, and community residents in its service area. You can learn more about the blog and sign up to participate — even if you don't live in the Midwest — at http://www.cmi.ruraledu.org/.
Additional Texas Funding Lawsuits Filed
As predicted in last month's RSFN, the state of Texas now faces a second school funding lawsuit, and a third lawsuit was also recently filed. The challenges focus on the school finance plan that was passed in 2006. (See background in RSFN here and here.)
The first lawsuit was filed by the Texas Taxpayer & Student Fairness Coalition, which now represents more than one million students statewide from over 250 districts ranging from large and urban to small and rural. This suit is challenging the system on four grounds: its inequity, both for students and taxpayers; its arbitrary fund distribution scheme; its inadequacy; and its provision for a millage system that effectively operates as a state property tax.
The Texas School Coalition, a coalition of 120 Texas school districts will also challenge the tax rate provisions, asserting that their districts lack meaningful discretion, making the tax a de facto state property tax. They will also assert an adequacy claim, stating that districts lack sufficient funding under the current system.
In addition, a number of very large school districts will be represented by the law firm of Thompson & Horton, and are loosely referred to as the "Thompson & Horton suit." These large school districts are also challenging the system on the statewide property tax point, adequacy, and adding a challenge to the efficiency of the distribution system.
Per student funding across Texas ranges from under $5,000 to over $10,000, and schools have withstood budget cuts of over $5 billion in the last year. Despite shortfalls, lawmakers refused to tap the state's Rainy Day funds.
Read more:
Summary of all lawsuits:
http://www.austinchronicle.com/news/2011-11-04/school-lawsuits-multiply/
Texas Taxpayer & Student Fairness Coalition lawsuit coverage:
Litigation letter to plaintiff districts:
http://www.tasanet.org/images/gr/2011/litigation.pdf
Equity Center, representing the TTSFC:
http://www.equitycenter.org/
TTSFC pleading:
https://docs.google.com/viewer?url=http://www.tasbo.org/filespublic/businessnews/texas_taxpayer__student_fairness_coalition_filing.pdf&pli=1
Texas School Coalition lawsuit coverage:
http://www.scntx.com/articles/2011/10/21/rowlett_lakeshore_times/news/1790.txt
Litigation letter to plaintiff districts:
http://www.tasanet.org/images/gr/2011/tsc_sfmemo_2011-10-13.pdf
Thompson and Horton lawsuit coverage:
Litigation letter to plaintiff districts:
http://www.tasanet.org/images/gr/2011/thltrlit.pdf
http://www.kxan.com/dpp/news/education/aisd-joins-lawsuit-against-texas?utm_source=dlvr.it&utm_medium=twitter
Studies Recommend Funding Changes in New Mexico
Two recent reports in New Mexico come from very different sources and are making very different recommendations about education funding in the Grand Canyon State. But both recognize the economic reality that additional funding for schools is needed and not likely to be allocated under the present system.
Last month, the nonprofit New Mexico Voices released their report, Funding Public Schools in New Mexico in the Great Recession. Focusing on the last year of education funding, it highlights the 5.1% drop in the education budget and the loss of 2,300 education sector jobs. Funding Public Schools recommends raising additional revenue to prevent a further loss of education quality: "State policy-makers were unable or unwilling to make up this shortfall with new revenues. Lawmakers could have enacted a wide variety of tax measures that would not have harmed the state economy but would have kept the public school budget from falling."
The report goes on to say that the current formula is not meeting needs, and that, in the absence of greatly increased revenues, the Legislature should raise new revenue next year, rather than continue to cut K–12 funding, and it should make pre-K more widely available. The report also recommends tapping property taxes for public school operating costs and raising income tax on higher earners to raise revenue.
A Different Analysis, Different Solution
Another education funding study was released to legislators earlier this month by the Legislative Finance Committee and the Legislative Education Study Committee. That report argues that the funding distribution system needs to be simplified and brought up to date to better implement good education policy. The 50-page report does not recommend additional funding for schools, but does come with a $48 million price tag for a hold-harmless provision for districts that would lose funding under the formula. Currently, $2.3 billion in education funding is distributed through its public school funding formula to 89 school districts and to 84 charter schools.
One of the main contentions of the Evaluation of the Public School Funding Formula report is that the current formula allows school districts to "game" the formula by seeking additional funding by over-identifying special education students. The report also takes aim at adjustments for small school size, saying that districts have created or kept "unnecessary" schools to receive extra funding. In addition, the report also challenges the use of bilingual education and compensating teachers for advanced degrees.
One simplification recommended in the report is a separate at-risk category for students that would direct an additional 15% per-pupil funding to districts based on free and reduced price lunch eligibility. Currently, according to the report, a less than 10% differential goes to those students, and the report points out that other states weight their allocation as much as 50% for poverty. Research has indicated that the actual cost of educating a student living in poverty is as much as twice that of a non-poor child.
The report does endorse many of the formula changes recommended by a 2008 report including a simplified formula with a limited number of weights, but it rejects that report's recommended 15% increase in education funding to districts, which would have meant the state spent an additional $345 million on public education. That report was conducted by the American Institutes of Research for the Funding Formula Study Task Force. (Read Rural Trust analysis of the study here and here.) It suggested overhauling New Mexico's education funding formula but also recommended the state spend an additional $345 million on public education
Lawmakers have publicly dismissed the legislative report's $48 million cost as prohibitive, and also characterized some of its conclusions as superficial. It is not yet clear whether they will take legislative action to implement any of the report's recommendations, but many legislators have expressed commitment to continued discussions of education funding reform.
New Mexico's formula is 38 years old, and state education spending levels are very low compared to other states. The state has the nation's highest rates of rural minority students, rural English Language Learners, and rural students in poverty. New Mexico's rural districts have struggled through underfunding even in financially stable years.
Read more:
Coverage on the New Mexico Voices report:
http://www.santafenewmexican.com/localnews/Report--State-should-raise-cash-for-schools
Read the report here:
http://www.nmvoices.org/wp-content/uploads/2011/11/public-school-funding-in-recession-10-11.pdf
Coverage on the Legislative Funding Report:
http://www.abqjournal.com/main/2011/11/16/abqnewsseeker/lawmakers-to-study-new-school-funding-report.html
http://www.santafenewmexican.com/localnews/Lawmakers-balk-at-new-plan-to-divvy-school-cash
Older coverage discussing the new implementation of four-day school weeks in other states, a common practice in New Mexico's rural districts:
http://www.stnonline.com/home/latest-news/3819-growing-number-of-school-districts-switch-to-4-day-week-to-cut-costs
http://azstarnet.com/news/national/as-budgets-tighten-districts-cut-only-thing-remaining-school-days/article_9b7d2a55-946c-5395b6a1-c0fefdbb9932.html
Colorado Voters Reject Tax Increase for Schools
Colorado voters went to the polls this month to vote on a referendum to raise sales and income taxes for the state's education budget. The proposal was rejected by a nearly 2 to 1 margin. Proposition 103 would have increased individual and corporate tax rates from 4.63% to 5% and Colorado's sales and use tax rate from 2.9% to 3% for five years. That change would have generated $3 billion for schools over the next five years.
Prop 103 was the nation's only statewide tax vote. State Sen. Rollie Heath, D-Boulder was the initiative's biggest champion, but could not garner widespread support among other Democrats or education advocates. Some feared that a temporary fix could jeopardize a more permanent reform to the funding system.
Colorado schools have suffered significant cuts, and many blame those shortfalls on the state's Taxpayer Bill of Rights law, which forbids lawmakers to raise taxes and requires referenda for tax increases, such as the process for Proposition 103.
Read more:
Local coverage:
http://www.deseretnews.com/article/700193146/Coloradans-face-only-statewide-tax-vote-in-US.html
http://www.denverpost.com/election2010/ci_19244420
National coverage:
http://www.huffingtonpost.com/2011/11/01/colorado-rejects-higher-s_0_n_1070688.html
School Fees Pose Problems in Several States
A number of states have turned to imposing student fees for various educational services as a way to meet budget needs, but those actions are often on shaky legal ground, as indicated by recent events in South Dakota, Indiana, and California.
Some South Dakota districts opened the school year with new fees for preschool and driver education programs. But the practice has largely stopped following a letter from the state's assistant attorney general, which said that unless schools have specific authority to charge fees, they are required to offer programs without charge.
South Dakota law already authorizes student fees for before- and after-school programs, adult education classes, parking, and busing. Some districts have started asking for donations to cover costs and are looking for other ways to pay for preschool and driver training courses.
In Indiana, a parent in Franklin Township, a suburb near Indianapolis, has sued the district over transportation fees now being charged to parents for school bus service. The district ended bus service after a referendum for additional school funding failed in spring elections. The district had already drawn a legal challenge over bus fees, and last year the state's attorney general told Franklin Township that this charge is a form of tuition, which is prohibited. (See RSFN coverage here.)
The difference this year is that a nonprofit company is now offering the bus service and charging the fee, not the school district. But a second opinion by the attorney general also prohibited the current practice. Plaintiff Lora Hoagland says she can't afford the fees and has problems driving her children to school. Her attorney has filed for class action status.
California is facing a renewed lawsuit over its lack of enforcement of laws prohibiting school fees. Earlier this year, the state settled a class action lawsuit that was brought in 2010 against the state for allowing school districts to violate the state constitution by charging school fees. The suit was brought by a coalition of organizations, including the American Civil Liberties Union, which extensively investigated the practice and found students being charged a number of fees in districts, including fees for textbooks. (See previous coverage here and here.)
Proposed legislation helped stop the lawsuit, but the bill, A.B. 165, was vetoed by Governor Jerry Brown. A.B. 165 would have provided a complaint process for parents and students to use when charged fees. In addition, it authorized audits of school districts to include reporting on whether districts had charged fees.
Read more:
South Dakota coverage:
http://www.argusleader.com/article/20111023/NEWS/110230308/Fees-driver-s-ed-preschool-called-illegal
http://www.keloland.com/NewsDetail6162.cfm?Id=0,122945
Read the South Dakota Attorney General's opinion here:
http://sm012.k12.sd.us/School%20Finance%20Docs/Attorney%20General%20Opinion%20Preschool%20and%20Drivers%20Ed.pdf
Indiana coverage:
http://www.indystar.com/article/20111103/LOCAL18/111030325/Mom-sues-Franklin-Township-schools-over-bus-fees
http://www.theindychannel.com/education/29736135/detail.html
http://www.therepublic.com/view/story/d475358930e94317ac600f363dbca393/IN--School-Bus-Fees/
California coverage:
http://www.signonsandiego.com/news/2011/nov/15/case-on-school-fees-resumes-after-veto/
http://www.watchsonomacounty.com/2011/07/education/legislation-would-ban-many-public-school-fees/
Kansas Governor Making School Finance Reform Proposals
Administration staffers of Governor Sam Brownback are shopping a school finance reform proposal that will likely be introduced to legislators next session. Part of the proposal involves the state's collecting a portion of local property taxes to be redistributed among districts to help equalize funding in low-wealth districts. The plan would also shift some funding to a block grant system. Another significant change is the Brownback administration's proposal to remove the property tax cap, a move that low-wealth districts fear could increase inequity rather than reducing it. Local sales taxes would also be permitted under the plan.
Brownback has said he wants to reform the formula because of two pending funding lawsuits. (See background here.)
School officials and attorneys involved with the suits have pointed out that any new funding formula would likely be challenged in court. They also contend that the state does not need a new formula but needs to fully fund the current formula.
Kansas districts suffered a loss of $232 per student in state aid this year, the third consecutive annual cut to per-pupil funding. The cuts continue to spur consolidation of small districts, which are also pressed into mergers by financial incentives.
Legislators also recently changed accounting laws so that districts can use reserve funding — typically for emergencies — for salaries, utilities, and other everyday expenses.
Local coverage of publicity tour:
http://www.kansascity.com/2011/10/19/3218001/brownback-school-funding-plan.html
http://www.kansas.com/2011/11/04/2089354/brownback-aide-to-outline-plan.html
http://www2.ljworld.com/news/2011/oct/12/brownback-administration-outlines-school-finance-c/
http://www2.ljworld.com/news/2011/nov/08/equity-issues-cited-gov-sam-brownbacks-school-fina/?kansas_legislature
http://kansasreporter.org/82730.aspx
Coverage of current school funding cuts:
http://www.businessweek.com/ap/financialnews/D9PTOGAO0.htm http://www.businessweek.com/ap/financialnews/D9PTOGAO0.htm
Total Number of Rural ELL Students, 2006-07 to 2009-10
The total number of students learning English in rural schools increased by nearly 50% in the three most recent years for which data is available.
Data source: Common Core of Data (CCD), "Local Education Agency Universe Survey," 2006–07 v.1c, 2007–08 v.1b, 2008–09 v.1a, 2009–10 v.1a.
For subscription information visit http://www.ruraledu.org/cms.php?action=keep_connected
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Reading and Writing: Year 1
| | Word Reading | | Comprehension | | Composition |
|---|---|---|---|---|---|
| Using phonics to blend sounds | | Retell the story in the correct sequence | | Compose a sentence orally | |
Composite Goals in Autumn Term:
1. Acquisition and application of new vocabulary
2. Sequence sentences to create a narrative
3. Participate in discussion about different books.
Reading and Writing Components Through to Composites Year 2
Autumn 1
Autumn 2
| | Betsy Biggalow, Volcanoes Blow Their Tops: | | | | | |
|---|---|---|---|---|---|---|
| | Word Reading | | Comprehension | | Composition | Transcription |
| Read a range of books independently | | Discuss why and how Blackman uses Carribean dialect | | To organise ideas around a paragraph | | Apply different dialect to a |
| | | | | | | narrative (Betsey Biggalow) |
| | | | | | | To include compound |
| | | | | | | sentences (Week 5) |
Composite Goals in Autumn Term:
1. To write narratives that involve a moral to the story
2. To structure texts in different ways (fiction/non-fiction)
3. To justify inferences through the text
Reading and Writing Components Through to Composites Year 3
Autumn 1
| | The Stinky Cheese Man, Gorilla, Mr Hadlow Has, Hansel & Gretel: | | | | | |
|---|---|---|---|---|---|---|
| | Word Reading | Comprehension | | Composition | | Transcription |
| Work out unfamiliar words by exploring words in context | | Recognise and discuss | Increase the consistency and quality of handwriting. | | Place the possessive apostrophe accurately. | |
| | | different themes | | | | |
| | | (eg: friendship / adventure and | | | | |
| | | trust) | | | | |
Autumn 2
| A Dog Called GRK / Letters & Diaries: | | | | |
|---|---|---|---|---|
| Word Reading | Comprehension | Composition | | Transcription |
| Work out unfamiliar words by | Use dictionary to check the | Use a wider range of | Use commas for clarity | |
| exploring words in context | meaning of words | conjunctions | | |
Composite Goals in Autumn Term:
1. To use varied and rich vocabulary
2. Infer character's feelings, thoughts and motives from action
3. Assess the effectiveness of the author's writing
Reading and Writing Components Through to Composites Year 4
Autumn 1
Autumn 2
| The Lion, The Witch & The Wardrobe: | | | | | | |
|---|---|---|---|---|---|---|
| Word Reading | | Comprehension | | Composition | | Transcription |
| Use intonation tone and | Justify inferences through evidence. | | Make like between paragraphs using adverbials. | | To include literary devices for effect. | |
| volume for clear meaning and | | | | | | |
| fluency. | | | | | | |
Composite Goals in Autumn Term:
1. Identify the structures of different texts
2. To write a range of texts suited for fiction and non-fiction genres
3. To sequence sentences for different purposes
Reading and Writing Components Through to Composites Year 5
Autumn 1
| | Harry Potter: | | | | |
|---|---|---|---|---|---|
| | Word Reading | Comprehension | Composition | | Transcription |
| Work out unfamiliar words by exploring words in context | | Ask questions to improve | Discuss ways in which the | Independently distinguish between homophones | |
| | | understanding | author develops a character | | |
| | | (eg: Why does Harry get | ( Rowling uses expanded | | |
| | | treated differently?) | noun phrases and imagery) | | |
Autumn 2
Composite Goals in Autumn Term:
1. Discuss the impact a book has on the reader
2. Provide reasoned justifications for viewpoint
3. Write legibly, fluently and with increased speed
Reading and Writing Components Through to Composites Year 6
Autumn 1
| | Word Reading | Comprehension | | Composition |
|---|---|---|---|---|
| Work out unfamiliar words by exploring words in context | | Retrieve, record and present | Plan and identify the audience and purpose of writing | |
| | | information from a range of | | |
| | | text | | |
Autumn 2
| Christmas Carol: | | | | |
|---|---|---|---|---|
| Word Reading | | Comprehension | Composition | Transcription |
| Use intonation tone and | Make comparisons within and across books | | Use a range of devices to | To use a selection of verbs |
| volume for clear meaning and | | | build cohesion across | and adverbials to enhance |
| fluency | | | paragraphs | cohesion |
Composite Goals in Autumn Term:
1. Select a range of appropriate grammar features for the desired audience
2. To write in the style of a given author
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UNIT III
THE GOVERNMENT OF INDIA ACT, 1935.
Background:
As the growing demands of populace led by Indian leader for constitutional reforms in India intensified with progression in the British Rule, the evolving administrative arrangements put in place by the British paved the way for a more responsible government in India premised on the fact of maximum representation of Indians. India's support to Britain in the First World War also aided in British acknowledgement of the need for the inclusion of more Indians in the administration of their own country. This formed the basis of the passing of the Government of India Act, 1935 by the British Parliament. This legislation was the longest Act passed by the British Parliament after its domination and overtaking of administrative control in India. The Act originally passed, being very lengthy, was divided into two separate acts namely, the Government of India Act, 1935 and the Government of Burma Act, 1935. The Act was based on the facts and considerations of several experiences and outcomes which, inter alia, include the Simon Commission Report, the recommendations of the Round Table Conferences, the White Paper published by the British government in 1933 (based on the Third Round Table Conference) and the Report of the Joint Select Committees. The introduction of the Diarchy system, introduced by the Government of India Act, 1919, also did not prove to be a satisfactory experiment by the British Parliament.
I. Brief Highlights of the events and causes leading to the enactment of the Government of India Act, 1935:
a. Simon Commission Report:
The Simon Commission was a group of seven members of the British Parliament who were sent to India in 1928 to study constitutional reforms and to make recommendations to the government. The Commission was originally named the Indian Statutory Commission. It came to be known as the Simon Commission after its Chairman
Sir John Simon. It was Government of India Act 1919 that had announced that in 10 years from 1919, a royal commission will be set up to report on the working of the act. Some people in India were outraged and felt humiliated about the fact that the Simon Commission, which was to determine the future of India, did not include a single Indian member. The Indian National Congress, at its December 1927 meeting in Madras (now called Chennai), resolved to boycott the Commission and challenged Lord Birkenhead, the Secretary of State for India, to draft a constitution that would be acceptable to the Indian populace. A faction of the Muslim League, led by Mohammed Ali Jinnah, also decided to boycott the Commission. In January 1928, the Simon Commission left England. Almost immediately with its arrival in Bombay on 4 February 1928, its members were confronted by throngs of protesters. However, there were also some supporters among the crowds who saw it as the next step on the road to self-governance. A strike began and many people turned out to greet the Commission with black flags. Similar protests occurred in every major Indian city that the seven British MPs visited. The protest at Lahore against the Simon Commission became infamous. On 30 October 1928, the Commission arrived in Lahore where it was met by protesters waving black flags. The protest was led by the Indian nationalist Lala Lajpat Rai, who had moved a resolution against the Commission in the Legislative Assembly of Punjab in February 1928. In order to make way for the Commission, the local police force resorted to canning the protestors as a consequence of which Lala Lajpat Rai was critically injured. Owing to the injuries, he died a fortnight later.
The Commission published its two-volume report in May 1930 wherein it proposed the abolition of diarchy and the establishment of representative government in the provinces of India. It also recommended that separate communal electorates be retained, but only until tensions between two rival communities had died down. In September 1928, ahead of the Commission's release, Motilal Nehru presented his Nehru Report to counter its charges that Indians could not find a constitutional consensus among themselves. This report advocated that India be given dominion status of complete internal self-government. Noting that educated Indians opposed the Commission and also that communal tensions had conflagrated the atmosphere, the British government opted for another method of dealing with the constitutional issues of India. Before the publication of the Report, the
British government stated that Indian opinion would henceforth be taken into account, and that the natural outcome of the constitutional process would be dominion status for India. The outcome of the Simon Commission was the Government of India Act, 1935 called for a "responsible" government at the provincial level in India though not at the national level.
b. Round Table Conferences:
The Labour Party led government led by Ramsay MacDonald in 1929 found the Simon report inadequate. This led to a decision of having round table conferences in London in response to the Simon Report. The Round Table Conferences were a series of three conferences conducted by the Labour Party-led British government to deliberate upon and bring about constitutional reforms in British India during 1930-32. The First Round Table Conference was conducted from 12 November 1930 to 19 January 1931 (London). Majority of the leaders from the Indian National Congress could not participate in this conference due to Gandhi's Civil Disobedience movement. For this reason, the results obtained from the 1st round table conference were minimal and unsatisfactory.
The Second Round Table Conference was held in London from 7 September, 1931 to 1 December, 1931 with the participation of Gandhi and the Indian National Congress being a highlighting feature. The major difference between the first and the second conference was that the Indian National Congress (INC) was participating in the second one. This was one of the results of the Gandhi-Irwin Pact (March 5, 1931). Another major difference was that unlike the previous occasion, British Prime Minister Ramsay Macdonald was heading not a Labour government this time, but a National government. The Labour Party had been toppled two weeks before in Britain.The British decided to grant a communal award for representing minorities in India by providing for separate electorates for minority communities against which Gandhi expressed a vehement disagreement. In this conference, Gandhi and Ambedkar differed on the issue of separate electorates for the untouchables. Gandhi was against treating untouchables as separate from the Hindu community which was later resolved through the Poona Pact 1932. The second round table conference was deemed a failure to certain extent because of the many disagreements among the participants.
The Third Round Table Conference took place between 17 November, 1932 and 24 December, 1932. Not much was achieved in this conference also. The recommendations of this Conference were published in a White Paper in 1933 and later discussed in the British Parliament. The recommendations were analysed and the Government of India Act of 1935 was passed on its basis.
II. Government of India Act, 1935
The people of India had increasingly been demanding a greater role in the government of their country since the late nineteenth century. The Indian contribution to the British war efforts and engagements, during the First World War, meant that even the more conservative elements in the British political establishment felt the necessity of a constitutional change, resulting in the Government of India Act 1919. That Act introduced a novel system of governance in India which came to be known as 'provincial diarchy' or 'diarchy'. Under this arrangement, certain areas of government, for example education, were placed in the hands of ministers responsible to the provincial legislature, while others (such as public order and finance) were retained in the hands of officials responsible to the British-appointed Provincial Governor. While the Act was a reflection of the demand for a greater role of Indians in the affairs of the government, it was also very much a reflection of British fears about what that role might mean in practice for India. The experiment with diarchy proved unsatisfactory. A particular frustration for Indian politicians was that even for those areas over which they had gained nominal control, the matters pertaining to purse strings still rested with the British. The intention had been that a review of India's constitutional arrangements would be held ten years on from the 1919 Act. In the event, the review was conducted ahead of time by the Simon Commission, whose report proposed the scrapping of diarchy, and the introduction of a much larger degree of responsible government in the provinces. This proposal was controversial in Britain, demonstrating the rapidly widening gulf between British and Indian opinions as to the desirability, extent, need and the speed of progress towards, the promised system of self-government contained in the 1919 Act's preamble.
Although the Simon Commission had taken another stride in the efforts to prove British sincerity in the restoration of and involvement in the affairs of governance in India, it had met with opposition and its conclusions weren't accepted by Congress as the largest political party. In an attempt to involve Indians at a higher pedestal and in charting out a new constitutional framework, a series of Round Table Conferences were then held in the early 1930s, attended at times by representatives from India's main political parties, as well as from the princely states. Agreement was already reached in principle that a federal system of government should be introduced in India, comprising the provinces of British India and those Princely States that were willing to accede to it. The new Conservative-dominated National Government in London decided to go ahead with drafting its own proposals (white paper, March 1933). A joint parliamentary select committee, chaired by Lord Linlithgow, reviewed the white paper proposals for a year and a half between April 1933 and November 1934, amidst much opposition from Winston Churchill and other Conservatives. The House of Commons approved the Joint Select Committee report in December after an emollient speech by Conservative leader Stanley Baldwin. On the basis of the white paper, the Government of India Bill, 1935 was framed which was immensely long containing 473 clauses and 16 schedules and after its passage it came to be known as the Government of India Act, 1935.
The Preambular objective of the Government of India Act, 1935 contrasted sharply with the Act of 1919. While the preamble of the Government of India Act, 1919 focused, centred and reaffirmed the statement of the Secretary of State for India, Edwin Montagu, which pledged "the gradual development of self-governing institutions, with a view to the progressive realisation of responsible government in India as an integral part of the British Empire", the Act of 1935 seemed devoid of it. While it had become uncommon for British Acts of Parliament to contain a preamble, the absence of one from the Act of 1935 was a sharp departure from the previous Act(s). By now, the Indian demands were centring around the British India being accorded a constitutional parity with other existing Dominions (Australia, Canada, the Irish Free State, New Zealand and the Union of South Africa) which would have meant complete autonomy within the British Commonwealth.
III. Salient Features of the Government of India Act, 1935
The features of the Act can be summed up as follows:
I. Division of Subjects/All India Federation: It provided for the establishment of an All India Federation consisting of provinces and princely states as units. The Act divided the powers between the Centre and units in terms of three lists—Federal List (for Centre containing 59 items), Provincial List (for provinces containing 54 items) and the Concurrent List (for both containing 36 items). Residuary powers were given to the Viceroy. However, the federation never came into being as the princely states did not join it. But this has formed the basis of Schedule VII of the Constitution of India, 1950 (read with Article 236).
The approach to form the federation and implement provincial autonomy paved the way for the division of subjects between the Centre and the Provinces. The division of subjects that were given by the Government of India Act, 1919 was revised and added some more subjects in it by this Act of 1935 and included three lists. These were: • Federal list- 59 items • Provincial list- 54 items • Concurrent list- 36 items 5 The subjects which were of all-India interest and demanded uniform treatment were put in the Federal list. Only the Federal Legislature could make laws on the Federal subjects. Subjects of mainly of local interest were placed the Provincial list and were wholly within the jurisdiction of the Provincial Legislatures for the purpose of legislation. The third list known as the Concurrent list, and which contained 36 items, included subjects which were primarily Provincial interest but at the same time required uniformity of treatment all over the country. Hence, the Act authorised both the Federal and Provincial Legislatures to pass laws on those subjects. In the event of a conflict, the Federal law was to prevail. In order to resolve this point of conflict, the Constitution authorised the Governor General to allocate in his discretion the right to legislate on any subject, not included in the lists, either the Centre or the province
II. Provincial Autonomy: It abolished diarchy in the provinces and introduced 'provincial autonomy' in its place. The provinces were allowed to act as autonomous units of administration in their defined spheres. Moreover, the Act introduced responsible governments in provinces which meant that the governor was required to act with the advice of ministers responsible to the provincial legislature. This came into effect in 1937 but was discontinued later in 1939.
A redeeming feature of the new Act was that it marked the beginning of the Provincial Autonomy. It was definitely an advance on the Act of 1919. The provinces were allowed to act as autonomous units of administration in their defined spheres. Moreover, the Act introduced responsible governments in provinces, that is, the governor was required to act with the advice of ministers responsible to the provincial legislature. This came into effect in 1937 and was discontinued in 1939. This, however, does not mean that the Act of 1935 established a full-fledged responsible Government in the Provinces. The Ministers were not absolutely free in matter of running their departments. The Governors continued to possess a set of overriding powers although such powers were not exercised very often.
III.Bicameralism: It introduced bicameralism in six out of eleven provinces. Thus, the legislatures of Bengal, Bombay, Madras, Bihar, Assam and the United Provinces were made bicameral consisting of a legislative council (Upper House) and a legislative assembly (Lower House) with certain restrictions on them.
Under the Government of India Act, 1935, the Central Legislature was bicameral, consisting of Federal Assembly and Council of States. The Council of States was to be upper house and a permanent body with one third of its membership retiring every 3rd year. It was to be composed of 260 members of which 156 were to be representatives of British India while, 104 of the Indian states. The Federal Assembly was the lower house with the tenure of five years. It was to be made of 375 members, out of which 250 were to be representatives of British India and not more than 125 members from the princely states. While the seats reserved for princely states were to be filled by nominated members, the provinces were given different numbers of seats. Election to the Federal assembly was to be indirect. The term of the assembly was five years but it could be dissolved earlier also. It also introduced bicameralism in six out of eleven provinces.
IV. Diarchy at the Centre: It provided for the adoption of diarchy at the Centre. Consequently, the federal subjects were divided into reserved subjects and transferred subjects. However, this provision of the Act did not come into operation at all.
The Act of 1935 abolished diarchy at the Provincial level and introduced it at the Centre. There were two categories of federal subjects: Reserved subjects and Transferred subjects. The subjects that were mentioned in this category of federal subjects were to be administered by the Governor-General on the advice of the Executive Councillors and the Executive Council could not exceed its limit of three members. Religious affairs, defence, administration of tribal areas and external affairs were included in the reserved subjects. The Transferred subjects were to be administered on the advice of ministers and the number of ministers could not exceed ten. Subjects other than reserved were dealt with under the Transferred Subjects. The Governor-General remained over all in charge of both the Reserved and Transferred subjects. He was also responsible for the coordination of work between the two wings and for encouraging joint deliberations between the councillors and the Ministers. The idea of diarchy was imposed with the purpose of facilitating better administration and the governor general was appointed to look after and coordinate among the two parts of the government.
V. Communal/Class Representation: It further extended the principle of communal representation by providing separate electorates for depressed classes (scheduled castes), women and labourers (workers).
Further extending the principle of communal representation, by providing separate electorate, under the Act the Muslims got 33 percent (1/3 of the seats) in the Federal Legislature. Even the workers and women got separate representation although they had not asked for it.
VI. Other features:
It abolished the Council of India, established by the Government of India Act of 1858. The secretary of state for India was provided with a team of advisors.
It provided for the establishment of a Reserve Bank of India to control the regulation of currency and credits of the country.
The franchise (voting rights) was extended further from 3% to 14% of the total population.
It provided for the establishment of not only a Federal Public Service Commission, Provincial Public Service Commission and Joint Public Service Commission for two or more provinces.
It provided for the establishment of a Federal Court, set up in 1937, which continued to function till the establishment of the Supreme Court of India after the attainment of independence (1950). The Government of India Act, 1935 provided for the establishment of a Federal Court which would interpret the Act and adjudicate disputes relating to the federal matters. The Act provided for a Federal Court which would consist of one Chief Justice and not more than 8 six judges. The Federal Court was given exclusive original jurisdiction to decide disputes between the Centre and constituent Units. The provision was made for filing of appeals from High Courts to the Federal Court and from Federal Court to the Privy Council. The Federal Court also had jurisdiction to grant Special Leave to Appeal and for such appeals a certificate of the High Court was essential.
This Act gave the authority and command of the railways in India in the hands of a newly established authority called "Federal Railway" consisting of seven members who were free from the control of councillors and ministers. The authority directly reported to the Governor-General of India.
The Act also paved the way for reorganisation of certain parts including the Sindh being carved out of Bombay Presidency, split of Bihar and Orissa and the severance of Burma from India.
IV. Significance of the Act- Conclusion:
Significance:
The Government of India Act of 1935 marked the second milestone towards a completely responsible government in India after the Act of 1919. This Act was passed by the British Government in the year 1935. It was one of the lengthiest Acts at that time as it contained 321 sections and 10 schedules. It was also the last constitution of British India, before the country was divided, in 1947, into two parts-India and Pakistan. Once the act was passed the government saw that it was too lengthy to be regulated with efficiency and thus, the government decided to divide it into two parts for the act to function in a proper manner.
THE Act of 1935 served some useful purposes by the experiment of provincial autonomy, thus we can say that the Government of India Act 1935 marks a point of no return in the history of constitutional development in India. The Government of India Act 1935 curtailed the powers concentrated in the hands of the Central Government and distributed it by ensuring that a decentralised form of government shapes away in India. Separate electorates for women, although they had not asked for it, was quite good for the advancement of women in the decision making process. Even the workers had their separate representation which helped in the advancement of the workers class. This Act was the first attempt to give the provinces an autonomous status by freeing them from external interference. The appointment of the Governor-General and governors, of course, remained in the hands of the British government and they were not responsible to the legislatures. The act never came near the objective that the nationalist movement had been
struggling for. Further, the Act made no substantial change in matters affecting the vital issue of defence.
The Act also holds great importance in the Indian history because it eventually culminated in the fact of the Dominion Status which urged the need for Independence again in the minds of the people. Government of India Act 1935 curtailed the power concentrated in the hands of the Central Government and distributed it among the decentralized form of government. Separate electorates for women, although they had not asked for it, was quite good for the advancement of women in the decision making process. Even the workers had their separate representation which helped in the advancement of the workers class.
The Act was the first attempt to give the provinces an autonomous status by freeing them from external interference. Another reason was that this Act provided voting rights to more people than were given under the Government of India Act, 1919.
This Act also proposed to form the federal government that allowed princes to participate in political affairs of India.
Conclusion:
The Government of India Act, 1935 proved to be a giant leap towards the independence of India and helped in the reorganization of the states. It paved the way for the Indian Independence Act, 1947. British introduced this Act to win the support of modern nationalist and with the aim of maintaining continuity in their rule over the dominion of India. But the Act proved largely to be disappointing because it did not hold out assurance about granting Dominion Status, not did it consider sympathetically the feelings and urges of politically conscious Indian populace. It also said nothing regarding the fundamental rights of the people. It only showed the dominion of the British Government over the Indians. In spite of the drawbacks, the Act had its own significance for this Act provided a basis for negotiation between Britishers and Indians for getting independence. The Government of India Act 1935, however, had introduced several features which later formed the nucleus of the present Constitution. The Government of India Act 1935 marks, in fact, a watershed moment in the Constitutional history of India.
CRIPPS MISSION
I. Overview
The Cripps Mission was an attempt in late March 1942 by the British government to secure full Indian cooperation and support for their efforts in World War II. The mission was headed by a senior minister Sir Stafford Cripps who belonged to the Labour Party. The left-wing Labour party had been traditionally sympathetic to Indian self-rule. However, Cripps was also a member of the coalition War Cabinet led by the Prime Minister Winston Churchill, who had long been the leader of the movement to block Indian independence. Cripps Mission was sent to negotiate an agreement with the nationalist Congress leaders (including Gandhi), most of whose leaders represented the majority Hindu population and Muhammad Ali Jinnah and the Muslim League, who claimed to represent the minority Muslim population. Cripps worked to keep India loyal to the British war effort in exchange for a promise of elections and full self-government (Dominion status) once the war was over. Cripps discussed the proposals, which he had drafted himself with the Indian leaders, and published them. Both the major parties rejected his proposals, and they were also unacceptable to Churchill; no middle way was found and the mission failed. Congress moved towards the Quit India movement whereby it refused to cooperate in the war effort; in response, the British imprisoned practically the entire Congress leadership for the duration of the war.
II. The Mission
Upon his arrival in India, Cripps held talks with Indian leaders and attempted to satisfy all communities through his proposals. He was a friend of Nehru and did his utmost to arrange an agreement. However, the distrust was too huge in gravity and many people of influence did not want a settlement to be reached. He began by offering India full dominion status at the end of the war, with the chance to secede from the Commonwealth and go for total independence. However, in public, he failed to present any concrete proposals for greater self-government in the short term, other than a vague commitment to increase the number of Indian members of the Viceroy's Executive Council. Cripps spent much of his time in encouraging Congress leaders and Jinnah to come to a common, public arrangement in support of the war and government. There was little trust between the British and Congress by this stage, and both sides felt that the other was concealing its true plans. The Congress stopped talks with Cripps and, guided by Gandhi, the national leadership demanded immediate self-government in return for war support.
"The Cripps mission was nevertheless doomed. Its proposals did not, as the Congress demanded, transform the viceroy's council into a cabinet responsible to an Indian legislature, or even transfer the defence ministry to Indian hands. A leftist member of the Labour Party and a friend of Nehru, Cripps did his best to contrive an agreement. But the level of suspicion was simply too high, and too many influential figures did not want the negotiations to succeed." 1 Gandhi too, anticipating a possible British defeat in the war, disdained the Cripps offer as a 'postdated cheque on a failing bank'. There was to be no going back on the promise of post-war independence enunciated in the Cripps offer, but in the eyes of a beleaguered Britain the control of India during the war was essential for victory. 2 Wavell sought to resolve the political deadlock by setting up an executive council wholly Indian (apart from himself and the commander-in-chief) to run an interim government. Though the council would comprise equal numbers of 'Caste Hindus' and Muslims, thus embracing a key Muslim demand, the negotiations collapsed when Jinnah insisted upon the right of the Muslim League to nominate all its Muslim members. Asserting a claim to be 'sole spokesman' for India's Muslims, Jinnah preferred no political advance at all to any acknowledgement of the right of the Congress, or the Punjab Unionists, to represent Muslim opinion. 3
Why Cripps Mission Failed:
The Cripps Mission proposals failed to satisfy Indian nationalists and turned out to be merely a propaganda device for the consumption of the US and the Chinese. Various parties and groups had objections to the proposals on different points—
The Congress 4 objected to:
a. The offer of dominion status instead of a provision for complete independence;
b. Representation of the princely states by nominees and not by elected representatives;
1 BARBARA D. METCALF and THOMAS R. METCALF, "A Concise History of Modern India", Cambridge University Press, Second Edition, 2006, p. 205.
2 Ibid.
3 Ibid at p. 212.
4 Nehru and Maulana Azad were the official negotiators for the Congress.
c. Right of provinces to secede as this went against the principle of national unity;
d. Absence of any plan for immediate transfer of power; and
e. Absence of any real share in defence;
f. Retention of the supremacy of the Governor-General against the wishes and demands of the populace; and
g. Refusal of the demand that the Governor-General be only the constitutional head had not been accepted.
The Muslim League's Objections:
a. It criticised the idea of a single Indian Union;
b. It did not like the machinery for the creation of a constituent assembly and the procedure to decide on the accession of provinces to the Union;
c. It thought that the proposals denied the Muslims the right to self-determination and the creation of Pakistan; and
d. Other groups also objected to the provinces' right to secede. The Liberals amongst Muslims also considered the secession proposals to be against the unity and security of India.
The Hindu Mahasabha criticised the basis of the right to secede. The depressed classes thought that partition would leave them at the mercy of the higher caste Hindus. The Sikhs objected that partition would take away Punjab from them. The explanation that the proposals were meant not to supersede the August Offer but to clothe general provisions with precision cast doubts on the British intentions. The incapacity of Cripps to go beyond the Draft Declaration and the adoption of a rigid "take it or leave it" attitude added to the deadlock. Cripps had earlier talked of "cabinet" and "national government" but later he said that he had only meant an expansion of the executive council. The procedure of accession was not welldefined. The decision on secession was to be taken by a resolution in the legislature by a 60 per cent majority. If less than 60 per cent of members supported it, the decision was to be taken by a plebiscite of adult males of that province by a simple majority. This scheme weighed against the Hindus in Punjab and Bengal if they wanted accession to the Indian
Union. It was not clear as to who would implement and interpret the treaty effecting the transfer of power. Churchill (the British prime minister), Amery (the secretary of state), Linlithgow (the viceroy) and Ward (the commander-in-chief) consistently torpedoed Cripps' efforts. Talks broke down on the question of the viceroy's veto. Gandhi described the scheme as "a post-dated cheque"; Nehru pointed out that the "existing structure and autocratic powers would remain and a few of us will become the viceroy's liveried camp followers and look after canteens and the like". Stafford Cripps returned home leaving behind a frustrated and embittered Indian people, who, though still sympathising with the victims of Fascist aggression, felt that the existing situation in the country had become intolerable and that the time had come for a final assault on imperialism. "The failure of the Cripps Mission embittered the people of India. While they still fully sympathised with the anti-Fascist forces, they felt that the existing political situation in the country had become Intolerable. The Congress now decided to take active steps to compel the British to accept the Indian demand for independence." 5
WAVELL PLAN
The Wavell Plan was first presented at the Shimla Conference in 1945. It was named after Viceroy of India, Lord Wavell. In order to agree on the Wavell Plan the Shimla Conference was convened for Indian self-government, which provided for separate representations on communal lines. Both the plan and the conference failed on account of the Muslim League and the Indian National Congress not coming to an agreement.
Background
The Second World War had caused many socio-economic problems in the British Empire, especially when it came to maintaining their overseas colonies. Thus the British Government saw it fit to grant India the freedom it had been demanding for so long. In addition, the Quit India Movement and an increase in revolutionary activity only made the British position in India tenuous at best. Lord Wavell, who became the Viceroy in 1943, was charged with presenting a formula for the future government of India that would be acceptable to both the Indian National Congress and
5 BIPIN CHANDRA, "Modern India", National Council of Educational Research and Training, 1981, p. 297.
the All-India Muslim League making way for a smooth transition of power. Lord Wavell was considered an appropriate person for this task because he had been the head of the Indian Army and thus had a better understanding of the Indian situation. In May 1945 Wavell visited London and discussed his ideas with the British Government. These London talks resulted in the formulation of a definite plan of action which was officially made public simultaneously on 14 June 1945 by L.S. Amery, the Secretary of State for India. The proposals of the Wavell Plan can be summarised as follows:
The Viceroy's Executive Council was to have all Indian members except the Viceroy himself and the Commander-in-Chief.
The council was to have a 'balanced representation' of all Indians including 'caste-Hindus', Muslims, Depressed Classes, Sikhs, etc. Muslims were given 6 out of 14 members which accounted for more than their share of the population (25%).
The Viceroy/Governor-General would still have the power of veto but its use would be minimal.
The foreign affairs portfolio would be transferred from the Governor-General to an Indian member. The defence would be handled by a British general until the full transfer of power was made.
A conference would be convened by the Viceroy to get a list of all the members recommended to the Council from all parties concerned. In case a joint list was not agreed upon, separate lists would be taken from the parties. This was to be the Shimla Conference.
If this plan worked, similar councils would be formed in all provinces comprising of local leaders.
Failure/Drawbacks of Wavell Plan
Lord Wavell invited 21 political leaders including Mahatma Gandhi and Jinnah to Shimla, the summer capital of British India, to discuss the Wavell Plan on June 25th, 1945. It eventually faced a setback because of the following drawbacks:
- The conference was a failure because the League and the Congress could not settle their differences.
- Jinnah insisted that only League members could be the Muslim representatives in the Council, and opposed to the Congress nominating Muslim members. This was because Jinnah wanted the League to be the sole representative of Muslims in India. Congress would never agree to this demand.
- In the Wavell Plan, there were 6 Muslim representatives out of 14 members, which was more than the Muslim share of the population. Despite this, the League wanted the power of veto to any constitutional proposal which it believed was not in its interest. Congress opposed this unreasonable demand also.
- Jinnah refused to give the names to the council unless the government acknowledged that only the Muslim League was the exclusive representative of Indian Muslims.
- The Wavell Plan, thus, was dissolved with the failure of the conference. And with it the last chance to avoid partition.
- After this, the war ended and a new Labour government was elected in Britain. This new government was intent on giving independence to India without much delay and sent the Cabinet Mission with that purpose.
Summary:
The idea behind the Wavell Plan was to reconstruct the governor-general's executive council until the preparations for the new constitution were complete. For this purpose, a conference was convened by the viceroy, Lord Wavell, at Shimla in June 1945. The main proposals of the Wavell Plan were as follows.
All members of the executive council were to be Indian except the Governor-General and the Commander-in-Chief;
Caste Hindus and Muslims were to have equal representation;
The reconstructed council was to function as an interim government within the framework of the 1935 Act (i.e. not responsible to the Central Assembly);
The governor-general was to exercise his veto on the advice of ministers;
Representatives of different parties were to submit a joint list to the viceroy for nominations to the executive council and if this was not possible then separate lists were to be submitted; and
Possibilities were to be kept open for negotiations on a new constitution once the war was finally won.
CABINET MISSION
Background
In February 1946, the Atlee government (Clement Atlee) announced the decision to send a high-powered mission of three British cabinet members to India to find out ways and means for a negotiated, peaceful transfer of power to India. The members consisted of Pethick Lawrence, Secretary of State for India; Stafford Cripps, President of the Board of Trade; and A.V. Alexander, First Lord of Admiralty with Pethick Lawrence was the chairman of the mission and this is referred to as Cabinet Mission. The Cabinet Mission reached Delhi on March 24, 1946. It had prolonged discussions with Indian leaders of all parties and groups on the issues of interim government and principles and procedures for framing a new constitution giving freedom to India. As the Congress and the League could not come to any agreement on the fundamental issue of the partition or unity of India, the mission put forward its own plan for the solution of the constitutional problem in May 1946.
Highlights
a) Rejection of the demand for a full-fledged Pakistan:
The demand was rejected because of the following reasons:
- The Pakistan so formed would include a large non-Muslim population, almost 38 per cent in the North-West and 48 per cent in the North-East;
- The very principle of communal self-determination would claim separation of Hindu-majority western Bengal and Sikh- and Hindu-dominated Ambala and Jullundur divisions of Punjab (already some Sikh leaders were demanding a separate state if the country was partitioned);
- Deep-seated regional ties would be disturbed if Bengal and Punjab were partitioned;
- Partition would entail economic and administrative problems;
- This would also necessitate the division of the armed forces which could have been viewed as potentially dangerous.
b) The existing provincial assemblies were distributed into three sections: Section-A: Madras, Bombay, Central Provinces, United Provinces, Bihar and Orissa (Hindu-majority provinces)
Section-B: Punjab, North-West Frontier Province and Sindh (Muslim-majority provinces) Section-C: Bengal and Assam (Muslim-majority provinces);
c) Three-tier executive and legislature at provincial, section and union levels;
d) A constituent assembly was to be elected by provincial assemblies by proportional representation (voting in three groups—General, Muslims, Sikhs). This constituent assembly would be a 389-member body with provincial assemblies sending 292, chief commissioner's provinces sending 4, and princely states sending 93 members;
e) In the constituent assembly, members from groups A, B and C were to sit separately to decide the constitution for provinces and if possible, for the groups also. Then, the whole constituent assembly (all three sections A, B and C combined) would sit together to formulate the union constitution;
f) Though a common centre would control defence, communication and external affairs, a federal structure was envisaged for India;
g) Questions pertaining to communities or being of communal nature and sought to be decided in the central legislature were to be decided by a simple majority of both communities present and voting;
h) Provinces were to have full autonomy and residual powers;
i) Princely states were no longer to be under paramountcy of the British government. They would be free to enter into an arrangement with successor governments or the British government;
j) After the first general elections, a province was to be free to come out of a group and after 10 years, a province was to be free to call for a reconsideration of the group or the union constitution;
k) Meanwhile, an interim government was to be formed from the constituent assembly.
Objectives
- To obtain an agreement with Indian leaders as to the framing of a constitution for India.
- To formulate a constitution-making body (the Constituent Assembly of India).
- To establish an Executive Council with the support of the major Indian parties.
Failure and Reasons
The main reasons for the failure of the Cabinet Mission are given below:
The Congress Party wanted a strong centre with minimum powers for the provinces while as the Muslim League wanted strong political safeguards for the Muslims which included the demand for a parity in the legislatures. Since both parties had many ideological differences and could not find common ground, the mission came up with its own set of proposals in May 1946;
The Congress was not keen on the idea of the groupings of provinces on the basis of Hindu-Muslim majority and vying for control at the centre. It also opposed the idea of a weak centre while the Muslim League did not want any changes to the proposals;
Since the plan was not accepted, a new plan was proposed by the mission in June 1946. This plan proposed the division of India into a Hindu-majority India and a Muslimmajority India later to be renamed Pakistan. A list of princely states was also made that could either join the union or remain independent. The Congress Party under Jawaharlal Nehru did not accept the second plan. Instead, it agreed to be part of the constituent assembly;
Jinnah and the League objected to the new central government. He geared to agitate for Pakistan and urged Muslims to demand Pakistan by any means. He called for 'Direct Action Day' on 16 August 1946;
This call led to widespread communal rioting in the country with 5000 people being killed on the first day in Calcutta. Communal riots spread to many other areas notably Noakhali and Bihar. There was a call for the partitioning of the country on account of the riots. Sardar Vallabhbhai Patel was one of the first Congress leaders to acknowledge the inevitability of the partition as a means to stop the brutal violence.
Conclusion
The Cabinet Mission Plan was a statement made by the Cabinet Mission and the Viceroy, Lord Wavell, on May 16, 1946, that contained proposals regarding the constitutional future of India in the wake of Indian political parties and representatives not coming to an agreement. The Mission had to deal with a major obstacle which was the two main political parties, the Indian National Congress and the Muslim League, having fundamental differences over India's future. The Mission, at the Shimla Conference, attempted to facilitate an agreement between the Muslim
League and the Congress. When this failed, the Mission came out with its own proposals known as the Cabinet Mission Plan—around nine pages long and organised around twenty-four points. The core of the Plan was Point 15 which laid out the basic form of the future constitution of India. Point 15 consisted of six sub-points that proposed the basic form of the Constitution of India; strikingly, all of which related to the federal structure of India. The Plan rejected the Muslim League demand for a separate state of Pakistan and instead called for an Indian Union that consisted of British provinces and the Princely States. While the Plan rejected Pakistan, it proposed a unique federal set-up that it hoped would be acceptable to the Congress Party and the Muslim League: it introduced the concept of grouping/sections; provinces and princely states were free to form groups under the Union, having a legislature and executive, enjoying significant autonomy. The Plan is also referred to as the 'State Paper'. It had a significant influence over the deliberations of the Constituent Assembly during its initial stages, particularly the debates around Nehru's Objective Resolution and federalism. The Assembly acknowledged that it was a creation of the Plan; it wanted to, as far as possible, adhere to the Plan's proposals as means of maintaining its legal legitimacy. | <urn:uuid:d88c4c0e-4680-4630-9c30-f2094e5761fe> | CC-MAIN-2023-23 | http://law.uok.edu.in/Files/5ce6c765-c013-446c-b6ac-b9de496f8751/Custom/UNIT%20III.pdf | 2023-06-02T14:40:19+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648695.4/warc/CC-MAIN-20230602140602-20230602170602-00495.warc.gz | 28,142,889 | 8,997 | eng_Latn | eng_Latn | 0.997977 | eng_Latn | 0.998703 | [
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SCIENCE AND TECHNIQUES PREPARATORY SCHOOL OF ORAN
Maxwell's theory of electromagnetism
In the mid 1800s Michael Faraday performed many ground breaking experiments in the area of electricity and magnetism. He believed there was an intimate connection between the two and his experiments bore that out. He also believed that light was related as well. His experiment showing that the polarization of light passing through a medium (quartz) was changed by the presence of a strong magnetic field (now called the Faraday rotation) convinced him he was on the right track. However, Faraday was not an experienced theorist and could develop a theory to further his conviction. In the 1860s another British scientist James Clerk Maxwell took up Faraday's cause. Maxwell was an experienced theorist (probably one of the top physicists ever) and developed the mathematical theory into one of the pinnacles of modern physics. Maxwell's theory of electromagnetism was quickly hailed as a major advancement in human knowledge. In his theory, he formally unified electric and magnetic phenomena and in the process posited a new phenomena, electromagnetic waves. The mathematics stipulated that these waves travel at a speed of approximately 3 _ 108m s which he knew was close to the speed of light. He hypothesized that this new entity was actually light. His idea was experimentally verified about 20 years later by Heinrich Hertz.
Maxwell's theory unified not only electrical and magnetic phenomena but also optics. It was understood later that other phenomena, radio waves, X rays, gamma rays, microwaves, infrared and ultraviolet radiation all were electro-magnetic waves. Maxwell's work was immediately hailed as a success and has withstood the test of time by not being modified in the 150 years of its existence. For within his theory the budding elements of special relativity were built in, i.e. Maxwell's theory is a special relativistic theory of electromagnetic radiation. Even though the later quantum theory would change the view of light is, Maxwell's equations are still valid within it.
Reading comprehension: 6.5
1. Title of the text:
Maxwell's theory of electromagnetism. 1
2.
True 1
True 1
3. Relationship=connection 0.5
Gathered= unified 0.5
Mentioned=stipulated 0.5
Achievement=success 0.5
Suggested=hypothesized 0.5
4. although/ despite ….. 1
SCIENCE AND TECHNIQUES PREPARATORY SCHOOL OF ORAN
SECOND WRITTEN TEST 2
Exercise 1: 5
Example:
Th chlorophyll, CO2 is transformed into oxygen, (because of)
-> Thanks to chlorophyll, CO2 is transformed into oxygen.
1. A superficial interpretation of statistics may leads to erroneous conclusions, (have as a consequence)
2. The airports are being enlarged, thus/therefore we can expect an increase in the tourist industry, (consequently)
3. due to rising temperatures, the average thickness of polar ice is only half as much as it was 10 years ago. (because of)
4. New data supplied by the human genome project is going to spark off a revolution in medical research, (cause, start)
5. In statistics, when the number of possible outcome is 0, it indicates that an event will never occur, (consequences, results)
6. The accident resulted in two deaths from multiple organ failure, (had as a consequence)
7. Lake Geneva is becoming severely deoxygenated during the summer months owing to the hydroelectric dams built in the upper Rhone, (because of)
8. The C02 produced in respiration is a by-product of metabolism, (collateral,secondary result)
9. In surgical operations, serum rather than plasma is often used since it is more readily available, (because)
10. New York City has spent $10 million on mosquito control, thereby reducing viral health risks to the population, (by doing this, thus)
Exercise 2 :Link the two halves of the sentences together 2.5
1 . / J * 2 . / a * 3 . / f * 4 . / h * 5 / d * 6 . /e* 7/c * 8 . /g * 9 . /b * 10./i
Exercise3: Match the meaning of the verb with the definition and then write in the correct particle for each verb: IN • OF • UP • OUT • FOR • ON. 3.5
1. When visibility is reduced, airports rely on radar control.
2. In 1830, Babbage designed a machine to carry out complex arithmetical calculations.
3. A protein may consist of several polypeptide chains held together by weak molecular bonds.
4. In 1937, four Soviet scientists set up temporary scientific stations on drifting icebergs in the Arctic.
5. Chemists can work out the number of carbon atoms from the weight of the object growth of body hair, and changes in the larynx.
6. It is the ability to use the Sun and the stars to navigate which accounts for the migration of birds.
7. The level of pH depends on the strength of the acid
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Dhofar Eco Bug
Infecting the nation with an environmental conscience...
19 June 2012
Could We Grow Fruit Trees in the Omani Desert?!
Well, if a certain Dutch inventor is to be believed, then the answer is a resounding yes and we could do so without irrigation!
Pieter Hoff is the founder of a company that has pioneered a planting technology called Groasis. Yesterday he was in Salalah to give a presentation at Dhofar University and introduce the concept to us.
Mr. Hoff began by talking about the global problem of depletion of groundwater reserves. He stated that 4 countries in the world have no groundwater at all. He didn't say which countries these were, but if that statistic is true then it is truly shocking. He also went on to talk about how groundwater is becoming contaminated with salt water (an issue which apparently exists here in Oman). With this shortage of water and a growing population (expected to hit 10 billion in the next 25-35 years) he concluded that there needed to be a way for agriculture to use less water. It was this thinking that led him to develop the 'waterboxx'.
Mr. Hoff pointed out that, in nature, trees can and do grow in the desert and in rocky areas. Anyone who has visited the desert here will know this to be true. In other words, there is enough rainfall in the desert to sustain plant life. The problem isn't actually the quantity of rainfall (more rain falls in the desert than we imagine) but the fact that it all falls in a very short time period (perhaps 2 weeks). Seeds therefore germinate when the rain falls, but then everything dries up and the young plants die. Without getting too scientific, Mr. Hoff's 'waterboxx' is a bio-mimicry technology - in other words it copies how Mother Nature solves the problem of growing trees in desert regions. The waterboxx assists the tree through the planting period until it can reach natural water and self-sustain. A lot of this is to do with having the right kind of roots (called primary roots) which allow a plant to break through hard ground (even rock) to reach water. Mr. Hoff explained this very well, but I suspect I'm failing to! Anyone wishing to understand the subject better would be well advised to look at the website!
Overall, the technology came across as simple yet clever and, importantly, affordable. No irrigation is necessary and it appears to have an excellent success rate, judging by existing projects in various countries around the world. In future there are also plans to make the waterboxxes from cellulose material. In a country like Oman, that would mean being able to make the system from readily available materials like palm leaves.
Whilst Groasis is evidently a business and Mr. Hoff will of course have a vested interest in its success, I really found his argument to be very persuasive. If this technology works and is adopted it could have multiple positive effects - reduced reliance on
About Me
Dhofar Eco Bug
Salalah, Dhofar, Oman
Dhofar Eco Bug aims to help conserve the natural beauty and biodiversity of the Sultanate (and Dhofar in particular) through increased awareness of, and action on, environmental issues in the region. This 'bug' hopes to be highly contagious - infecting the nation with an environmental conscience!
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Could We Grow Fruit Trees in the Omani Desert?!
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groundwater, reforestation of desert areas, food production and a reduction in carbon dioxide emissions due to an increase in trees. It seems like a very good result. Interestingly, a planting experiment using this technology has already taken place in Sohar Free Zone. I don't know when it was initiated, but it would certainly be of interest to know how it is proceeding.
Incidentally, I should say that I am in no way affiliated to the company - I just found the product to be very interesting and thought you might too!
Mr. Hoff says that his dream is to replant the 2 billion hectares of land that man has cut over the last 2000 years. I wish him every success!
Image reproduced from http://www.groasis.com/en/photos/photoalbum/oman
Posted by Dhofar Eco Bug at 20:13
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Labels: deforestation, dhofar university, groasis, oman, pieter hoff, salalah, tree planting, waterboxx
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WHAT ARE CARBOHYDRATES?
Carbohydrates are a major macronutrient and the primary source of energy for the body and brain. In terms of structure, there are two types of carbohydrates: SIMPLE & COMPLEX.
They are called carbohydrates because, at the chemical level, they contain carbon, hydrogen and oxygen.
Unlike essential amino acids and fatty acids, there are no essential carbohydrates. This means we can obtain everything we need nutritionally from other food sources, so carbs are not necessary to maintain life.
SIMPLE CARBOHYDRATES
These are the smallest and simplest type of carbohydrates, known as mono- and disaccharides, meaning and they contain only one or two subunits of sugar. These type of carbs are quickly absorbed in the small intestine, resulting in a spike in blood sugar and a boost of energy.
Common sources:
Sugar and syrups
Candy
Cereals
Sodas
COMPLEX CARBOHYDRATES
Complex carbohydrates, are called polysaccharides since they have more than two subunits of sugar linked together. These types of carbs take longer for the body to be broken down. The slower digestion means that there is no rapid spike in blood sugar, and the energy release is prolonged.
Common sources:
Vegetable
THE GLYCEMIC INDEX
The glycemic index or GI is a popular concept used to determine the effect of certain carbohydrates on blood sugar levels in the body. It, therefore, represents the metabolic response of the body to the carbohydrates we eat and is classified into 3 groups:
Low GI foods = <55 GI value
Medium GI foods = 56 – 69 GI value
High GI foods = 70 or greater
Foods that have a low GI do not raise blood glucose levels as much, nor as fast as foods that have a high GI.
THE GLYCEMIC LOAD
The glycemic load or GL was introduced to represent the glycemic index and the carbohydrate content in a serving of carbs, thus representing the quality and quantity.
Therefore foods with a higher amount of protein, fat or acidity, will help blunt the glucose response, improving blood sugar levels.
Low GL = <10
Medium GL = 11-19
High GL = >20
THE GLYCEMIC INDEX & GLYCEMIC LOAD
Below is a table that shows some of the common foods that their respective glycemic index and load:
Glycemic Indices & Glycemic Loads of Common Foods
THE ROLE OF CARBOHYDRATES
Although not essential in the diet, carbohydrates can have some critical functions to play:
1. The primary source of energy for the body and brain
2. Protein sparing and prevents ketosis
3. Facilitates the body's metabolism of fat
4. Source of B vitamins for cholesterol metabolism
CARBOHYDRATE REQUIREMENTS
There's no precise definition of exactly how many carbs should make up someone's diet, as what might be right for one person may not be for the next. An individual's optimal intake depends on age, gender, body composition, activity levels, personal preference, food culture and current metabolic health.
People who are physically active and have more muscle mass can tolerate a lot more carbohydrates than those who are sedentary.
Metabolic health is also a significant factor, as, for those with metabolic syndrome, obesity or type II diabetes, the rules change significantly.
CARBOHYDRATE REQUIREMENTS FOR FAT LOSS
High Carb Diet – 200g+ per day
Some people do very well on a higher carb diet, eating even up to 300-400g per day while still losing body fat. Most are not so lucky, and those who can, usually follow into the same category – young, lean, active lifestyle and metabolically efficient.
Moderate Carb Diet – 100-200g per day
This is a very common daily carb range for the majority of active and healthy people looking to lose body fat. This still allows for some starch in the diet, yet limits the amount quite significantly.
Low Carb Diet – <100g per day
This can be described as a ketogenic diet – one in which no starchy carbs (or very little) are consumed daily. This is when the body is forced to use fat for energy. | <urn:uuid:190a0611-41a6-46f4-a4a0-ba9d049d912f> | CC-MAIN-2023-23 | https://mandymeyer.com/wp-content/uploads/2022/03/Carbohydrate-Guide-Mandy-Meyer-Online-Coaching.pdf | 2023-06-02T15:55:46+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224648695.4/warc/CC-MAIN-20230602140602-20230602170602-00498.warc.gz | 421,272,342 | 874 | eng_Latn | eng_Latn | 0.978946 | eng_Latn | 0.997182 | [
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Read Book Kinns Chapter 27 Answer Key Pdf For Free
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provides activities and games for practice of the target language. An edition without answers is also available. Developed for the AQA Specification, revised for the new National Curriculum and the new GCSE specifications. The Teacher File contains detailed support and guidance on advanced planning, points of emphasis, key words, notes for the non-specialist, useful supplementary ideas and homework sheets. Dear fellow Chinese-speakers, this all-in-one package is your ultimate choice for your IELTS exam preparation. For Book 1 IELTS Tips, we analyse, in Chinese, the four papers of IELTS: Listening, Reading, Writing and Speaking, and discuss every single question type you may encounter in each of them. Hands-on trials are provided so that you know how to tackle them. For Book 2 IELTS Practices & Solutions, 4 sets of practice papers, each consisting of Listening, Reading (Academic), Reading (General Training), Writing (Academic), Writing (General Training) and Speaking tests, are provided to familiarise you with the real examination and boost your confidence. Detailed suggested answers with Chinese explanations are included to show you how to get marks, and why. You will also find full tapescripts of listening tests with remarks on where the answers come from at the end of the book for easy reference. Both titles include all audio files needed in MP3 format.
??????????????????????????????? ??1????????????????? ?????????????Listening???Reading???Writing???Speaking ???????????????????????????????????????????????? ??2?????????????????4??????????????Listening?Reading (Academic)?Reading (General Training)?Writing
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(Academic)?Writing (General Training)?Speaking????????? ??????????????????????????????????????????????????? ??????????????????????????????????????????????? ????????????MP3???? SGN.The Chandresh Agrawal's CUET (UG) PDF Section 3 - General Test: Numerical Ability Subject Only eBook Covers Study Material Plus Objective Questions Asked In Various Competitive Exams With Answers. The Teacher's Guide includes standards-based lessons, scoring rubrics, examples of corrected practice tests, and complete background information. The Constitution introduces students to the Preamble, the Articles of the Constitution, and the Amendments that followed. The activities will help students explore why the Constitution was needed in the first place and what arguments and compromises were made in order to make it happen. Students will meet the signers of the document and learn about the process they went through to draft the final version. Activites include games, interpreting political cartoons, vocabulary, constructing a time line and government tree. This is a Student workbook for the Grade 10 students with full answer key. More info and free material can be found at: http://ibmathworkbooks.webnode.es/ The index of the workbook is: CHAPTER 1 - ALGEBRA 1.1 Order of operations 1.2 Decimals and fractions 1.3 Percentages 1.4 Prime numbers LCD and GCD 1.5 Types of numbers 1.6 Roots and rationalization 1.7 Interval notation and inequalities 1.8 Exponents 1.9 Equations 1.10 Expanding and factoring 1.11 Evaluating expressions 1.12 Equations with absolute value 1.13 Logarithms and logarithmic equations
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Informed by Cambridge's unique searchable database of real exam candidates' answers, the Cambridge English Corpus, Complete Key for Schools includes examples and exercises which tackle common problem areas at this level. The CDROM contains grammar and vocabulary exercises for motivating, flexible study. A Student's Book with answers is also available. College Algebra provides a comprehensive exploration of algebraic principles and meets scope and sequence requirements for a typical introductory algebra course. The modular approach and richness of content ensure that the book meets the needs of a variety of courses. College Algebra offers a wealth of examples with detailed, conceptual explanations, building a strong foundation in the material before asking students to apply what they've learned. Coverage and Scope In determining the concepts, skills, and topics to cover, we engaged dozens of highly experienced instructors with a range of student audiences. The resulting scope and sequence proceeds logically while allowing for a significant amount of flexibility in instruction. Chapters 1 and 2 provide both a review and foundation for study of Functions that begins in Chapter 3. The authors recognize that while some institutions may find this material a prerequisite, other institutions have told us that they have a cohort that need the prerequisite skills built into the course. Chapter 1: Prerequisites Chapter 2: Equations and Inequalities Chapters 3-6: The Algebraic Functions Chapter 3: Functions Chapter 4: Linear Functions Chapter 5: Polynomial and Rational Functions Chapter 6: Exponential and Logarithm Functions Chapters 7-9: Further Study in College Algebra Chapter 7:
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Taxonomy Of Behavioral Objectives For Habilitation Of Mentally Handicapped Persons
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Psalm 27 Victory In Gods Presence
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St Mary's Nursery School
Principal: Mrs Sinéad Hoy MEd
Promoting Positive Behaviour Statement
The Golden Rules in our school are:
Gentle Hands
Walking Feet
Quiet Voices
It is our intention to work with parents to promote a safe and secure environment in the Nursery where children can play and learn free from harm. Parents and staff (including temporary staff and students) will be given a copy of the school's Promoting Positive Behaviour Policy. Behaviour Management in the school will be in accordance with the guidelines outlined by the B.E.L.B Psychology Department. All staff are trained in conflict resolution in the Nursery and follow an agreed policy on resolving conflict.
We will encourage Positive Behaviour by –
1. Modelling appropriate behaviour; ensuring the children see and hear us displaying good manners to each other as adults; ensuring they hear us saying please and thank-you.
2. Praising and highlighting appropriate behaviour; catching the children being good and commenting on it; keeping sentences short and precise. (Overloading with long sentences means the child will only hear and retain the last part.)
3. Actively talking and listening to the child.
4. Playing with and alongside the child.
5. Promoting the development of Early Literacy through our Language Policy.
6. Teaching the children to be both assertive and co-operative.
The staff will endeavour to promote a consistency of approach that is both fair and firm. We will include the parents in our policy by keeping them informed and involving them fully in the life of the school.
Dealing with inappropriate behaviour
The staff will look out for early triggers or warning signs that inappropriate behaviour is imminent. We will alert other staff members and attempt the following delusion strategies.
1. Interruption
2. Distraction
3. Redirection
4. Ignore
5. Humour
6. Remove
Strategies for Conflict Resolution - adopted in St Mary's Nursery School
Everyone's feelings should be respected.
Children are learning –
- The language of social interaction
- To respect different opinions
- To express their feelings
- To respect the feelings of others
Strategies for Conflict Resolution - adopted in St Mary's Nursery School
Approach calmly Acknowledge feelings Gather information Restate the problem Ask for ideas for a solution Give follow-up support
Conflict Resolution in the Nursery
What children learn from resolving conflict.
- Their self-esteem is supported by the win-win approach.
- It is OK to have a variety of feelings including anger, but to express feelings appropriately.
- Children acquire a feelings vocabulary. Acknowledging feelings helps children to calm down.
- Other children also have feelings and wants.
- Problems can be talked about and sorted out.
- Adults are supportive, helpful and trustworthy.
- It builds relationships between children.
- Children can become independent problem solvers if they see the process modelled over and over again.
- Children learn to be assertive and not aggressive.
- Timid or passive children can also learn to be assertive.
- The process helps children to become resourceful, socially adept and emotionally resilient.
Safeguarding our Children Policy Statement (Child Protection)
It is the policy of the staff of St Mary's Nursery School to safeguard the welfare of children by protecting them from all types of harm.
At St Mary's we shall ensure that:
- All staff and parent volunteers have completed relevant vetting procedures before taking up post or working with children in St Mary's Nursery School.
- Our Designated Child Protection Officer is Mrs Hoy and the Deputy Designated Child Protection Officer is Mrs Friel in Mrs Hoy's absence. Both Mrs Hoy and Mrs Friel have undertaken the appropriate training and update this as needed.
- Strict procedures are set up and followed with regard to –
- Toileting
- Arrival and departure
- Story time
- Outdoor activities
- School trips.
- Strict procedures with regard to reporting and recording of suspected harm are adhered to. Any concerns should initially be directed to Mrs Hoy, our Designated Teacher for child protection.
- Parents are made aware of our procedures – initially at the Parents Meeting in May, after which a full copy of our Child Protection Policy is available on request, or alternatively, policies are available for download on our school website
Intimate Care Policy
All children have the right to be safe and to be treated with dignity. These guidelines are designed to safeguard children and staff. They apply to every member of staff involved with the intimate care of children at St Mary's Nursery School
Principles of Intimate Care
The following are the fundamental principles upon which this policy and guideline are based:
[x] Every child has a right to be safe
[x] Every child has the right to personal privacy (as far as possible)
[x] Every child has the right to be valued as an individual
[x] Every child has the right to be treated with dignity and respect
[x] Every child has the right to be involved and consulted in their own intimate care to the best of their abilities
[x] Every child has the right to express their views on their own intimate care and to have such views taken into account (where appropriate)
[x] Every child has the right to have levels of intimate care that are as consistent as possible.
1. Involve the child in their intimate care. Try to encourage a child's independence as far as possible in his/her intimate care. Where the child is fully dependent talk with him/her about what task you are going to do.
2. Treat every child with dignity and respect and ensure privacy appropriate to the child's age and situation. Intimate care of a child may be carried out in a one-to-one manner, however, staff will always make another staff member is aware of the task being undertaken.
3. Make sure practice in intimate care is consistent. A consistent approach to intimate care is essential
4. Be aware of own limitations. Staff only carry out intimate care activities that they understand and feel competent to carry out. If any staff member is in doubt – ask the Principal.
5. Promote positive self-esteem and body image. We recognise that confident, self assured children are less vulnerable to sexual abuse. The approach St Mary's Nursery School staff take to intimate care can convey lots of messages to a child about their body worth. Routine intimate care of the child should be relaxed, enjoyable and fun.
Anti-Bullying Policy
It is intended that the Anti-Bullying Policy in place within our school should be implemented hand in hand with our Safeguarding (Child protection), Pastoral Care and Promoting Positive Behaviour policies.
It is the policy of St Mary's Nursery School that all pupils, staff, parents and students be protected from any forms of bullying whilst in attendance or working for the school. As a staff, we have defined bullying as any unwanted or unwelcome behaviour towards any person.
Incidents which occurs between children
Examples which might be seen in relation to children within the Nursery school include:
- The persistent hitting of a child
- Taking things off a child
- Encroaching on a child's space
- Destroying creations
- Preventing child from moving
Staff deal with any such incidents in accordance with our Promoting Positive Behaviour Policy. | <urn:uuid:b89028db-4f35-45a8-92fb-71483ad1e6c4> | CC-MAIN-2021-25 | https://stmarysnurseryschool.com/viewResource?id=856 | 2021-06-18T02:50:58+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487634616.65/warc/CC-MAIN-20210618013013-20210618043013-00120.warc.gz | 491,507,066 | 1,466 | eng_Latn | eng_Latn | 0.998578 | eng_Latn | 0.998836 | [
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Rosetta comet likely formed from two separate objects
28 September 2015
The Aug. 22, 2014 photo taken by the Navcam of the Rosetta space probe and released by European Space Agency ESA on Monday, Sept. 28, 2015 shows Comet 67P/Churyumov–Gerasimenko. Researchers have now concluded that the comet was probably formed when two separate objects collided during the early stages of the Solar System, according to a paper published Monday in the journal Nature. (ESA/Rosetta/Navcam via AP)
The characteristic "rubber duck" shape of the comet carrying a European robot probe through space was the result of a low-velocity impact billions of years ago between two objects which fused, a study said Monday.
Comet 67P/Churyumov-Gerasimenko's quirky double-lobed form left scientists scratching their heads ever since the ancient cosmic traveller first came into the Rosetta spacecraft's viewfinder last year.
Was it the result of a crash, or did the central "neck" linking the comet's "head" and "body" form through a process of erosion?
Now an international team says it has solved the riddle, affirming in the science journal Nature that: "comet 67P/Churyumov-Gerasimenko is (made) of two distinct objects".
"We conclude that gentle, low-velocity collisions occurred between two fully formed kilometre-sized cometesimals (mini-comets) in the early stages of the Solar System", which formed some 4.6 billion years ago, the scientists said.
The proof, they explained, was found in differences between the onion-like layers of the two lobes.
Using sophisticated imaging systems on board Rosetta, the team discovered that the larger lobe was made up of layers up to 650 metres (2,100 feet) thick, "clearly independent" of the layers in the smaller portion.
But there were many similarities, which suggested the two mini-comets "formed completely independently" before bumping into one another, the scientists said.
"These two bodies should have collied very slowly and merged very slowly otherwise we would not have this ordered (onion-like) structure," team member Matteo Massironi said in a webcast press briefing on Monday.
1 / 3
Bumpy landing
Six months later came the shock: as the icy dust ball came into focus, it became clear that 67P had a highly irregular rubber-duck silhouette, not the uniform potato shape scientists had expected.
This limited the choice of landing site for Rosetta's precious payload: a 100-kilogramme (220-pound), washing machine-sized robot lab dubbed Philae, designed to sniff and prod the comet on site.
ROSETTA-OSIRIS view of 67P/ChuryumovGerasimenko comet. In the foreground is the head with roundish pits of layered material and smooth surfaces of incoherent deposits, in the background the irregular, fractured and stratified morphology of the body, inbetween the smooth Hapi region. The image has been acquired by the OSIRIS Narrow angle camera on 2014-09-20 at a distance of 27.6 km from the comet. Credit: ESA/Rosetta/MPS for OSIRIS Team MPS/UPD/LAM/IAA/SSO/INTA/UPM/DASP/IDA
He added the "two pieces were probably not formed in the same place, but formed in the same way."
The European Space Agency's Rosetta craft arrived at the comet, and entered its orbit, on August 6 last year after a decade-long, 6.5-billionkilometre (four-billion-mile) journey through space.
After its launch in March 2004, the craft was catapulted around the Solar System with gravity boosts from Mars and Earth on four flybys between 2005 and 2009, before being placed in hibernation in June 2011 to conserve energy.
It awoke in January last year, and started its comet approach.
3D shape model and gravity field vectors of the 67P/Churyumov-Gerasimenko comet. The green line represents the local gravity vectors. Credit: ESA/Rosetta/MPS for OSIRIS Team MPS/UPD/LAM/IAA/SSO/INTA/UPM/DASP/IDA
Finally, on November 12 last year, Philae touched down after a nail-biting seven-hour, 20-kilometre descent from Rosetta, but the landing was bumpy and the little probe ended up in a shaded ditch.
It had enough onboard power for three days of experiments before going to sleep on November 15.
But as 67P drew closer to the Sun, Philae recharged and woke up on June 13, only to fall silent again less than a month later after eight intermittent communications with Earth.
2 / 3
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Rosetta, in the meantime, has continued its cometprobing duties with a palette of 11 science instruments—cameras, radar, microwave, infrared and other sensors to analyse the comet surface and gases escaping from it.
The mission was conceived to unravel the mysteries of comets, which many scientists believe "seeded" early Earth with some of the ingredients for life.
"This work proves for the first time that gentle collisions and merging do occur and lead to bilobate (dual-lobe) shape bodies in the Early Solar System," Massironi told AFP by email.
"Our results may provide an important clue on how the planets and the comets formed, and in the latter case where."
More information: The two independent and primitive envelopes of the bilobate nucleus of comet 67P, DOI: 10.1038/nature15511
© 2015 AFP
APA citation: Rosetta comet likely formed from two separate objects (2015, September 28) retrieved 17 June 2021 from https://phys.org/news/2015-09-rosetta-comet.html
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St Mary's Nursery School
- Principal: Mrs Sinéad Hoy MEd▪
Promoting Positive Behaviours Behaviour Management Policy
It is our intention to work with parents to promote a safe and secure environment in the Nursery where children can play and learn free from harm. Parents and staff (including temporary staff and students) will be given a copy of the school's promoting positive behaviour policy. Behaviour Management in the school will be in accordance with the guidelines outlined by the B.E.L.B Psychology Department. All staff are trained in conflict resolution in the Nursery and follow an agreed policy on resolving conflict.
Positive Behaviour Procedures carried out by Permanent Staff
1. For a minor breach of discipline (for example running or shouting) a child will be spoken to by a staff member and a reason given why that behaviour is not acceptable. At no time will staff raise their voice or point their finger at a child to maintain or reinforce acceptable behaviour.
2. For a serious breach of discipline (for example causing damage to property or minor injury to others) the child will be withdrawn from the situation, spoken to and quietly reasoned with and brought to a table- top toy.
3. For a more serious breach of discipline, Positive Behaviour Procedure 2 will apply and parents will be informed of the serious nature of the incident. It is expected that the parents will support and reinforce the teacher's actions at home.
4. Where a child is continually disruptive or destructive in the nursery and Positive Behaviour Procedures numbers 1, 2 and 3 above have proved ineffective the principal may decide to shorten the child's day and seek advice if necessary from EANI, Belfast Region advisors and if appropriate, set up a behaviour management programme. Support from the Harberton Outreach Service may be necessary.
Managing Behaviour
Staff is aware that anger management at this stage is important in modifying later behaviour. The following behaviours contribute to Anti–social behaviour in 3 year olds and as such require appropriate intervention from staff.
1. Overactive, restless behaviour.
2. Poor concentration.
3. Attention seeking.
5. Difficult to control.
4. Tempers.
It is important to observe the children to see what comes before the behaviour. Behaviour rarely comes without a prior trigger in the child's life for example bereavement, or change at home.
If a child has a bad start to the morning e.g. overly tired and fighting with a sibling it can take 45 minutes to come out of the situation so expect the child to be angry for a while. This is why taking a few minutes to talk with mum is important in the morning. Daily refection and writing of observations is important to build up a picture of what may be a difficulty or what works well with a particular child.
Staff will use the agreed format to record these observations.
Risk Factor Indicators
Early onset of behaviour.
Frequency & intensity of behaviour.
Breadth of deviance or anti-social behaviour.
Diversity of anti-social behaviour.
Family characteristics.
We will encourage Positive Behaviour by –
1. Modelling appropriate behaviour, ensuring the children see and hear us displaying good manners to each other as adults. Ensure they hear us saying please and thank-you. (good behaviour can be learned).
3. Actively talking and listening to the child.
2. Praising and highlighting appropriate behaviour. Catching the children being good and commenting on it. Keeping sentences short and precise as overloading with long sentences means the child will only hear and retain the last part.
4. Playing with and alongside the child.
6. Teaching the children to be both assertive and co-operative.
5. Promoting the development of Early Literacy through our Language Policy and Parent Courses.
The staff will endeavour to promote a consistency of approach that is both fair and firm. We will include the parents in our policy by keeping them informed and involving them fully in the life of the school.
Dealing with inappropriate behaviour
The staff will look out for early triggers or warning signs that inappropriate behaviour is imminent. We will alert other staff members and attempt the following delusion strategies.
1. Interruption.
3. Redirection.
2. Distraction.
4. Ignore.
6. Remove.
5. Humour.
PREFERRED Supportive & Intervention Strategies (Describe strategies that, where and when possible, should be attempted before positive handling techniques are used)
1. Verbal advice and support.
3. Rule reminder.
2. Reassurance.
4. Negotiation.
5. Choices/limits.
7. Consequences.
6. Humour.
8. Planned ignoring.
10. Take up time.
9. Distraction (known key words, objects, etc … likes).
11. Time out.
13.
12. Withdrawal.
14. Contingent touch.
Cool off: directed/offered. Time allowed out to cool off or calm down.
15. Transfer adult.
16. Success reminder.
(Staff will decide on appropriate strategies to use).
De-escalating the situation
Staff will adopt the following strategies in order to de-escalate a situation where inappropriate behaviour is being displayed.
1. Calming techniques – talking gently giving 'I' messages – 'I'm sad that…. Won't tidy up' etc. Explain the consequences, affirm, and repeat clearly.
3. Show concern.
2. Actively listen to the child giving eye contact.
4. Try to reduce the levels of the child's feeling.
6. Give the pupil a chance to back down
5. Respond to reasonable needs.
Dealing with a crisis or confrontation
It is paramount that if we are in this situation that our emphasis will be on protecting the child, other pupils, and the staff. The staff will endeavour to remain calm and controlled, to be active listeners, to keep talking, and to get assistance. We will not use confrontational language, or body language. Staff will avoid standing too close to the child or displaying prolonged eye contact. If the child feels you are blocking him/her in this could escalate the situation and induce a "fight or flight" response.
1. Staff members may employ the de-escalation strategies and this may be sufficient.
2. Another member of staff will be alerted for assistance. The design of the school and the deployment of staff will ensure another staff member is close by at all times.
Restraint Policy
In dealing with certain situations it may be necessary to restrain a child if de-escalation strategies have not worked and there is serious danger posed to the child or others.
If staff has to move a child from danger they will do so in a way that will be intended not to hurt or inappropriately touch the child. One staff member with nearby assistance from another should suffice. A second staff member will avoid overwhelming the child with her presence but will be on hand to intervene in the event of the child attempting to injure the restraining staff member.
Restraint may involve simply holding the child's hand firmly and directing him away from danger.
At an extreme example it may involve lifting the child from danger and quickly moving aside.
It may involve sitting closely and interacting as per our deescalation procedures.
Strategies for Conflict Resolution - adopted in St Mary's Nursery School
Why Conflict Resolution?
Everyone's feelings should be respected.
Children are learning –
- The language of social interaction
- To express their feelings
- To respect different opinions
- To respect the feelings of others
Harmful behaviour should be stopped – gently, calmly, quietly, no lecturing or labelling.
Listening to all the feelings reduces egocentric behaviour.
Rephrase hurtful language to protect feelings and model respect for others.
Don't impose a solution. You can make suggestions – I've got an idea – and ask what they think.
Don't take sides in the conflict.
The children own the solution.
Eventually children learn to see that there is more than one side to a problem, and they will not need to go through all the stages.
Resolving conflicts and problem solving in the Nursery
1 APPROACH CALMLY: Observe as you approach, and expect a positive outcome. Be aware of body language – it says a lot about your feelings. It is important to be neutral and respect all points of view. If this is difficult, use "I" messages, eg I feel angry because hitting hurts people. Do not problem solve until you feel calm. Stop harmful behaviour and hold objects about which there is a dispute. Get down to their level.
2 ACKNOWLEDGE FEELINGS: Recognise and reflect all the feelings, eg you seem angry, sad, upset etc. This helps children let go of feelings, but they may need to "empty out" feelings, before they calm down. Let the children know you think they can work it out.
4 RESTATE THE PROBLEM: Use the children's words to restate the problem, clarify issues, and reframing hurtful language) "I
3 GATHER INFORMATION: Ask open-ended questions of each child in turn to get the details. Don't ask why they did something. Don't ask for interpretation. Stick to facts. Give time to explain – try to develop language.
hate you, you can't play" – change to "You seem angry, you want to play on your own"). Check that everyone agrees with your account.
6 GIVE FOLLOW-UP SUPPORT: Children may need help implementing the solution, or more discussion may be needed if one child is still angry. Check to see that each child is content with the solution. Praise the children for solving the problem.
5 ASK FOR IDEAS FOR A SOLUTION: respect all ideas, while leading children to think through cause and effect to make them workable. Make sure they are specific (not "share" but who and when). DO NOT IMPOSE YOUR SOLUTION.
Conflict Resolution in the Nursery
What children learn from resolving conflict.
- Their self-esteem is supported by the win-win approach.
- Children acquire a feelings vocabulary. Acknowledging feelings helps children to calm down.
- It is OK to have a variety of feelings including anger, but to express feelings appropriately.
- Other children also have feelings and wants.
- Adults are supportive, helpful and trustworthy.
- Problems can be talked about and sorted out.
- It builds relationships between children.
- Children learn to be assertive and not aggressive.
- Children can become independent problem solvers if they see the process modelled over and over again.
- Timid or passive children can also learn to be assertive.
- The process helps children to become resourceful, socially adept and emotionally resilient.
In conclusion:
At all times, staff encourage positive behaviours by highlighting our golden rules. These are displayed visually around the room and all staff display a mini visual reminder for the children.
Golden Rules at St Mary's Nursery School.
Quiet voices.
Gentle hands
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St Mary's Nursery School
- Principal: Mrs Sinéad Hoy MEd ▪
PASTORAL CARE POLICY
It is the policy of St Mary's that effective pastoral care should reflect the good working practice we use daily within our school.
Our pastoral care policy focuses on the children in our care and extends outwards to encompass our staff, parents, students and visitors entering our school.
Good pastoral care begins with the fostering of positive relationships where children feel safe, secure and loved and adults feel valued and respected. We shall endeavour to promote these between:
- Our pupils and their peers
- Our pupils and staff
- Staff members
- Staff and parents
- Staff/parents and outside agencies/visitors
- School/BOG
Pastoral Care Amongst Children and Their Peers
The Settling In Process
At St Mary's we endeavour to begin the nurturing of positive relationships between each individual child and its peers from their first visit to our school.
Prior to this visit, we offer a home visit whereby your child will be reassured by first meeting us in their home environment.
Each child shall then be invited to come and see their classroom prior to their starting date. This visit lasts for one hour and the group of children attending is much smaller than the full class group.
With their parent(s) the child is free to choose activities, become familiar with the classroom layout and to find out where the toileting and washroom facilities are. Staff shall be nearby to assist the child and parent to feel comfortable, relaxed and so to begin the process of bonding with teachers and other children in the room.
After this initial visit, each child will commence a carefully structured settling in process. This process allows for each child to take their first steps towards independence within the safety of a small group of no more than 7 children. The children also attend for shorter periods of time which builds up gradually as their self-confidence grows.
In this way each child can bond with his/her teachers, feel confident that their needs will be met and seek out familiar friends on coming to school each day.
A comprehensive view of our procedures can be found in our Settling in Policy.
Positive Behaviour Management Strategies/Discipline
At St Mary's we recognise that young children need help and nurturing to develop in their capacity to share and take turns, co-operate, negotiate and to make independent and positive choices.
Within each classroom a climate of positive discipline exists which provides a framework for each child to experience successes, take a pride in their achievements, feel loved and valued and build on their self-esteem.
Occasionally children may engage in behaviour which is unwanted or undesirable. With Nursery children the most common types of unwanted behaviour are hitting, pushing, nipping or biting. These incidents are dealt with in accordance with our promoting positive behaviour policy, and through the use of conflict resolution techniques. Where children are experiencing behavioural difficulties which have not responded to behaviour management strategies, and have concurrently gone through the Code of Practice, Board support shall be sought.
Our children will be provided with sufficiently challenging activities which interest and stimulate. Staff will encourage and praise.
In particular, positive behaviour should always be acknowledged as this is a powerful motivator for children to repeat desirable behaviours.
Adults As Role Models
Children look to adults as their role models. They will mirror the behaviour of adults without discriminating between acceptable or unacceptable behaviours.
All staff at St Mary's will use appropriate language when speaking to the children. When speaking with other staff members we shall always be polite and cheery. We will expect equally high standards of our children.
Fostering Pastoral Care Amongst Pupils and Staff
At St Mary's we strive to promote links between the home and our Nursery School at every opportunity.
We believe the foundations of a successful relationship between our pupils and our staff are laid at the time of the HOME VISIT.
Each child will benefit from a pre-arranged home visit from their teacher. It is a short visit of no more than 10 minutes, but it allows each child to meet their teacher whilst in their own surroundings and on their own terms. The child will hopefully recognise their teacher from the photograph in the School Booklet which their parents received at the Open Night.
The teacher is also able to glean pieces of information which allows her to chat to the child about their favourite toys/TV programmes, pets or family members. This is useful during the settling in period.
During the summer months each child will receive a letter which has their symbol printed onto it, and a laminated copy of their symbol to keep.
Settling In Groups
Smaller groups throughout the settling in period allow the teachers to devote more time to each individual child. It also ensures that each child has many opportunities to work 1:1 with his/her teacher to master the basic social skills required to be independent within the classroom, eg visiting the toilet, accessing snack, using paint drying rack, accessing equipment.
The children become confident that their needs will be met and so (in most cases) can quickly begin to bond with their teachers.
As the children's confidence and independence grows, the groups can be combined to form the full class group of 26, and the day lengthened to incorporate dinner time.
The full settling in procedure is outlined in our Parents' Booklet.
Establishing Routines
With very young children it is vital to establish a familiar routine as early as possible.
Children need the comfort and security of a daily routine, and to know what is going to happen next. In St Mary's we establish a routine right from the beginning of settling in. Parents are given a copy of our daily routine in their Parents' Booklet so that they can talk about and reinforce the routine at home. The daily routine is posted throughout the school environment as a visual schedule. We operate an open plan style each morning 9.00am. – 11.00am.
From time to time there are changes to the daily routine, eg when there is an outing or a visitor to the school. In these instances the children will be warned in advance and a change card used on the visual schedule. Children who are particularly anxious about changes to the routine will be given extra support and reassurance.
Promoting Positive Behaviour
A great deal of the work carried out in St Mary's Nursery School focuses on developing the social and emotional skills of our pupils.
To foster and develop self-control all staff members shall have high expectations of our children's' behaviour. At all times we shall strive to increase wanted behaviour and decrease unwanted behaviour. Children shall be helped to understand the rules in place in their classroom, eg sitting nicely, playing quietly, using particular areas for activities, sharing toys and equipment.
The establishing of routine encourages children to be co-operative during transitional periods of the day. Staff are always aware of the need to be consistent in their behaviour management strategies and to use
- anticipation,
- distraction,
- and intervention
- redirection
appropriately. All staff are trained in conflict resolution techniques in the Nursery and employ the strategies laid out in our Promoting Positive Behaviour Policy.
Unwanted or undesirable behaviour shall be dealt with in accordance with our Positive Behaviour Policy.
Positive or wanted behaviour should be highlighted and praised.
Links with parents will always be maintained and where an individual child is experiencing behavioural difficulties their support is vital. Board assistance may also be sought.
Adults As Role Models
At St Mary's the staff will at all times be aware of the need to model good and appropriate behaviour for the children in their care.
Fostering Pastoral Care Amongst Staff/Students
Students – Induction
At St Mary's we welcome students from within and outside our Parish. This may range from trainee teachers undertaking their teaching qualification through to NNEB, CACHE or NVQ students seeking placements to work alongside qualified staff and down to school pupils looking for work experience.
Students are welcome to visit our school prior to beginning their placement. They will each be given a familiarising tour of the school, meet the staff and take away an induction/staff hand book. This hand book will include details about the school, a copy of our child protection policy and relevant health and safety policies.
Our link staff member for students is Mrs Weatherald.
Students - Roles and Responsibilities
Students at St Mary's are expected to work alongside permanent staff members as part of a team. Dependent on the type of qualification being undertaken, the roles and responsibilities may vary.
It is the responsibility of all staff members to assist students in their understanding of their roles.
Tasks allocated to students shall be done with consideration given to their overall progression in learning, eg beginning with small groups for a story time and building up to a larger group.
Students are expected to attend staff or planning meetings where this falls within their attendance time. Staff will liaise, when necessary, with students' tutors to appraise them of their progress.
The rule of confidentiality and Child Protection is stressed at all times. Health and Safety awareness is also promoted.
Staff
All new staff members at St Mary's shall have an induction period whereby they are familiarised with the school layout and routines of the teaching day.
All staff shall have a clear understanding of their responsibilities, both to the school as an employer, to the staff team as a co-worker and to the children in their care. Where appropriate, job specifications are put into place and signed by the staff member. A copy of the school booklet, Pastoral Care and Child Protection Policies shall be given to each staff member, as will details of the fire evacuation and complaints procedure.
Fostering Pastoral Care Amongst School/Board of Governors
Board of Governors
The Board of Governors of St Mary's shall meet 3 times each year. On each of these occasions the Principal shall furnish each governor with a report of the preceding terms business.
Where possible, the governors are involved in the life of the school and are invited to any special events, e.g. Parents' Night.
In the case of urgent business, an emergency Board of Governors meeting may be called.
Formal complaints are directed to the Board of Governors in accordance with the complaints procedure.
Staff Meetings
Staff meetings shall be held on a regular basis in our school, and we aim to do this twice a week. All staff attend. During these meetings the staff come together as a team to share information, good practice and make decisions. We plan the curriculum, make evaluations and consider our observations and assessments. Staff Development is also on the agenda regularly.
Minutes are kept and are available to staff if requested.
Complaints Procedure
A complaints procedure operates in St Mary's in the event of any staff member or parent feeling dissatisfied with some aspect of their working environment.
Fostering Pastoral Care Between Parents and Staff/School
Open Enrolment
During the months of December and January the staff at St Mary's get ready for Open Enrolment.
The school environment is made inviting and attractive and a warm welcome is extended to each prospective parent entering the school. Contact is made with those parents who have previously placed their child's name with us. Notices are placed within the local community to advise parents of the Open Enrolment period, ie dates, procedures and inviting them to visit the school.
An Open Enrolment evening is held and notices placed in local Parish bulletins. It is through these means that the people within the local community become aware of the service we have on offer.
A warm welcome is extended to every new parent visiting our school. Staff are always aware of the need to create a positive first impression and to encourage parents to choose our nursery setting.
Open Night/School Booklet
An Open Night is held each year for the parents of the children who are coming to St Mary's in September.
The parents have an opportunity to visit their child's new classroom, meet the teachers and receive important information. The parents' booklet is distributed on this night and uniforms may be ordered.
When September arrives parents are welcome to settle their child for as long as he/she needs. Tea and coffee may be made in our staff room.
Throughout the school year our parents receive a monthly newsletter which informs them of the day to day business of the school and of the aims we have for each month's curriculum. A curriculum evening is held during the Settling in Period and throughout the year Mrs Hoy holds monthly curriculum meetings for parents.
The Audio Visual screen greets the parents in the hall with photographs of their children involved in their learning. A monthly keynote is prepared featuring each child and giving a synopsis of that month's learning.
A notice board is updated regularly to complement the newsletter. Parents are invited to a meeting with their child's teacher three times per year and they receive a:
- Progress report and meeting in March
- Settling in document in October
- CCEA Transition document in June
Parents Course
It is our aim to invite facilitators into our school to run parenting courses for our parents.
We will endeavour to accommodate as many parents as wish to undertake the course. The course will be held during the evening time. We currently have links with facilitators from Families First and have offered basic parenting courses as well as the Parents as Co-educators Course. At St Mary's Nursery School we have very close links with Abbey Surestart.
Parents Association
Each year a parents association is set up from amongst our current year parents. During the year they may be asked to become involved in fund raising efforts, parent evenings, or making sandwiches for trips etc.
As a small Nursery School we rely heavily on our parents support during these times and are most appreciative of the help offered.
Any parent is free to join our Parents Association.
Parent Volunteers
At St Mary's we frequently take the children on trips to enhance the curriculum we offer.
To do so we require a higher adult to pupil ratio and therefore our parents are an integral part of these outings. Subject to vetting procedures and reference checks, our parents accompany on these outings.
Parent volunteers often assist in the classroom setting and can spend parts of the school day involved in a range of activities. This help is always welcome.
At the beginning and end of each day parents are free to enter their child's classroom to engage in an activity, view work or chat with the teacher. In this way regular and positive contacts are maintained.
Fostering Pastoral Care Amongst Staff/Parents/Outside Agencies
Visitors to St Mary's are welcomed. We extend the warm and caring ethos prevalent within our school to all who enter.
Visitors are greeted by or directed to the Principal in all cases.
The staff of St Mary's may sometimes be required to meet personnel from outside agencies, eg social worker, health visitor, speech therapist. This contact may take the form of letter, telephone or be face to face. Brief notes of any such contact shall be kept.
Where visitors or outside agencies staff are working within the school, our child protection policy shall be strictly adhered to.
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SWALLOWING DIFFICULTY
Pain or discomfort when attempting to swallow; difficulty in swallowing any sort of food
CAUSES
INFECTION
Sometimes, difficulty in swallowing that is linked to other symptoms may indicate a viral or bacterial infection in a person's upper respiratory tract.
Symptoms:
* Sore throat
* Fever
* Headache
* Fatigue
* Loss of appetite
* Difficulty in swallowing
DO:
* Take throat lozenges to help soothe the upper respiratory tract.
* Consult a physician as antibiotics may be in order.
DON'T:
* Don't smoke.
OTHER CAUSES
Dry throat or a foreign object (such as a fish bone) lodged in one's throat may cause discomfort or pain in swallowing. Drink plenty of water to alleviate dry throat.
SWEATINESS
Excessive perspiration
OBESITY
Obesity is a problem that is not only physical but also sometimes emotional and mental. Eating a high-calorie diet that is more than what the body consumes can induce a person to become overweight, a condition which may eventually lead to obesity. The person may also indulge in very little physical activity and have a low metabolic rate.
Obesity, aside from being a problem in itself (lethargy, sleepiness, shortness of breath, ridicule from society) can also give rise to certain complications such as heart disease, high blood pressure, high blood cholesterol, back problems, and some forms of cancer.
Symptoms:
* Body weight that is at least 20% in excess of the normal body weight for one's height, age, sex and build
* Waist measurement greater than 40 in men and 35 in women
* Shortness of breath
* Sweatiness
DO:
* Dress comfortably in light clothes that are preferably made of cotton which absorb sweat and allow the skin to breathe.
* Use a deodorant stick or roll-on that contains anti-perspirant ingredients for the underarms.
* Try to lose weight through a well-balanced diet and regular exercise.
DON'T:
* Don't eat food high in sugar, fat and cholesterol.
SWEATINESS
Excessive perspiration
MENOPAUSE
See page 117.
HYPERTHYROIDISM
See page 138.
OTHER CAUSES
Other causes may be anxiety, hyperhidrosis or certain medications.
Obesity, aside from being a problem in itself, may cause more health hazards such as heart disease, high blood pressure, back problems and other forms of cancer. Try to lose weight through a well-balanced diet and exercise.
THIRST (EXCESSIVE)
Very dry mouth, lips and skin
CAUSES
DEHYDRATION
Dehydration is the condition wherein the body loses a large amount of water. It may be a symptom of other conditions such as diabetes, exposure to severe heat or diarrhea. Typically, when a person feels thirsty, drinking fluids can quickly replenish the loss. However, when the water is not replenished for very long, it may develop into severe dehydration.
Symptoms:
Mild Dehydration
* Thirst
* Dry lips and tongue
Severe Dehydration
* Remarkably decreased urine that may be very yellow and thus, highly concentrated
* Faster and shallow breathing
* Noticeably drier skin
* Low blood pressure, faster heart rate
* Eventual loss of consciousness
DO:
* Drink plenty of water.
* Suck on ice chips to moderate the amount of water taken in and to not shock the body system.
* Hydrate before, during and after exercise.
* If severe dehydration is suspected, rush to the nearest hospital as treatment is imperative.
* For dehydration in infants or children caused by diarrhea, seek emergency help immediately.
DON'T:
* Do not drink alcoholic or caffeine beverages as these may only aggravate the problem.
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IMPERIALISM:
Beginnings and Basic Structures
COLONIALISM SPEEDS UP
Age of Exploration
↓
Europeans raced for overseas colonies
↓
Growth of European commerce and trade worldwide
↓
Commercial Revolution
"OLD" IMPERIALISM
*1500s-1700s
*England, France, Holland, Portugal, and Spain
*Wars over colonies
INTERLUDE – LATE 1700s-LATE 1800s
Europeans were preoccupied with happenings on the European continent and in the existing European colonies.
American Revolution French Revolution Napoleonic Wars
Latin American Wars for Independence
Growth of Nationalism
Industrial Revolution
"NEW" IMPERIALISM
*Beginning circa 1875
*Renewed race for colonies
*Spurred by needs created by the Industrial Revolution
*New markets for finished goods
*New sources of raw materials
*Nationalism
*Colonies = economic and political power
*Social Darwinism = racist justification
WHAT IS "NEW" IMPERIALISM?
*No longer about setting up colonies or exercising direct control over areas
*Became largely economic
*Possession or control of an area for economic gain
*Spheres of influence and extraterritoriality rather than colonial settlement
ECONOMIC MOTIVES
*Markets for finished goods
*Products of British Industrial Revolution sold in China and India
*Sources of raw materials
*Egypt – cotton
*Malaya – rubber and tin
*Middle East – oil
*Capital investments
*Profits from Industrial Revolution invested in mines, railroads, etc., in unindustrialized areas
POLITICAL MOTIVES
*Nationalism – national pride
"The sun never sets on the British empire."
*Large empires increased national pride
*French acquisitions in Africa and Asia followed France's defeat in the Franco-Prussian War
MILITARY MOTIVES
*Bases
*British naval bases
*Aden, Alexandria, Cyprus, Hong Kong, Singapore
*Manpower
*British – Indian sepoys
*French – north African troops
SOCIAL MOTIVES
*Surplus population
*Japanese in Korea
*Italians in Africa
*"White Man's Burden"
*
Rudyard Kipling's poetry and prose
*Whites morally obligated to bring the "blessings of civilization" to "backward" peoples
*Cecil Rhodes – imperialism is "philanthropy—plus five percent"
RELIGIOUS MOTIVES
*Conversion to Christianity
*End-of-the-century crusading spirit
*Missionaries in Africa, Asia, Hawaii, etc.
†
JUSTIFICATIONS
*Social Darwinism
*Interpreted Darwin's evolutionary theory in terms of powerful nations
*"Only the strong survive"
*Powerful nations able to develop areas and resources being "wasted" by native peoples
*Racism
*Increased feelings of white superiority
*Increased feelings of Japanese superiority
*Eugenics developed as a branch of science
CONCEPT OF "RACES" CIRCA 1900
CONCESSION IMPERIALISM
*Economic privileges and rights given for a specific purpose
*U.S. and British oil concessions throughout the Middle East
*Ottoman Turks granted Germany permission to build Berlin-to-Baghdad Railroad
SPHERE OF INFLUENCE IMPERIALISM
*Exclusive or special control over an area
*Examples
*British trading rights in China's Yangtze valley
*French trading rights in southeastern China
*Japanese trading rights in Korea
LEASEHOLD IMPERIALISM
*Lease over an area
*Suez Canal Corporation
*Suez Canal built by French in 1860s
*Controlled by British shortly thereafter until 1968
*Panama Canal
*United States
*Germans in Kiachow
*French in Kwangchow
*British in Weihaiwei
Plan of Suez Canal as envisioned in 1881.
PROTECTORATE IMPERIALISM
*Foreign control exercised through native "puppet" rulers
*French – Morocco (1906-1956)
*British – Egypt (1914-1968)
*Britain held a sphere of influence in Egypt from 1882-1914
*Britain gained control of Egypt as Egypt's protectorate when the Ottoman empire fell apart during World War I
ANNEXATION IMPERIALISM
*Territory annexed and turned into a colony under the complete control of a foreign power
*German colonies in east and southwest Africa
– until 1918 and the end of World War I
*French Indochine (Vietnam) – until 1955
*British Burma – until 1948
MANDATE IMPERIALISM
*Victors of World War I gained control over German possessions under mandates granted by the League of Nations
*German East Africa → Great Britain
*Pacific islands north of the equator → Japan
*Syria → France
TRUSTEESHIP IMPERIALISM
*Victors of World War II gained control over Japanese mandates plus the newer Japanese and German colonies under trusteeships granted by the United Nations
*United States → Okinawa and Caroline Islands
*Italy → Somalia
REVIEW QUESTIONS
1. Describe three motives for imperialism.
2. Describe three types of imperialism.
3. Which nations became imperial powers?
4. Which nations were controlled by imperial powers?
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Kidney Disease and Potassium
What is potassium and why is it important?
What do I need to do next?
Potassium is a mineral found in many foods. When it's at the correct level in your body, potassium helps your muscles work properly and keeps your heart beating evenly.
How does kidney disease affect potassium?
Potassium usually stays at the right level if your kidneys are healthy. Unfortunately, kidney disease can cause you to have too much potassium in your body. Here's why:
* • With kidney disease, your kidneys don't remove enough potassium.
* • Some medications that treat kidney disease may cause your potassium level to go up.
What happens if I have too much potassium in my body?
Too much potassium can be dangerous. It can cause:
* • Muscle weakness
* • Numbness or tingling
* • A slow or irregular heartbeat
* • Sudden death due to a stopped heart
If you have kidney disease, you'll need regular blood tests to check the amount of potassium in your blood. If your potassium level is too high, you'll need treatment to lower it. See the "Potassium zones" box (at right) for more information.
1 Get regular blood tests to check the potassium level in your body.
2 Try to eat low-potassium foods. Check page 2 and page 3 to find out the potassium levels in common foods.
3 Review the tips on how to follow a lowpotassium diet and manage your potassium level (see page 4).
Potassium zones
You'll have regular blood tests to check the potassium in your blood. Your healthcare provider will tell you which of the following zones you're in and what you'll need to do:
1
Potassium in common foods
Limit foods that are high in potassium, and choose foods that are low in potassium. The table below and on page 4 shows the potassium levels in common foods. A serving is a ½ cup unless a different serving size is listed. Foods listed in the "GO!" column in bold type have the lowest potassium — less than 200 milligrams (mg) per serving.
| Category | WHOA! Very high potassium (more than 400 mg — LIMIT these) | High SLOW potassium (200 to 400 mg — WATCH portion sizes) |
|---|---|---|
| Fruits and fruit juices | •• Bananas •• Honeydew melons •• Orange juice •• Papaya •• Prunes and prune juice | •• Apricots (fresh, canned) and apricot nectar •• Apricots (dried, ¼ cup) •• Cantaloupe •• Dates (¼ cup) •• Figs (dried) (¼ cup) •• Guava •• Jackfruit (raw) •• Kiwi •• Mango •• Nectarine •• Orange •• Pomegranate and pomegranate juice •• Raisins (¼ cup) |
2
| Category | WHOA! Very high potassium (more than 400 mg — LIMIT these) | High SLOW potassium (200 to 400 mg — WATCH portion sizes) | Low GO! potassium (less than 200 mg — CHOOSE these instead) |
|---|---|---|---|
| Dairy | •• Cream, half-and-half •• Milk: Regular, skim, 2%, chocolate, buttermilk (1 cup) •• Soymilk, chocolate | •• Soy milk, vanilla, or plain (1 cup) •• Yogurt (1 cup) | •• Cottage cheese (1 cup) •• Hard cheese and processed cheese (1 ounce) •• Rice milk (unenriched) A salt shaker next to an |
| Meats and meat substitutes | •• Canned beans •• Dried peas and beans •• Lentils •• Nuts and seeds | •• Beef, pork, veal (3 ounces) •• Fish (3 ounces) •• Peanut butter (2 tablespoons) •• Poultry (3 ounces) | item means it’s high in Eggs (2) sodium (salt). To reduce sodium, limit those foods. |
| Breads and grains | | •• Bran, bran cereals, breads made with bran •• Granola | •• Air-popped popcorn •• Bread, crackers, noodles, pasta, or tortillas made with white (refined) flour •• Bread, crackers, noodles, pasta, or tortillas made with whole wheat flour •• White rice |
| Fats and oils | | Salad dressings (some) — check the label and ingredient list | •• Butter, margarine, and oils •• Mayonnaise and mayo-like spreads |
| Sweets, desserts, and sweeteners | •• Chocolate •• Candy with chocolate or nuts •• Ice cream with nuts or chocolate (1 cup) •• Nuts | •• Ice cream with no chocolate or nuts (1 cup) •• Molasses (1 tablespoon) | •• Cakes, cookies, and pies made without chocolate or high-potassium fruits or vegetables •• Candy (hard candies, gumdrops, jelly beans) •• Ice pops, jello •• Jam and jelly, maple syrup •• Sugar (white), corn syrup, honey |
| Drinks | •• Hot chocolate (1 cup) •• Milk and other dairy drinks | | •• Carbonated drinks •• Drinks from powdered crystals •• Lemonade •• Coffee or tea (1 cup) |
| | •• Low-sodium baking powder •• Salt substitutes (some) — check the label •• Low-sodium soups and sauces (some) — check the label | | |
3
3
How can I manage potassium?
To keep your body's potassium at a healthy level or to lower it if your level is too high:
* • Talk to your doctor about ALL the medications you take, including over-the-counter medications, supplements, and herbal remedies. Some of these, including over-thecounter pain relievers and vitamins, might increase your potassium level.
* • Limit high-potassium foods in your diet. See page 2 and page 3 to discover the potassium levels in many common foods.
* • Watch serving sizes. Even with low-potassium foods, an extra-large serving can give you too much potassium.
* • Avoid the use of salt substitutes. Potassium chloride is often used in place of sodium chloride (table salt) to make food items more "hearthealthy." Check all "ingredient lists" for potassium chloride and avoid these foods.
* • Talk to your nephrologist if you have excessive diarrhea or vomiting. These can affect the potassium levels in your body.
Help from a Registered Dietitian Nutritionist
Talk with your doctor about whether seeing a Registered Dietitian Nutritionist (RDN) would be helpful for you.
An RDN can help you create an eating plan based on your diet restrictions and what you like to eat. Help from an RDN may be especially useful if you're on several dietary restrictions.
Tips on limiting potassium
Sometimes a low-potassium diet can feel complicated. Here are some tips for following a low-potassium diet:
* • Focus most on limiting very high-potassium foods (see page 3 and page 4). Most foods have some potassium, but avoiding or limiting highpotassium foods is very important.
* • Limit milk and dairy items to 1 cup each day.
* • Limit high-protein food items to 3 ounces per meal. A deck of cards is a good reference for the serving size of meats.
* • If you eat canned fruit, don't drink the juice in the can. Drain the juice from all canned fruits and vegetables, and don't cook canned vegetables in their juice.
* • Set reasonable limits. If your potassium level is less than 5 mmol/L, it's okay to have one or two higher-potassium foods. Just have a very small amount. For example:
– – Have a few small chunks of cantaloupe in a fruit salad, but don't eat a full slice of cantaloupe.
– – Have a thin slice of tomato on a sandwich, but don't have a tomato sandwich.
* • Don't "stack" several high potassium foods in a single meal or on the same day. For example, don't have orange juice, bran cereal, and a banana for breakfast.
Can my potassium ever get too low?
If you have kidney disease it's uncommon to have potassium that's too low, but it's possible.
To learn more and contact an RDN, visit: intermountainhealthcare.org/nutrition
If blood tests show that your potassium level is too low, your healthcare provider will tell you what to do. You can usually add high-potassium foods back into your diet, at least until your potassium levels are back to normal.
Intermountain Healthcare complies with applicable federal civil rights laws and does not discriminate on the basis of race, color, national origin, age, disability, or sex. Se proveen servicios de interpretación gratis. Hable con un empleado para solicitarlo. 我們將根據您的需求提供免費的口譯服務。請找尋工作人員協助。
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UNIT RK: Prayer
Mary, the Mother of
ELG - Understanding
| Autumn Term 1 | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 |
|---|---|---|---|---|
| If you go down to the woods today | | Winter Wonderland | Spring into Spring | |
| UNIT RA: Creation UNIT RB: People who care for us | UNIT RC: Advent UNIT RD: Christmas (part of unit) | UNIT RD: Christmas UNIT RE: Baptism | UNIT RG: Lent UNIT RH: Holy Week | UNIT RA: Easter UNIT RJ: Pentecost UNIT RF: People who help us |
| | Autumn Term 1 | Autumn Term 2 | | Spring Term 1 | | Spring Term 2 | Summer Term 1 |
|---|---|---|---|---|---|---|---|
| Initiates conversations, attends to and takes account of what others say. Confident to speak to others about own needs, wants, interests and opinions. Aware of the boundaries set, and of behavioural expectations in the setting. Circle time News time Bring in family/baby photos and discuss home and community. Social skills- making friends, managing feelings and sharing. Whole class/group collaborative games. Puppets/small world based on topic. Role-play area with topic provision. | | | Explains own knowledge and understanding, and asks appropriate questions of others. Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them. Circle time News time Social skills- making friends, managing feelings and sharing. Whole class/group collaborative games. Puppets/small world based on topic. Role-play area with topic provision. | | Takes steps to resolve conflicts with other children, e.g. finding a compromise. Can describe self in positive terms and talk about abilities. Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy Circle time News time Social skills- making friends, managing feelings and sharing. Whole class/group collaborative games. Puppets/small world based on topic. Role-play area with topic provision. | | |
Physical
Development
| | Autumn Term 1 | | Autumn Term 2 | | Spring Term 1 | | Spring Term 2 | | Summer Term 1 |
|---|---|---|---|---|---|---|---|---|---|
| Experiments with different ways of moving. Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles. Shows a preference for a dominant hand Begins to use anticlockwise movement and retrace vertical lines. Usually dry and clean during the day. Gross and fine Motor activities e.g. Finger gym ball games Construction and malleable activities Pencil grip Mark-making Name writing Independent toileting and washing hands. Self-dressing – fastening coats/shoes independently. | | Experiments with different ways of moving. Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles. Shows a preference for a dominant hand. Begins to form recognisable letters. Uses simple tools to effect changes to materials Fine Motor activities e.g. Funky fingers Construction and malleable activities. Pencil grip Mark-making Name writing Creative activities- cutting & sticking. Outdoor activities- moving in different ways and managing risks. Use one-handed tools with increased control e.g. pencil, scissors. | | Jumps off an object and lands appropriately. Travels with confidence and skill around, under, over and through balancing and climbing equipment. Creative activities- cutting & sticking. Letter formation Outdoor activities- moving in different ways Hand-eye coordination activities, Ball games Use one-handed tools with increased control e.g. pencil, scissors. Talk about aspects of good health | | Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health. Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks. Handle equipment and tools effectively, including pencils for writing. Can talk about aspects of good health Hand-eye coordination activities, Ball games Wake and Shake | | ELG - Moving and Handling ELG - Health and Self Care Handle equipment and tools effectively, including pencils for writing. considers and manages some risks when tackling new challenges Gross motor skills: Preparing for sports day activities. | |
ELG - Health and Self
Manipulates objects with good fine motor
choices in relation to,
| Autumn Term 1 | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 |
|---|---|---|---|---|
| Number: match, sort, compare amounts Number: represent, compare, composition of 1, 2, 3 Number: represent numbers to 5 Number: find one more and one less up to 5 Measure, shape and space: compare size, mass and capacity Measure, shape and space: Explore pattern Measure, shape and space: Circles and triangles Measure, shape and space: Positional language Measure, shape and space: shapes with 4 sides Measure, shape and space: Time | | Number: introduce zero Number: number bonds to 5 Number: counting to 10 Number: comparing groups up to 10 Number: combining 2 groups to find a whole to 10 Number bonds to 10: ten frame Number bonds to 10: part-whole model Measure, shape and space: spatial awareness Measure, shape and space: 3-D shapes Measure, shape and space: 2-D shapes | | |
about a familiar story.
basic punctuation for
| Autumn Term 1 | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 |
|---|---|---|---|---|
| Elmer 3 Little Pigs Billy Goats Gruff Little Red Riding Hood Goldilocks and the three bears | The Enormous Turnip The Gruffalo The Gruffalo’s Child We’re going on a Bear Hunt Chicken Licken The Nativity Story | Each Peach Pear Plum Stick Man Can’t you sleep little bear? One snowy night Elmer in the Snow Dear Zoo The Jolly Postman | Noah’s Ark After the storm The way back home Whatever next! Owl Babies Room on the Broom | The Rainbow Fish George and the Dragon The Snail and the Whale Pip at the seaside Mr Gumpy’s Outing The Gingerbread Man |
| Set 1 phonics m, a, s, d, t, i, n, p, g, o, c, k, b, u, f, e, l, h, r | Set 1 phonics sh, r, j, v, y, w, th, z, ch, qu, x, ng, nk, ck, ff, ss | Set 2 phonics ay, ee, igh, ow, oo, | Set 2 phonics ar, or, ir, ou, air, oy | Set 3 phonics er, ai, ea, oa, ow, |
| Writing own name Letter formation of stage 1 phonics VC and CVC words Writing simple captions | Review Autumn 1 Writing simple captions Writing a simple sentence | Review Autumn term Writing 2 or three simple sentences about a story Complete a rhyming string | Writing 2 or three simple sentences about a story Write 2 sentences that rhyme | Review Spring term Write a simple narrative about a familiar story. |
| Capital letter for I Capital letter for names | Count words in a sentence, order words correctly in a sentence | Capital letter at the beginning of a sentence Full stop at the end of sentence. | Discuss use of other basic punctuation for effect Edit a sentence for keywords, capital letters and full stops. | Discuss use of other basic punctuation for effect Edit a sentence for keywords, sense, capital letters and full stops. |
Sacred Heart Catholic Primary School
EYFS Curriculum Long Term Plan
Foundation Stage planning is used as a guide and not a "tick list". This is to ensure that teachers have the flexibility to respond to individual needs interests and cultures when appropriate.
Summer Term 2
Plant sunflower seeds
Programme blu-bot to
Grow a bean in a bag
Senses – tasting fruit
Programme blue-bot
Investigate different
Colourful carnations
Investigate different
Construct homes for dough/print with foot
Beanstalk trail around themselves to stick on
Use paper and card to
Draw/paint pictures
Create a treasure hunt
| Autumn Term 1 | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 |
|---|---|---|---|---|
| Self-portraits Colour mixing Elmer/Billy Goats Gruff collage Creating props to retell stories Continuous provision: Easel for painting Musical instruments Writing/drawing implements | Camouflage paintings Creating props to retell stories Learning songs and movements for Christmas nativity Continuous provision: Easel for painting Musical instruments Writing/drawing implements | Create a small world tuff spot for the stick family Add music to role play of story Make owl masks Create class tree and add individual owls made by children Make some snow dough to create small world play with snow Frozen sculptures with natural objects to hang outside Build ice castles – using salt to stick blocks together Make homes/pens for the animals that come from the zoo Create small world tuff spot to re-tell the stories from The Jolly Postman Weaving simple pictures | Shaving foam rain clouds Create Percy’s hut outside-role play with animal masks Role play, small world Make paper aeroplanes, which goes the furthest? ‘Whatever next’ role play Small world role play Make space rocket for role play Blowing eggs and painting them Role play the story Create characters to sit on the broom and re-tell the story Make a potion Making Easter cards | Bubbles Bubble paintings Create under the sea music Paint rainbows Paint the dragon with huge wings Paint a seaside picture Spiral patterns Paint an underwater picture Play-dough mats to put people in the boat Create collage of people and animals chasing the gingerbread man |
Computer Science
Reflect, Rewind,
Run, jump and throw
Hit, catch and run unit
| Autumn Term 1 | | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 |
|---|---|---|---|---|---|
| | Digital Literacy | Information Technology Exploring Mini Mash | Information Technology Technology at Home | Information Technology Exploring Simple City | Information Technology Exploring and using media and materials |
| | Introduction to Online | | | | |
| | Safety | | | | |
| | Digital Literacy | | | | |
| | Computer Skills | | | | |
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Pre-Exercise Nutrition Needs
What and when you eat before exercise can make a big difference to your performance and recovery.
In the three hours before your workout, you'll want to eat something that helps you:
- sustain energy;
- boost performance;
- hydrate;
- preserve muscle mass; and
- speed recovery.
Here are a few ways to ensure you're meeting your requirements.
Eating some protein in the few hours before exercise:
- Can help you maintain or even increase your muscle size. That's important for anyone who wants to improve health, body composition, or performance.
- Can reduce markers of muscle damage (myoglobin, creatine kinase, and myofibrillar protein degradation). Or at least prevent them from getting worse. (Carbohydrates or a placebo eaten before exercise don't seem to do the same thing.) The less damage to your muscles, the faster you recover, and the better you adapt to your exercise over the long term.
- Floods your bloodstream with amino acids just when your body needs them most. This boosts your muscle-building capabilities. So not only are you preventing damage, you're increasing muscle size.
Before you rush off to mix a protein shake: While protein before a workout is a great idea, speed of digestion doesn't seem to matter much. So any protein source, eaten within a few hours of the workout session, will do the trick.
Eating carbs before exercise:
- Fuels your training and helps with recovery. It's a popular misconception that you only need carbs if you're engaging in a long (more than two hour) bout of endurance exercise. In reality, carbs can also enhance shorter term (one hour) high-intensity training. So unless you're just going for a quiet stroll, ensuring that you have some carbs in your system will improve high intensity performance.
- Preserves muscle and liver glycogen. This tells your brain that you are well fed, and helps increase muscle retention and growth.
- Stimulates the release of insulin. When combined with protein, this improves protein synthesis and prevents protein breakdown. Another reason why a mixed meal is a great idea. No sugary carb drinks required.
Fats before exercise:
- Don't appear to improve nor diminish sport performance. And they don't seem to fuel performance — that's what carbs are for.
- Do help to slow digestion, which maintains blood glucose and insulin levels and keeps you on an even keel.
- Provide some vitamins and minerals, and they're important in everyone's diet.
Pre-Exercise Nutrition in Practice
With these things in mind, here are some practical recommendations for the pre-exercise period.
Depending on what suits your individual needs, you can simply have normal meal in the few hours before exercise. Or you can have a smaller meal just before your exercise session. (If you're trying to put on mass, you may even want to do both.)
Option 1: 2-3 hours before exercise
This is far in advance of your workout, have a mixed meal and a low-calorie beverage like water.
If you're a man, here's what your meal might look like:
-2 palm sized protein dense foods
-2 thumb sized fat dense foods
-2 fist sized portions of vegetables
-2 cupped handfuls of carb dense foods
If you're a woman, here's what your meal might look like.
-1 palm size of protein dense foods
-1 thumb size of fat dense foods
-1 fist size of vegetables
-1 cupped handful of carb dense foods
Note: Your actual needs will vary depending on your size, goals, genetics, and the duration and intensity of your activity.
For example, an endurance athlete preparing for a 20 mile run will need more carbs than someone getting ready for a 45 minute gym session.
Option 2: 0-60 minutes before training
Rather than eating a larger meal 2-3 hours before exercise, some people like to eat a smaller meal closer to the session.
The only issue with that: the closer you get to your workout, the less time there is to digest. That's why we generally recommend something liquid at this time, like a shake or a smoothie.
Yours might look like this:
- 1 scoop protein powder
- 1 fist of veggies (spinach works great in smoothies)
- 1-2 cupped handfuls of carbs (berries or a banana work great)
- 1 thumb of fats (like mixed nuts or flax seeds)
- low-calorie beverage like water or unsweetened almond milk
Here's a delicious example:
- 1 scoop chocolate protein powder
- 1 fist spinach
- 1 banana
- 1 thumb peanut butter
- 8 oz. chocolate, unsweetened almond milk
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The Handy Kitchen Pail
Reduce Waste by Sorting Food Scraps and Food-Soiled Paper
Use the handy kitchen pail to store your food scraps and food-soiled paper until you empty it into the green ORGANICS cart or bin. You can line your pail with a certified compostable plastic bag, paper bag, paper towels/napkins or newspaper. Do not place the pail at the curb for collection.
PLEASE COMPOST ALL FRESH, FROZEN, COOKED & MOLDY FOOD SCRAPS & FOOD-SOILED PAPER INCLUDING:
* all leftover food
* meats & bones
* peels, pits & rinds
* coffee grounds & filters
* food-soiled newspaper & paper bags
* bread, rice, pasta & other grains
* eggs & dairy products
* tea leaves & paper tea bags
* food-soiled paper napkins, plates & towels
A list of certified compostable bags can be found at: www.bpiworld.org.
When in Doubt…Find Out! Contact Us!
email - firstname.lastname@example.org website - www.SanRamonRecycles.com
Make a Pail Liner
Be Foodwise…
Small steps can reduce food waste!
You Can Use Newspaper or Kraft Paper
1. Fold paper as shown.
6.
2. Fold the top corner down to the baseline to make a crease line. Unfold.
3. Fold the bottom lefthand corner up to the crease line just made.
4. Fold the bottom righthand corner up to the opposite side.
5. Fold the top flaps downward.
WHAT DO THOSE DATES REALLY MEAN?*
Reduce food waste by understanding food product date labels
"BEST IF USED BY/BEFORE"
Indicates when a product will be of best flavor/quality. Not a purchase/safety date.
"SELL-BY"
Tells the store how long to display the product for sale for inventory management. Not a safety date.
"USE-BY"
Last date recommended for use of the product while at peak quality. Not a safety date except when used on infant formula .
Regardless of the date, consumers should always evaluate the quality of food prior to its consumption.
DON'T THROW IT OUT!**
Try these tips to extend the life of your food and reduce food waste!
WILTED FOOD
Soaking in ice water for 5 to 10 minutes may reinvigorate wilted veggies.
STALE FOOD
Toast stale chips and crackers for a minute or two in a regular or toaster oven to crisp them.
6. Open out to create liner for kitchen pail.
SALTY FOOD
Add vinegar, lemon juice, or brown sugar—or dilute a soup or sauce with water, crushed tomatoes or unsalted broth.
When in Doubt…Find Out! Contact Us!
voice - 925-380-9480
website - www.SanRamonRecycles.com
Sources:
email - email@example.com
**www.savethefood.com
*www.fsis.usda.gov | <urn:uuid:b67e7b4f-db01-46c0-8a0f-fd72cc8048b0> | CC-MAIN-2021-25 | https://secureservercdn.net/166.62.112.219/17a.74d.myftpupload.com/wp-content/uploads/2019/07/ACI-SR-kitchen-pail-flyer.pdf | 2021-06-18T04:08:32+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487634616.65/warc/CC-MAIN-20210618013013-20210618043013-00126.warc.gz | 486,827,844 | 635 | eng_Latn | eng_Latn | 0.985685 | eng_Latn | 0.993895 | [
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COURTES
WHATYOU'LLFINDWITHIN:
- Overview
- Access issues
- Birth certificates in brief
- Marriage bonds
- Marriage licenses
- Divorces
- Death certificates
- Substitutes for vital records
HERITAGERESEARCHCENTER
High Point Public Library
901 N. Main Street
P. O. Box 2530
High Point, N.C. 27261 (336) 883-3637 email@example.com
HOURS:
MON: 9:00—6:00
TUE-THU: 9:00—8:00
FRI: 9:00—6:00
SAT: 9:00-1:00 2:00-6:00
SUN: CLOSED
Y
Vital Records
A Beginner's Guide from the Heritage Research Center
OFTHEHIGHPOINTPUBLICLIBRARY
Vital Signs:Documenting ThreeCrucial Life Events
Family historians always want to discover the dates and places of birth, marriage, and death for each of their ancestors. It is not that these facts are so interesting in and of themselves. A list of names, dates and places can seem pretty dry, actually. They are only a means to an end, in that they help us build a structure upon which to layer further details about the lives and personalities of our forebears.
out their lives. We'd also have little hope of being able to connect them to their parents and grandparents.
For instance, if we did not know when and where our ancestors lived, we wouldn't know what major historical events affected them or where to look for the records that might flesh members. Birth, marriage and death records are always considered vital records—but records of divorce are also frequently classed with them. They may be kept on the state, county or municipal levels. The amount of detail varies and one must not expect to find them in quantity before the last one hundred years for most locations.
Public vital records are among the easiest sources to obtain and use when one needs to establish these crucial facts. They usually contain detailed and precise information taken directly from family
Local Law and Access Issues
Vital records often contain very sensitive information, like an individual's cause of death, the circumstances leading up to a divorce, or allusions to the illegitimacy of a child. While individuals may feel uncomfortable about the public nature of these documents, the state sometimes has even more compelling reasons for restricting access to them.
and obtain credit or other privileges on false premises. In recent years, there has been a strong movement by legislatures to limit just who can see and obtain copies of this material. Death certificates and even indexes to vital records are also sometimes restricted.
for a certain period of time (often 50 to 100 years) after they are created. Only the individual listed on the record or his or her immediate family member may obtain a copy, after proving their identity. Official (or certified) copies may be restricted while unofficial (or uncertified) copies might not be.
Birth certificates, in particular, can enable criminals to assume false identities
Also, older records may have been placed in the custody of a state level archive, while the newer ones could remain in a county office.
Before you begin your research, make sure that you know what the privacy law is for the location involved. You will find that some records are restricted
Birth Certificates:
A Brief Overview
Birth certificates have been required in North Carolina only since 1913. Some larger cities may have kept some records a few years prior to this date. In this regard, North Carolina is relatively typical of the United States as a whole. Because of this, birth certificates are generally not much help for 19th century questions. There are some jurisdictions that kept earlier records of birth, marriage and death, but these are relatively rare and compliance can be spotty. Examples are the birth, death and marriage
Myth busters: In the earliest days, many marriages , perhaps a majority, went unrecorded in North Carolina. The fees involved dissuaded many couples from going to the courthouse. Marriages did not have to be recorded to be legal until 1868.
registers of late 19th century Virginia and Kentucky and the township vital statistics books kept throughout New England from the 17th century.
There may even be a footprint or handprint for the child and a thumb print for the mother.
The older the birth certificate, the less information it is likely to give. But eventually, certificates may include the name, race, and age of each parent and of the child, the residence of the family, the occupation and educational level of the parents, length and weight of the child at birth, date and time of birth, whether born dead or alive, whether the child was premature or full term, the name and place of residence of the person who gave the information, etc.
Older registers of births contain far less detail but minimally give the date of birth, name of the child and of the parents (though perhaps not the mother's maiden name) and the race of the child.
Birth certificates are often the most protected form of vital record. And remember that many people failed to comply with the law in the early days, particularly when a child was born at home without a doctor.
In those cases, look for a delayed birth certificate.
These are filed and indexed separately and were obtained by an adult (sometimes born even before birth certificates were required) in order to prove his/ her citizenship or date of birth for social security eligibility, passports, or other legal purposes.
In North Carolina, vital statistics of all kinds are housed in the county register of deeds office and a copy is filed with the Vital Records Section of the NC Department of Health and Human Services. It is usually easier to obtain copies through the county. In the case of a birth, one may find a certificate in more than one place, if the birth occurred in one county and the parents resided in another.
Tying the Knot1:The Marriage Bond
Questions of property ownership and inheritance have always been concerns of the state. Marriage rights play an important role in these legal realms. But records of marriage have not always been carefully kept. In some places, such as Pennsylvania or South Carolina, no civil registration of marriage was required before the 20th century. In New England, on the hand, marriage records extend back to the earliest days of settlement. For slaves, marriage was illegal until freedom came. Only then were couples allowed to register their prior relationships as marriages in cohabitation documents.
When it comes to North Carolina records, the earliest marriage documents are called "marriage bonds." They were made by the groom and a se- curity (called a bondsman) to the governor, swearing that there was no impediment to the marriage. If an impediment later arose (such as bigamy), the groom would be required to pay the penal sum to the state. The number of marriage bonds varies widely from county to county. Many have been lost or destroyed over time and some were stolen from courthouses before they could be brought in to the Archives. Some remained among the papers of various justices of the peace and were never filed with the clerk or registrar.
In other cases (perhaps a majority), couples never filed a bond at all, because of the fees involved. Instead, couples often elected to declare their intention to marry in their local church on three successive Sundays. This gave anyone knowing of an impediment time to object (called "declaring the banns.") Such marriages were equally valid. Others, like the Quakers, avoided bonds because of religious beliefs. The bond itself is no guarantee that a marriage took place, only that one was intended. And the date of the bond is not the date the marriage. However, the bride's maiden name and the groom's name are given. The bondsman is often a relative of one or the other. It is rare to find a marriage bond before the 1780s. The last bonds were executed in the mid 1860's.
Tying the Knot 2: Licenses
Beginning in 1868, North Carolina moved to a system of issuing licenses for all marriages. No legal marriage could take place without one. This system continues to the present day.
The groom or his representative came to the clerk, paid a license fee, and obtained a written permission that any minister or justice of the peace could use to validate a ceremony. The minister filled out the bottom portion of the license with the details of the marriage and then returned it to the clerk who filed it. The clerk also recorded summary information from the license in the county's marriage register (a bound volume), which acted as a kind of index. The most complete information about the marriage, however, is to be found on the loose sheet of paper called the license, not in the register. Most counties, since the 1950's, have allowed the State Archives to accession or copy their licenses and marriage registers to microfilm. But, unfortunately, some counties have disposed of their older licenses or lost them, leaving only the marriage register as a reference.
person applying for the license, the names of the parents of the bride and groom and their residence, also whether they were living or dead. The bottom portion of the license, completed at the wedding, contains the date and place of the wedding and the signatures of the minister or JP and witnesses. The register on the other hand, includes only a summary.
Licenses are a great resource for family research because they include the race, name, residence, and age of each party to the marriage, the name and signature of the
Licenses and marriage registers are often indexed by bride and/or groom and can be viewed in the local courthouse in the Register of Deeds office or at the State Archives. Marriages of people of color were kept separate from white marriages. Some licenses have been abstracted in book form by genealogy societies and have been acquired by the HRC.
Breaking Up is Hard to Do
In days gone by, divorce was a very difficult and desperate proposition. Not only were people considering divorce shamed by their community, but they found that the laws were set up to impede their efforts. A woman was particularly disadvantaged —even when she produced evidence that her husband had cheated on her, did not support her, was wasting the family's wherewithal or was physically abusing her. After all, it was in the hands of other men to decide whether or not a divorce should be granted, and few had imagination enough to sympathize with the plight of women.
ed and voted on in both houses. Most petitions never made it out of committee. Even fewer managed to obtain the consent of one or both houses. When divorce was granted, it was often only a sanctioned separation allowing legal and financial autonomy for the wife, not absolute divorce. The records are preserved among the legislative papers in the state of interest. They most often include the petition of the injured partner, the answer of the offending party, and affidavits and petitions by witnesses for each.
ords, separated by session of the legislature in the files for private bills or petitions. All of the surviving legislative papers relating to divorce have been abstracted and indexed in the North Carolina Genealogical Society Journal.
The earliest divorce requests were usually considered by state legislatures. They had to be presented as a petition or bill by the injured party (whether husband or wife) and deliberat-
In North Carolina, no divorces are known to have been granted in the colonial period. Those considered in the early stages of independence are located in the General Assembly session rec-
From 1814 to 1835, the legislature gradually passed responsibility for divorce to the Superior Courts in each county. These papers are classed under each county's divorce series at the State Archives and are filed together by case (designated by surname and date), usually up through the early 20th century. More recent divorce records may remain in the Superior Court's archive.
"Not only were people considering divorce shamed by their community, but they found that the laws were set up to impede their efforts."
The Last Station
Death certificates, like birth certificates, begin in most locations, only in the early twentieth century. In North Carolina, they start in 1913, but compliance, once again, was not widespread until after World War II. For those who died at home or without a doctor present, it was very common that no certificate would ever be filed. However, when they are located, they can be of enormous benefit to the researcher.
ied even if that person's grave marker never existed or has since disappeared. They can give us the maiden name of his mother, even if his parents did not have a surviving marriage record. They can also inform us about family medical history or alert us to crimes or catastrophes. It is important, however, to realize that they may be inaccurate if the person giving the information was poorly informed or was in a deep state of grief or shock. Many of the bits of information they contain may be garbled by faulty memory or incomplete knowledge. So it is best to cross-check them against other records.
Death certificates provide information about the deceased person's date of birth or age at death, marital status, date of death, cause of death, attending physician, if any, length of illness, place of birth, names of parents (including the maiden name of the mother) and their places of birth, place of burial, and informant's name (the name of the person who provided the information.) Although they don't begin until the early 20th century, they can still be informative about persons who were born as early as the 1830's or 1840's. They can tell us about where a person is bur-
In North Carolina, the Register of Deeds in each county maintains the death certificates. Copies were filed with the Department of Health and Human Services in Raleigh, but it usually easier to work through the county. Ancestry.com currently provides searchable access to images of original North Carolina death certificates through 1975 and an index only through 2004. Ancestry and FamilySearch.org, among other on-line sources, provide access to indexes of deaths or images of death records for many localities including Chicago, Philadelphia, Alabama, South Carolina, Florida, Louisiana, Texas, Arizona, Georgia, Michigan, West Virginia, Ohio and many others.
Substitutes needed...
Before the twentieth century, records of birth, marriage, and death are spotty, if they are available at all. What can you do to find approximate or exact dates for these key life events in that era? There are many resources available. The following are only a few, select examples:
is no civil record of marriage.
(4) Cemetery records: Readings of cemeteries provide dates of birth and death. They are usually only widely available for people who died in the mid to late 1800's and after.
(1) Probate records: Wills and estate files can give at least approximate dates of death and sometimes, in the case of estates, exact dates. Inheritance records can reveal the maiden names of wives for whom there
(2) Church records: Christenings, baptisms, confirmations, marriage, death and burial records were kept by churches long before the state required it. However, Quakers, Anglicans and Catholics are far more likely to track these than any of the other sects.
(3) Newspapers: These often contain notices of marriage and death in the 19th century, but only more prominent people usually figure in them and the notices are often very brief.
(5) Census records: They give easy access to a rough estimate of the years of birth and marriage for many people. Death dates can be deduced to a ten year time window.
(6) Family Bible records: No explanation needed. | <urn:uuid:3da31ced-cb39-4794-864d-f3355af5bf55> | CC-MAIN-2021-25 | https://www.highpointnc.gov/DocumentCenter/View/6890/Vital-Statistics | 2021-06-18T03:16:09+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487634616.65/warc/CC-MAIN-20210618013013-20210618043013-00124.warc.gz | 738,089,900 | 3,485 | eng_Latn | eng_Latn | 0.997545 | eng_Latn | 0.998342 | [
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Title
Relationships Education, Relationships and Sex Education (RSE) and Health Education
* Student Care and Welfare (TPO/STU/06)
* Online Safety (TPO/STU/12)
* Safeguarding and Child Protection (TPO/HS/05)
* Equality Policy (TPO/EO/01)
* Special Educational Needs (TPO/STU/05)
REVIEWED: NOVEMBER 2020
NEXT REVIEW: NOVEMBER 2023
1. Policy Statement
1.1 Relationships Education, Relationship and Sex Education and Health Education forms an integral part of Personal, Health and Social Education (PHSE) and Citizenship programmes.
1.2
The aims of the Relationships Education, Relationship and Sex Education and Health Education programmes at Brooke Weston Trust academies are to:
* Provide a framework in which sensitive discussions can take place relating to these subject areas
* Prepare students for puberty and give them an understanding of sexual development and the importance of health and hygiene
* Help students develop feelings of self-respect, confidence and empathy
* Create a positive culture around issues of sexuality and relationships
* Teach students the correct vocabulary to describe themselves and their bodies
* Provide students with information about physical health and mental wellbeing in order that they can make good decisions about their own health and wellbeing
1.3 Through this policy, it is intended that students are well informed about the full range of perspectives and, within the law, should be well equipped to make decisions for themselves about how to live their own lives, whilst respecting the right of others to make their own decisions and hold their own beliefs.
1.4 The programme will be appropriate to the maturity and individual needs of students at various stages of their development, particularly tailored for primary and secondary aged students, and will be made accessible to all students.
1.5 Through the delivery of these programmes, Brooke Weston Trust academies will teach students the knowledge they need to recognise and to report abuse, including emotional, physical and sexual abuse. Students will be informed how to report concerns and seek advice when they suspect or know that something is wrong.
1.6 Brooke Weston Trust academies will respond to local public health and community issues, meet the needs of their community and adapt materials and programmes to meet the needs of its students.
1.7 Staff, including, welfare and social workers, health visitors, doctors and any others with expertise to offer in this area of education, may be approached and asked for advice.
2. Who does this policy apply to?
2.1 This policy applies to all Trust teaching and support staff involved in the preparation and delivery of the Relationships Education, Relationships and Sex and Education and Health Education programmes in Brooke Weston Trust academies.
2.2 Other staff with responsibility for student care must be aware of the policy and the potential implications of raised awareness of issues on individual students.
3. Who is responsible for carrying out this policy?
Associated Policies
3.1 The implementation of this policy will be monitored by the Academy's Senior Leadership Team and governors and remain under constant review by Brooke Weston Trust (Safeguarding Review Group).
3.2 Each academy's local governing body are responsible for ensuring:
* the subjects are well led, effectively managed and well planned;
* the quality of provision is subject to regular and effective self-evaluation;
* teaching is delivered in ways that are accessible to all pupils with SEND;
* clear information is provided for parents on the subject content and the right to
* request that their child is withdrawn; and,
* the subjects are resourced, staffed and timetabled in a way that ensures that
* the school can fulfil its legal obligations
3.3 The Principal is responsible for ensuring that Relationships Education, Relationships and Sex and Education and Health Education is taught consistently across each Academy and for managing requests to withdraw student from the non-statutory components of RSE (see paragraph 11).
3.4 The Head of Citizenship/equivalent in each school is responsible for co-ordinating and developing the Programme of Study for PHSE and Citizenship to ensure that the Relationships Education, Relationships and Sex and Education and Health Education programme is consistent with the principles outlined in this policy.
3.5 Staff are responsible for:
* Delivering Relationships Education, Relationships and Sex and Education and Health Education in a sensitive way
* Modelling positive attitudes to Relationships Education, Relationships and Sex and Education and Health Education
* Monitoring progress
* Responding to needs of individual students
* Responding appropriately to students whose parents wish them to be withdrawn from the nonstatutory components of RSE
Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with the Principal.
3.6 Students are expected to engage fully in Relationships Education, Relationships and Sex and Education and Health Education and, when discussing issues related to RSE, treat others with respect and sensitivity. Refer to paragraph 11 for further information about students opting out of the nonstatutory components of RSE.
4. What are the principles behind this policy?
4.1 Brooke Weston Trust will adhere to the DfE's Relationships Education, Relationships and Sex Education (RSE) and Health Education Regulations (2019), made under the section 34 of the Children and Social Work Act 2017, which states Relationships Education is compulsory for all students receiving primary education and Relationships and Sex Education (RSE) compulsory for all students receiving secondary education.
4.2 Brooke Weston Trust academies will comply with the relevant provisions of the Equality Act 2010 with regards to the delivery of these programmes. In the development and implementation of these programmes, academies will consider the makeup of their own student body, including the gender and age range of their pupils, and consider whether it is appropriate or necessary to put in place additional support for pupils with particular protected characteristics.
4.3 These programmes are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them.
Issue: 3.0
4.4 At the heart of these subjects is a focus on keeping children safe. Any safeguarding concerns will be handled through the Safeguarding and Child Protection Policy (TPO/HS/05).
5. Relationships Education (Primary)
5.1 All Brooke Weston Trust primary schools provide relationships education to all students in accordance with the above requirements.
5.2 Relationships education will focus on teaching the fundamental building blocks and characteristics of positive relationships including:
* Families and people who care for me
* Caring friendships
* Respectful relationships
* Online relationships
* Being safe and how to recognise and report abuse
* Positive emotional and mental wellbeing
5.3 Please refer to each individual Academy's Relationships Education statement for further information on:
* How the subject is taught and responsibility for teaching it
* How the subject is monitored and evaluated
* The scheme of work, accounting for age of the student
* How delivery of the subject will be made accessible to all students
* How the school will handle/manage difficult questions by students i.e. questions which are out of scope for what is required to be delivered under Relationships Education
6. Sex Education (Primary)
6.1 All schools will deliver a science curriculum which will include elements of sex education. Sex education is not compulsory and parents can request for their child to be withdrawn from sessions covering this topic.
6.2 The science curriculum delivered in each Academy will reference such subject content within sessions relating to the main external body parts, the human body as it grows from birth to old age (including puberty) and reproduction in some plants and animals. Please refer to the individual Academy's Relationships Education statement for further information. All Brooke Weston Trust primary academies deliver the sex education programme tailored to the age and the physical and emotional maturity of their students.
7. Relationships and Sex Education (Secondary)
7.1 RSE focuses on giving young people the information they need to help them develop healthy, nurturing relationships of all kinds including:
* Families
* Respectful relationships, including friendships
* Online and media
* Being safe and how to recognise and report abuse
* Positive emotional and mental wellbeing
* Intimate and sexual relationships, including sexual health
7.2 Please refer to each individual Academy's Relationships Education statement for further information on:
* How the subject is taught and responsibility for teaching it
* How the subject is monitored and evaluated
* The scheme of work, accounting for age of the student
* How delivery of the subject will be made accessible to all students
* How the school will handle/manage difficult questions by students i.e. questions which are out of scope for what is required to be delivered under Relationships Education
7.3 Through RSE BWT academies will teach pupils the knowledge they need to recognise and to report abuse, including emotional, physical and sexual abuse. Students will be informed how to report concerns and seek advice when they suspect or know that something is wrong.
7.4 These areas of learning are taught within the context of family life taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them.
7.5 Through this policy, students should be well informed about the full range of perspectives and, within the law, should be well equipped to make decisions for themselves about how to live their own lives, whilst respecting the right of others to make their own decisions and hold their own beliefs.
8. Physical Health and Mental Wellbeing
8.1 Through the delivery of the curriculum within each Brooke Weston Trust academy with regards to physical health and mental wellbeing, it is intended that students are enabled to recognise what is normal and what is an issue in themselves and others and, when issues arise, know how to seek support as early as possible from appropriate sources.
8.2 In the delivery of this curriculum, all Brooke Weston Trust academies encourage openness which enable students to feel they can check their understanding and seek any necessary help and advice as they gain knowledge about how to promote good health and wellbeing.
8.3 Puberty including menstruation will be covered in Health Education and should, as far as possible, be addressed before onset. With regards to menstruation, key facts about the menstrual cycle will be shared with students including what is an average period, range of menstrual products and the implications for emotional and physical health. In addition to curriculum content, all Brooke Weston Trust academies will make adequate and sensitive arrangements to help girls prepare for and manage menstruation including with requests for menstrual products.
9. Physical Health and Mental Wellbeing – Primary
9.1 The focus in Brooke Weston Trust primary schools will be on teaching the characteristics of good physical health and mental wellbeing.
9.2 Students will be provided with information relating to the benefits and importance of:
* daily exercise
* good nutrition
* sufficient sleep
* self-care and personal hygiene
* hobbies, interests and participation in their own communities
In addition to providing students with the language and knowledge to understand the normal range of emotions that everyone experiences.
9.3 Please refer to each individual Academy's Physical Health and Mental Wellbeing statement for further information.
10. Physical Health and Mental Wellbeing – Secondary
10.1 Brooke Weston Trust secondary schools will focus on enabling students to make well-informed, positive choices for themselves when discussing content related to health and wellbeing education.
10.2 Teaching will build on content discussed at primary school level (see paragraph 9) and introduce new content depending on age and maturity.
10.3 Please refer to each individual Academy's Physical Health and Mental Wellbeing statement for further information.
11. Parents' rights to withdraw/be excused from sex education
11.1 Primary
* Parents do not have the right to withdraw their children from relationships education
* Parents have the right to withdraw their children from the non-statutory components of sex education within RSE
* Requests for withdrawal should be put in writing using the form found in Appendix 1 of this policy and addressed to the Principal
11.2 Secondary
* Parents have the right to withdraw their children from the non-statutory components of sex education within RSE up to and until 3 terms before the child turns 16. After this point, if the child wishes to receive sex education rather than being withdrawn, the school will arrange this
* Requests for withdrawal should be put in writing using the form found in Appendix 1 of this policy and addressed to the Principal. A copy of the withdrawal requests will be placed on the student's educational record. The Principal will discuss the request with parents and take appropriate action.
12. Training
12.1 Staff are trained on the delivery of RSE as part of their induction and it is included in the academies' continuing professional development calendar.
12.2 The Principal will also invite visitors from outside the academy, such as school nurses or sexual health professionals, to provide support and training to staff teaching RSE.
13. Policy Review
13.1 This policy will be reviewed annually as part of the Trust's internal review.
Appendix 1 – Request to withdraw student from sex education
To be completed by parents:
First Name (please print):
Surname (please print):
Name of Parent/Carer:
Class:
Reason for withdrawing from sex education within relationships and sex education
Any other information you would like the Academy to consider:
Parent/Carer Signature:
Date:
Form to be returned to the c/o Principal of the Academy.
To be completed by the school:
Agreed actions from discussion with parent/carer:
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SMOKING ... ONE OF THE MOST DANGEROUS HABITS THAT HUMANS CAN ENTERTAIN!
The following is a list of chemicals found in cigarettes and where they are commonly found in our everyday lives:
Source: Source: Dr. Joel Dunnington, Tobacco Almanca, Revised May 1993
There are more than 4000 chemicals commonly found in cigarettes. Fifty-one of these chemicals are known carcinogens (ie. they are known to cause cancer) and Nicotine is one of them. Nicotine is the chemical that makes tobacco addictive. Nicotine is a poison. In its purest form, just one drop of Nicotine on a person's tongue would kill them! Nicotine is also a stimulant that speeds up the nervous system, makes your heart beat faster and raises our blood pressure. As contrary as it might seem, nicotine is also known to calm some individuals, hence often why people gravitate towards smoking. Nicotine is also an appetite suppressant.
The tar tar tar associated with cigarettes is the only oil material which remains after tobacco passes through the filter. When a smoker inhales, it's the tar that sticks to and blackens the lungs. This directly limits the lungs abilities to properly exchange both carbon dioxide and oxygen. This then limits oxygen to the heart. As the heart continues to receive less oxygen rich blood, parts of the heart may begin to die. Many of the chemical associated with cigarette smoke also narrow arteries in the body. With less oxygen passing through these arteries, a now weaker heart must then work harder. Blood pressure also then rises.
Carbon monoxide Carbon monoxide (a bi-product of smoking) is in itself a poisonous gas. This gas is known to interfere with normal respiration and circulation. When we breath in air through our nose and mouth, the air passes down the windpipe (trachea) and bronchial tubes into the lungs. Small hairs (called Cilia) are designed to clean this air as it moves down into the lungs, gently removing small pieces of dirt, dust and germs. Cilia is one of the first things killed off with smoking, thus allowing toxins (associated with smoking or otherwise) to accumulate in the lungs and elsewhere in the body.
Dangers To Those Around You...
Cigarettes do not just harm the people who smoke themselves. Cigarettes also harm those who breath in second-hand smoke. This includes fetuses and small children. Second-hand smoke is dangerous on its own in that this smoke is not filtered (as one would see in primary smoke from the cigarette itself) and hence is then free to wreak havoc with those passively exposed to cigarette smoke.
SMOKING KILLS...
Smoking is still the single most preventable cause of death in the United States. Tobacco related deaths totalled over 435,000 last year or approximately 1 out of every 6 deaths. Smoking kills more Americans every year than alcohol, car accidents, AIDS, suicides, homicides, fires and drug use ... combined!
The majority of smoking related deaths relate to heart disease and heart attacks , second then to different forms of cancer (particularly lung, mouth, throat, esophagus, pancreas, bladder, kidney, cervix and blood cancer ), thirdly to strokes. Other smoking related issues include: lung related ailments (flu , emphysema, bronchitis and pneumonia ), osteoporosis, stomach ulcers, Peripheral Vascular Disease and impotence.
Because of smoking, 40% of men and 28% of women will die prematurely.
Today is the day for action. Today is the day you need to turn your life around!
Think a lifestyle change lifestyle change. It only takes 21 days to develop a habit. Even if you have had the habit of smoking for years, it will only take you 21 days to change this habit! The process of breaking the smoking habit is not a "all or nothing" phenomenon. It's rather the continued healthy decisions that you consciously make on a daily basis that will really make the difference in the long run. Once you build up a little momentum and start seeing yourself moving towards being smoke-free, you'll automatically then move towards continuing in this way. It's often just an issue of getting started.
Write down your goals. Write down your goals. Write down all the good reasons you desire to stop smoking and reflect upon them when you are tempted. Consider setting "interim" goals; where you reward yourself for being smoke-free for incremental periods of time.
You're only as young as you are right now! Make the best of all your days ahead by doing what you can today! Life is what you make of it!
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DRUGS POLICY
Last Review:
June 2020
Committee:
SLT
Date Ratified:
18.06.20
Next Review:
May 2022
1. Context
1.1. The purpose of this policy is to safeguard the health and safety of students and others who use the school, as well as to clarify the school's approach to drugs for all staff, students, parents/ carers, governors and the wider community.
1.2. We acknowledge that our school community plays an important role in tackling drug misuse by providing drug education and pastoral support to all students. It is our aim to help all students take their place safely in our society, where a wide range of drugs exists. We recognise that some drugs have beneficial effects, but also that every drug has potential harm. For this reason, all drugs need appropriate and responsible care and management. In order to be able to make informed choices, staff and students need to understand the nature of drugs, their social and legal status, their uses and effects.
1.3. The Drugs Policy makes clear the procedures for responding to and managing drug related incidents and ensures that all students develop the knowledge, understanding, skills and attitudes that enable them to make responsible and well-informed decisions about their lives. Drugs and Health education as defined within this policy will enable students to:
- develop attitudes, practices and understanding conducive to good health;
- improve their quality of life through developing an understanding of the importance of their physical, social and mental well-being;
- access accurate information about drugs;
- make informed choices regarding health and drug use;
- understand the rules and laws relating to drugs and how to seek appropriate advice;
- recognise their rights as a responsible citizen with regard to their own health and the health of others;
- understand the responsibilities of groups, organisations and society for the health of the individual and the community;
- to clarify our school's attitude to the management of drugs problems.
2. Aim
2.1. The aim of this policy is to communicate to staff, governors, parents and carers, visitors and students the way in which we deal with incidents involving drugs, alcohol and other substances and how drugs and health education is delivered at Oldfield School. To achieve our aims, we will:
- Keep the health and safety of our school community and the pastoral needs of students as our first concern
- Provide a supportive, nurturing environment in which all students and staff are encouraged to develop their knowledge and understanding about drugs
- Provide a Personal Development (PSHE) curriculum that encourages students to develop their understanding of drugs and how to lead a healthy lifestyle. All drugs education should be relevant and appropriate to students' ages and ability
- Provide targeted intervention and support for individual students where we are concerned about drug misuse
- Maintain a zero tolerance to the misuse, possession, supply or dealing of drugs on school premises
- Regularly evaluate the effectiveness of our drugs education and sanctions for drugs offences
- Train and support school staff so they understand the drug policy and their role in implementing it
- Liaise with the Police and other national and local services
- Ensure the Designated Safeguarding Officers have training that is current and reflects changes to national and local drugs strategy.
3. Definitions
3.1. A drug is defined as 'a substance people take to change the way they feel, think or behave'. This definition includes illegal substances and also legal substances such as: alcohol and tobacco, volatile substances, performance-enhancing drugs, new psycho active substances, over the counter and prescription medicines and any other unauthorised substances (DfE and ACPO drug advice for schools, September 2012 and National Drug Strategy 2010).
3.2. The reference to drugs paraphernalia means items such as cannabis grinders, rolling papers, filters, matches, lighters and pipes etc.
3.3. The legal definition of premises of a school includes everything within the property boundaries including buildings, outbuildings, playgrounds, fields and also extends to include other settings such as vehicles, boats, marquees or any venue managed by the school at the time, e.g. premises of a school trip or visit.
3.4. In preparing this policy, the following sources have been consulted:
- DfE and ACPO drug advice for schools (September 2012)
- The Psychoactive Substances Act (2016)
- Drugs policies of other local schools
3.4 Related policies include:
o Behaviour for Learning
o Safeguarding and Child Protection
o Attendance for students
o Medical Conditions
o Educational Trips and Visits
o Staff Code of Conduct
o (PSHE curriculum)
4. Procedure
4.1. In the event of a disclosure made by a student, staff will follow the Safeguarding and Child Protection Policy to ensure that the correct procedures are followed. This may result in a referral to Social Care or the Police. Where possible, parents will be contacted to inform them of this action. However, the safety and well-being of the student is paramount and therefore there may be times when parents are not informed of our actions.
5. Dealing with Drug Related Incidents in School
5.1. Any student/s who are proven either to have supplied an illegal substance (drug) to another student or to have used or possessed an illegal substance (drug) during the course of a school day, during a school organised activity or at any other time when the authority of the school pertains, will face a fixed-term or permanent exclusion.
5.1.1. For each individual case the procedures outlined in Appendix 1 should be followed where possible.
5.2. Possession (for personal use). If a student is found in possession of drugs, suspected drugs or drug-taking paraphernalia, then the materials/ substances will be confiscated. Unless there is a safeguarding issue, the parents of the student will be informed as soon as possible. The Police will also be informed.
5.2.1.If the student/s are under the influence of drugs, then medical advice may be sought. The student will be isolated until the end of the school day or until handed into parental care, whichever is sooner.
5.2.2. If the student is able to give a statement then that will be taken by a member of staff dealing with the incident. SLT and student's Head of Year will be informed.
5.2.3.The student will usually by excluded for a fixed term for a first offence, but a permanent exclusion may be considered in certain circumstances and for repeat offences.
5.2.4.Any response to drug-related incidents needs to balance the needs of individual students concerned with the wider school community. In deciding what action to take we will follow our Behaviour for Learning Policy and we will also be mindful of DfE Exclusion Guidance. Drug use can be a symptom of other problems. We will also be ready to involve or refer students to other services when needed. This would usually be in consultation with parents/carers.
5.3. Supplying Drugs on school premises: A student supplying/ sharing drugs in school will receive a permanent exclusion from school.
5.3.1.The procedures noted in 5.2 about confiscation and information also apply in this case.
5.3.2. Initially, this may need to be a fixed term exclusion until the incident has been fully investigated. This will involve the consideration of any evidence that is forthcoming and/ or statements that are made by the student/s involved or by others.
5.3.3.If the investigation concludes that the student was supplying illegal substances in or through the school, the exclusion will be made permanent.
5.4. Buying Drugs: If the school becomes aware that a student was buying/ receiving drugs or planning to buy/ receive drugs from another, then the school will inform the parents and the Police.
5.4.1. A fixed term exclusion will usually be appropriate for a first offence; a permanent exclusion may be considered in certain circumstances and for repeat offences.
5.5. Student/s under the influence of drugs on school premises: It may be that a student comes to school not in possession of drugs, but, having recently taken drugs, is still under their influence. The medical needs of the student will be addressed.
5.5.1.The procedures outlined in 5.2.1 are applied.
5.5.2.A fixed term exclusion will usually be appropriate for a first offence; a permanent exclusion may be considered in certain circumstances and for repeat offences.
5.6. Support for students involved in a drug related incident: For all drug related incidents where there has been a fixed term exclusion, a readmission meeting will be held with the parents, the student and a member of the Senior Leadership Team, as well as any other key personnel currently involved with the student.
5.6.1. At this meeting, the student's future will be considered. The two possible outcomes are that: The student is readmitted at the end of their term of exclusion with a clear contract/Individual Support Plan in place. The school may make a referral to relevant external agencies for support OR the exclusion is made permanent.
5.6.2.The record of the readmission meeting will include details of any support required by the student to help in controlling his/her drug use. Support may be available via agencies connected with the School Nursing Service or external agencies. School may consider an Individual Support Plan or Early Help in deciding how best to support the student with their drug use.
5.6.3.Details of the incident, exclusion and the readmission meeting record will be placed on the student's file.
5.6.4.Sources of advice and local services are listed in Appendix 2 These will be provided to parents/carers if appropriate and used by the school when required.
5.6.5.The Governing Body will be informed by the Headteacher of all drug related incidents.
5.6.6.The Headteacher will take responsibility for liaison with the media, where required.
5.6.7. The roles and responsibilities of all key staff and parents are outlined in Appendix 3.
6. Cigarettes (Tobacco) and E-Cigarettes: Cigarettes must never be brought into school. We are a smoke-free site and comply with all national legislation regarding this matter.
6.1. Any student found smoking or is with a group of students that are found smoking will be referred to the student's Head of Year and an appropriate internal punishment issued of an internal exclusion.
6.2. All items found will be confiscated.
6.3. The student/s parents will be informed and the incident recorded on SIMS Behaviour.
6.4. Repeat offences will be dealt with by using the sanction of a fixed term exclusion. Persistent offences may result in permanent exclusion.
6.5. If a student sells cigarettes/E-cigarettes or any other smoking paraphernalia to another student/s then they will receive a fixed term exclusion. In some cases this may lead to a permanent exclusion.
6.6. Students who find it difficult to stop smoking will be signposted to the School Nurse and local support-to-stop services e.g. smoking cessation classes, which may be provided on-site.
7. Alcohol: The school and its premises are alcohol free zones. The school does not allow any alcohol to be consumed on school premises without prior authorisation for pre-arranged social gatherings for adults sanctioned by the Headteacher.
7.1. Anyone found to be in breach of this rule will be dealt with by the student's Head of Year /or SLT.
7.2. Appropriate medical assistance will be sought in the first instance for any student who is found under the influence of alcohol or who appears to be intoxicated on school premises.
7.3. Parents will normally be informed of any alcohol related incident on school premises.
7.4. Any student who is found with or under the influence of alcohol will be dealt with by using the sanction of a fixed term exclusion. Persistent offences may be permanently excluded.
7.5. If a student passes or sells alcohol to another student, then they will receive an exclusion. This may be a fixed term or a permanent exclusion.
7.6. Students who may be vulnerable because of their alcohol misuse will be referred to support agencies e.g. Project 28.
8. Misuse of Solvents/Chemicals: Are hazardous to health. Students are not permitted to bring solvents into school. This includes correction fluids and pens, 'Tippex', thinners or glue containing solvents. Students are allowed to bring felt tip pens to school.
8.1. Any solvents/chemicals found on school premises will be confiscated.
8.2. Appropriate medical assistance will be sought in the first instance for any student who is found under the influence of solvents/chemical or who appears to be under their influence on school premises.
8.3. Parents will normally be informed of any solvent/chemical related incident on school premises.
8.4. Any student who is found with or under the influence of solvents/chemicals will be dealt with by using the sanction of a fixed term exclusion. Persistent offences may be permanently excluded.
8.5. If a student passes or sells solvents/chemicals to another student/s this will most likely result in a permanent exclusion.
8.6. Students who may be vulnerable because of their solvent/chemical misuse will be referred to support agencies e.g. School Nursing Service/Project 28/ Early Help.
8.7. All members of staff are responsible for the safe storage and use of solvents in their classroom. Where possible these should be locked away when not in use.
8.8. Cleaners and premises staff should also ensure that their stores are locked away when not in use.
9. Prescribed Drugs on Premises: An up-to-date list of students taking prescribed drugs for longterm conditions is available to all staff on SIMS.
9.1. Parents must notify the school of any medicines that need to be taken in school hours including on school trips.
9.2. School staff who administer medication (whether voluntarily or as part of a contract of employment) should receive appropriate training.
9.3. Medication must be in the original packaging with instructions for use and the expiry date. In certain cases, prescribed emergency medicines may be kept on the school premises in specifically allocated places and may be administered by suitably trained staff only.
10. Legal drugs: The police will not normally need to be informed of incidents involving legal drugs. If a student is selling/distributing legal drugs on the school premises trading standards and/or the police will be informed about the inappropriate sale or supply of tobacco, alcohol or solvents/chemicals to students in the local area.
11. Searching and Confiscation of Students: The General Power to Confiscate: Section 91 of the Education and Inspectors Act 2006 enables members of staff to confiscate, retain or dispose of a student/s property as a disciplinary penalty, where reasonable to do so.
11.1. When the member of staff finds other substances that are not believed to be controlled drugs these can be confiscated where the member of staff believes them to be harmful or detrimental to good order and discipline. If school staff are unable to identify the legal status of the drug, it should be treated as a controlled drug.
11.2. We are not required to inform parents before a search of a student takes place or to seek their consent to search their child. There is no legal requirement to make or keep a record of a search, but we may do so.
11.3. The student's parents/carers will normally be informed where alcohol, illegal drugs or potentially harmful substances are found, though there is no legal requirement to do so.
11.4.Complaints about searching a student should be dealt with through the normal school complaints procedure as outlined in the Complaints Procedures policy.
11.5. The Association of Chief Police Officers (ACPO) recommends that drug dogs should not be used for searches where there is no evidence for the presence of drugs on school premises. However, we may choose to make use of drug dogs or strategies if we wish.
12. Disposing of Controlled Drugs: In taking temporary possession and disposing of a controlled drug/s the following procedure will be followed;
12.1.1. ensure that a second adult witness is present throughout;
12.1.2. seal the sample in a plastic bag and include details of the date and time of the seizure/find and the witness present;
12.1.3. store it is a secure location, such as a safe or other lockable container with access limited to senior members of staff;
12.1.4. notify the police without delay including the name of the student.
12.1.5. record full details of the incident, including the police incident reference number;
12.1.6. inform parents/carers, unless this is not in the best interests of the student;
12.1.7. identify any safeguarding concerns and develop a support and disciplinary response.
13. Parents under the influence of drugs/substances/alcohol: If parents on school premises appear to be under the influence of drugs or substances or alcohol, they will be asked to leave and the member of staff making the request should refer the matter to a Designated Safeguarding Lead (DSL) and a member of the Senior Leadership Team (SLT).
13.1. If a member of staff suspects that a parent has driven or will drive whilst under the influence of drugs or alcohol, the member of staff should inform the DSL and a member of SLT who will inform the police.
13.2. If the DSL believes the student is at immediate risk of harm from a parent who is under the influence of alcohol or drugs, the student will not be released into the care of the parent and our Safeguarding and Child Protection procedures will be followed.
14. Early Intervention: As a school we have a key role in identifying students at risk of drug misuse. Within the process of identifying needs of a student, we aim to distinguish between students who require general information and education and those who could benefit from targeted prevention, and those who require a detailed needs assessment and more intensive support in conjunction with outside agencies.
15. Students whose parents/carers or family members misuse drugs: We will be alert to behaviour that might indicate that the student is experiencing difficult home circumstances. Where
problems are observed or suspected, or if a student chooses to disclose that there are difficulties at home our Safeguarding and Child Protection procedures will be followed.
16. Delivery of Drugs and Health Education: The Drugs and Health curriculum is co-ordinated by the Head of PSHE, and includes coverage by teachers and tutors within the tutorial programme and discreet PSHE lessons.
16.1. School based training will be provided for teachers and delivered when required.
16.2. The curriculum includes opportunities for students to develop the skills they need to stay safe from all forms of drugs or drug abuse and risks associated with taking or being involved with Drugs. Representatives of relevant external agencies are also involved in delivering the programme.
16.3. Through the Drugs and Health education the school addresses:
16.3.1. Attitudes and values: Students are helped to examine their own and other people's attitudes and values, particularly related to Drug matters, and to respect the rights of others to their own opinions. Drugs and Health education can help students to develop a good self-image and high self-esteem, responsibility and the ability to make informed decisions.
16.3.2. Personal and Social skills: Drugs and Health education encourages the acquisition of skills so that students' relationships with others may be positive, fulfilling, and respectful. It provides opportunities to develop communication skills, assertiveness within a range of different situations and recognise opportunities to develop a healthy lifestyle and highlight other social.
16.3.3. Knowledge and Understanding: Drugs and Health education provides information on the different forms of drugs, the impact this has on the individual and society and the involvement of the legal system and the law.
16.4. Materials used in schools are prepared in accordance with the PSHE Framework and the law. Care is taken to ensure that students are protected from teaching and materials that are inappropriate, having regard to the age and cultural background of the students.
16.5. This school recognises the need to begin with students' own experiences, beliefs and values and, therefore, places a high importance on creating a supportive and secure atmosphere where they can develop the confidence needed to talk, listen and think about Drugs and health education. In order to do this, teachers work within the current code of conduct within Teacher Standards 2013 DfE, which states that teachers must not undermine certain values, including "mutual respect" and "tolerance of those with different faiths and beliefs".
16.6. The PSHE curriculum at KS3 introduces Drugs and Health education in year 7. This is built upon and developed throughout years 8-13. This is based upon an appropriate age related curriculum.
16.7. The school provides students with information about different types of drugs. Students are made aware of their personal responsibility and the consequences of one's actions in relation to taking or being involved with drugs (see Appendix 4).
16.7.1. During lessons teachers:
- establish ground rules with students
- emphasise the importance of mutual respect
- require no open personal disclosures in a class setting
- use distancing techniques
- encourage reflection
17. Monitoring and review:
The Assistant Headteacher: Inclusion will review the policy every two years in conjunction with the Head of PSHE and -
- following any serious incident involving alcohol or drugs and substance misuse.
- following the issue of any new guidance from the Department of Education (DfE)
Appendix 1 – F
l
ow
C
h
art
t
o
deal with Drug incidents on school premises
mail.com
After a full investigation complete the following –
Identify the level of support required for the student/s.
Sanction: decide upon the appropriate response –if required complete disciplinary procedures in line with the
Drugs and Behaviour for Learning Policies.
Provide students/parents with access to further sources of information / support (see Appendix 2)
Medical emergency
Call for medical
help/ambulance
Follow first-aid
procedures
until help
arrives
No medical
emergency
Keep
student
calm and
under
observation
If
intoxicated
normally call
parent/carer
to collect
the child.
Ensure safety and well-being of other
students e.g. onlookers.
Drugs or
paraphernalia
found on school
premises
Student in
possession of
unauthorised
drug
Student under
the influence of a
drug (including
misuse of a
medicine)
Disclosure of drug use:
Student’s own drug use
Parent/carer’s drug use
Parent/carer’s concern
about their child’s drug use
Illegitimate
sale/supply of drugs
(legal or illegal)
on/near school
premises
Offer further
information/signpost
to support services
(see Appendix 2)
Consider whether
there are
safeguarding
concerns – if yes refer
to DSL.
Remove drug / paraphernalia – temporarily store drug securely in a designated place. Record
the details with a second witness present.
Inform the Head of Year and a member of the Senior Leadership Team, who will begin further
investigation.
Consider issues of
confidentiality and
explain issues to
parent/s/student/s
involved.
Refer to a DSL for further
advice.
Inform parent/carer if appropriate and does not place the child at risk
If
Illegal drug
: notify the police using 101 immediately, who will arrange for
collection or disposal of the drug.
Discuss with the Headteacher whether the student’s name will be divulged
(although there is no legal obligation to do so).
If
lega
l: alcohol, tobacco or medicines – can be returned to parent/carer or the
drug can be disposed of safely.
Seek outside agency support/advice if appropriate e.g. School Nursing Service, Project 28, Social Care, EWO, police etc.
Appendix 2 – Useful Organisations
Addaction is one of the UK's largest specialist drug and alcohol treatment charities. As well as adult services, they provide services specifically tailored to the needs of young people and their parents. The Skills for Life project supports young people with drug misusing parents. Website: https://www.addaction.org.uk/
ADFAM offers information to families of drug and alcohol users, and the website has a database of local family support services. Tel: 020 7553 7640 Email: email@example.com Website: http://www.adfam.org.uk/
Alcohol Concern works to reduce the incidence and costs of alcohol-related harm and to increase the range and quality of services available to people with alcohol-related problems Tel: 020 7264 0510. Email: firstname.lastname@example.org Website: https://www.alcoholconcern.org.uk/
ASH (Action on Smoking and Health) A campaigning public health charity aiming to reduce the health problems caused by tobacco. Tel: 020 7739 5902 Email: email@example.com Website: http://ash.org.uk/home/
Children's Legal Centre operates a free and confidential legal advice and information service covering all aspects of law and policy affecting children and young people. Tel: 01206 877910 Email: firstname.lastname@example.org Website: http://www.childrenslegalcentre.com/
Children's Rights Alliance for England - A charity working to improve the lives and status of all children in England through the fullest implementation of the UN Convention on the Rights of the Child. Email: email@example.com Website: http://www.crae.org.uk/
Drinkaware - An independent charity that promotes responsible drinking through innovative ways to challenge the national drinking culture, helping reduce alcohol misuse and minimise alcohol related harm. Tel: 020 7307 7450 Website: www.drinkaware.co.uk/
Drinkline - A free and confidential helpline for anyone who is concerned about their own or someone else's drinking. Tel: 0800 917 8282 (lines are open 24 hours a day)
Drug Education Forum – this website contains a number of useful papers and briefing sheets for use by practitioners: Website: www.drugeducationforum.com/
DrugWise is a centre of expertise on illegal drugs, aiming to inform policy development and reduce drug-related risk. The website includes detailed drug information and access to the Information and Library Service. Website: http://www.drugwise.org.uk/
FRANK is the national drugs awareness campaign aiming to raise awareness amongst young people of the risks of illegal drugs, and to provide information and advice. It also provides support to parents/carers, helping to give them the skills and confidence to communicate with their children about drugs. 24 Hour Helpline: 0800 776600 Email: firstname.lastname@example.org Website: www.talktofrank.com
Family Lives - A charity offering support and information to anyone parenting a child or teenager. It runs a free-phone helpline and courses for parents, and develops innovative projects. Tel: 0800 800 2222 Website: http://familylives.org.uk/
Re-Solv (Society for the Prevention of Solvent and Volatile Substance Abuse) A national charity providing information for teachers, other professionals, parents and young people. Tel: 01785 817885 Information line: 01785 810762 Email: email@example.com Website: http://www.resolv.org/
Smokefree - NHS Smoking Helpline: 0800 169 0 169 Website: https://www.nhs.uk/smokefree
Stars National Initiative offers support for anyone working with children, young people and families affected by parental drug and alcohol misuse. Website: https://www.childrenssociety.org.uk/substance-misuse-domestic-violence/substance-misuse
Youth Offending Teams – Local Youth Offending Teams are multi-agency teams and are the responsibility of the local authority, who have a statutory duty to [prevent offending by young people under the age of 18. Website: https://www.gov.uk/youth-offending-team 15
Appendix 3 Roles and Responsibilities
The Governing Body : It is the responsibility of the Governing Body to support the Senior Leadership Team in ensuring the aims of this policy are met. To do this, governors will regularly review incidents of exclusion for drugs offences. As noted above, a Governors' Disciplinary Panel may be convened where a student's future at the school is under consideration.
The Headteacher has overall responsibility for the implementation of the policy and for liaison with the governing body, parents the LA and appropriate outside agencies. They are responsible for ensuring that all staff dealing with substance issues are adequately supported and trained.
The Assistant Headteacher: Inclusion will be responsible for receiving all information about drug misuse and reporting to the Headteacher.
School Staff: The prevention of drug use is a whole school issue; all staff must understand the role they play in this important issue. The school is responsible for ensuring that staff understand this policy and receive high quality training in terms of safeguarding concerns, the delivery of drugs education, dealing with incidents, etc.
The Senior Leadership Team, Head of PSHE and Heads of Year are responsible for evaluating the school's drugs education, ensuring that it is current, age-appropriate and enables students to make safe, healthy and responsible choices.
Parents: The school seeks to work with parents/carers where there are concerns around drugs. This partnership is vital in supporting students to make safe, healthy, responsible choices. Parents/ carers of an excluded student have a legal responsibility to ensure their child is supervised throughout the period of the exclusion. The student is not permitted to be in public during the school day without reasonable justification. Because the support of parents/carers is important for students to avoid further exclusions, an excluded child should be accompanied by a parent/carer at any Readmission Meeting for the student to be permitted to return to lessons. For further information of exclusions, please refer to the Behaviour for Learning policy.
Appendix 4 PSHE Curriculum (Drugs curriculum)
The KS3 curriculum includes;
- the positive and negative roles played by drugs in society (including alcohol);
- factual information about legal and illegal substances, including alcohol, volatile substances, tobacco and cannabis and the law relating to their supply, use and misuse
- to recognise and manage different influences on their decisions about the use of substances, (including clarifying and challenging their own perceptions values and beliefs) including managing peer influence;
- the personal and social risks and consequences of substance use and misuse, including the benefits of not drinking alcohol (or delaying the age at which to start)and the benefits of not smoking including not harming others with second-hand smoke;
- the safe use of prescribed and over the counter medicines;
- the risks and consequences of 'experimental' and 'occasional' substance use and the terms 'dependence' and 'addiction'.
This curriculum is broken down as follows:
Year 7
Students will know the definition of alcohol, different measures used and be able to talk about some effects of alcohol. They will know about the law relating to alcohol and will know why alcohol laws and guidelines are there. Students will know about risks associated with drinking and explore good and bad relationships in terms of peer pressure.
Year 8
Students will learn that not all drugs are bad and study how drugs can help. They look at how drugs can have a poisonous effect on the body, including medicines. Students will look at the topic of addiction.
Year 9
Students' prior understanding is reinforced and students are informed about the effects of drugs and alcohol on their physical and mental health and are signposted to where they can receive help and support should they need it. Students discuss peer pressure, the effects and risks associated with drugs and gain an awareness of 'legal highs'. Outside speakers are used where possible to further this delivery e.g. Project 28.
The KS4 curriculum includes;
- the short and long term consequences of substance use and misuse for the health and mental and emotional wellbeing of individuals , families and communities, including the health risks related to second hand smoke.
- Understand the terms 'habit', 'dependence' and 'addiction' in relation to substance use and to whom to talk if they have concerns.
- The wider risks and consequences of legal and illegal substance use including on their personal safety, career, relationships and future lifestyles.
This curriculum is broken down as follows:
Year 10
Students gain an understanding of the different categories of drugs and consider the laws relating to drug use. To explore the effects of drugs on the human body and on relationships. They gain knowledge of where they can get help, guidance and further information.
Year 11 Tutorial Sessions
Students look at risk taking and how their lifestyle choices can have a positive and negative effect (short and long term). There is a focus on developing risks associated with illness because of drugs as well as how students can minimise risk. There is a focus on how the brain effects the brain and factual information on smoking and vaping as well as information on where to find support, help and advice. | <urn:uuid:3b31b12c-22bc-4491-b462-0892a0d0b4bd> | CC-MAIN-2021-25 | https://www.oldfieldschool.com/wp-content/uploads/2020/08/Drugs-Policy-2020-SLT.pdf?x48869 | 2021-06-18T02:00:18+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487634616.65/warc/CC-MAIN-20210618013013-20210618043013-00124.warc.gz | 846,911,649 | 6,899 | eng_Latn | eng_Latn | 0.997086 | eng_Latn | 0.997953 | [
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THE EFFECT OF A STEM RESEARCH PROJECTS ON NINTH GRADE FOUNDATIONS OF SCIENCE CLASSES
by
Murray W. Metge
A professional paper submitted in partial fulfillment of the requirements for the degree of
Master of Science in
Science Education
MONTANA STATE UNIVERSITY
Bozeman, Montana
July 2013
ii
STATEMENT OF PERMISSION TO USE
In presenting this professional paper in partial fulfillment of the requirements for a Master's degree at Montana State University, I agree that the MSSE Program shall make it available to borrowers under rules of the program.
Murray William Metge
July 2013
TABLE OF CONTENTS
1.
iv
LIST OF TABLES
Data Triangulation Matrix ...........................................................................................12
LIST OF FIGURES
ABSTRACT
In this investigation different strategies were implemented for the purpose of determining if students engaged in real world research projects based on their personal interest would find science more interesting. The findings of this project indicated mixed results; some of the data showed little if no difference, and other data, observations and interviews, showed students enjoyed researching projects of their own interest.
1
INTRODUCTION AND BACKGROUND
For the past seven years, I have been teaching ninth grade freshman science classes at Charles M. Russell High School in Great Falls, Montana. The class is called Foundations of Science (FOS) and is one of three required science courses needed for graduation from the Great Falls Public Schools (GFPS). FOS is designed to give students a solid science background in basic physics, chemistry, and earth science. It also teaches students experimental design techniques through participation in labs, projects and challenges.
Charles M. Russell High School (CMR) is one of two high schools in Great Falls, Montana. It has a student population of approximately 1450 students, 23% whom are registered as free and reduced lunch. Great Falls is a community of 58,000 with 2 high schools, 2 middle schools, and 15 elementary schools. District demographics from the 2012-2013 school year showed there were 3.43% African American, 12.67% American Indian, 1.23% Asian American, 3.43% Hispanic and 78.63% Caucasian (Great Falls Public Schools, 2012).
I have been teaching for 25 years in small rural schools, large city schools, and Native American Reservation schools. This experience of teaching in diverse socioeconomic and cultural environments has exposed me to a wide variety of learning behaviors and has helped me develop more extensive skills and strategies.
Almost every science teacher sooner or later will hear students ask the questions, "Why do we need to know science? When will we ever use this stuff?" Answering those questions seldom satisfies the appetite of those who ask. I tried to get students excited
about science by finding activities, projects, and challenges that pertain to their world. This helped bridge the gap between their world and the world of science.
My school district began an annual STEM (science, technology, engineering, and math) Expo where students could do their own research projects and present them in a formal setting. It is set up much like a science fair with the additional emphasis on technology, engineering and math. In 2012 I began coaching some of my students and helped them set up their own science projects. These students become very interested in their research, as one student said, "I love science now because I am doing something that I am interested in." I then began implementing more significant research projects in my classroom. With the district's emphasis on the STEM process, I thought a STEM Research Project (STEMRP), of the students' choosing, would help students find more interest and confidence in science. This resulted in my first focus question: How does a STEMRP affect student interest in science?
To complete a STEMRP, students would have to be knowledgeable about their subject as well as be very familiar with the experimental process. They would have to learn to develop keen observation, writing, and research skills. Research design is a way students can put their thought processes in an organized and rational manner. This led to my second focus question: How does the use of STEMRP affect student understanding of the scientific process?
In the past I have observed students putting in many hours of their own time when they are asked to work on a project that interests them, but when I asked students how much time was spent studying for a typical summative test, most did not study or spent less than a few minutes reviewing for the test. On occasion when students are working
on projects they are excited about, I have seen them come into class before the bell rings and get started on their work. They also talk about working for many hours over a weekend on their projects. This led me to wonder how much time students would spend on a project of their choosing, one they were passionate about, which led to my next focus question: What effect does STEMRP have on the amount of homework completed?
As a passionate teacher, watching students get excited about learning is a very satisfying experience and is remembered for a life time. Teaching under these circumstances is why I wanted to introduce more students to the research process of science. I wanted students to be excited and passionate about the science they do. The days when I hear students get excited about what they are doing in science class are the days I go home with a smile on my face and a great sense of accomplishment. This led me to my fourth focus question: What impact does STEMRP have on my teaching?
CONCEPTUAL FRAMWORK
Throughout the world United States students are falling behind other students in other countries, especially in the areas of science and math. Even though U.S. students are still considered average in science and slightly below average in math, other countries and regions such as Shanghai and Finland continue to soar upwards in their rankings leaving U.S. students twenty-third (Bybee, 2013). This is a far cry from the 50's and 60's when the United States led the world in these fields and spurred comments like this from the late President John F. Kennedy:
We intend to be first. In short, our leadership in science and industry, our hopes for peace and security, our obligations to ourselves as well as others, all require us to make this effort, to solve these mysteries, to solve them for the good of all men, and to become the world's leading space-faring nation. (Bybee, 2013)
Much is expected of our science teachers today. They are expected to have their students learn more and more science knowledge by following very broad science standards (Wilson, 2009). According to Bybee (2013) the development of scientific inquiry in science and engineering would contribute to student preparation for the 21 st century workforce. Inquiry science is, according to Wilson (2009), learners engaged in scientific questioning, finding evidence in response to questions, and being able to explain the evidence.
Using inquiry science in the high school science classroom creates much debate among science teachers. With the emphasis on content driven standards, teachers find the more time-consuming inquiry science of little value to students who are required to take content standard tests (Wilson, 2009). Inquiry, however, produces tangible learning outcomes by posing and answering research questions that are relevant to the lives of the students (Colley, 2008). When inquiry science happens, students gain a deeper approach to learning than those students who are more teacher directed (Kemper, 2002). Despite this, teaching content is still emphasized in the standards and benchmarks science teachers are to follow. Just teaching content does not allow students to think outside memorization, but when finding the facts comes from the students own research based on their experimentation, it helps students remember the content as well as develop critical thinking skills that are brought about by inquiry science (Sternberg, 2007).
Understanding the content of the subject matter is important but must include the use and application of that knowledge (Bybee, 2013). Application of content can take many forms including daily hands-on activities, weekly inquiry-based labs or challenges, as well as full research (Harland, 2011). If true scientific inquiry is to be followed then it should follow what is done in the science community. This makes it difficult because most classrooms are not labs (Hanaurer, Jacobs-Sera, Pedulla, Hendrix, & Hatfull, 2006). There are many problems with doing long term research in the classroom. One of the most significant is the lack of research experience of the teacher. If the teacher does not feel comfortable with doing open ended inquiry-based research, they tend to avoid it (Harland, 2011). It is also difficult for many teachers to give up the control of just teaching content. Classroom management is different when students have more control of their learning because they are involved with more than just bookwork or lecture. Student based learning involves observations, proposing solutions, conducting tests, analyzing results, and presenting conclusions (VanDorn and four others, 2005). Even if science teachers cannot implement a complete research based inquiry program, often they can modify their curriculum by narrowing down the focus of student research. This can be done either with short term or long term projects (Harland, 2011).
The recent emphasis on science, technology, engineering, and math (STEM) by many school districts throughout the country has placed more emphasis on inquiry based science. Though STEM is an acronym rather than a learning strategy, it has often used synonymous with inquiry based science in many different forms, including laboratory projects, self-directed inquiry, and scientific inquiry methods (O'Neil, Yamagata, Yamagata, & Togioka, 2012). How much involvement teachers take in their students' inquiry projects, whether open-ended or more guided, plays a role in student learning.
More open-ended inquiry provides students with more ownership, higher thinking skills and a deeper understanding of how science works (Sedah & Zion, 2012).
METHODOLOGY
The research methodology for this project received an exemption by Montana State University's Institutional Review Board and compliance for working with human subjects was maintained. The treatment for this study consisted of 122 students in 5 freshman classes. Students were asked to choose a science topic of their own interest then design an experiment around that topic. This experiment was developed using the guidelines spelled out in the STEMRP Guidelines (Appendix A). Each student was given a copy for their composition books. The STEMRP was conducted over a period of nine weeks, from January 28, 2013, to March 23, 2013. Two days per week, Thursdays and Fridays, were dedicated as class time to work on the STEMRP. The reason for spreading out the STEMRP was to allow students who were doing long term research, such as growing plants, more time to complete their research. This classroom time was used for students to work on their projects, planning, journaling, data collection, and preparation for their presentations. It was also a time when I could coach students on problems they were having, as well helping them with some of the finer details of their research. Any additional time needed was on the students' own time. During the last week, students were given three extra classes to put the final touches on their projects and presentations.
Students were given the choice of working on their own or with another student. If they chose a partner, both were required to write their own paper. They could use the same data sets and pictures, but all other writing, including their own composition books, had to be done and handed in on an individual basis. They were required to have a composition book dedicated to their STEMRP.
Prior to conducting their experiments, students were given the Metge Pre-STEM Research Project Survey and the Metge Experimental Design Pre/Post Test (Appendix B and C). The Metge Pre-Stem Research Project Survey was a five question survey which helped establish a baseline for students' motivation and confidence in science prior to completing their STEMRP. These questions asked students how they liked science and then to share what parts of the science class they found most interesting. The survey was set up following a Likert-style, but each answer was worded rather than numbered to help students understand the purpose of the question. At the completion of STEMRP, the Metge Post-STEM Research Project Survey was given which included the same questions as the Metge Pre-STEM Project Survey with the addition of three questions that were not comparison questions and could only be asked at the end of the research project (Appendix D). These questions asked students the amount of time they spent on STEMRP homework, how much homework they did for the regular science part of the class, and if they felt the STEMRP increased their confidence in learning science. At the end of the STEMRP questions on the pre and posttest were compared to see if students' interest and confidence in completing a science research project had improved.
Before students began their STEMRP, they were also given the Metge Stem Research Project Pre and Post Test. This 17 multiple choice pre-test assessed student understanding of the technical aspects of research design, including definitions, hypothesis design, establishing variables, and other components of a research project. At the end of the project, the same test was given as a post-test, and the data were compared to help analyze how well STEMRP affected student understanding of the scientific process.
At the beginning of the project students were given the STEMRP Due Dates and Grade Check form, and they were asked to permanently attach it to the inside front cover of their composition books (Appendix E). This was their guide to help them know when different parts of the project were due and to help them keep track of their grades as they progressed through the project.
In the first week students were given Brainstorming Ideas for the STEMRP, this handout, along with classroom discussion, helped guide students in selecting their own research topic (Appendix F). Computers were used to research their topics, to collect background information, and to help the students decide if their topic was testable. After they selected their topic, students were given Metge STEMRP Design Table that guided students through designing their project using both classroom discussion and individual instruction (Appendix G). They selected their independent variable and determined how they were going to manipulate it. Based on their research, they predicted what would be the dependent variables. On this handout they also established a control, if it was applicable, and listed all of the constants they needed to be aware of. Their experimental data sets were also established and described at the bottom of the handout.
Hypothesis design was studied in the second week. The STEMRP approach to writing a hypothesis was to have students understand that a hypothesis should state the independent variable and its effect on the dependent variable. Students are also encouraged to state their reasoning why they thought their hypothesis would work. After discussing what makes a good hypothesis, students were given Writing a Hypothesis for the STEMRP (Appendix H). At the completion of this handout, students came up with a strong, testable hypothesis for their STEMRP.
With the completion of their literature research, experimental design and hypothesis, students wrote and submitted a research proposal for teacher approval. This was done in the form of a business letter, STEMRP Sample Proposal Letter (Appendix I). The student's proposal, using their background research, had to show they understood their topic, had a testable hypothesis and a clear workable procedure. Any tools and materials were also to be specified and how they were to get them if they were not readily available. Students were not allowed to continue their project until the proposal was approved by the teacher. If it was not approved, they were required to go back and make the suggested corrections and resubmit or think of a new project.
During the third week, students were instructed on organizing and using a lab notebook. It was required they use a composition style book. In the composition book they kept all of their information pertaining to the STEMRP. This week, providing their proposal was approved, was also the week students started on their experiments. Students could bring their experiments into the classroom, or they could work on them at home. Either way they needed to keep their science composition books and class work updated. Keeping a log or journal was of vital importance. Entries were to include the date of entry, what they did, data collected, and any observations they made. It was also required to have a picture of their experimental progress, and it needed to include at least one picture of the student while they were doing their work.
Composition books were checked every two weeks using the STEMRP Composition Book Grading Rubric (Appendix J). Students were to keep daily logs of their experiment, diagrams, pictures, journal entries, and data tables. They were also to keep a time log showing the amount of time they worked on their projects in class as well as outside class. This data were then used to compare the amount of time students worked on their STEMRP to regular homework. Students were also encouraged to write down their mistakes and any corrections they made during the experimental process. The composition books were to be present during their presentations and could be used as a reference when asked questions by judges and/or other students.
For weeks four, five, and six, students continued to add data, write in their journals and make observations. On week seven students were given additional instructions on writing their formal research papers and help on their mode of presentation. Those students attending the STEM Expo were required to have a poster of their work and props to help show the judges and patrons of the Expo what their project was about. Those students not finished with their experiments left their data sets blank. A rough draft was first completed and peer edited using the STEMRP Peer Editing Rubric (Appendix K). Peer editing was not as rigorous grading as I would do, but it was designed to help students find some of the more obvious technical and formatting errors. Students were encouraged to have parents or family members edit their papers to help with their involvement in the project.
The STEMRP Grading Rubric (Appendix L) was given to students prior to the start of the STEMRP so they could use it as a guideline. This was the rubric I used to grade their STEMRP. After corrections were made from the peer editing, the final paper was written and submitted prior to their presentation in class or at a symposium. Students were given the opportunity to make corrections to their final papers if they wanted a better grade.
Upon completion of the STEMRP, students who did not attend the STEM Expo had to present their projects in the class. The same criteria were used to grade their presentations as were used during the Great Falls Public Schools STEM Expo (Appendix P). At the completion of their presentations, they were asked questions from their peers. Students were also asked to complete the Metge Post STEMRP Survey (Appendix M). A random selection of 16 students were chosen from the roster and interviewed by the teacher using the Metge STEMRP Interview Questions (Appendix N).
Each year the Great Falls Public Schools requires all science classes to give a Foundations of Science District Performance Assessment (Appendix O). This assessment evaluates students' ability to design and write an experiment. In this assessment students were given an effervescent tablet and asked to design a reaction time experiment within the given parameters. There is a two day time frame for students to complete this test. After completion, tests are graded using the Great Falls Public Schools Foundations Rubric Checklist (Appendix P). These scores were then compared to the 2011 year's scores to see if the STEMRP affected student ability to understand and implement the scientific process. The 2011 year was chosen because this was the first year this test and rubric was used. In 2012 this test was improved by a committee of science teachers; however in 2013 the district office made a mistake, which I did not catch, and gave me the 2011 test. To remain consistent, I used the data from the 2011 test and compared it to 22 randomly selected tests from my 2013 students. The names of the students were folded over and taped down. This was done by the students before handing in. The tests were left in the same order they were collected, I then selected 4 or 5 tests from each class.
During the nine week STEMRP, I kept a log where I wrote down observations I made of my students as well as ideas about how I could improve on the STEMRP the following year. I also wrote down how I thought the project was going and how this STEMRP affected me as the teacher.
Table 1 Research Focus Questions
| Research Focus Questions | Data Source | | | | | |
|---|---|---|---|---|---|---|
| | Studen t Survey | Student Intervie w | Experiment al Design Test | District Performanc e Assessment | Student Science Compositio n Book | Teacher Journal |
| How does the use of STEMRP affect student interest in science? | X | X | | | | X |
| What effect does STEMRP have on my teaching? | | | X | X | X | X |
| What effect does STEMRP have on the amount of homework completed? | X | X | | | X | |
DATA AND ANALYSIS
At the completion of the STEMRP, data collection from the Metge Pre and PostSTEM Research Project Survey (N = 74) that asked, "How would you rate your interest in science?" showed a decline of 2.3% in students' interest in science (Figure 1). Additional data from the Metge Post-STEMRP Survey, however, showed when students were asked, "Did the STEMRP affect your attitude positively towards science?" 9.3% said it was strongly affected positive and 26.7% said positive, for a total of 36% responding positively (Figure 2). From the STEMRP Interview Questions (n = 16), when students were asked, "If you could choose, would you rather be doing classwork or working on your STEMRP?" 69% of students said they would rather be doing their STEMRP than classwork (Figure 3).
Data collected from the District Foundations of Science Performance Assessment in 2011 showed that students scored an average of 73% (N = 22). These data were taken from my Foundations of Science class only. The same test given in 2013 after students finished their STEMRP, showed students with an average score of 90% (N = 22) (Figure 4). Students taking the Metge Experimental Design Pre/Post Test, however, scored on average 34.4% on the pre-test and 35.5% on the post-test. From the STEMRP Survey,
75% of students said their knowledge of science increased upon completing the STEMRP.
Average Student Scores
Figure 4. Student results from the District Foundations of Science Performance Assessment, (N = 22).
Students were asked, prior to starting on the STEMRP, to rank their preferred science learning activities. Only 25.6% chose large research projects, such as the STEMRP, as their first choice compared to 54.7% choosing labs and experiments. After completing the STEMRP, 25% chose the large research projects first compared to 60.5% choosing labs and experiments (Figure 6).
Over the nine weeks of the STEMRP, 58.7% of the students said they spent two hours or less on regular science homework (Figure 7). During the same time, however, 27.3% said they spent over 10 hours of homework on their projects and 50.7% spent between 3 and 10 hours. These hours do not reflect the 32 students who participated in the Great Falls Public Schools STEM Expo, which was held on Saturday, April 23, 2013. Students were required to be there for four and a half hours.
INTERPRETATION AND CONCLUSION
The results of this study were analyzed to answer my focus questions. The first focus question was: How does the use of the STEMRP affect student interest in science? The student pre and post survey showed a decline of 2.3% for this question. The survey was given directly after completion of the STEMRP which may have led to the decline of interest because students were tired of the STEMRP and wanted to move on to something different , however when students were asked, How did the STEMRP affect your attitude towards science?, 38% of the students responded with a strong positive or positive. The 2.3% decline in student interest also conflicted with students responses when asked if they would rather be doing classwork or the STEMRP. This question showed 69% of students would rather be doing their STEMRP. When students were asked in the interviews to explain why, numerous students said, "It was hands on." Another student said, "I have control of my learning." while another said, "I wanted to know what the
results of my project." I believe some of the differences could be attributed to the wording of the questions. The first question about student interest gave students five response choices. The next question about doing STEMRP or classwork in the class, gave students only two response choices. In analyzing this data I also realized students may find the STEMRP to impact them positively but still not affect their interest in science.
The next focus question was: How does the use of STEMRP affect student understanding of the scientific process? The first data source was the Metge Experimental Design Test. This test was given as a pre and a post test. The results of the data were inconclusive. Students' average scores were 39% on both the pre and posttest. Upon analyzing the results of the posttest, I knew that something was wrong. I reviewed the test and found it was very poorly written; therefore I did not use this data.
The District Performance Assessment did show students improving in the knowledge of the scientific process by 17%. When I was explaining the district assessment to my students, one student said, "After doing the STEMRP the district assessment will be a piece of cake." My observations also showed numerous students expressing pride in their work and many of them expressing a desire to do the STEM Expo next year.
Students put far more homework time into the STEMRP than they did for the regular class homework. This answered my next focus question which asked, Does STEMRP affect he amount of homework done by a student? Over the nine week period none of the students put in more than 11-14 hours on class homework, however 30% of students put in this amount or more into their STEMRP homework.
Some of the positives that students expressed about the STEMRP were: choosing their project subject, working with friends, presenting at the STEM Expo, and pride in their work. Some of the negatives, however, were taking too much time, their poor organization skills, too much work, and giving up of their free time on weekends.
VALUE
I thought about my own process through the MSSE Capstone and realized how tired I was at the end of the project. If I had been given a survey immediately after completing my MSSE capstone asking me if I would rather do a regular class or write my capstone, I would have chosen to take classes, even worksheets. I do not think my feelings were much different than those of my students. When I gave the post-survey and post-test they were exhausted and were glad it was over. At this time they did not really care about their STEMRP, yet by the end of the week, when I interviewed them, they gave more positive comments. When I asked one student what the most positive aspect of the STEMRP was he replied, "It's the pride, Mr. Metge, I feel very proud of what I did." A few weeks after the STEM Expo, students received medals for their achievement. As students came into class they were beaming and wearing their medals proudly. Some even wanted to have their pictures taken together. I also overheard a couple of students saying they wanted to do the STEM Expo next year. So most students thought it was a good experience even though some data did not support this.
There are a number of things that I should have done differently and will implement them next year. Even though students liked the ability to choose their own topics, it was also frustrating for them. They come to my class with very limited background knowledge, so many of them thought the possibility of doing a demonstration was all the needed to do. One of the interview questions asked them what I, as the teacher, could have done differently. Many students wanted more guidance on choosing their topic. Next year I plan to spend more time developing testable ideas. This will be done by guiding them through what makes a good experiment and give many good examples for them to choose from. I will also give them more time to explore websites such as sciencebuddies.com. At the end of this school year I applied and received a grant for 22 new probes and sensors for my Vernier LabQuests. Digital equipment such as this often excites students about doing science experiments because it uses technology.
Another area of development is using people who are experts in the field the students want to study. This could be parents, relatives, friends or others in the community. One of my student's experiments was the effect of magnetism on bacterial growth. Her mother worked in a lab at the hospital and was allowed to use some of the equipment there. It was a very interesting experiment.
Even with the mixed results I will continue to do the STEMRP each year with my students. I will continue to improve my presentation and work out the weaknesses of the program. Despite some of the data, I am encouraged and do believe that in years to come students will remember doing their STEMRP more than anything else in my Foundations of Science class. When their children take high school science, they will tell them about doing their research project in freshman science class, not the PowerPoints or textbook work.
REFERENCES CITED
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.
Colley, K. (2008). Project-based science instruction: A primer: And introduction and learning cycle for implementing project-based science. The Science Teacher, 75(8), 23.
Hanauer, D. I., Jacobs-Sera, D., Pedulla, M. L., Cresawn, S. G., Hendrix, R. W., & Hatfull, G. F. (2006). INQUIRY LEARNING: Teaching Scientific Inquiry. Science, 314(5807), 1880-1881.
Harland, D. J. (2011). STEM student research handbook. Arlington, VA: National Science Teachers Association.
Kemper, D. (2002). Long-term outcomes of educational action research projects. Educational Action Research, 10(1), 83-104.
Great Falls Public Schools (GFPS). (n.d.). Retrieved January 13, 2013, from http://www.gfps.k12.mt.us/content/district-profile
O'Neil, T., Yamagata, L., Yamagata, J., & Togioka, S. (2012). Teaching STEM means teacher learning. Phi Delta Kappan, 94(1), 36-40.
Sadeh, I., & Zion, M. (2012). Which Type of Inquiry Project Do High School Biology Students Prefer: Open or Guided? Research in Science Education, 42(5), 831-848.
Sternberg, R. J. (2007). Assessing What Matters. Educational Leadership, 65(4), 20-26.
VanDorn, K., Mavita, M., Montes, L., Ackerson, B. J., & Rockley, M. (2004). Hypothesis-Based Learning. Science Scope, 27(4).
Wilson, C. A. (2009). Planning and Implementing Inquiry-oriented Activities for Middle Grades Science. Middle School Journal, 41(2), 41-49.
APPENDICES
APPENDIX A
STEMRP GUIDELINES
STEMRP Guidelines
In your Foundations of Science (FOS) class you are required to complete a STEM Research Project (STEMRP). This project will challenge you but because you get to choose your topic, you should find it very interesting. I promise if you do your best and complete all of the sections of this project, you will feel a real sense of accomplishment and be proud of the work that you do.
At the end of the STEMRP you will be able to:
Choose and research a topic in science that you are interested in.
Design an experiment with an independent variable (IV) you can manipulate.
Accurately predict the response of the IV on the dependent variables (DV).
Write, develop and implement a scientifically sound research project based on a well-researched and written hypothesis.
Collect reliable data using tools best suited for your experiment.
Write a STEM research report.
Present your STEMRP to your peers and/or judges as required.
Mr. Metge
Foundations of Science Teacher Charles M. Russell High School Great Falls, Montana
APPENDIX B
METGE PRE-STEM RESEARCH PROJECT SURVEY
Metge Pre-STEM Research Project Survey
1. How would you rate your interest in science?
o I am very interested in science
o I enjoy science
o I could take it or leave it
o I would rather not take science
o I really dislike science
2. Which of the following science classes would you find interesting to take? (You can choose more than one)
____ Physics ____ Chemistry ____ Biology
____
Astronomy
____ Geology ____ Botany ____ Forensics
____ Environmental Science
____ None
3. Regardless of how you feel about science classes, rank your interest for each of the learning strategies. Number one being your most favorite.
____ Labs/Experiments
____ Challenges
____ Notes/Lecture/PowerPoint
____ Small chapter projects
____ Large research projects (STEM Expo, Science Fair)
____ Book work/worksheets
4. Do you plan to take more than the required three science classes before you graduate?
____ Yes ____ No
____ Maybe
5. Think about your favorite class or classes. What are the main reasons you like that class? (Rank in order of most importance to you, one being the most important)
____ The teacher
____ The subject content
____ The work load (less being better)
____ The work load (more being better)
____ What I learn
____ The other students in class
____ The time of the day
APPENDIX C
METGE EXPERIMENTAL DESIGN PRE/POST TEST
Metge Experimental Design Pre/Post Test
Name ____________________________ Date _________ Per ______
1. What are the main components of an experimental design? (enter all that apply)
a. Hypothesis
b. Variable
c. Trials
d. Inference
e. Experimental groups
f. Scanning microscopes
g. Control groups
h. Samples
i. Notebooks
j. Constants
2. What is the purpose of having a hypothesis in a STEM-based research project?
a. To be able to make an educated guess.
b. To formulate what you want to test and define the limit of your experiment.
c. To be able to replicate the experiment if it does not work.
d. To determine how changes within the experiment will be measured.
3. Why is it important to do background research on independent and dependent variables?
a. Background research should help determine which dependent variables are most likely to show change in time.
b. It tells you if it is worth doing and give the answers to your hypothesis.
c. It help you determine if the independent and dependent variables backwards.
d. Background research is not always necessary because you may have enough experience and knowledge to forgo this part of the experimental process.
4. What are experimental groups?
a. Group that you apply the different independent variable too.
b. These are the different partners in your group.
c. They determine if the dependent variable have validity
d. These are treatment groups that receive all of the same conditions except the varying amounts of the independent variable.
5. How are constants different than controls?
a. Control groups are factors that are kept the same and constants are the one group all others are compared.
b. Constants don't change where control groups are what you manipulate.
c. Control groups are the one group all other groups are compared to and constants are factors that are not changed.
6. Quantitative date is that which can be expressed in descriptive ways.
a. True
b. False
7. Mark those observations that would be considered qualitative data.
a. 110 o C
b. 62 segments above the clitellum
c. Worm pink at the posterior end and brown everywhere else
d. Color of the water did not change with the addition of water
e. 40 min
f. 2.1 g
g. Cord made a loud cracking sound before it snapped.
8. An inference is a conclusion, based on facts, that is perceived to be false by the researcher.
a. True
b. False
9. A tentative and testable proposed explanation for an observable phenomenon. (answer the question with the correct spelled term)
10. The factors within an experiment that are kept the same for all groups or trials.
(answer the question with the correct spelled term)
11. At what point of the experimental design should you write the hypothesis
a. As soon as you chose an entity
b. When you have completed most of the experiment and you have a good idea what the results will be.
c. After you do your preliminary background research but before the experiment begins.
d. Anytime during the experiment.
12. Given the statement, "Temperature has an effect on crickets', what part would you develop the dependent variable from?
a. The crickets
b. Temperature
c. Cricket noise
d. Not enough information to determine
13. Given the statement, "The performance of various gasoline octane levels (87/90/91) differs", what part would you develop the independent variable from?
a. The size of the engine
b. Octane levels
c. Performance
d. Not enough information to determine
14. Essentially, your introduction is a paper written by you to show your teacher (check all the correct reasons)
a. What the title of your project is
b. You understand the background of your topic
c. The results of your experimentation
d. You have a testable hypothesis
e. You have an appropriate procedure
f. You have an entity
15. Is it necessary to do a pretrial?
a. Yes
b. No
16. Good scientific writing should be (check all you think are correct)
a. Wordy
b. Technical jargon
c. Concise wording
d. Surveys or questionnaires
e. Accuracy
f. As few a words as necessary
17. What are appendixes and where do they belong?
a. A tube-shaped sac attached to and opening into the lower end of the large intestine in humans and some other mammals.
b. Large table, graphs, surveys at the end of your paper
c. The collection of all of your data in a concise table
d. Similar to writing a paper English class but it's actually for science class.
APPENDIX D
METGE POST-STEM RESEARCH PROJECT SURVEY
Metge Post-STEM Research Project Survey
1. How would you rate your interest in science?
o I am very interested in science
o I enjoy science
o I could take it or leave it
o I would rather not take science
o I really dislike science
2. Which of the following science classes would you find interesting to take? (You can choose more than one)
____ Physics ____ Chemistry ____ Biology
____
Astronomy
____ Geology ____ Botany ____ Forensics
____ Environmental Science
____ None
3. Regardless of how you feel about science classes, rank your interest for each of the learning strategies. Number one being your most favorite.
____ Labs/Experiments
____ Challenges
____ Notes/Lecture/PowerPoint
____ Small chapter projects
____ Large research projects (STEM Expo, Science Fair)
____ Book work/worksheets
4. Do you plan to take more than the required three science classes o graduate?
____ Yes ____ No
____ Maybe
5. All year you have been using a Science Composition Book. Please rate the value of this tool in your science class. I am not interested in whether you liked it or not, I want to know if you found in helpful.
____ It was a big help
____ I found it helped some what
____ More of a hassle than an benefit
____ Total waste of graphite and paper
6. Over the past 8 weeks, approximately how many hours did you work on your STEM Research paper outside of class?
____ 0 -2 hours
____ 3 - 6 hours
____ 7 – 10 hours
____ 11 – 14 hours
____ 15 – 18 hours
____ 19 – 22 hours
____ 22 – 25 hours
____ 25+ hours
7. Over past 8 weeks, approximately how many hours did you work on your science homework, not including the Stem Research Project?
____ 0 -2 hours
____ 3 - 6 hours
____ 7 – 10 hours
____ 11 – 14 hours
____ 15 – 18 hours
____ 19 – 22 hours
____ 22 – 25 hours
____ 25+ hours
8. How did the STEM Research Project affect your attitude towards science?
____ Strong positive
____ Positive
____ Neutral
____ Negative
____ Strong negative
APPENDIX E
STEMRP DUE DATES & GRADE CHECK LIST
STEMRP Due Dates & Grade Check List
Name ___________________________ Partner __________________________
Research Title _____________________________________________________
APPENDIX F
BRAINSTORMING IDEAS FOR THE STEMRP
Brainstorming Ideas for the STEMRP
Name ________________________________ Partner _____________________
What do you want to study? What are you passionate about? What can you study that will make a difference? What are some common misconceptions I could test? (List as many topics as you would like)
What could I manipulate or how could I change my subject and make it into a testable experiment?
What could I measure, using numbers, to record the responses of what I changed?
What materials do I need to complete this experiment? Are they available? Where can I get them?
What tools or skills will I need?
Do I need outside help? Who can I get to help?
APPENDIX G
METGE STEMRP DESIGN TABLE
METGE STEMRP Design Table
Name _______________________________ Partner ______________________
Proposed Research Title _____________________________________________
Proposed Hypothesis (Underline IV once and DV twice)
What is your proposed Independent Variable (IV)?
How can you manipulate (change) the IV so you can collect valuable data?
Describe or predict what your data will look like (DV) based on your research.
Now separate this data into calculated data and descriptive data
List Quantitative Data (calculated data)
List Qualitative Data (descriptive data)
List things that you should not change (constants).
What will you compare your experimental groups too? (control)
Exp. Group #1 Exp. Group #2 Exp. Group #3 Exp. Group #4
APPENDIX H
WRITING A HYPOTHESIS FOR THE STEMRP
Writing a Hypothesis for the STEMRP
Name ___________________________________ Date ____________ Per ___
Your hypothesis is a statement not a question! You are predicting what will happen. Do not use I think!
Some sample formats you can use;
1. If the Independent Variable (IV) is related to the Dependent Variable (DV), then (make prediction).
2. If the (IV) is (describe changes), then the (DV) will (make prediction).
3. (DV) will (predict the effect) when (IV) (describe changes).
Make sure your hypothesis is testable. In other words your hypothesis should make it clear how you are going to test it by connecting the IV to the DV.
What is your IV? __________________________________________
What is your DV? __________________________________________
What changes will happen to your DV when you change the IV?
__________________________________________________________________ __________________________________________________________________ __________________________________________________________________
Now put them together in one of the three formats listed
above:____________________________________________________________ _________________________________________________________________
APPENDIX I
STEMRP SAMPLE PROPOSAL LETTER
1515 Central Ave NW Great Falls, MT 59404
March 3, 2013
Mr. Murray Metge Foundations of Science Teacher Charles M. Russell High School 228 17 th Street NW Great Falls, MT 59404
Dear Mr. Metge:
STEM Research Project Proposal
The title for my STEM Research Project (STEMRP) is the Effect of Bokashi Tea on the germination rate of different garden seeds. Bokashi Tea is derived from composting household organic matter using an anaerobic process. Compost from the kitchen will be collected in a five gallon container and a compost accelerant will be added to speed up the process of decomposition.
The accelerant to be used is called Bokashi and is made of all natural ingredients, including wheat bran, filtered water, EM-1 and molasses. The process will be done in a five gallon bucket placed in the kitchen. As the compost decomposes a liquid tea, rich in microbes, is produced. This tea will be drained off and diluted in various concentrations. Each concentration will be soaked in a paper towel and seeds will be placed in the paper towel.
The hypothesis for this STEMRP will be; If Bokashi Tea is high in nutrients then it will enhance the germination rate of vegetable seeds.
The materials needed for this experiment will be household compost, a sealable five gallon bucket with spout, Bokashi accelerant, bowls, paper towels, different seeds, and water. No safety warnings were researched as this is an all-natural process. The Bokashi accelerant can also be used directly in the plant soil, kitty litter boxes and septic systems.
The time frame of this experiment will be approximately two weeks for the compost to decompose and another week or two for seeds to germinate. Results will be logged on a daily basis in the science composition book.
Sincerely,
Fred Winslow Foundation of Science Student
Enclosures (1) Experimental Design Table
STEMRP Sample Proposal Letter
APPENDIX J
STEMRP COMPOSITION BOOK GRADING RUBRIC
STEMRP Composition Book Grading Rubric
Name ___________________________________ Date ___________ Per ______
| | Student Score |
|---|---|
| Composition book is neatly organized, with dates and headings. | |
| Composition book has all current notes including dates. | |
| Composition book has all data tables and observations. | |
| Composition book has complete journal entries for each day project was worked on. | |
| Max 5 points each – Max total 20 points Total | |
APPENDIX K
STEMRP PEER EDITING GRADING RUBRIC
STEMRP Peer Editing Grading Rubric
STEMRP Title ____________________________________ Date ______ Per
_____
Author ______________________________ Editor
________________________
Component to grade
Peer Evaluation
Score range 0-10, 10 being the
best.
Feel free to make comments
here.
Does thetitleexpress the IV and DV?
Do you think theIntroductionis complete?
Does it explain what the project is about?
Are there any first-person pronouns?
Do they have at least two citations?
Is the hypothesis clearly stated?
Is thematerials and methodscomplete?
Could you repeat the experiment from this section?
Is there a photo or drawing showing how data was collected?
Are theresultsclear and concise?
Are the tables clearly labeled including correct units?
Are all figures and tables referenced properly?
Are there any opinions or judgments? (put line through if so)
Does theanalysisandconclusionsum up the STEMRP?
Is there a statement whether the hypothesis is supported?
Does the author compare results to the control?
Are possible errors clearly addressed?
Are there suggestions made for additional research?
Is the documentation correctly sighted?
Is the works cited correct and complete?
Is the paper free of spelling and grammatical errors?
Is the paper double spaced?
Is the paper written in 12pt font?
Does the type look like it is Times New Roman or Ariel?
Comments: (make constructive comments here to help the author make a better paper)
APPENDIX L
STEMRP GRADING RUBRIC
STEMRP Grading Rubric
Name ________________________________ Partner _____________________
Project Name ________________________________ Date ___________ Per ___
| INTRODUCTION | 5 | 3 | 0 |
|---|---|---|---|
| Problem Described | Problem is described using background research and explaining why the need for current research. | Description is weak and/or poorly documented. | Problem is not described. |
| Materials & Methods | Detailed description of procedures so others can replicate. Includes all materials and diagram or photograph depicting setup. | Description missing details and/or materials not complete. | Description mission critical details. |
| Graphical Representation of Data | All figures and tables are named and numbered correctly with proper units and labels. | Some missing parts and/or poorly organized. | Many parts mission including any of the units necessary. |
| Documentation | Correctly formatted citations including proper work cited. | Two to three errors. | More than three errors. |
| Spelling and Mechanics | Proper spelling and mechanics throughout the paper. | One or two errors. | More than two errors. |
| Content | Content is relevant and in depth, showing author understand purpose of research and makes good conclusions based on data and research. | Some relevance but lacking clarity in writing. | Lacking the research and data. Shows the author put little or no time into project. |
APPENDIX M
METGE POST STEMRP SURVEY
Metge Post-STEMRP Survey
1. How would you rate your interest in science?
o I am very interested in science
o I enjoy science
o I could take it or leave it
o I would rather not take science
o I really dislike science
2. Which of the following science classes would you find interesting to take? (You can choose more than one)
3. ____ Physics ____ Chemistry ____ Biology
____ Astronomy
____ Geology ____ Botany ____ Forensics
____ Environmental Science
____ None
4. Regardless of how you feel about science classes, rank your interest for each of the learning strategies. Number one being your most favorite.
____ Labs/Experiments
____ Challenges
____ Notes/Lecture/PowerPoint
____ Small chapter projects
____ Large research projects (STEM Expo, Science Fair)
____ Book work/worksheets
5. Do you plan to take more than the required three science classes o graduate?
____ Yes ____ No
____ Maybe
6. All year you have been using a Science Composition Book. Please rate the value of this tool in your science class. I am not interested in whether you liked it or not, I want to know if you found in helpful.
____ It was a big help
____ I found it helped some what
____ More of a hassle than an benefit
____ Total waste of graphite and paper
7. Over the past 8 weeks, approximately how many hours did you work on your STEM Research paper outside of class?
____ 0 -2 hours
____ 3 - 6 hours
____ 7 – 10 hours
____ 11 – 14 hours
____ 15 – 18 hours
____ 19 – 22 hours
____ 22 – 25 hours
____ 25+ hours
8. Over past 8 weeks, approximately how many hours did you work on your science homework, not including the Stem Research Project?
____ 0 -2 hours
____ 3 - 6 hours
____ 7 – 10 hours
____ 11 – 14 hours
____ 15 – 18 hours
____ 19 – 22 hours
____ 22 – 25 hours
____ 25+ hours
9. How did the STEM Research Project affect your attitude towards science?
____ Strong positive
____ Positive
____ Neutral
____ Negative
____ Strong negative
APPENDIX N
STEMRP INTERVIEW QUESTIONS
STEMRP Interview Question
1. Explain to me what is expected of you in doing the STEMRP.
2. If you chose would you rather be doing classwork or working on you STEMRP? Explain why.
3. Do you find science more interesting because of your STEMRP? Explain.
4. Did the STEMRP help you in your knowledge of science?
5. What was your most positive aspect of the STEMRP?
6. What was your most negative aspect of the STEMRP?
7. If you were the teacher, what would you do different concerning the STEMRP?
8. Is there anything else that you would like to share with me concerning this STEPRP?
APPENDIX O
FOUNDATIONS OF SCIENCE DISTRICT PERFORMANCE ASSESSMENT
Foundations of Science District Performance Assessment
Day 1: Observe, Question, Predict
Purpose: You will make observations of a chemical reaction, write a question, and propose a hypothesis to test for tomorrow. You have 4 tasks to complete today.
Prompt: There are many variables that affect reaction time.
Materials List: You have the following materials to test this prompt.
Antacid Tablets
Access to warm and cold water
Cup
Digital Balance
Stop Watches
Water Measuring Tool
Thermometer
Spectrum of tools in the classroom
Ruler
Hammer
Task 1: Observations: You will be given an antacid tablet, cup and water.
Make and record qualitative and quantitative observations of the reaction.
Task 2: Question: Record one question below that is testable and relates to the prompt and your observations.
Day 2: Design, Conduct, Analyze, Communicate
Purpose:
Today you will design and experiment (fair test) to test your hypothesis from Day 1. You have 7 tasks to complete.
Task 4: Use Variables
* List the independent and dependent variable you need to consider in ou experiment.
* Identify control variable to design a far test (controlled experiment).
Task 5: Write Procedure
Write a repeatable procedure for testing you hypothesis. Include tools, materials, and processes or techniques that make this a fair test (controlled Experiment).
Task 6: Organize Information
Construct a neat, complete data table in the space below to record you data. Make sure you include a title and labels.
Task 7: Conduct Experiment to observe, measure, and record
Conduct your experiment. Collect and record you data in the data table you have constructed above.
Task 8: Begin analysis by making a graph
Construct a neat, complete graph of your data on the graph paper below.
Task 9: Made sense of the data by inference and pattern analysis
Answer the following prompts to summarize what you have learned.
a. Describe the status of your hypothesis
c. Explain any trends or patterns you noted in your data.
b. Explain the answer to the question you proposed.
d. Show support or nonsupport of citing data.
f. Propose a new question that could be tested to more fully understand how variables affect reaction time.
e. Describe & explain measurement errors that could have affected you results.
APPENDIX P
GREAT FALLS PUBLIC SCHOOLS STEM EXPO RUBRIC
Great Falls Public Schools STEM EXPO Rubric
Rubric Components
Point Scale
4
Strongly
Agree
3
Agree
2 Somewhat
Disagree
1
Disagree
BOOTH DESIGN AND ENHANCEMENT
Props and visuals enhance the content and draw in the audience.
COMMUNICATION
Information is articulated and presented in a clear, logical and
sequential way in both written and oral contexts.
CREATIVITY AND INNOVATION
A strong creative approach, processes and ideas are used in the design
and implementation.
ICT
(INCORMATION, COMMUNITCATIONS AND
TECHNOLOGY)
The project integrates a variety and multiple forms of technology tools (in a safe and legal ways) to research, organize and evaluate the topic.
CONTENT
The topic is accurately researched and depicted and relates to STEM
PROJECT IMPACT
The project can/did impact classroom, school, and or the community and the project extends and connects to other experiences and real-
world scenarios.
RESEARCH/INQUIRY/PROBLEM SOLVING
The project strongly demonstrates intentional planning, research, inquiry, problem solving, and critical thinking. Reasoning,
interpretation of data and explanations of information and conclusions
are effectively made based on evidence.
STUDENT INTERVIEW
The student(s) is very engaged and understand the project. The presentation is well organized and presented in a professional manner.
Total Score (28 possible)
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Dear Parents and Carers,
It has been an extremely busy final week of this half term with children publishing their learning outcomes and new displays being put up to celebrate their achievements. We were visited by two head teachers from other Inspire schools and an external consultant who spent the day with us - visiting classes, observing lessons and speaking to staff and children. They were impressed by the high quality learning environment and by the children's behaviour and attitude to their learning.
CORE VALUES
Our core value for this half term has been collaboration. It enables children to grow in confidence as learners and helps to lift the lid on their learning as they begin to work with a range of children in the class and recognize each other's skills and strengths. They learn to ask for each other's help before going to an adult which helps to develop their independence and interdependence.
ATTENDANCE
There was an improvement in attendance across the school this week for most classes and the overall percentage was above national which is 96%. Congratulations to Lime and Holly Class for 100% attendance last week. Arriving on time for school in the morning is just as important as being in school every day. Teachers set early morning work for children to practice basic skills as well as giving them opportunities to respond to marking and correct or edit their work from the previous day. The Education Welfare Officer visits the school regularly and monitors punctuality. She will contact families where lateness persists in order to ensure that punctuality improves.
THIS WEEK'S LEARNING
RECEPTION – ASH CLASS
In Ash class the children have continued delving into the story of Malala's Magic pencil. This opened up the opportunity for the class to have a look at the country Pakistan from which the author Malala Yousafzai is from. They have been looking at Pakistan's geographical location on the map and the children have been drawing their own maps of Pakistan. Some of the children in Ash class have also had the pleasure of tasting some traditional Pakistani foods such as chicken, potatoes and spinach, chapattis, naan bread and rice. In their maths lesson the children have been discussing height. They have been investigating various objects both in the indoor and outdoor learning environment to
determine whether they were tall or short, using tape measures to measure some of the objects.
https://
ww w.forestacademy.org.uk/
YEAR ONE – CHERRY CLASS
Year 1 have been publishing their news reports based on Dougal's adventures in Dougal the Deep Sea Diver by Simon Bartram. They have been creating fish in the style of cubism inspired by Picasso using shapes and interesting patterns and coloured them brightly to create a display of their learning journey this half term. In maths they have been quartering shapes and amounts using objects. They have begun to represent these fractions by drawing to explain their understanding. In science, the children have been exploring the four seasons. They have been discussing what makes a good friend and have been demonstrating how to greet each other appropriately. In curriculum they will continue learning about sustainability.
YEAR TWO – ELM CLASS
Throughout this half term, Year 2 have been learning how to tell the o'clock, half past and
quarter to time. The children have been working really hard to use their time telling skills in class to make Elm class' timetable. They have been using their skills to also answer and solve real life problems, which have been relevant to them. They have been doing really well with such a difficult topic and have really impressed all the adults who work with them. In Literacy, they have applied their skills of narrative writing and created a character description of the old man from the core text' The Tin Forest'. They have described his appearance and personality as well using the evidence from the text to justify their thoughts and ideas. In geography, they have learnt about physical and human features of the local area and have compared these with Argentina. They have expressed their opinion on where they would prefer to live. In music, they have mastered their skills to match the rhythm and tempo of the song and accompanied with different musical instruments. Their final art outcome is now completed and the children proudly collaborated to create a collage effect using marble ink.
YEAR THREE – LIME AND HOLLY CLASS
Throughout this half term in Year 3, we have been learning about equality and identity and making links to Ancient Egypt. This week we looked at how gender equality is represented around the world in various countries and compared it to how it was represented in Ancient Egypt. We came to the conclusion that Ancient Egypt had strong female leaders and also treated men and women equally. This included different laws that allowed women to own property and have the same rights as men over 5000 years ago. We discussed different types of equality and hierarchy within the Ancient Egyptian society. Then, we created a timeline of gender equality facts for both UK and Saudi Arabia. We used this to help generate opinions and evidence to answer our big question of 'How much progress has been made in equality for women since the Egyptian time?' and compared between present day and Ancient Egypt.
https://
ww w.forestacademy.org.uk/
YEAR FOUR – OAK CLASS
This week has been an exciting week for Year Four, as they have published their non-chronological reports on gorillas and finished their art outcomes. Mrs Poole and Ms Krawniak are very proud of the enthusiasm and engagement the children have shown in their lessons, which is reflected in the quality of outcomes they have produced for their display for 'The One and Only Ivan'. In reading, they have been looking at making inferences about character's feelings and the setting and mood of pieces of text. They have also explored the positive and negative effects of environmental changes in science. In PE, the children have been working on their batting and bowling skills, which they were able to apply during a cricket workshop run by an outside organisation. Their global curriculum lessons this week have been exploring ways to produce sustainable produce in inner cities, and they have also reflected on what the future of farming might look like.
YEAR FIVE – PINE AND POPLAR CLASS
This week in maths the children have been using two- way tables to make statements and have created and used line graphs. In art they have combined the skills they developed to create 3-D pieces of art in cardboard. They looked at famous buildings in London for their inspiration. In computing this week, they enjoyed playing and evaluating each other's computer games they designed and made. In English they have drawn together all of the skills and resources they have been developing to create a part of a narrative to write a new ending for the book they have been studying - The Boy in the Tower. In reading the children have been developing their evaluating skills to help them with their reading.
YEAR SIX – ROWAN AND WILLOW CLASS
It has been a busy week in Year 6! The children have finished their prequel narrative based on their core text 'No Ballet
Shoes in Syria'. It has been wonderful to see the children using a wide range of writing skills such as figurative language, parenthesis, character dialogue and adverbial starters. In maths, the children have been exploring angles. They have measured and drawn angles as well as investigating angles on a straight line and around a point. In Whole Class Reading, they have been learning about the journeys of refugees from all over the world, they have used their clarifying toolkit to identify the meaning of unknown words. They have also enjoyed a Virtual Visit from Charlie Higson author of WORST. HOLIDAY. EVER, he revealed some laugh-out-loud tales from his own holidays. At the end of the week the children were able to
enjoy the warmer weather by taking part in a 'Chance to Shine' cricket workshop on the field!
https://
ww w.forestacademy.org.uk/
PARENT GOVERNOR VACANCY
We currently have a vacancy for a parent governor and are seeking nominations for an enthusiastic and committed parent or carer to join our governing body. If you are interested in becoming a governor or would like further information about what the role entails, please email email@example.com or speak to Mrs. Oldfield or Mrs. Wray.
KEEPING YOUR CHILDREN SAFE
More young children are being coerced or tricked into getting undressed or revealing themselves inappropriately on camera online. The tactics used can be inviting children to play a 'game' or issuing a 'challenge' to see how fast they can get changed into different clothes or into a swimming costume. This might happen over video chat or a livestreaming app; children often don't even know this has happened; videos are taken and then circulated. You can find some resources from Lgfl's "Undressed" campaign to help them remember never to get undressed or changed on camera. https://undressed.lgfl.net/
STARS OF THE WEEK
Each week, staff nominate children in recognition of their effort in learning. Congratulations to the children below for their hard work!
| CLASS | LEARNING STAR |
|---|---|
| Ash Class | Gahier |
| Cherry Class | Shomari |
| Elm Class | Djenaba |
| Holly Class | Bonnie |
| Lime Class | Ebun |
| Oak Class | Josiah |
| Pine Class | Dilan |
| Poplar Class | Rida |
| Rowan Class | Luke |
https://
ww w.forestacademy.org.uk/
@Forest_Academy https://
ww
Forest Academy News
Keeping you up to date!
Friday 28 th May 2021
Have a wonderful half term holiday!
We look forward to seeing you on Monday 7 th June.
From Mrs Oldfield, Mrs Wray and all the staff
Happy Birthday wishes to:
w.forestacademy.org.uk/
Lime Class
Lime Class
Elm Class
Oak Class
Support and Advice
These are very challenging times for everyone, but there is a lot of help available. Below you will find the contact details of a number of organisations to go to if you need help or advice:
* For help with welfare rights advice, call the council's free advice line on 0800 731 5920 to speak to an advisor or email firstname.lastname@example.org.
* Discretionary Housing Payments may be available for a limited time to top up housing-related benefits to cover housing costs such as rent
* You may be able to claim a discretionary reduction in council tax- visit Croydon Council website to find out if you qualify
* There are three food stops with community partners in New Addington, Selsdon and Thornton Heath, where eligible residents can get £20 worth of food and groceries for £3.50 per week. For information email email@example.com
* Gas and electricity prepayment meters during COVID-19. Contact your energy suppliers, to discuss options to ensure your supply is not interrupted. Visit this website for further information: https://www.ofgem.gov.uk/coronavirus-covid-19/coronavirus-covid-19-and-your-energy-supply
* The council's Gateway service helps residents avoid homelessness, and offers support ranging from one-to-one debt advice and maximising benefit entitlement. If you are a Croydon resident needing support from Gateway staff, email firstname.lastname@example.org including a mobile number so an adviser can call you back.
* Croydon Council have a COVID-19 web page which will be updated daily with any changes to services.
* Help for anyone experiencing or at risk of domestic abuse - Croydon Family Justice Centre 020 8688 0100 or email email@example.com
If you have concerns about a child (or their families) welfare, contact Croydon Council's
Single Point of Contact (SPOC)
Telephone: 020 8726 6400
Out of hours: 020 8726 6400 (ask for out of hours team)
Email: firstname.lastname@example.org
Office Hours: Monday – Friday 9:00 – 16:00
NSPCC
Tel: 0808 800 5000
Email: email@example.com
You may remain anonymous if you wish.
If you think a child is at risk of immediate harm telephone 999
https://
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QUESTIONNAIRE FOR TOSHIKI OKADA/chelfitsch From Jeremy Barker | Culturebot.org | firstname.lastname@example.org | 206-902-7862
1. Your company's name "chelfitsch." I know it's a childish version of the English word "selfish," but I'm curious where it came from, and what it means to you, if anything?
It meant myself when I named it. Because I thought myself childish and selfish. I was twenty three years old. But it changed its meaning after the company's name got to be known. When a critic said "chelfitsch" describes the social situation of our time in Japan, especially Tokyo, I was somehow convinced of it. Then I got to like using this explanation.
2. What were the ideas you set out to explore in HOT PEPPER and what influenced the script? I understand it's a triptych—is it three separate plays or are they interconnected somehow?
非正規雇用労働者の問題が日本でも深刻になってきていた時期に作った作品です。つまり現実 の状況に影響を受けて作りました。同時に、これは日本のみならず世界的な問題でもあるので、 ローカルな状況を描くことをとおして日本の外の観客とも共有する問題を提示したい、という 考えもありました。三つのパートは、実際的には独立して見てもそれなりに楽しめると思いま す。でも僕としては、この三つは今や緊密に関係しているので、三つは続けて見られるべきも のと考えています。
I created this piece when the "non-full-time employees" issue (from Japan Society: the growing rate of temporary employees, part-time staff, or project-basis staff - aka all employees without benefits such as insurance, pension plans, promotion opportunities, etc.) became a serious problem in Japan. That is, my play was influenced by this ongoing issue. At the same time, I wanted to address the universal issue of unemployment through the portrayal of Japan's local situation, which I believed that non-Japanese audiences could sympathize with. I think that audiences can enjoy each of the three parts of this triptych even if each one is presented independently. However, because the three parts have become so closely connected to one another (from Japan Society: "Air Conditioner" was written originally as a stand-alone play and the two other parts were added three years later), I now believe that the three parts should be presented in sequence as one evening-length piece.
3. What is the creative process like working with your actors? Do you bring in a finished script or does the text change through collaboration? Do you provide them parts of the movement, like a choreographer, or do the actors generate the movement through improvisation?
テキストはリハーサルを通して絶えず、毎日のように変わります。特にこの作品の一部では、 音楽の演奏時間とパフォーマンスを揃えるということをしているので、いつも以上に微調整を しました。動きを作る方法はいろいろありますが、僕は振付家ではないので、ゼロから動きを 作ることはできません。俳優達が、与えられたテキストを元に、なかば自然に動きを作り出し ていきます。それを僕が選んだり、加工（もっと大きく動いてほしい、とか、その動きを繰り 返してほしいと言う）したり、その動きを見て思いついた新しい動きを提案したりします。基 本的には即興を通して動きを作り出していますが、本番の上演でも即興的な動きは行われてい ます。
My text changes constantly – it even changes daily throughout the rehearsal period. Especially for this piece, subtle changes took place often, because I tried to sync up the music with the performance. There are various ways of creating movement. Since I am not a choreographer, I am not capable of creating movement from scratch. Instead, I ask my actors to extract natural movements from each of their lines and I simply pick up these moves, or manipulate them. For example, I instruct the actors to "exaggerate their movements" or "repeat the same movement over again." Sometimes their particular movement inspires me to come up with another and I suggest that the actors try out these new movements. Basically, improvisation is the starting point of setting my choreography, but improvisation takes places even during the performance.
4. You've said in other interviews that since the success of FIVE DAYS IN MARCH that you've been thinking more about how you want to affect your audience, citing Bertolt Brecht. What are you trying to accomplish in HOT PEPPER? What do you hope to convey?
「三月の５日間」などの実践を通して僕たちが獲得した言葉と身体との関係性についてのある 種の方法論を、それとは別の形で出力できないかということを考えはじめました。両者のあい だの見た目上のズレをもっと誇張させてダンスのようにしてしまう、というアイデアが、その ひとつです。いくつかの小作品でそれを試しつつ、この作品ではじめて、そのアイデアに基づ くフルレングス作品を作ってみたというわけです。
There was a time when I began to think about a method of linking text and body movement, different from the method that my company developed during "Five Days in March." One of the ideas was to widen the apparent lag or gap between the text and body movement and to exaggerate the performance into something like dance. I tried to materialize this idea in a few shorter pieces. "Hot Pepper" was the first full length piece based on this idea.
5. Your writing is hyper-colloquial, but now you're creating work with the expectation that non-Japanese speakers will see it. Does this affect writing in any way? What has been your experience touring and performing for non-speakers? I saw both your version of FIVE DAYS IN MARCH, as well as Witness Relocation's English version, and the experience of the text was very different.
I believe spoken language in theatre is important, but at the same time it is only part of theatre. And I think also language must affect the body that speaks it. Language affects not only speech but also the whole performance.
6. With all the touring, you've been exposed to many other artists and their practices. Has this affected how you create work? Have you responded or been inspired by others?
さまざまな地域で上演すると、舞台芸術がどのような仕方でそこに住む人々に対して機能して いるか、ということが、劇場の中や併設されたカフェなどにいると、肌で感じられるように思 います。その経験は、明らかに僕に影響を与えています。それを端的に言えば、公的な演劇を 作りたいという思い、日本の社会で演劇が今以上に公的な機能を果たす存在になってほしいと いう思いが芽生えたということです。
When I sit in a café of a theater where my work is being performed, I really feel what type of function the performing arts play in the lives of the local people living in the city. I have experienced this feeling in each of the different cities where my work has been performed. These experiences have influenced me greatly and I have begun to hope that theater will have more of a "public function" in Japan's society.
7. Since your work seems to deal with the experiences you or your friends or your collaborators have in their daily lives, I'm curious what's happening for you now, and where you may be going in your new work. I know it's been a tumultuous time in Japan, with political shifts and economic issues and of course the Fukushima incident. Are these things you'll be responding to in future works?
僕は今、フィクションを作るということに強い関心があります。これまで自分が作ってきたも のが結果的にはフィクションであったとしても、それについて強く意識して作ったわけではな いものでした。震災以降、僕は、フィクションの必要性を強く感じるようになりました。フィ クションを、作り物の絵空事、としてとらえるのではなく、現実のオルタナティブと考えるよ うになったのです。そして今の日本社会の現実は、オルタナティブに対置されなければいけな い、だからフィクションが必要だ、と考えるようになったのです。そういう問題意識のもとで、 次の新作を作ろうと思っています。
Currently, I have a strong interest in writing fictional works. You might say that everything that I've written/created has been fiction, however, when I was creating my past works, I wasn't consciously creating 'fictional' plays. Since the earthquake hit Japan, I've strongly felt the need to write fictional stories. I have started to consider "fiction" as not an "unreal fabrication" but rather an "alternative" to reality. I think the current society in Japan should change to this alternative reality. That is why I have started to think that "fictional stories are needed." I will make my next new work with this idea in mind. | <urn:uuid:87d810ad-30d0-4131-ad35-325e7b22b1a6> | CC-MAIN-2021-25 | https://www.culturebot.org/wp-content/uploads/2011/12/Culturebot-Interview-with-Toshiki-Okada-Dec-2011.pdf | 2021-06-18T03:07:15+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487634616.65/warc/CC-MAIN-20210618013013-20210618043013-00128.warc.gz | 648,634,906 | 2,028 | eng_Latn | eng_Latn | 0.993301 | eng_Latn | 0.995796 | [
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ARDUINO CTC 101 PROGRAM SELF LEARNING
Code: 7630049200180
CTC 101 is a modular STEAM program consisting of a toolbox with 26 projects and easy to assemble experiments, an online platform, and guided educators support.
OVERVIEW
Creative Technologies in the Classroom 101, or CTC 101, is a 5 modules STEAM program, tailored for students ages 13 to 17. It is the flagship Arduino Educational Program for schools.
CTC 101 uses "project-based" learning methodology. Students are introduced to the foundations of programming, electronics, and mechanics through a series of playful, well-documented projects and easy-to-assemble experiments. CTC 101 has been certified by the Finish Kokoa Education Standard™ that guarantees high educational value and robust pedagogical design on global learning.
If you are interested in the CTC 101 program and want to know more about it, please scroll down and sign up for one of our webinars in English, Spanish or Italian.
What Does It Include?
* TOOLBOX: Boards, shields and components for a class of up to 30 students, and for the educators to get trained. More than 700 components for a class.
* ONLINE PLATFORM: Access to the Arduino Education Learning Management System with step-by-step instructions and lessons for 26 experiments based on themed modules.
* SUPPORT: Self-administered training, onboarding webinar, and forum monitored by Arduino Education experts.
Know More
Sign up for an upcoming webinar on CTC 101:
* Webinar in English,
* Webinar en Español,
* Webinar in Italiano.
Additional information on our programs is available on the Arduino Education page
You can also download the full brochure here.
TOOLBOX
CTC 101 Toolbox
* Six Arduino 101 boards: one of the most powerful Arduino boards for Education, it includes wireless communication (Bluetooth) and an integrated IMU (Inertial Measurement Unit). They are programmable, able to read inputs (e.g., light on a sensor) and capable to control outputs (e.g., activating a motor).
* Six Arduino Education shields: add-on boards that connect to the Arduino 101 and UNO boards to extend their functionality. The Education Shield is a custommade shield designed by Arduino Education specially tailored for educational purposes to enable quick and easy learning while building projects.
* More than 10 mini breadboards: used to make circuits easier to build. They can be either attached on top of the Education Shield or used separately to connect other components.
* Set of electronic components: used to create interactive electronic circuits, includes resistors, potentiometers, LEDs, push buttons, capacitors, and diodes.
* Set of plug and play modules: sensors and actuators that include the necessary components onboard so they can be connected to the Education shield board directly. Modules include a joystick, light and tilt sensors, and an infrared array.
* Set of sensors and actuators: sensors include light, knock, touch / capacitive, and infrared. Actuators include, standard and continuous servo motors.
* Set of batteries: includes both 9 V and 1.5 V batteries, and 4-slot and 8-slot battery holders.
* Media and storage: includes webcam, SD-card and a speaker. The Education Shield has an SD card reader and an audio connector.
* Set of cables: include all the cables needed such as USB cables, jumper wires, module cables, battery snaps, alligator cables and single core wires.
* MDF parts: project building involves laser-cut MDF parts. There are more than 10 different projects that can be built with this set of parts.
* Storage and sorting boxes: electronic components can be sorted inside boxes according to their functions and sizes. After MDF parts are removed from their frames, they can be stored in the resealable storage bags to keep them organized for later. The sorting box with dividers can be used to organize small components.
Online Platform
Each CTC 101 purchase includes user access to the online platform. Up to 3 educators are granted access, subsequently they will manage student access with a 30 slot limit per toolbox. See demo here.
The online platform runs on an custom-made Learning Management System (LMS), this platform helps students get started with programming, electronics and build fully-functional, interactive projects with the guidance of educators. Currently available in English, Spanish, Italian and Catalan.
Educators are granted access before students so they can prepare and adapt their lesson plans with more engaging and creative techniques so that they take full advantage of the latest technologies to integrate them into their curriculum.
The content and class dynamics are specially designed to enhance the students' problem-solving and teamwork skills in a collaborative environment.
Student Activities
* Module 1: programming and basic coding.
* Module 2: introduces Arduino boards and digital signals.
* Module 3: introduces analog signals and serial communication.
* Module 4: introduces robotics, power systems and motors.
* Module 5: introduces wireless communication via Bluetooth and advanced sensors.
* Reference section: extra material and exercises for troubleshooting and further learning.
* Educators section: self-administered online training, materials for class preparation, teacher guides and resources.
Moreover, the platform has a:
* Educators section: self-administered online training, materials for class preparation, teacher guides and resources.
* Reference section: extra material and exercises for troubleshooting and further learning.
By the end of the course, the students will have the possibility to prepare and create their own projects and share them with the Arduino Education community.
* Note that CTC 101 program duration is flexible and based on the amount of lessons the students take per week (two to three lessons per week are recommended).
SUPPORT
CTC 101 Support
CTC 101 Self Learning version includes:
* Dedicated online communication from the Arduino Education Team from the start: toolbox purchase advice, online platform access, student enrollment, and further questions regarding CTC 101 deployment in the classroom.
* An onboarding live webinar where educators will be guided through the content and the tools available in the online platform.
Sign up for the upcoming webinar
* Self-administered training: Educators can go through video tutorials and training content on their own. There are five training sections per CTC 101, one for each module, with an auto-evaluation test upon completion.
* Access to a moderated forum where educators share knowledge and experiences with other educators from the CTC 101 program around the world.
* Training completion certificate for educators. | <urn:uuid:c1019394-b949-4b0a-968a-90c4873d1d17> | CC-MAIN-2021-25 | https://media.digikey.com/pdf/Data%20Sheets/Arduino%20PDFs/CTC_101_Program_Self_Learning_Web.pdf | 2021-06-18T02:30:15+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487634616.65/warc/CC-MAIN-20210618013013-20210618043013-00127.warc.gz | 372,575,810 | 1,341 | eng_Latn | eng_Latn | 0.994357 | eng_Latn | 0.996704 | [
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College of Education and Human Development Division of Special Education and disAbility Research
Summer 2015
EDSE 627 621: Assessment
CRN: 42666, 3 - Credits
Note: This syllabus may change according to class needs. Students will be advised of any changes immediately through George Mason e-mail and/or through Blackboard.
Course Description
Offers knowledge and experiential learning activities related to assessment of students with mild disabilities. Includes statistical and psychometric concepts in assessment. Addresses normreferenced, criterion-referenced, curriculum-based, and informal assessment for instructional and placement decisions.
Prerequisite(s): None
Co-requisite(s): None
Advising Contact Information
Please make sure that you are being advised on a regular basis as to your status and progress through your program. Mason M.Ed. and Certificate students should contact the Special Education Advising Office at (703) 993-3670 for assistance. All other students should refer to their faculty advisor.
Nature of Course Delivery
Learning activities include the following:
1. Class lecture and discussion
2. Application activities
3. Small group activities and assignments
4. Research and presentation activities
5. Electronic supplements and activities via Blackboard
Learner Outcomes
Upon completion of this course, students will be able to:
* Provide the definition of assessment and the purposes and assumptions regarding assessment of exceptional children.
* Compare and contrast the terms assessment and testing.
* Describe relevant ethical standards, litigation, and legislation related to assessment.
* Describe the characteristics of norm-referenced, criterion-referenced, curriculum-based and informal teacher-made tests, their similarities and differences, and their respective roles in the assessment process.
* Demonstrate knowledge of basic measurement concepts and evaluate the psychometric properties of individual tests.
* Create graphic displays of data in appropriate formats including: stem and leaf plot, scatterplot, and line graph using a computer spreadsheet.
* Calculate descriptive statistics using a computer spreadsheet.
* Interpret test results, generate appropriate educational goals and objectives based upon these results, and report test results in a professional written format.
* Select, administer, and score of a variety of educational tests.
* Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds. • Write assessment reports of academic achievement tests.
* Conduct curriculum-based assessments to guide instructional decision-making. Explain the benefits and limits of different forms of assessment (e.g., individual, norm-referenced assessment vs. continuous progress measures).
* Explain the benefits and limits of different forms of data collected for assessment (e.g., standard scores vs. grade equivalents).
* Score and interpret behavior observation protocols from time sampling, event recording, and interval recording procedures.
* Describe the procedures and purposes of Response to Intervention (RTI).
* Critique assessment and instructional accommodations relative to specific learning characteristics.
Required Textbooks
Overton, T. (2016). Assessing learners with special needs: An applied approach (8 th ed). Pearson Education
Digital Library
Effective summer 2015, the Division of Special Education and disAbility Research will discontinue the use of the Pearson Digital Library. No further registrations will be accepted. Students who hold current subscriptions will continue to have access to the library for the remainder of their subscription time. However, no further updates will be made to the digital library. During this time, should a textbook be revised or a new book is adopted for a class where the text is included in the digital library, Pearson will have options available to you and will provide you with an individual e-text or, if there is no e-text, a printed copy. Students, who have purchased a 3-year subscription directly through Pearson Education, will also have an option to obtain a prorated refund. However, 3-year subscription access cards purchased via the GMU bookstore will need to speak with a George Mason Bookstore Representative. Please be aware that the issuance of a refund, in this case, is at the discretion of the George Mason bookstore. Concerns or questions may be directed to Molly Haines at email@example.com.
Recommended Textbooks
None
Required Resources
None
Additional Readings
Posted on Blackboard
Course Relationships to Program Goals and Professional Organizations
This course is part of the George Mason University, Graduate School of Education (GSE), Special Education Program for teacher licensure in the Commonwealth of Virginia in the special education areas of Special Education: Students with Disabilities who Access the General Curriculum K-12. This program complies with the standards for teacher licensure established by the Council for Exceptional Children (CEC), the major special education professional organization. The CEC standards that will be addressed in this class include Standard 4: Instructional Strategies and Standard 8: Assessment.
GMU POLICIES AND RESOURES FOR STUDENTS:
a. Students must adhere to the guidelines of the George Mason University Honor Code [See http://oai.gmu.edu/the-mason-honor-code/].
b. Students must follow the university policy for Responsible Use of Computing [See http://universitypolicy.gmu.edu/policies/responsible-use-of-computing/].
c. Students are responsible for the content of university communications sent to their George Mason University email account and are required to activate their account and check it regularly. All communication from the university, college, school, and program will be sent to students solely through their Mason email account.
d. The George Mason University Counseling and Psychological Services (CAPS) staff consists of professional counseling and clinical psychologists, social workers, and counselors who offer a wide range of services (e.g., individual and group counseling, workshops and outreach programs) to enhance students' personal experience and academic performance [See http://caps.gmu.edu/].
e. Students with disabilities who seek accommodations in a course must be registered with the George Mason University Office of Disability Services (ODS) and inform their instructor, in writing, at the beginning of the semester [See http://ods.gmu.edu/].
f. Students must follow the university policy stating that all sound emitting devices shall be turned off during class unless otherwise authorized by the instructor.
g. The George Mason University Writing Center staff provides a variety of resources and services (e.g., tutoring, workshops, writing guides, handbooks) intended to support students as they work to construct and share knowledge through writing [See http://writingcenter.gmu.edu/]
PROFESSIONAL DISPOSITIONS
Students are expected to exhibit professional behaviors and dispositions at all times.
CORE VALUES COMMITMENT
The College of Education & Human Development is committed to collaboration, ethical leadership, innovation, research-based practice, and social justice. Students are expected to adhere to these principles. [See http://cehd.gmu.edu/values/]
For additional information on the College of Education and Human Development, Graduate School of Education, please visit our website [See http://gse.gmu.edu/]
Course Policies & Expectations
Attendance.
Each class session is worth 10 points toward your In Class Work grade. In order to earn these points students must (a) attend class, (b) arrive on time, (c) stay for duration of the class time, (d) show evidence of having read/studied material, 3) participate actively in class activities, and (f) complete all in-class assignments. If you are not in class, you cannot receive In Class Work points for that class session. If you have professional obligations that occur at the same.
time that class takes place or you were sick enough not to report to work the day of or the day after class, you may complete the in-class assignment for partial credit.
Late Work.
Assignments are due by midnight on the date indicated in the syllabus. Any changes to due dates will be communicated to you via Blackboard and confirmed in an email to all students. I will not accept late work. All assignments are to be submitted through Blackboard for official consideration. Do not email an assignment to me unless I request if. If you are not in class on the day an assignment is due, you are still responsible for submitting the assignment.
Workload.
Graduate-level work requires in-depth reading, study, and work on course requirements outside of class time. The general expectation is approximately three hours per week for each credit hour of a course. Students are expected to allot class study and preparation time weekly in addition to time spent on papers and assignments.
Written and Oral Language.
APA Style is the standard format for any written work in the College of Education and Human Development. If you are unfamiliar with APA, it would benefit you to purchase the Publication Manual of the American Psychological Association (6 th ed.). You are required to use APA guidelines for all course assignments. Please use the following website for APA format guidelines: http://apastyle.apa.org.
Blackboard Site.
I will use the Blackboard website for posting of course materials, announcements, and discussion boards. You will be responsible for all material posted on the website. Please check it regularly. An announcement email will be sent to your Mason email account if changes or updates are made to the site. All assignments must be submitted through Blackboard.
Communication with Dr. Daoulas.
The most efficient way to contact me is through email. I check email daily and will respond within 24 hours. Keep in mind that I work in PWCS from 8-4:30 during the workweek. Please do not email me an hour before an assignment is due and expect a response. If you would prefer to meet with me after class, please do not hesitate to contact me.
TaskStream Submission
Every student registered for any Special Education course with a required performance-based assessment is required to submit this assessment, (NO ASSESSMENT REQUIRED FOR THIS
COURSE) (regardless of whether a course is an elective, a onetime course or part of an undergraduate minor). Evaluation of the performance-based assessment by the course instructor will also be completed in TaskStream. Failure to submit the assessment to TaskStream will result in the course instructor reporting the course grade as Incomplete(IN). Unless the IN grade is changed upon completion of the required TaskStream submission, the IN will convert to an F nine weeks into the following semester.
If you have never used TaskStream before, you MUST use the login and password information that has been created for you. This information is distributed to students through GMU email, so it is very important that you set up your GMU email. For more TaskStream information, go to http://cehd.gmu.edu/api/taskstream.
Grading Scale
| A | 95-100% |
|---|---|
| A- | 90-94% |
| B | 80-89% |
| C | 70-79% |
Evaluation
| Item | Points |
|---|---|
| In class work | 100 |
| Reading Responses | 60 |
| CBA/Informal assessment Project and presentation | 120 |
| Test Report | 40 |
| Midterm | 20 |
Assignments
Performance-based Assessment (TaskStream submission required).
There is no Performance-based assessment that must be posted to TaskStream for this course.
Performance-based Common Assignments (No TaskStream submission required).
Other Assignments.
Each student will also complete:
(a) Three Reading Responses for use in class discussion, and
(b) One independent test report
Schedule
| Session | Topic | Readings | Assignments due on this date |
|---|---|---|---|
| 1 (5/27/15) | Intro, ethics, basic ideas | Chapters 1 and 2 | |
| 2 (6/3/15) | CBM | Ch 6: p. 114-125 Choices for reading response: • Busch & Reschly (2007) • Hasbrouck, Woldbeck, Ihnot, & Parker (1999) • Fuchs, Fuchs, & Zumeta (2008) (math) • Espin, Shin, & Busch & Espin (2005) (content areas/social studies) • Hosp & Hosp (2003) (reading, spelling, math) McMaster, Du, Parker, & Pinto (2011) (writing) | Reading Response 1 |
| 3 (6/10/15) | Informal assessments | Ch 6: 125-139 Choices for reading response: • Miller (2009) (writing) • De La Paz (2009) (rubrics for writing strategies) • Allsopp et al. (2008) (math) King-Sears & Duke (2010) (reading in content areas) | Project proposal Reading response 2 |
| 4 (6/17/15) | RtI | Ch 7 Choice for reading response: • Division for Learning Disabilities (2007) Dexter & Hughes (2011) | Reading response 3 |
Dexter & Hughes (2011)
| 5 (6/24/15) | Descriptive statistics | Ch 3 | Optional: CBA consult |
|---|---|---|---|
| 6 (7/1/15) | Reliability & validity | Ch 4 | Midterm Optional: CBA consult |
| 7 (7/8/15) | Norm- referenced assessment; academic assessment | Ch. 5 and 8 | |
| 8 (7/15/15) | Behavior; measures of intelligence | Ch 9 and 10 | Test report |
| 9 (7/22/15) Dr. Daoulas will be out of town. | Early childhood assessments | Ch 11 | |
Appendix A Assignment Descriptions
Reading Responses (you must complete 3)
One purpose of this course is to develop your critical analysis skills. One way to do this is to read literature from the special education filed about assessment and discuss it critically with colleagues. To this end, you will be asked to complete several reading response activies. We will use your Reading Responses in jigsaw activities in class, allowing us to evaluate many articles related to assessment topics.
You will be responsible for:
1. Choosing one article from the list of choices for the week
2. Signing up for that article during class
3. Reading the article in its entirety
4. Completing a review of the reading as described in the rubric below
5. Bringing the hard copy of your responses to class to use in our class discussion
6. Posting your electronic copy to the Assignment on Blackboard
7. Contributing to the in-class group activity related to the reading
Your grade for each assignment will be determined as follows:
| Component | Points Available | Points Earned |
|---|---|---|
| Citation for reading and general writing style | 2 | |
| Thorough but concise summary of the article | 5 | |
| Thorough but concise statement of implications for teachers | 5 | |
| Rationale for implications | 5 | |
| Contribution to the group discussion | Part of In Class Work grade | |
CBA Project
Each student will complete a curriculum-based assessment project on a student presently in their classroom for which reading, math, or writing measurement data have been collected. Teachers use a variety of informal assessment methods to monitor the academic progress of students. Some of these methods combine the techniques of error analysis, task analysis, direct measurement, curriculum-based assessment, probes, and criterion-related assessment. Any academic curriculum is acceptable for the project; however, the curriculum taught must be appropriate for continuous monitoring of progress and the tasks selected must be an academic or behavior learning task.
Continuous progress monitoring. Choose tasks that are appropriate for continuous progress monitoring. Tasks that are appropriate for continuous progress monitoring require the individual to be both accurate and fast in their responses. Such tasks are called fluency tasks. Fluency tasks require practice for mastery; therefore, they can be assessed repeatedly to show progress toward a pre-identified goal.
Academic curriculum. Your project must target instruction of tasks from the academic curriculum such as those that would be used to support students in schools. For example, measures of reading or calculation fluency, identification or matching of facts from a curriculum area, spelling tasks, mathematical calculation, or vocabulary.
Specific Steps for Completing the CBA Project and Report
To complete the Curriculum-based Assessment Project Proposal Form (at the end of these directions),
1. Specify reason for assessment.
2. Make sure that the content taught is appropriate for continuous progress assessment.
3. Analyze curriculum to determine the content and skills necessary to complete the task.
4. Formulate behavioral objective(s). What does the person have to do to show that they know the skill, how well, and how fast do they are able to do it?
5. Develop appropriate assessment procedures (i.e. probes). A clear objective leads directly to a logical probe. Look back at your objective. What do you want the student to do? In what format? How well? How fast?
Submit your proposal form to get feedback and approval to move ahead. Remember that,
1. A minimum of two baseline measures are required to obtain stable baseline data.
2. Ensure that each probe is of the same difficulty, with the same number of items, the same format, and the same tool skills as the others.
3. Six additional instructional probes must have been conducted to collect assessment data
4. Load your data on a computer-generated graph that describes your project and shows adjustments in your instruction as needed
Once data collection is graphed, create a summary written presentation of your project. Each written summary should include the following headings:
a. Student information
b. Content description and reason for selection
c. Behavioral objective
d. Description of the probe(s) and measurement format including time limits (include an example, if possible)
e. Description of the instructional methods/materials employed
f. Performance graph
g. Discussion of results including:
o Any decisions made using the data decision rules, and
o Summary of the student responses to instruction,
o Recommendations for others or to be implemented on a repeated implementation (i.e., what would you do different next time?)
Prepare a poster presentation of your project for the final night of class. This should include your graph, a sample probe, a brief student description, and your objective(s). Be prepared to give an overview of your project to your colleagues in a poster session format, not a formal presentation.
Submit your report, including the computer-generated graph, to the Assignments section of Blackboard.
CBA Proposal Form (10 points)
Student Name
Description of target student (indicating the need for a CBM) and reason for the assessment
Content area addressed
How is this content area appropriate for CBM?
Behavioral objective(s) for student
General description of probes
General description of instruction
Proposed timeline (including development, baseline, instruction, and review)
Scoring of CBA Project
| Project Elements | Possible Points | Points Earned | Comments |
|---|---|---|---|
| Planning 50 points Reason for assessment clearly stated | 5 | | |
| Topic appropriate for continuous progress measurement | 5 | | |
| Curriculum analysis | 10 | | |
| Evidence that student possesses requisite preskills | 5 | | |
| Behavioral objective(s) | 10 | | |
| Probes display constant time, number and difficulty | 10 | | |
| Probe record keeping is clear and transparent | 5 | | |
| Instruction 10 points Adequate description | 5 | | |
| Evidence of response to measurement data | 5 | | |
| Measurement Presentation 30 points Clarity of display | 10 | | |
| Baseline | 5 | | |
| Aimline | 5 | | |
| Phaseline | 5 | | |
| Data-decision rules evident | 5 | | |
| Overall Project Presentation 20 points Writing quality | 10 | | |
| Clarity of explanation | 10 | | |
| Total Score | 110 | | |
Test report
You will be given data from, and description of, a testing situation for a student with disabilities. You will use this information to write a test report that could be presented at a student's eligibility meeting and entered into their confidential student file. We will practice writing a test report in class and then you will write a report on your own. You will submit that report to the Assignments section of Blackboard on the date due in the course schedule. Your grade will be determined suing the following rubric.
| Component | Expected Criteria | Points Possible | Points Earned |
|---|---|---|---|
| Identifying information (pseudonyms), student background information, and behavioral/testing description | All included, with descriptive but objective language as described in class. Clarity and completeness of information; student strengths and weaknesses, academic and behavioral background detailed | 5 | |
| Test instruments used, testing results | Explanation of choice instruments/appropriateness; clearly explains testing results; tables and charts as needed; scores reported appropriately (percentiles? Standard scores? Grade equivalents? | 5 | |
| Interpretations/discussion | Interpretations are clear and linked to test results; strengths and weaknesses in profile discussed; limitations of test instruments explained | 10 | |
| Recommendations | Written for mixed audience: parents, multidisciplinary team, other professionals/stakeholders; ties assessment and background together towards long term and short-term goals | 10 | |
| IEP components (goals/objectives/accommodations) | Related to test results; clear objectives and goals related to learning and behavior needs emergent from assessment | 10 | |
| TOTAL | | 40 | |
Appendix B
Bibliography
Curriculum-based Measurement
Busch, T. W. & Reschly, A. L. (2007). Progress monitoring in reading: Using curriculum-based measurement in a response-to-intervention model. Assessment for Effective Intervention, 32, 223-230. doi: 10.1177/15345084070320040401
Busch, T. W. & Lembke, E. S. (2005). Teaching tutorial 5: Progress monitoring in reading using the CBM maze procedure. Charlottesville, VA: Division for Learning Disabilities.
Espin, C. A., Shin, J., & Busch, T. W. (2005). Curriculum-based measurement in the content areas: Vocabulary matching as an indicator of progress in social studies learning. Journal of Learning Disabilities, 38, 353-363.
Hasbrouck, J. E., Woldbeck, T., Ihnot, C., & Parker, R. I. (1999). One teacher's use of curriculum-based measurement: A changed opinion. Learning Disabilities Research and Practice, 14, 118-126.
Fuchs, L. S., Fuchs, D., & Zumeta, R. O. (2008). A curricular-sampling approach to progress monitoring: Mathematics concepts and applications. Assessment for Effective Intervention, 33, 225-233. doi: 10.177/1534508407313484
Hosp, M. K. & Hosp, J. L. (2003). Curriculum-based measurement for reading, spelling, and math: How to do it and why. Preventing School Failure, 48(1), 10-17.
McMaster, K. L, Du, X., Parker, D. C., & Pinto, V. (2011). Using curriculum-based measurement for struggling beginning writers. Teaching Exceptional Children, 44(2), 2634.
Lembke, E. S. & Busch, T. W. (2004). Teaching tutorial 4: Curriculum-based measurement in reading: Oral fluency. Charlottesville, VA: Division for Learning Disabilities.
Informal assessment
Bennett, R. E. (1982). Cautions for the use of informal measures in the educational assessment of exceptional children. Journal of Learning Disabilities, 15, 337-339.
Allsopp, D. H., Kyger, M. M., Lovin, L., Gerretson, H., Carson, K. L., & Ray, S. (2008). Mathematics dynamic assessment: Informal assessment that responds to the needs of struggling learners in mathematics. Teaching Exceptional Children, 40, 6-16.
De La Paz, S. (2009). Rubrics: Heuristics for developing writing strategies. Assessment for Effective Intervention, 34, 134-146. doi: 10.1177/1534508408318802
Miller, L. (2009). Informal and qualitative assessment of writing skills in students with disabilities. Assessment for Effective Intervention, 34, 178-191. doi: 10.1177/1534508408318806
King-Sears, M. E. & Duke, J. M. (2010). Bring your textbook! Using secondary texts to assess reading demands and skills required for students with high-incidence disabilities. Intervention in School and Clinic, 45, 284-293.
Response to Intervention
Hughes, C. A. & Dexter, D. D. (2011). Response to intervention: A research-based summary. Theory into Practice, 50, 4-11.
Division for Learning Disabilities. (2007). Thinking about response to intervention and learning disabilities: A teacher's guide. Charlottesville, VA: Author.
High Stakes Tests and Accommodations
Engelhard, G., Fincher, M., & Domaleski, C. S. (2011). Mathematics performance of students with and without disabilities under accommodated conditions using resource guides and calculators on high stakes tests. Applied Measurement in Education, 24, 22-38.
Randall, J. & Engelhard, G. (2010). Performance of students with and without disabilities under modified conditions: Using resource guides and read-aloud test modifications on a highstakes reading test. The Journal of Special Education, 44, 79-93. | <urn:uuid:008616e6-f382-4729-83db-1ae0a8a55648> | CC-MAIN-2021-25 | https://cehd.gmu.edu/assets/docs/syllabi/2015/syllabus_23525.pdf | 2021-06-18T03:20:42+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487634616.65/warc/CC-MAIN-20210618013013-20210618043013-00129.warc.gz | 164,642,146 | 5,550 | eng_Latn | eng_Latn | 0.952284 | eng_Latn | 0.988344 | [
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Normal Responses to difficult situations information for Children and Young People
Normal responses to difficult situations:
Everyone reacts differently to stress and anxiety. Responses vary according to the level of stress experienced, our ability to bounce back (resilience), our coping mechanisms and our previous experiences.
Normal reactions can include 1 :
* feeling as if you are in a state of 'high alert' and are 'on edge' for anything else that might happen
* feeling emotionally numb, as if in a state of 'shock'
* becoming emotional and upset
* feeling extremely fatigued and tired
* feeling very stressed and/or anxious
* being very protective of others including family and friends
* Not wanting to leave a particular place for fear of 'what might happen'.
Long term experiences of stress and anxiety can lead to difficulties with:
* sleep,
* appetite (increased or reduced)
* mood swings.
* a lack of concentration
* difficulty finishing tasks
* reduction in productivity.
All of these responses in the short term could be viewed as normal and in the current circumstances expected. As you return to school or College, some will be glad to be back. Others will struggle to return and experience anxiety about their health and the health of others. Some will feel a sense of loss leaving their families as they will have enjoyed the time at home. Others will have found the time difficult, relationships may have suffered or changed significantly. We have all experienced the same storm but the boat we have sailed in is ours alone and everyone's experiences will be different.
Normal responses of grief and loss and higher than usual stress and anxiety are to be expected. If you were in year 11 or year 13 it is normal to feel concerned or worried about the future. It is normal to have these feelings anyway AND it is likely you will feel these even more in the current circumstances. It is okay not to know what is going to happen. You can make a decision to make NO DECISIONS about the future for now.
If you or your child are experiencing difficulties then the first action you can take is to talk with staff at your child's school for more help and support.
Other things that may be helpful can include:
Practical strategies to help manage your feelings
1. Relaxed breathing
* Breathe in slowly and steadily through your nose for a count of 4 - don't rush this!
* Pause for a count of 1
* Exhale slowly and steadily for a count of 4 - breathe out gradually - try not to breathe out with a sigh
* Repeat for a few minutes until you notice a change in how your body feels
* If you get distracted, or if your mind wanders, just bring your attention back to how it feels to breathe in and out
2. Being Mindful
* Notice the thought and ask yourself whether it is helpful for you and whether it will lead you towards the values you have in your life.
* Sitting with the thought and saying to yourself "I am having the thought that..."
* Thank your mind for that thought – "Thank you mind, how very informative!" or "is that right? How fascinating!" or simply "Thanks, Mind!" The spirit here is to not take your thoughts too seriously; or get into a struggle with them.
* Say the thought in your head with a funny voice e.g. Homer Simpson.
* Sing the thought out loud.
* Mindful watching-Imagine you are on top of the mountain, with some steady rocks underneath your feet and a whole landscape in front of you. Inhale the mountain breeze. Then pay attention to your thoughts and imagine you put each single one on clouds and send them to the sky. You can do that until you feel your mind is slower and emptier of thoughts.
* Write down the thoughts on a piece of paper to see them from a different perspective.
* Naming the story- if all these thoughts and feelings were put into a book or movie, titled 'the something something story', what would you call it? Each time this story shows up name it, 'ahh there's the XYZ story again!'
* Computer screen- imagine this thought on a computer screen. Change the font, colour and format. Animate the words. Add in a bouncing ball.
* Learn more and practice mindfulness so that you can be aware of when you are in the present moment rather than being 'in your head' and thinking about the past or worrying about the future. Notice what you don't normally notice - sights, sounds, sensations, thoughts, textures etc.
3. Being in the now:
* Say 5 things you can see right now
* Say 4 things you can hear right now
* Say 3 things you can touch, and reach out and touch them, right now
* Say 2 things you can smell or like the smell of
* Take 1 slow, deep breath. Then focus on your breathing, before shifting your focus of attention onto something different...
FREE Apps to help you be mindful
* Smiling Mind and Stop, Breathe & Think both available via google play or the app store
Other self-care ideas that can really help include:
* talking to others
* Leading a healthy balanced lifestyle; eating well, getting enough sleep and being physically active
* routines
* seeking help when it is needed
* taking down time
* meditation
* hobbies
For more self-care ideas visit: https://www.annafreud.org/on-my-mind/self-care/
When to seek help?
It is important to recognise when normal responses become too difficult to cope with. For Example
* If feelings of stress and anxiety do not settle within a month or two (whilst the new normal is being adapted to) despite helpful self-care strategies in place, and if it is combined with strategies to cope that include drug use, alcohol misuse, difficulty eating and sleeping or significant irritability and /or low mood that last a long time, GET SOME HELP
This advice is on a case by case basis and there are no hard and fast rules. Factors to be considered may also include difficulties with mental health before the pandemic, substance misuse, death or bereavement of a loved one prior to or during the pandemic. Remember everyone is different!
Help available for children and young people:
For details of support available in Halton visit www.halton.gov.uk/mhinfopoint
If you are a young person experiencing a mental health crisis, you can text the Young Minds Crisis Messenger for free, 24/7 support text YM to 85258.
Help available for parents and Carers:
Young minds parent help line provides free confidential advice Call for free on 0808 802 5544 from 9:30am to 4pm, Monday to Friday.
Barnardos See, hear, respond service- You can call us for free on 0800 157 7015 to speak to a friendly person in our team to see how they can support. | <urn:uuid:df070aff-7dbb-452c-b3ef-99b507404843> | CC-MAIN-2021-25 | https://hbcnewsroom.co.uk/wp-content/uploads/2020/08/What-is-normal-Back-to-school-top-tips-Halton.pdf | 2021-06-18T03:27:07+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487634616.65/warc/CC-MAIN-20210618013013-20210618043013-00131.warc.gz | 271,561,741 | 1,436 | eng_Latn | eng_Latn | 0.998203 | eng_Latn | 0.998818 | [
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Helpful Information from HSUS
Dangers just outside your door
- Antifreeze that contains ethylene glycol has a sweet taste that attracts animals but is deadly if consumed in even small quantities; one teaspoon can kill a seven-pound cat. The HSUS recommends pet owners use a safe antifreeze in their vehicles. Look for antifreeze that contains propylene glycol, which is safe for animals if ingested in small amounts. Ethylene glycol can also be found in common household products like snow globes, so be sure to keep these things out the reach of animals.
- Cocoa mulch contains ingredients that can be deadly to pets if ingested. The mulch, sold in garden supply stores, has a chocolate scent that is appetizing to some animals.
- De-icing salts used to melt snow and ice are paw irritants that can be poisonous if licked off. Paws should be washed and dried as soon as the animal comes in from the snow. Other options include doggie boots with Velcro straps to protect Fido's feet, and making cats indoor pets.
- Traps and poisons Pest control companies frequently use glue traps, live traps and poisons to kill rodents. Even if you would never use such methods to eliminate rodents, your neighbor might. Dogs and cats can be poisoned if they eat a rodent who has been killed by poison (called secondary poisoning).
Threats inside the house
- Insect control products, such as the insecticides used in many over-the-counter flea and tick remedies, may be toxic to companion animals. Prescription flea and tick control products are much safer and more effective. Pet owners should never use any product without first consulting a veterinarian.
- Human medications, such as pain killers (including aspirin, acetaminophen and ibuprofen), cold medicines, anti-cancer drugs, anti-depressants, vitamins and diet pills can all be toxic to animals. Keep medicine containers and tubes of ointments and creams away from pets who could chew through them, and be vigilant about finding and disposing of any dropped pills.
- Poisonous household plants, including azalea, dieffenbachia (dumb cane), lilies, mistletoe and philodendron.
- String, yarn, rubber bands and even dental floss are easy to swallow and can cause intestinal blockages or strangulation.
- Toys with movable parts—like squeaky toys or stuffed animals with plastic eyes—can pose a choking hazard to animals. Take the same precautions with pets as you would with a small child.
- Chocolate is poisonous to dogs, cats and ferrets.
- Leftovers, such as chicken bones, might shatter and choke a cat or dog. Human foods to keep away from pets include onions and onion powder; alcoholic beverages; yeast dough; coffee grounds and beans; salt; macadamia nuts; tomato, potato and rhubarb leaves and stems; avocados (toxic to birds, mice, rabbits, horses, cattle and dairy goats); grapes; and anything with mold growing on it. | <urn:uuid:3bf62eb4-609c-48b0-a396-4a1c193aaea7> | CC-MAIN-2021-25 | https://www.holidayhousepetresort.com/wp-content/uploads/2016/02/Pet-Poison-Prevention-Week-Dangers-and-Threats.pdf | 2021-06-18T03:08:15+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623487634616.65/warc/CC-MAIN-20210618013013-20210618043013-00132.warc.gz | 741,183,741 | 626 | eng_Latn | eng_Latn | 0.998806 | eng_Latn | 0.998806 | [
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Directions (1-20): In questions no 1 to 20 some parts of the sentences have errors and some are correct. Find out which part of a sentence has an error, If a sentence is free from error, mark (D) in the Answer sheet.
Q1. He said (a) / that he wanted a room (b) / and that his luggage would follow. (c)/ No error (d).
Q2. Our country (a) / does not lack (b) / in scientists of quality. (c) /No error (d).
Q3. What really matters (a) / in the struggle for life (b) / is to overcome one‟s fear. (c) / No error (d).
Q4. It is believed (a) / that smoking is (b) /one of the cause of cancer. (c)/ No error (d).
Q5. This watch is superior (a) / and more expensive (b) / than that one. (c) / No error (d).
Q6. It is feared that (a) / hundreds of people (b) / have lost lives. (c) No error (d).
Q7. He is (a) / one of those students (b) / who comes late regularly. (c) / No error (d).
Q8. No other newspaper (a) / has so large a circulation (b) / like this newspaper in India (c) / No error (d).
Q9. It was (a)/ me who telephoned (b) / the fire service. (c) / No error (d).
Q10. Though she appears to be very tall (a) /she is just an inch (b) / taller than me. (c) / No error (d).
Q11. These meteorological disturbances in the atmosphere of art criticism (a) / have crossed over to our own shores (b) / bringing mist and clouds in its wake. (c) / No error (d).
Q12. This Child (a) / was run over (b) / with a private bus. (c) / No error (d).
Q13. Kambli is one of the players (a) / who has been selected (b) / for the test match. (c) / No error (d).
Q14. We can decide it (a) / only after (b) / farther investigation. (c) / No error (d).
Q15. On every Sunday (a) / I play cricket (b) / in the afternoon. (c) / No error. / No error (d).
Q16. Please arrange (a) / for my boarding and lodging (b) / in Tirupati. (c) / No error (d).
Q17. Each boy and girl (a) / in the class (b) / bring a text book each day. (c) / No error (d).
1
Q18. Two millions people (a) / attended the meeting (b) / held in parade grounds. (c) / No error (d).
Q19. Had he studied harder (a) / he would pass the examination (b) / in first class. (c) / No error (d).
Q20. I succeeded persuading him(a)/ to come with me (b)/only after hours of argument (c) No error (d).
Directions (21-25): In questions no. 21 to 25, sentences are given with blanks to be filled in with an appropriate word (S). Four alternatives are suggested for each question. Choose the correct alternative out of the Four options.
Q21. After the treatment, he was relived ___________ the pain
(a) for
(b) Of
(c) from
(d) With
Q22. Several items have been left____________ from the list
(a) Out
(b) Within
(c) Behind
Q23. I have not paid my school fees_________
(a) Already
(d) Off
(b) Now
(c) Then
(d) Yet
Q24. She has___________ seen this movie twice.
(a) Yet
(b) Often
(c) Already
(d) Quite
Q25. My father has _________ returned home from work.
(a) Now
(b) Never
(c) Defense
(d) Just
Directions (26-28): In questions no. 26 to 28, out of the four alternatives, choose the one which best expresses the meaning of the given word and mark it in the Answer Sheet.
Q26. Onslaught
(a) Counterattack
(c) Defense
Q27. Grotesque
(a) Laughable
(c) Absent
2
www.bankersadda.com
(b) Resistance
(d) Invasion
(b) Bizarre
(d) Siren
www.sscadda.com |
www.careerpower.in| www. adda247.com
|
Q28. Ignominy
(a) Exposure
(b) Stupidity
(c) Disgrace
(d) Trial
Directions (29-31): In Questions no. 29 to 31, choose the word opposite in meaning to the given word and mark it in the Answer Sheet.
Q29. Fervent
(a) Partial
(b) Dispassionate
(c) Ardent
(d) Decent
Q30. Garrulous
(a) Verbose
(b) Serious
(c) Reticent
(d) Gaunt
Q31. Scrupulous
(a) Careless
(b) Wise
(c) Caring
(d) Careful
Directions (32-34): In questions no. 32 to 34, there are four different words out of which one is wrongly spelt, find the wrongly spelt word.
Q32.
(a) fervant
(c) Fashion
Q33.
(a) Decision
(c) Insision
Q34.
(a) Heterogeneous
(b) Favour
(d) Fervid
(b) Position
(d) Collusion
(b) Virtueous
(c) Ingenious
(d) Ingenuous
Directions (35-44): In questions no. 35 to 44, four alternatives are given for the given idiom / phrase in the sentence. Choose the alternative which best expresses the meaning of the Idiom/ phrase and mark it the Answer Sheet.
Q35. The mother- in law expected her daughter-in law to be always at her beck and call.
(a) Ready to withdraw
(b) Ready to serve
(c) Ready to call
(d) Ready to play
Q36. When I opened the door, my books were lying at sixes and sevens.
(a) In neat order
(b) In disorder
(c) Under the table
3
www.bankersadda.com
(d) In piles on the floor
www.sscadda.com |www.careerpower.in
|
| www. adda247.com
Q37. His behavior indicates that he has blue blood
(a) feels depressed often
(b) Suffers anemia
(c) Belongs to a royal family
(d) Has diseased blood
Q38. I am trying to figure out the hidden agenda in yesterday‟s meeting.
(a) Wicked motive
(b) False Idea
(c) Indirect tax
(d) Secret reason
Q39. He always seems to get the lion‟s share of the projects
(a) An insignificant part
(b) The minimum share
(c) An equal share
(d) A major share
Q40. Oliver Twist was beaten black and blue when he asked for more food
(a) Remonstrated
(b) Whipped badly
(c) Thrashed severely
Q41. To pull wool over someone‟s eyes
(a) To investigate
(d) Given a scolding
(b) To reprimand someone
(c) To deceive another
(d) To keep a secret
Q42. I find myself in a position where I have to choose between the devil and the deep blue sea
(a) Near the horrid sea
(b) In a state of confusion
(c) Out of one‟s proper place
(d) Between two equal evils
Q43. Even a small toy can become an apple of discord between two Children.
(a) Cause of happiness
(b) Cause of meeting
(c) Tasty like an apple
(d) Cause of dispute
Q44. Do you think this examination is a hard nut to crack?
(a) Similar to planting a nut tree
(b) A difficult job
(c) A Boring job
(d) Similar to cracking a nut
Directions (45-64): In Question no. 45 to 64, the 1st and the last part of the sentence paragraph are numbered 1 and 6. The rest of the sentence / paragraph is split into four parts and named P, Q, R and S, these four parts are not given in their proper order. Read the sentence / paragraph and find out which of the four combinations is correct and mark it in the Answer sheet.
Q45. The role of modern youth
P. As they have to not only
Q. Than that of their forefathers
R. Keep the torch of freedom aloft
S. Is far more challenging
6. But also keep it always lit.
(a) SQPR
(c) SRPQ
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(b) QSPR
(d) RSPQ
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Q46. Modern education is bookish
P. The harsh realities of life
Q. Imparted in schools and colleges
R. And divorced from
S. The so called liberal education
6. Dose not helps students earn their livelihood.
(a) RPQS
(b) QSPR
(c) RPSQ
(d) PRSQ
Q47. The Great Lakes are a group of
P. Superior is so called not because it is the largest,
Q. On the border between the USA and Canada
R. Five freshwater lakes on North America
S. Bur because it is higher upstream than the others.
6. Huron takes its name from the name French setters gave it.
(a) PQRS
(b) RQPS
(c) SPRQ
(d) QPSR
Q48. Delhi‟s Indira Gandhi International Airport is the only one in the country to have runways equipped with a CAT IIIB Instrument Landing System.
P. This technology guides pilots to land even when visibility is cut to 50 meters.
Q. This is because
R. Finding an explanation for such failure won‟t be easy.
S. However, it falls to operate often.
6. The issue involves multiple stake holders and a web of unclear briefs.
(a) PSRQ
(b) PQSR
(c) PQRS
(d) PRSQ
Q49. The Australians were very proud and felt privileged
P. In their country
Q. To host the Olympic
R. As it elevated their stature
S. In the eyes of the world
6. At the threshold of the new millennium
(a) SPQR
(b) RQSR
(c) QPRS
(d) PRQS
Q50. Ram has an important examination to sit for in a few weeks time.
P. But he could not concentrate.
R. What He saw was not very nice- he was very pale.
R. He sat to prepare for it.
S. After a while he looked at himself in the mirror.
6. He said to himself," What I need is Fresh air."
(a) QSPR
(b) SQRP
(c) PQRS
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(d) RPSQ
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Q51. Youths are the assets and hope of a nation.
P. In making India a great
Q. Steeped in old cultural values
R. They can play a vital role
S. democratic, progressive and prosperous country
6. But equipped with modern scientific
(a) SPRQ
(b) PRSQ
(c) RPSQ
(d) QPRS
Q52. Porcelain became popular at the beginning of the 19th century.
P. In a kin atmore than 2372 degree Fahrenheit.
Q. Refers to both China and Bisque dolls.
R. porcelain is made by firing special clays
S. porcelain is used generically, to
6. Only a few types of clays can withstand such high temperatures.
(a) PSQR
(b) QRSP
(c) PRQS
(d) SQRP
Q53. Human behaviors are regulated by their
P. Aperson‟s working pattern as well as living style.
Q. Between these selves has an adverse effect upon
R. Work done is the self portrait
S. Real self and social self-Conflict
6. Of the person who did it
(a) RPQS
(c) QRSP
Q54. India is democratic country
P. At the hands of our representatives
Q. But frequent elections
R. Who play political games
S. Makes it a mockery
6. At the cost of the nation.
(a) PSRQ
(b) SQPR (d) PQRS
(b) QSPR
(c) PRSQ
(d) SRQP
Q55. Plato‟s „Republic‟ has exercised tremendous influence
P. He states that statesmen should
Q. On human thought and intelligence.
R. Integrity because he felt that, only such men
S. Be men of supreme intelligence and impeccable
6. Could enlighten the darker side of human nature into a positive.
(a) PRSP
(b) SQPR
(c) RSQP
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(d) QPSR
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Q56. India has a vibrant space science program
P. The Indian space science programmer has been working formulating a
Q. formulating an industrial participation policy to
R. Covering astronomy. Astrophysics and space science
S. With cooperative Indian Industries and has been
6. Aid the growth of space industry in India.
(a) QPRS
(c) SQPR
Q57. Shaw read the first few lines of the
P. And was at once convinced
Q. He sent a few copies of the book to well know
R. That he was reading good poetry, so
S. poem
6. Critics, and awaited their reaction.
(a) SPRQ
(c) PQSR
Q58. New Industries
P. Interests, usually
Q. Supported by foreign
R. To their employees at all
S. Offer better salaries
6. Levels of responsibility
(a) PQRS
(c) PSRQ
Q59. 1. Both plants and animals
P. Changes in from, structure growth habits
Q. In becoming adapted to different climatic
R. Of many sorts show remarkable
S. And even mode of reproduction
6. Environment, types of food supply or mode of living
(a) PRSQ
(b) RPSQ
(c) SRPQ
Q60. As heart disease continues
P. Increasingly interested in identifying the
Q. To be the number one killer
R. Researchers have become
S. In the United States,
6. Potential risk factors that trigger heart attack.
(a) PRSP
(b) RQSP
(c) SPRQ
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(d) QSRP
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(d) QPRS
(b) RPSQ
(d) PQRS
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(b) QPRS (d) SRQP
(b) QPSR
(d) SRQP
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Q61. Those clouds promise rain;
P. Before we get caught in a flash flood
Q. Or else we will never be able to find our way home
R. We should hurry
S. And would be stuck here
6. for a considerable period of time.
(a) RPQS
(c) SQPR
Q62. Ronan steered the jeep
P. The path to which muddy and bumpy,
Q. Making it a difficult drive, and
R. Down the muddy road to the camp site.
S. He discovered after a few miles
6. That it was the wrong road.
(a) QRPS
(c) RPQS
Q63. If he changes his mind
P. And he will not commit
Q. Joe has learned his lesson,
R. The same mistake again.
S. We shall know for sure that.
6. but only time will tell.
(a) QRPS
(c) RPQS
Q64. A number of linguists
P. Of languages spoken by
Q. The world‟s five billion people
R. Contend that all of the thousands
S. Can be traced back to common root language
6. And have a common origin.
(a) QRPS
(b) PRSQ
(c) RPQS
(d) SQPR
Directions (65-76): In questions no. 65 to 76, out of the four alternatives, choose the one which can be substituted for the given / sentence.
Q65. One who is indifferent to pleasure of pain
(a) Stoic
(b) Anarchist
(c) Mystic
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(d) Hysteric
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(b) PRSQ
(d) QSRP
(b) PRSQ
(d) SQPR
(b) PRSQ
(d) SQPR
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Q66. Animals that feed on plants
(a) Insectivorous
(b) Graminivores
(c) Carnivorous
(d) Herbivorous
Q67. Short remaining end of a cigarette.
(a) Filament
(b) Stub
(c) Filling
(d) Pinch
Q68. A person concerned with practical results and values
(a) pragmatist
(b) Ambidextrous
(c) Fundamentalist
(d) Optimist
Q69. A person who can use both bands equally
(a) Dexterous
(b) Ambidextrous
(c) Adroit
(d) Skilful
Q70. The firing of a Number of guns together as a salute of otherwise
(a) Reception
(b) Salutation
(c) Salvo
(d) Gun- salute
Q71. Study of the problems of legal punishment and prison management
(a) Neurology
(b) Astrology
(c) Penology
(d) Criminology
Q72. Bring about an easy and painless death for someone suffering from an incurable disease?
(a) Euthanasia
(b) Strangulation
(c) Suicide
(d) Uxoricide
Q73. One who cannot be defeated?
(a) Indecipherable
(b) Invidious
(c) Insolvent
(d) Invincible
Q74. One who is between 80 and 89 years old?
(a) Sexagenarian
(b) Nonagenarian
(c) Septuagenarian
(d) Octogenarian
Q75. One who hates makes mankind?
(a) Hedonist
(b) Fatalist
(c) Misanthrope
(d) Misogynist
Q76. A person who makes love without serious intention
(a) Consort
(b) Philanderer
(c) Romeo
(d) Goon
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Directions (77-96): In questions no. 77 to 96, a sentence has been given in Active / Passive Voice. Out of the four alternatives suggested, select the one which best expresses the same sentence in Active/passive Voice and mark your answer in the Answer sheet.
Q77. The author wrote the book in one month.
(a) The book in the author in one month
(b) The book had wrote in one month
(c) The book had been written in one month.
Q78. Somebody built this house in 2001.
(a) This house was built by somebody
(d) The book was written in one month
(b) This house was built in 2001.
(c) This house had been built in 2001
(d) This house were built in 2001.
Q79. Somebody should have cleaned the windows yesterday
(a) The wind were not cleaned yesterday
(b) The windows had to be cleaned yesterday
(c) The windows should have been cleaned yesterday
(d) The windows should be cleaned yesterday
Q80. Have you ever been bitten by a dog?
(a) Has a dog ever bitten you?
(b) Did a dog ever bite you?
Q81. Can we solve this problem?
(a) Can this problem solved?
(a) Had a dog ever bitten you?
(c) Has a dog ever you?
(b) Can this problem not be solved?
(c) Can this problem be solved?
(d) Can this problem being solved by us?
Q82. They had to scrap all the rules to accommodate a particular person.
(a) All the rules had to be scrapped accommodate a particular person.
(b) All the rules as has been scrapped to accommodate a particular person.
(c) All the rules had to be scrapped to accommodate a particular person.
(d) All the rules were scrapped accommodate a particular person.
Q83. The parents‟ love should not be taken for granted.
(a) One cannot take parents love for granted.
(b) Can one take parents‟ love for granted?
(c) I should not take parent‟s love for granted
(d) One should not take parents‟ love for granted.
Q84. My sister played a major role in shaping my career.
(a) A major role is played by my sister in shaping my career,
(b) A major role was played by my sister in shaping my career
(c) A major role has been played by my sister, in shaping my career.
(d) A major role had been played by my sister is shaping my career.
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Q85. Did anyone invite Rachna to the party?
(a) Is Rachna invited to the party?
(b) Had Rachna been invited to the party by anyone?
(c) Was Rachna invited to the party?
(d) Was Rachna going to be invited to the party?
Q86. The poet read his long poem himself
(a) The long poem was read by the poet himself
(b) The long poem read by the poet himself
(c) The long poem had been read by the poet himself
(d) The long poem is read by the poet himself
Q87. People should send their complaints to the head office.
(a) The complaints ought to be sent to the head office
(b) The complaints were sent to the head office by the people
(c) The complaints should be sent to the head office.
(d) The complaints had to be sent to the head office.
Q88. An electrical fault could have caused the fire
(a) The fire had could caused by an electrical fault
(b) The fire could have been caused by an electrical fault
(c) The fire was caused by an electrical by an electrical
(d) The fire could be caused by an electrical fault
Q89. Raksha Bandhan is celebrated all over the country.
(a) All over the country people are celebrating Raksha Bandhan
(b) People celebrating Raksha Bandhan all over the country
(c) People were celebrated Raksha Bandhan all over the country
(d) All over the country people celebrate Raksha Bandhan.
Q90. Who built the Taj Mahal?
(a) By whom the Taj Mahal built?
(b) By whom had, the Taj Mahal been built?
(c) By whom was the Taj Mahal built?
(d) By whom the Taj Mahal was built?
Q91. Five explosions rocked Pune today.
(a) Pune has been rocked by five explosions
(b) Pune had been rocked by five explosions
(c) Pune is rocked by five explosions today.
(d) Pune was rocked by five explosions today.
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Q92. Did everybody appreciate the anti-corruption movement?
(a) Is the anti- corruption movement appreciated by everybody?
(b) Was the anti-corruption movement appreciated by everybody?
(c) Is the anti-corruption movement appreciated by everybody?
(d) Has the anti-corruption movement been appreciated by everybody?
Q93. Do men gather grapes of thorns or figs of thistles?
(a) Are grapes of thorns or figs of thistles being gathered by men?
(b) Are grapes of thorns or figs of thistles gathered by Men?
(c) Were grapes of thorn or figs of thistles be gathered by men?
(d) Are gathered by men?
Q94. I have always endorsed your decisions.
(a) Your decisions have always been endorsed by me.
(b) Your decision has always been endorsed by me.
(c) Your decisions are always endorsed by me.
(d) Your decisions are always endorsed for me.
Q95. Have you ever felt the responsibility of looking after your parents?
(a) Was the responsibility of looking after your parents
(b) Is the responsibility of looking after your parents being felt by you?
(c) Has the responsibility of looking after your parents ever been felt by you?
(d) Has the responsibility of looking after your parents felt by you?
Q96. Did all the candidates complete the paper on time?
(a) Had the paper been completed by all the candidates on time?
(b) Was the paper complete by all the candidates on time?
(c) Was the paper completed by all the candidates on time?
(d) Could the paper be completed by all the candidates on time
Directions (97-118): In questions no. 97 to 118 a part of the sentence is bold, below are given alternatives to the bold part which may improve the sentence. Choose the correct alternative In case no Improvement is needed, your answer is (D).
Q97. After several days‟ tour we became convinced that the climate of this place was like Srinagar in winter.
(a) Was like that of Srinagar in winter
(b) Was like Stringer‟s in winter
(c) In winter was like Srinagar
(d) No Improvement
Q98. Our team has not yet arrived I wonder When it will arrive.
(a) It arrives
(b) It can arrive
(c) It will be arriving
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(d) No improvement
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Q99. I shall stand near you in weal and woe
(a) Stand with
(b) Stand close to
(c) Stand by
(d) No improvement
Q100. In international and national affairs, it is tolerance and not love that is of supreme importance.
(a) Issues
(b) Perspective
(c) Matron
(d) No improvement
Q101. He has seen many ups and downs in life but he has never been as much dejected as he is today.
(a) So much in dejection
(b) So dejected
(c) That much dejected
(d) No Improvement
Q102. Socrates had many disciples and most great of them was Plato.
(a) The greatest
(b) Greatest
(c) The greater
(d) No improvement
Q103. Neither the judge nor I am ready to announce who is the winner.
(a) Are ready to announce who the winner is.
(b) Is ready to announce who is the winner
(c) Am ready to announce who the winner is.
(d) No Improvement
Q104. The crowd was anomalous but orderly.
(a) Indiscipline
(b) Uncontrollable
(c) Clamorous
(d) No improvement
Q105. No sooner had I entered the house when the lights went out
(a) Than
(b) Started
(c) Solved
(d) No improvement
Q106. The lawyer often instigated arguments
(a) Lost
(b) started
(c) solved
(d) No improvement
Q107. After adequate deliberations, the council can see scarcely any valid reason for its reviewing the request.
(a) can see scarcely any valid reason for its
(b) Can scarcely see any valid reason for its
(c) can not see scarcely see valid reason for its
(d) No improvement
Q108. The vice principal decided to resign when he was passed over for promotion to Principal.
(a) Passed of
(b) passed out
(c) passed by
(d) No Improvement
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Q109. I always prefer staying indoors to go out on a summer day.
(a) than going out
(b) to going out
(c) than to go out
(d) No improvement
Q110. Were the politicians to assess themselves they would find that they have lost their credibility long back?
(a) have been losing their
(b) had lost their credibility
(c) have lost their credentials
(d) No improvement
Q111. The opposition is very weak to pose any serious challenge in Uttar Pradesh,
(a) very
(b) rather too much weak
(c) too weak
(d) No improvement
Q112. The government has no choice than to curtail the subsidies in order to contain the increasing fiscal deficit
(a) but to curtail
(b) only to curtail
(c) other than to curtailing
(d) No improvement
Q113. There is no place in the bus, it is already over crowded
(a) vacancy
(b) room
(c) berth
(d) No improvement
Q114. If only I had known about your arrival I might have come to the station to receive you.
(a) Should have
(b) would have
(c) could have
(d) No improvement
Q115. If he does not succeed this year, he would give examination again next year,
(a) would be giving
(b) will be taking
(c) would take
(d) No improvement
Q116. Unless the Pakistani government does not demolish the terrorists training camp there can be no peace in the region
(a) demolishes
(b) Will not demolish
(c) do not demolish
(d) No improvement
Q117. A new and stronger Indian society is growing at top of the deep trenches left by centuries of colonial repression
(a) on top of the deep trenches
(b) at the top of the deep trench
(c) at to the top of the deep trench
(d) No improvement
Q118. Germany has more neighbors than all European states.
(a) rather than other European states
(b) rather than all European states
(c) than any other European state
(d) No improvement
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Directions (119-145): In questions No 119 to 145, a sentence has been given in direct / Indirect Speech. Out of the four alternatives suggested, select the one which best expresses the same sentence in Indirect/ Direct speech and mark your answer sheet.
Q119. The Swami said to the villager, "please bring me a glass of water"
(a) The swami ordered the villager to bring him a glass of water.
(b) The swami requested to the villager to bring him a glass of water.
(c) The swami requested told the villager to bring me a glass of water.
(d) The swami requested the villager to bring him a glass of water
Q120. He said. "Will you listen to such a man?"
(a) He asked them would they listen to such a man.
(b) He ask them whether they would listen to such a man
(c) He asked them whether they would listen to such a man.
(d) He asked to them if they would listen to such a man
Q121. He said, "Be quiet and listen to my words."
(a) He urged them to be quiet and listen to his words.
(b) He asked them to be quiet and listen to my words.
(c) He asked urged them to be quiet and listen to my words
(d) He requests them to be quiet and listen to his words.
Q122. Do You Know the way home?" I Asked.
(a) I asked him did he know the way home
(b) I asked him whether he knew the way home or not.
(c) I asked him if he known the way home
(d) I asked him if he knew the way home.
Q123. How should I answer this question, Father? The boy enquired.
(a) The boy asked his father how I should answer this questioning.
(b) The boy asked his father that how I should answer this question.
(c) The boy asked his father how he should answer that question.
(d) The boy answer that question.
Q124. Do you suppose you know better than your own father? Jeered his mother angrily.
(a) His angry mother jeered and asked him if he supposes he knows better than his own father.
(b) His angry mother jeered and asked him did he suppose he knew better than his own father.
(c) His angry mother jeered and asked if he supposed he knows better than his own father,
(d) His angry mother jeered and asked him if he supposed he knew better than his own father
Q125. Aladin said to the magician, "What have I done to deserve so severe a blow?"
(a) Aladin asked the magician what I had done to deserve so severe a blow.
(b) Aladin asked the magician that what he had done to deserve so severe a blow.
(c) Aladin asked the magician what he had done to deserve so severe a blow.
(d) Aladin asked the magician what had he done to deserve so severe a blow.
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Q126. Renu said to him, please wait here till I return.
(a) Renu ordered him to wait there till she returned.
(b) Renu requested him to wait there till she returned.
(c) Renu told him to wait there till she returned
(d) Renu requested him to wait here till she returned.
Q127. He said, Suresh slipped when he was trying he was trying to board a bus.
(a) He told that Suresh had slipped when he was trying to board a bus.
(b) He informed that Suresh had slipped when he was trying to board a bus
(c) He said that Suresh had slipped when he was trying to board a bus
(d) He said that Suresh has slipped when he was trying to board a bus.
Q128. She said, "Whatever Saraj does displeases her mother- in law"
(a) She said that whatever saraj did displeased her mother- in-law.
(b) She said that whatever Saraj does displeased her mother-in-law
(c) She says that whatever Saraj has been doing displeases her mother-in-law
(d) She told that whatever saraj did displeased her mother-in-law
Q129. The teacher said." the earth revolves round the sun."
(a) The teacher asked if the earth revolves round the sun.
(b) The teacher asked if the earth revolved round the sun.
(c) The teacher said that the earth revolved round the sun.
(d) The teacher said that the earth revolves round the sun.
Q130. The teacher said tome," You have not done your homework well.
(a) The teacher told to me that I had not done my homework well.
(b) The teacher told that you have not done your homework well.
(c) The teacher told that you has not done your homework well.
(d) The teacher told me that I had not done my homework well
Q131. You said, my parents never liked my accepting any job but I had always wanted to stand on my own feet"
(a) You said that your parents never liked your accepting any job but you had always wanted to stand on your own feet.
(b) You said my parents never liked my accepting any job but I always wanted to stand on my feet.
(c) You said that my parents never liked my accepting any job but I always wanted to stand on my own feet.
(d) You told that your parents never liked you accepting any job but you always wanted to stand on your own feet.
Q132. The prime Minister said "we should be united to fight the enemy tooth and nail".
(a) The prime Minister requested that we should be united to fight the enemy tooth and nail.
(b) The prime Minister said that we should be united to fight the enemy tooth and nail.
(c) The prime Minister said that they shall be united to fight the enemy tooth and nail.
(d) The prime Minister informed that they shall be united to fight the enemy tooth and nail.
16
Q133. He said to his beloved. "We will never desert each other"
(a) He told to his beloved that they shall desert each other.
(b) He reminded his beloved that they will never desert each other.
(c) He said to his beloved that they would never desert each other.
(d) He said to his beloved that they never desert each other.
Q134.The representative of the workers said, "We have decided not to resume work till our salaries are increased."
(a) The representatives of the workers said that they will not resume work till their salaries are increased.
(b) The representative of the workers said that they have decided not to resume work till their salaries are increased.
(c) The representative of the workers told that they had decided not to resume work till their salaries were increased
(d) The representative of the workers said that they had decided not to resume work till their salaries were increased.
Q135. The speaker said, we have assembled to pay homage to our departed leader."
(a) The speaker declared they had assembled to pay homage to their departed leader.
(b) The speaker said they assembled to pay homage to their departed leader.
(c) The speaker said that they had assembled to pay homage to their departed leader.
(d) The speaker told that they had assembled to pay homage to their departed leader
Q136. A student came to me and said, "Sir I shall be obliged to you if you grant me three days‟ leave. I have to go to my village to see my father."
(a) A student came to me and told me that if he will obliged if I grant him three days‟ leave to go to his father in the village.
(b) A student came to me and told me and told to respectfully grant him three days‟ leave as he had to see his father in the village
(c) A student came to me and respectfully said that he would be obliged to me if I granted him three day's leave as he had to go to his village to see his father.
(d) She asked whether she will have a happy married life
Q137. He said to his beloved, "We will never desert each other."
(a) He said to his beloved that they would never desert each other.
(b) He said to his beloved that never desert each other.
(c) He said to his beloved that they shall desert each other.
(d) He reminded his beloved that they will never desert each other
Q138. She said, "Girls are usually more sincere than boys."
(a) She said that girls were usually more sincere than boys.
(b) She said that girls are usually more sincere than boys.
(c) She said that usually girls have been more sincere than boys.
(d) She said that usually girls had been more sincere than boys.
17
Q139. "Soni, why haven‟t you had you bath till now?" said her mother angrily.
(a) Soni‟s mother angrily asked her why she did not have her bath till then.
(b) Soni‟s mother angrily asked her why didn‟t she have her bath till then.
(c) Soni‟s mother angrily asked her why she hadn‟t had her bath till then.
(d) Soni‟s mother angrily asked her that why she did not had her bath till then.
Q140. He said, "Robots are not human beings as they do not have the human intelligence."
(a) He said that Robots are not human beings as they do not have the human intelligence.
(b) He said that Robots were not human beings as they did not have the human intelligence
(c) He told that Robots are not human beings as they did not have the human intelligence.
(d) He announced that Robots are not human beings as they did not have the human intelligence.
Q141. She said, "Shall I have a happy married life?"
(a) She asked whether she will have a happy married life.
(b) She asked will she have a happy married life.
(c) She wondered if she would have a happy married life.
(d) She wondered if she will have a happy married life.
Q142. The teacher said, "Why can‟t you come to school on time, Reema"
(a) The teacher asked Reema why couldn‟t she come to school on time.
(b) The teacher asked Reema why she couldn‟t come to school on time.
(c) The teacher asked Reema why she can‟t come to school on time.
(d) The teacher asked Reema why can‟t she come to school on time.
Q143. Sita said, "I have not seen my grandmother for a very long time."
(a) Sita said that she had not seen her grandmother for a very long time.
(b) Sita said that she has not seen her grandmother for a very long time.
(c) Sita said that she did not see her grandmother for a very long time.
(d) Sita said that she did not seen grandmother for a very long time.
Q144. She said to me, "What can I do for you, dear? "
(a) She asked me what could she do for me.
(b) She requested me to tell her what she could do.
(c) She said to me what she could do for me.
(d) She asked me affectionately what she could do for me.
Q145. He said to the lady, "Why are you weeping so bitterly?"
(a) He asked the lady why she had been weeping so bitterly.
(b) He asked the lady why she weeping so bitterly.
(c) He asked the lady why was she weeping so bitterly.
(d) He said to the lady why she was weeping so bitterly.
18
Directions (146-150): In the following passages, some of the words have been left out. First read the passage over and try to understand what it is about. Then fill in the blanks with the help of the alternatives given. Mark your answer in the Answer-Sheet.
In most of the world‟s major religions today only one god is worshipped. But in many ancient religions followers worshipped a (146) of gods. God had special (147) and responsibilities, and some could appear in a variety of forms. The myths and (148) of ancient cultures and the rangs of gods worshipped often changed over thousands of years as different gods and goddesses rose and fell in importance. Those listed (149) a selection of the most (150) and long standing gods of the world‟s ancient culture.
Q146.
(a) group
(c) Cartel
Q147.
(a) Contours
(b) Posse
(d) Team
(b) Qualities
(c) Characteristics
(d) Features
Q149.
(a) are
(b) was
(c) were
Q150.
(a) applauded
(d) have been
(b) honored
(c) revered
(d) rebuked
Directions (151-160): In the following passages, some of the words have been left out. First read the passage over and try to understand what it is about. Then fill in the blanks with the help of the alternatives given. Mark your answer in the Answer-Sheet.
The captain waited till sunset but no ship approached. His own ship approached. His own ship was wrecked. He was wondering how to (151) the mighty ocean. As the shades of evening were steeling (152) the sky, he once more (153) towards the horizon, but no sail was (154) in despair, he addressed a mute (155) to the skies and (156) himself for death. He thought of his (157) wife and infant boy with infinite (158) in his wistful eyes. Just at this moment, as if God had been (159) the faith of the crew to the utmost, a distant sail was (160) near the horizon.
19
Q151.
(a) Scale
(c) Swim
Q152.
(a) Across
(c) on
Q153.
(a) Winked
(c) moved
Q154.
(a) Coming
(c) seen
Q155.
(a) prayer (c) thanks
Q156.
(a) Geared
(c) thanks
(b) Cover
(d) Cross
(b) below (d) above
(b) gazed
(d) jumped
(b) approaching
(d) visible
(b) Offering
(d) curse
(b) cleared
(d) prepared
Q157.
(a) Missing
(b) Discarded
(c) absent
(d) distant
Q158.
(a) Urge
(b) attraction
(c) longing
(d) love
Q159.
(a) Trying
(b) instilling
(c) measuring
(d) inspiring
Q160.
(a) Found
(b) shining
(c) approaching
(d) sighted
20
Directions (161-170): In the following passages, some of the words have been left out. First read the passage over and try to understand what it is about. Then fill in the blanks with the help of the alternatives given. Mark your answer in the Answer-Sheet.
Yesterday there was a serious accident on the Mall Road a drunken driver was driving a motor car at forty miles an hour. As the car Swept round a (161) corner, it ran (162) a Tonga occupied by a woman with an infant in her arms, the Tonga was overturned. Happily no one was killed but woman and child received (163) Injuries. The hostile crowd was so (164) with the driver that all his explanations did not (165) him from being roughed up it was with great difficulty that he (166) Soon a boy scout (167) on the spot. And provided first aid to the (168) mother and child a policeman also reached (169) and took down the number of the (170).
Q161.
(a) Distant
(c) sharp
Q162.
(a) behind
(c) against
Q163.
(a) insignificant
(c) minor
Q164.
(a) enraged
(c) mad
Q165.
(a) stop
(c) spare
Q166.
(a) escaped
(c) left
Q167.
(a) Approached
(c) reached
Q168.
(a) Injured
(c) affected
Q169.
(a) There after
(c) There
21
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(b) disheveled
(d) twisted
(b) With
(d) into
(b) trivial
(d) slight
(b) irritated
(d) infuriated
(b) escaped
(d) save
(b) ran
(d) fled
(b) appeared
(d) arrived
(b) aggrieved
(d) afflicted
(b) Thence
(d) Then
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Q170.
(a) Inured
(b) people
(c) car
(d) driver
Directions (171-180): In questions no 171 to 180, you have a passages with 10 questions following this passage, Read the passages Read the passages carefully and choose the best answer to each question out of the four alternatives and mark it in the Answer Sheet.
I notice nowadays a little girl at home always playing the school-game in a corner of the verandah but never without a flat, wooden foot rule in hand which she flourishes menacingly at the pupils assembled in her phantasmagoric class- room on investigation I found that the cane being discredited, has yielded place to the foot rule, especially in, Convent‟ schools the flat-rule has the advantage over the primitive birch of mauling without marking which could count as an achievement in torturing technique and it also possesses the innocent appearance of a nonviolent pedagogic equipment A modern educate naturally, has to adapt his ways to modern circumstances, and put away obsolete weapons The flat-rule is employed only at education, torments to a young soul are devised in subtler forms progressively: admissions, textbooks and examinations are the triple weapons in the hands of an educator today.
Q171. What are the subtler forms of torture at higher level used progressively?
(a) Getting admission into collage is a torture
(b) Getting into colleges getting textbooks and facing exams
(c) Putting away the obsolete weapons like canes
(d) Using examinations as a means of torture
Q172. What must have prompted the little girl to flourish the rule menacingly at the pupils?
(a) Her teacher must have told her to do that
(b) Her teacher must have flourished the foot-rule in her classroom
(c) The pupils assembled there must be noisy
(d) The girl wants to frighten the pupils
Q173. What could be the investigation taken up by the writer?
(a) Why she used a flat-rule instead of a cane
(b) Why was she having her class in the corner
(c) Why she was threatening the pupils assembled
(d) Why she was always playing the school game
Q174. The cane is discredited because
(a) the primitive birch can maul without marking
(b) It is an achievement in torturing techniques
(c) It has a menacing appearance and it cannot maul without marking
(d) It is a nonviolent pedagogic equipment
22
Q175. What is the advanced torturing technique at the primitive stage?
(a) The flat foot-rule
(b) Admissions and textbooks
(c) Examinations
Q176. Select the best title:
(a) Flat rule: the instrument of torture
(d) The primitive birch
(b) Modern Education The Little Girl
(c) The Little Girl
(d) The Imaginary world of Children
Q177. Select the meaning of the Word "phantasmagoric".
(a) Parting to ghosts
(b) fantastic
(c) Shan
(d) imaginary
Q178. Select the statement which is false bin the context of the passage:
(a) Physical torture has been completely done away with
(b) In some Convent schools, beating is still done
(c) Flat-rule is a modern instrument of torture
(d) Seeking admission in schools/ collage is ad torture
Q179. Select the statement which is true in the context of the passage:
(a) Caning is an essential element of education
(b) Flat-rule has some advantages over the cane
(c) The little girl has never been to school
(d) The objective of examinations is only to torture children
Q180. „Pedagogic‟ means
(a) Methodical
(b) Per taming to punishment
(c) pertaining to the science of teaching
(d) instrumental
Directions (181-190): In questions no 181 to 190, you have three passages with 10 questions following each passage, Read the passages Read the passages carefully and choose the best answer to each question out of the four alternatives and mark it in the Answer Sheet.
Antigone was one of the daughters of Oedipus, that tragic figure of male power who had been cursed by Gods for mistakenly killing his father and subsequently mistakenly his mother and assuming the throne of Thebes. After the death of Oedipus, Civil war broke out and a battle was waged in front of the seventh gate of Thebes-his two sons led opposing factions and at the height of the battle fought and killed each other. Oedipus brother, Creon, uncle on Antigone,was now undisputed master of the City. Creon resolved to make an example of the brother who had fought against him, Polynices, by refusing the right of honorable burial, the penalty of death was promulgated against any who should defy this order. Antigone was distraught. Polynices had been left unburied, unwept, a feast of flesh for keen eyed carrion birds. Antigone asks her sister Ismene for it was a challenge to her royal blood."
23
Now it is time to show whether or not you are worthy of your royal blood is he not my brother and yours? Whether you like it or not? I shall never desert him-never!" But Ismene responds, "How could you dare- When Creon has expressly forbidden it is not for us to fight against men"With a touch of bitterness,Antigone releases her, but sister from the obligation to help her, but argues she cannot shrug off the burden." if you I die for it, what happiness! Live, if you will live and defy the holiest of laws of heaven"
Q181. Why did Antigone decide to defy the orders of Creon?
(a) She felt she was bound by her heavenly obligation
(b) To teach Creon a lesson
(c) she loved her brother
(d) She was to give an honorable burial to her brother
Q182. What in your opinion would have been the logical end the story?
(a) Antigone might have defied the order of Creon but forgiven by him
(b) Antigone might have been executed for defying the order of the king
(c) Antigone might have agreed with her sister and refrained from giving a burial to polynices
(d) Antigone might have been allowed by Creon to give a decent burial to her brother.
Q183. What was the status of women in the contemporary society?
(a) Considered themselves inferior and subordinate to men
(b) claimed equality with men
(c) were liberated
(d) Could have taken their own decisions
Q184. The civil war in Thebes broke out because.
(a) there was a fight among the sons of Oedipus for the inheritance of the kingdom
(b) there was a conflict between the sons of Oedipus and Creon
(c) of the curse of the Gods
(d) the brothers of Antigone were greedy
Q185. A carrion bird is a bird
(a) Which eats only grain
(b) of prey
(c) Which eats human flesh
(d) Which eats dead bodies
Q186. What is the main theme of the story of Antigone?
(a) One must be true to one‟s Kin
(b) Wares an evil
(c) One must be truthful and honest
(d) There is a confect between the laws of men and heavenly laws
24
Q187. Does the story approve the principle of vicarious liability? If so, How?
(a) Yes, it does, because his father was killed by Oedipus
(b) Yes because he married his mother
(c) No, it does not
(d) Yes it does, because of the acts of Oedipus his children suffered
Q188. Why did Creon dent a decent burial to Polynices?
(a) Polynices was disobedient to Creon
(b) Polynices did not show bravery
(c) He did not love polynices
(d) Polynices fought against Creon
Q189. Why did Ismene not support Antigone?
(a) She did not think it fit to defy her uncle especially after the death of her father
(b) She did not believe that polynices deserved a better treatment
(c) She was weak did not have the courage to defy the orders of the powerful king
(d) She did not consider it right to defy the king
Q190. Why did the Gods curse Oedipus? Because Oedipus
(a) Married his mother
(b) Committed an unknown sin
(c) killed his father and married his mother
(d) Killed his father
Directions (191-200): In questions no 191 to 200, you have one passages with 10 questions following each passage Read the passages Read the passages carefully and choose the best answer to each question out of the four alternatives and mark it in the Answer Sheet.
The years passed too quickly, In 1940 Nani finished his B.A with honors in English, and in 1942 hisM.A with honors in the same subject, in these exams he could not complete his papers because the writer‟s cramp that was to haunt him for the rest of his life had begun to appear for the first LLB. Examination hewas given a writer The person sent for the morning paper was so incompetent that Nani refused to continue with him and came out of the examination hall exasperated Nargesh immediately contacted the Vice-Chancellor of the University, who directed the supervisor at the examination centre to allow Nargesh herself to substitute Another writer was sent for the afternoon paper and those to follow. He continued to be with Nani during all the subsequent examinationssecond LLB, Advocates AS and Advocate OS. An interesting anecdote is recounted by Jayasheela Badami, Who was told about it by her cousin by Kishore Nanavaty. Justice P.S examiners for law exams. Once, While he was correcting papers, he asked Kishore to have a look at one paper, and commented focused, accurate and in proper order, He said he thought the student deserved to be ranked number one and that he would give him fill marks for the paper since the answer book did not bear the name of the examinee, Kishore, a curious youngster, memorized the seat number to cheek it up at a letter date when the results were published, Kishore looked for the name matching the seat number he found the name Nani Palkhivala. On completing his B.A, Nani‟s desire was to be a college lecturer, It went well with his taste for literature, and his professors had given him all the
25
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www. adda247.com encouragement he needed He even applied for a lecturer‟s post, but another lady candidate was equally well-qualified and had the teaching experience too, which Nani did not have so he did not get selected. After his M.A Nani wanted to join the Indian Civil Service (ICS) this was around 1942, when the war was on and written examinations were being held in Delhi In the 1940s, the ICS held a fascination for bright young students for whom it was the ultimate career Though Nani seldom spoke about it in his later years, he apparently treated the civil service examination as something of a challenge. Nargesh, too was very keen that he takes his ICS papers Accustomed to standing first in whatever studies he undertook and winning prizes, medals and scholarships almost as a habit, Nani no doubt felt that he could top the list of successful candidates even in the civil service examination, If only he had a chance to appear for it Nani made two attempts, says Behram The first time, He was disqualified in the preliminary physical test There upon he regularly did a lot of exercise to build upon his body Next time, he was declared physically fit but an epidemic broke out in Delhi and considering the anxiety of his dear ones he did not send his application form for the written examination, for which a time limit had been set, It did indeed seem that limit expired the venue for the examination was moved from Delhi to Bombay on account of the epidemic The net result was that Nani could not make it to the ICS. It did not bother Nani‟s father, Ardeshir, who wanted his son to be a lawyer Ardeshir, Who wanted his son to be a lawyer Ardeshir used to say: become a Layer, my son, you are cut out for law‟ The father saw that Nani Had a sharp, analytical, incisive mind that put him a cut above ordinary mortals. he could see that as a lawyer Nani would grow in status and reputation. Nani was later to say:My father was of the view that I would not enjoy being anybody‟s servant- Not even the government‟sand the thought that I would do well in the legal profession‟ The father knew his son‟smind better than the son himself In the end what the civil service lost, the legal profession gained.
Q191. Kishore got off the seat Number by heart because
(a) Jayasheela Badami was told about it by Kishore Nanavaty
(b) the answer book was well written, well focused, accurate and in proper order
(c) Kishore was interested to know who the candidate was who deserved to be ranked number one
(d) Justice P.S Badami commented that it was an extremely well written paper
Q192. Nargesh had to write Nani‟s remaining paper because
(a) Nani‟s writer‟s cramp started to appear in the exams
(b) The writer given to Nani was not efficient enough to meet his requirement
(c) for the first LLB. Examination Nani was given a writer
(d) Nani refused the writer‟s help as per the instructions of the vice Chancellor of the University.
Q193. Ardeshir wanted his son to be a lawyer because
(a) the legal profession, according to him was better than the civil service
(b) Nani was entirely comfortable with the opportunities in the field of law
(c) Nani had failed in the ICS examination
(d) He knew his son would be able to get eminence as a lawyer
26
Q194. In the passage the phrase writer‟s cramp means
(a) Sudden inability to write
(b) a sudden inability to think
(c) a trophy given to somebody
(d) a habit
Q195. Find a word in the passage which means greatly irritated:
(a) Subsequent
(b) Fascination
(c) Exasperated
(d) None of the above
Q196. Find a word in the passage which means "sudden widespread occurrence of something undesirable".
(a) Mortals
(b) Incisive
(c) Epidemic
(d) Anecdote
Q197. Nani could not get into the field of teaching because
(a) he had applied for the post of lecturer with another lady candidate
(b) he did not have any experience of teaching that the lady had
(c) Nani‟s desire went well with his taste for literature
(d) His professors had given him all the encouragement
Q198. Nani did not become a civil servant because
(a) A time limit was set for the writing of exams
(b) Nani appeared for the exam twice
(c) He always found Civil –service challenging
(d) None of the above
Q199. How many times did Nani give a physical test?
(a) Five times
(b) Many times
(c) Once
Q200. The passage gives an account of Nani‟s
(a) Establishment of career
(c) Experience of appearing for examination
(d) Twice
(b) Personality and character
(d) None of the above
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STUDENT ENROLMENT INFORMATION – 2021 Computer Generated Student ID:
STUDENT ENROLMENT BOOKLET
Please Read This Notice Before Completing The Enrolment Form.
For Accuracy and Completeness both the student seeking enrolment and a Parent/Carer should complete the form.
This confidential enrolment form asks for personal information about the student, family members and others that provide care for them. The main purpose for collecting this information is so that we can register the student and allocate staff and resources to provide for their educational and support needs.
Health information is asked for so that staff at South Oakleigh College can properly care for the student. This includes information about any medical condition or disability the student may have, medication they may rely on while at school, any known allergies and contact details of the student's doctor. We depends on all relevant health information being provided because withholding some health information may put the student's health at risk.
South Oakleigh College requires information about all parents, guardians or carers so that we can take account of family arrangements. Family Court Orders setting out any access restrictions and parenting plans should be made available to us. Please tell us as soon as possible about any changes to these arrangements.
Emergency Contacts
These are people that we may need to contact in an emergency. Please ensure that the people named are aware that they have been nominated as emergency contacts and agree to their details being provided to us.
Student Background Information
This includes information about a person's country of birth, aboriginality, language spoken at home and parent occupation. This information is collected so that we receives appropriate resource allocations for their students. It is also used by the Department to plan for future educational needs in Victoria. Some information is sent to Commonwealth government agencies for monitoring, reporting, planning and resource allocation. All of this information is kept strictly confidential and the Department will not otherwise disclose the information to others without your consent or as required by law.
Religious Affiliation
If a student wants to receive religious instruction while at South Oakleigh College please complete this section. The Department of Education & Training needs to know what type of religious instruction is sought so the Department can, where possible, provide appropriate religious instruction.
Visa status
This information is required to enable us to process the student's enrolment.
Updating Your School
Please let us know if any information needs to be changed by sending updated information to the school office. During the student's time at South Oakleigh College, we will also send home copies of enrolment information held by us. Please use this opportunity to let us know of any changes.
Access To The Student Record Held By School
In most circumstances the student can access records about them that are held by South Oakleigh College. Sometimes access to certain information, such as information provided by someone else, may require a Freedom of Information request. We will advise you if this is required and tell you how you can do this.
If you have any concerns about the confidentiality of this information please contact South Oakleigh College. We can also provide you with more detailed information about privacy policies that govern the collection and use of information requested on this form. This form is available on request.
pack 1)_el.doc
Last updated: Aug-18
SOUTH OAKLEIGH COLLEGE
STUDENT DETAILS
PERSONAL DETAILS OF STUDENT
Surname:
Title: (Miss Ms Mr)
First Given Name:
Second Given Name:
Preferred Name (if applicable):
v Sex (tick):
¨ Male
¨ Female
Birth Date: (dd-mm-yyyy)
_______ / _______ / ________
Student Mobile Number:
PRIMARY FAMILY HOME ADDRESS:
No. & Street: or PO Box details
Suburb:
State:
Postcode:
Telephone Number
Silent Number: (tick)
¨ Yes ¨ No
Mobile Number:
Fax Number:
OFFICE USE ONLY
Child’s Name and Birth Date proof sighted (tick)
¨ Yes ¨ No
Enrolment Date:
Year Level
Home Group
Timetabling
Group
House
Campus
Student Email Address:
Immunisation Certificate received?: (tick)
¨ Complete
¨ Not sighted
Is there a Medical Alert for the student? (tick)
¨ Yes ¨ No
Does the student have a Disability ID Number? (tick)
¨ No ¨ Yes
Disability ID No.:
Has a Transition Statement been provided (either by the Early Childhood Educator or parents)? (tick) For prep students only
¨ Yes ¨ No ¨ Pending
FAMILY DETAILS
List any other family members attending this school:
page 2
version 2.08
v This question is asked as a requirement of the Commonwealth Government. All schools across Australia are required to collect the same information.
PRIMARY FAMILY DETAILS
NOTE: The 'PRIMARY' Family is: "the family or parent the student mostly lives with". Additional and Alternative family forms are available from the school if this is required. These additional forms are designed to cater for varying family circumstances.
ADULT A DETAILS (PRIMARY CARER):
ADULT B DETAILS:
Sex (tick):
¨ Male ¨ Female
Sex (tick):
¨ Male ¨ Female
Title: (Ms, Mrs, Mr, Dr etc)
Title: (Ms, Mrs, Mr, Dr etc)
Legal Surname:
Legal Surname:
Legal First Name:
Legal First Name:
What is Adult A's occupation?
What is Adult B's occupation?
Who is Adult A's employer?
Who is Adult B's employer?
In which country was Adult A born?
In which country was Adult B born?
¨ Australia ¨
Other (please specify):
¨ Australia
¨ Other (please specify):
vMain language spoken at home (If more than one
language is spoken at home, indicate the one that is spoken most
often.) (tick)
v Main language spoken at home? (If more than one language is spoken at home, indicate the one that is spoken most often.) (tick)
¨ No, English only
¨ Yes (please specify):
¨ No, English only
¨ Yes (please specify):
Please indicate any additional languages spoken by Adult A:
Please indicate any additional languages spoken by Adult B:
Is an interpreter required? (tick)
¨ Yes ¨ No
Is an interpreter required? (tick)
¨ Yes ¨ No
v What is the highest year of primary or secondary school Adult A has completed? (tick one) (For persons who have never attended school, mark ‘Year 9 or equivalent or below’.)
v What is the highest year of primary or secondary school Adult B has completed? (tick one) (For persons who have never attended school, mark ‘Year 9 or equivalent or below’.)
4.¨ Year 12 or equivalent
3.¨ Year 11 or equivalent
2.¨ Year 10 or equivalent
1.¨ Year 9 or equivalent or below
4. ¨Year 12 or equivalent
3.¨ Year 11 or equivalent
2.¨ Year 10 or equivalent
1.¨ Year 9 or equivalent or below
vWhat is the level of the highest qualification the Adult A has completed? (tick one)
v What is the level of the highest qualification the Adult B has completed? (tick one)
7.¨ Bachelor degree or above
6.¨ Advanced diploma / Diploma
5.¨ Certificate I to IV (including trade certificate)
8.¨ No non-school qualification
7.¨ Bachelor degree or above
6.¨ Advanced diploma / Diploma
5.¨ Certificate I to IV (including trade certificate)
8.¨ No non-school qualification
vWhat is the occupation group of Adult A? Please select the appropriate parental occupation group from the attached list.
* If the person is not currently in paid work but has had a job in the last 12 months, or has retired in the last 12 months, please use their last occupation to select from the attached occupation group list.
vWhat is the occupation group of Adult B? Please select the appropriate parental occupation group from the attached list.
* If the person is not currently in paid work but has had a job in the last 12 months, or has retired in the last 12 months, please use their last occupation to select from the attached occupation group list.
Last updated: Aug-18
page 4
* If the person has not been in paid work for the last 12 months, enter 'N'.
* If the person has not been in paid work for the last 12 months, enter 'N'.
v These questions are asked as a requirement of the Commonwealth Government. All schools across Australia are required to collect the same information
Main language spoken at home:
Preferred language of notices:
Are you interested in being involved in school group participation activities? (eg. School Council, excursions) (tick)
¨ Adult A ¨Adult B¨ Both
¨ Neither
PARENTAL OCCUPATION GROUP CODES
The codes outlined below are to be used when providing family occupation details for enrolled students. This information is used for determining funding allocations to schools.
GROUP A Senior management in large business organisation, government administration and defence, and qualified professionals
Senior Executive / Manager / Department Head in industry, commerce, media or other large organisation
Public Service Manager
(Section head or above), regional director, health / education / police / fire services administrator
Other administrator (school principal, faculty head / dean, library / museum / gallery director, research facility director) Defence Forces Commissioned Officer
Professionals - generally have degree or higher qualifications and experience in applying this knowledge to design, develop or operate complex systems; identify, treat and advise on problems; and teach others:
§ Health, Education, Law, Social Welfare, Engineering, Science, Computing professional
§ Business (management consultant, business analyst, accountant, auditor, policy analyst, actuary, valuer)
§ Air/sea transport (aircraft / ship's captain / officer / pilot, flight officer, flying instructor, air traffic controller)
GROUP B Other business managers, arts/media/sportspersons and associate professionals
Owner / Manager of farm, construction, import/export, wholesale, manufacturing, transport, real estate business Specialist Manager (finance / engineering / production / personnel / industrial relations / sales / marketing) Financial Services Manager (bank branch manager, finance / investment / insurance broker, credit / loans officer)
Retail sales / Services manager(shop, petrol station, restaurant, club, hotel/motel, cinema, theatre, agency)
Arts / Media / Sports (musician, actor, dancer, painter, potter, sculptor, journalist, author, media presenter, photographer, designer, illustrator, proof reader, sportsman/woman, coach, trainer, sports official)
Associate Professionals - generally have diploma / technical qualifications and support managers and professionals:
§ Health, Education, Law, Social Welfare, Engineering, Science, Computing technician / associate professional § Business / administration (recruitment / employment / industrial relations / training officer, marketing / advertising specialist, market research analyst, technical sales representative, retail buyer, office / project manager) § Defence Forces senior Non-Commissioned Officer
GROUP C Tradesmen/women, clerks and skilled office, sales and service staff
Tradesmen/women generally have completed a 4 year Trade Certificate, usually by apprenticeship. All tradesmen/women are included in this group
Clerks (bookkeeper, bank / PO clerk, statistical / actuarial clerk, accounting / claims / audit clerk, payroll clerk, recording / registry / filing clerk, betting clerk, stores / inventory clerk, purchasing / order clerk, freight / transport / shipping clerk, bond clerk, customs agent, customer services clerk, admissions clerk) Skilled office, sales and service staff:
§ Office (secretary, personal assistant, desktop publishing operator, switchboard operator)
§ Sales (company sales representative, auctioneer, insurance agent/assessor/loss adjuster, market researcher) § Service (aged / disabled / refuge / child care worker, nanny, meter reader, parking inspector, postal worker, courier, travel agent, tour guide, flight attendant, fitness instructor, casino dealer/supervisor)
GROUP D Machine operators, hospitality staff, assistants, labourers and related workers
Drivers, mobile plant, production / processing machinery and other machinery operators
Hospitality staff (hotel service supervisor, receptionist, waiter, bar attendant, kitchen hand, porter, housekeeper) Office assistants, sales assistants and other assistants:
Last updated: Aug-18
page 5
version 2.08
§ Office (typist, word processing / data entry / business machine operator, receptionist, office assistant)
§ Sales (sales assistant, motor vehicle / caravan / parts salesperson, checkout operator, cashier, bus / train conductor, ticket seller, service station attendant, car rental desk staff, street vendor, telemarketer, shelf stacker)
§ Assistant / aide (trades' assistant, school / teacher's aide, dental assistant, veterinary nurse, nursing assistant, museum / gallery attendant, usher, home helper, salon assistant, animal attendant) Labourers and related workers
§ Defence Forces - ranks below senior NCO not included above
§ Agriculture, horticulture, forestry, fishing, mining worker (farm overseer, shearer, wool / hide classer, farm hand, horse trainer, nurseryman, greenkeeper, gardener, tree surgeon, forestry/ logging worker, miner, seafarer / fishing hand)
§ Other worker (labourer, factory hand, storeman, guard, cleaner, caretaker, laundry worker, trolley collector, car park attendant, crossing supervisor
PRIMARY FAMILY CONTACT DETAILS
ADULT A CONTACT DETAILS:
ADULT B CONTACT DETAILS:
Business Hours:
Business Hours:
Can we contact Adult A at work?
(tick)
¨ Yes ¨ No
Is Adult A usually home duri business hours? (tick)
ng
¨ Yes ¨ No
Work Telephone No:
Other Work Contact information:
Can we contact Adult B at work?
(tick)
¨ Yes ¨ No
Is Adult B usually home duri business hours? (tick)
ng
¨ Yes ¨ No
Work Telephone No:
Other Work Contact information:
After Hours:
After Hours:
Is Adult A usually home AFTER business hours? (tick)
¨ Yes¨ No
Home Telephone No:
Other After Hours Contact Information:
Adult A's preferred method of contact: (tick one)
¨ Mail
¨ Email
¨Facsimile
Email address:
Fax Number:
Is Adult B usually home AFTER business hours? (tick)
¨ Yes¨ No
Home Telephone No:
Other After Hours Contact Information:
Adult B’s preferred method of contact : (tick one)
¨ Mail
¨ Email
¨ Facsimile
Email address:
Fax Number:
PRIMARY FAMILY MAILING ADDRESS:
Write "As Above" if the same as Family Home Address
No. & Street or PO Box
page 6
Suburb:
State:
PRIMARY FAMILY DOCTOR DETAILS:
Doctor's Name
No. & Street or PO Box No.:
Suburb:
State:
Telephone Number
Postcode:
Individual or Group Practice:
(tick)
Postcode:
Fax Number
(tick)
Current Ambulance Subscription:
¨ Yes ¨ No
Medicare Number:
PRIMARY FAMILY EMERGENCY CONTACTS
| | Name | Relationship | Telephone Contact |
|---|---|---|---|
| | | (Neighbour, Relative, Friend or Other) | |
| 1 | | | |
| 2 | | | |
| 3 | | | |
| 4 | | | |
:
PRIMARY FAMILY BILLING ADDRESS:
Write "As Above" if the same as Family Home Address
No. & Street or PO Box
Suburb:
State:
OTHER PRIMARY FAMILY DETAILS
Relationship of Adult A to Student: (tick one)
Postcode:
¨ Parent
¨ Step-Parent
¨ Foster Parent
page 7
¨ Host Family
¨ Individual ¨ Group
¨ Adoptive Parent
¨ Relative
¨ Friend
¨ Self
¨ Other
Relationship of Adult B to Student: (tick one)
¨ Parent
¨ Foster Parent
¨ Step-Parent
¨ Host Family
¨ Adoptive Parent
¨ Relative
¨ Friend
¨ Self
¨ Other
Relationship of Adult B to Student: (tick one)
¨ Parent
¨ Foster Parent
¨ Step-Parent
¨ Host Family
¨ Adoptive Parent
¨ Relative
¨ Friend
¨ Self
¨ Other
The student lives with the Primary Family: (tick one)
¨ Always
¨ Mostly
¨ Balanced
¨ Occasionally
¨ Never
Send Correspondence addressed to: (tick one)
¨ Adult A
¨ Adult B
¨ Both Adults ¨ Neither
DEMOGRAPHIC DETAILS OF STUDENT
v In which country was the student born?
¨ Australia
¨ Other (please specify):
______________________________________
Date of arrival in Australia OR Date of return to Australia: (dd-mm-yyyy)
_____ / _____ / _____
What is the Residential Status of the student? (tick)
¨ Permanent
¨Temporary
Basis of Australian Residency:
¨ Eligible for Australian Passport ¨ Holds Australian Passport
¨ Holds Permanent Residency Visa (must provide a copy of the visa)
Visa Sub Class:
Visa Expiry Date: (dd-mm-yyyy) _____ / _____ / _____
Visa Statistical Code: (Required for some sub-classes)
International Student ID:(Not required for exchange students)
v Main language spoken at home? (tick)
( If more than one language is spoken at home, indicate the one that is spoken most often)
¨ No, English only
¨ Yes (please specify):
Does the student speak English? (tick)
¨ Yes ¨ No
vIs the student of Aboriginal or Torres Strait Islander origin? (tick one)
¨ No ¨ Yes, Aboriginal
¨ Yes, Torres Strait Islander
¨ Yes, Both Aboriginal & Torres Strait Islander
What is the student’s living arrangements? (tick one):
page 8
¨ At home with TWO Parents/ Guardians ¨ State Arranged Out of Home Care # (See Note)
¨ At home with ONE Parent/ Guardian ¨ Homeless Youth
¨ Independent
# State Arranged Out of Home Care - Students who have been subject to protective intervention by the Department of Human Services and live in alternative care arrangements away from their parents. These DHS-facilitated care arrangements include living with relatives or friends (kith and kin), living with non-relative families (foster families or adolescent community placements) and living in residential care units with rostered care staff.
Note: Special Schools – please go to section “Travel Details for Special Schools” to enter transport details.
Beginning of journey to school: Map Type
Melway / VicRoads / Country Fire Authority / Other
Map Number
X Reference
Y Reference
Usual mode of transport to school: (tick)
¨ Walking
¨ School Bus
¨ Train
¨ Driven
¨ Taxi
¨ Bicycle
¨ Public Bus
¨ Tram
¨ Self Driven
¨ Other
If student drives themself to school: Car Reg. No.
Distance to School in kilometres:
Student's Religion:
v These questions are asked as a requirement of the Commonwealth Government. All schools across Australia are required to collect the same information.
page 9
CHOOL DETAILS
Date of first enrolment in an Australian School: _____ / _____ / ______
Name of previous School:
Years of previous education:
What was the language of the student’s previous education?
Does the student have a Victorian Student Number (VSN)?
¨ Yes.
¨ Yes, but the VSN is unknown
¨ No. The student has never been issued a VSN.
Please specify:
¨¨¨¨¨¨¨¨¨
Years of interruption to education:
Is the student repeating a year? (tick)
¨ Yes
¨ No
Will the student be attending this school full time? (tick)
¨ Yes
¨ No
If No, what will be the time fraction that the student will be attending this school? (i.e: 0.8 = 4 days/week)
Other school Name:
Time fraction: 0.
Enrolled:
¨ Yes¨ No
Other school Name:
Time fraction: 0.
Enrolled:
¨ Yes¨ No
CONDITIONAL ENROLMENT DETAILS
In some circumstances a child may be enrolled conditionally, particularly if the required enrolment documentation to determine the shared parental responsibility arrangements for a child is not provided. Please refer to the School Policy & Advisory Guide’s Admission page for more information
(http://www.education.vic.gov.au/school/principals/spag/participation/Pages/admission.aspx).
Enrolment conditions
* •
OFFICE USE ONLY
Has the documentation been provided and retained on school records?
¨ Yes
¨ No
Have the conditions been met to complete the enrolment?
¨ Yes
¨ No
ACCESS OR ACTIVITY RESTRICTIONS DETAILS
Last updated: Aug-18
page 10
version 2.08
STUDENT
Is the student at risk?
¨ Yes
¨ No
Is there an Access Alert for the student? (tick)
¨ Yes (If Yes, then complete the following questions and present a current copy of the document to the school.)
¨ No (If No, move to the immunisation / medical condition details questions.)
Access Type: (tick)
¨ Court Order
¨ Family Law Order¨ Restraining Order¨ Other
Describe any Access Restriction:
Is there an Activity Alert for the student? (tick) If Yes, then describe the Activity Restriction:
¨ Yes
¨No
OFFICE USE ONLY
Current custody document placed on student file?
¨ Yes
¨ No
In the event of illness or injury to my child whilst at school, on an excursion, or travelling to or from school; I authorise the Principal or teacher-in-charge of my child, where the Principal or teacher-in-charge is unable to contact me, or it is otherwise impracticable to contact me to: (cross out any unacceptable statement)
§ consent to my child receiving such medical or surgical attention as may be deemed necessary by a medical practitioner,
§ administer such first aid as the Principal or staff member may judge to be reasonably necessary.
Signature of Parent/Guardian:
Date: _____ / _____ / ______
MEDICAL DETAILS
MEDICAL CONDITION DETAILS:
Does the student suffer from any of the following impairments? (tick)
Hearing:
¨ Yes ¨ No
Vision
¨ Yes ¨ No
Speech:
¨ Yes
¨No
Mobility:
Does the student suffer from Asthma? (tick) If No, please go to the Other Medical Conditions section
¨ Yes
¨ Yes
ASTHMA MEDICAL CONDITION DETAILS:
Answer the following questions ONLY if the student suffers from any asthma medical conditions.
Please indicate if the student suffers from any of the following symptoms: (tick)
If my child displays any of these symptoms please: (tick)
¨ Cough
¨ Difficulty Breathing
¨ Wheeze
¨ Exhibits symptoms after exertion
Inform Doctor
¨ Yes ¨ No
Inform Emergency Contact
Administer Medication
Other Medical Action page 11
¨ Yes
¨ Yes
¨ Yes
¨ No
¨No
¨ No
¨No
¨ No
STUDENT
¨ Tight Chest
If yes, please specify:
Has an Asthma Management Plan been provided to School?
¨ Yes ¨ No
Does the student take medication? (tick)
¨ Yes¨ No
Name of medication taken:
Is the medication taken regularly by the student (preventive) or only in response to symptoms? (tick)
¨ Preventative¨ Response
Indicate the usual dosage of medication taken:
Indicate how frequently the medication is taken:
Medication is usually administered by: (tick)
¨ Student
¨ Nurse
¨ Teacher ¨ Other
Medication is stored: (tick)
¨ with Student
¨ with Nurse ¨ Fridge in Staff Room
¨ Elsewhere
Dosage time
Reminder required? (tick)
¨ Yes¨ No
Poison Rating
OTHER MEDICAL CONDITIONS
(More copies of the other medical condition forms are available on request from the school.)
Does the student have any other medical condition? (tick)
¨ Yes ¨ No
If yes, please specify:
Symptoms:
If my child displays any of the symptoms above please: (tick)
Inform Doctor
¨
Yes ¨ No
Inform Emergency Contact
¨ Yes ¨ No
Administer Medication
¨ Yes¨ No
Other Medical Action
¨ Yes ¨ No
If yes, please specify:
Does the student take medication? (tick)
¨ Yes¨ No
Name of medication taken:
Is the medication taken regularly by the student (preventive) or only in response to symptoms? (tick)
¨ Preventative
¨ Response
Indicate the usual dosage of medication taken:
Indicate how frequently the medication is taken:
Medication is usually administered by: (tick)
¨
¨ Student
¨ Nurse
Teach
¨ Other er
Medication is stored: (tick)
¨ Fridge in Staff
¨ with Student ¨with Nurse
Room
¨ Elsewhere
Dosage time
Reminder required? (tick)
¨ Yes¨ No
Poison Rating
DOCTOR DETAILS
The following details should only be provided if this student has a Doctor and/or Medicare number different to the Primary Family.
Doctor's Name:
Last updated: Aug-18
page 12
STUDENT
Individual or Group Practice:
No. & Street or PO Box No.:
Suburb:
State:
Telephone Number
Student Medicare Number:
STUDENT EMERGENCY CONTACTS
This section should ONLY be filled out if THIS student has emergency contacts other than the Prime Family Emergency Contacts.
Name
Relationship
Language Spoken Telephone Contact
(Neighbour, Relative, Friend or Other) (If English Write "E")
1
2
Thank you for taking the time to complete this Student Enrolment form. We understand that the information you have provided is confidential and will be treated as such, but the details are required to enable staff to properly enrol your child at our school.
I certify that the information contained within this form is correct.
Signature of Parent/Guardian:
Date: _____ / _____ / ______
page 13
(tick)
Postcode:
Fax Number
¨ Individual
¨ Group
STUDENT IMAGE CONSENT FORM
Dear Parents and Guardians
A number of publications are used to promote the College's programs and student achievements. These publications include images of students without names being attached. During your child's time at South Oakleigh College we may take photographs and videos to showcase various events at the College. These images may be used in (and are not limited to) publicity brochures, newsletters, and the College's Facebook, Instagram and Website.
Occasionally the College holds events with external agencies that may wish to take photos or clips of the students without names being attached for their publications.
Please contact the College if you do not wish your child's image to be used for publicity purposes.
Yours sincerely
Helen Koziaris College Principal
Please return to firstname.lastname@example.org by Friday 18 September 2020
I hereby give permission for my child’s (name) ___________________________images to be used for publicity.
This includes:
- Website
- Social Media: Facebook & Instagram
- Other Promotional Material
Parent's name: _______________________________
Parent or Guardian's signature: __________________________________ Date _______________
To stay up-to-date with all things South Oakleigh please FOLLOW or LIKE our social media accounts:
INSTAGRAM: @south.oakleigh.sc
FACEBOOK: South Oakleigh Secondary College
SPORT AND EXCURSION PERMISSION FORM
Dear Parents and Guardians
South Oakleigh College values the importance of promoting students' learning experiences beyond the classroom; as such, several excursions across the school year have been organised to support the content being taught within the College Curriculum. Excursions form an integral part of providing an engaging curriculum and are compulsory events.
Details of all scheduled excursions will be communicated to parents via Compass at least four weeks prior to the excursion taking place. In some circumstances this may vary. Parents can pay for excursions through Compass or at the General Office.
All details relating to an excursion that your child may be attending can be viewed on Compass as they arise. Should you have any questions regarding a scheduled excursion, we ask that you contact the staff member responsible for organising the excursion.
By completing the slip below, you provide consent for your child to attend all sporting events and scheduled excursions in all Learning Areas during your child's time at South Oakleigh College.
We look forward to continuing to provide your child with engaging learning experiences both inside and outside of the College.
Yours Sincerely
Helen Koziaris Principal
Anthony Katsianos Assistant Principal
Mark Picone Assistant Principal
Please return to email@example.com by Friday 18 September 2020
---------------------------------------------------------------------------------------------------------------------------------
I give permission for my child (name)_____________________________________________ to attend all excursions and sport events whilst being enrolled as a student at South Oakleigh College. I authorise the teacher in charge to consent, where it is impractical to communicate with me, to my child receiving such medical or surgical treatment as may be deemed necessary in an emergency.
Parent's name: _______________________Parent's Signature: ________________________
Date: _____________
MICROSOFT OFFICE 365 EDUCATION - PRIVACY INFORMATION AND CONSENT FORM
South Oakleigh College uses Office 365 Education in the classroom. Office 365 Education is an internet based service provided by Microsoft for educational purposes only. It provides students and teachers with access to online services such as email, calendar, blogging, online document storage (for school work), sharing, messaging and video-conferencing facilities from school, and at home. Office 365 for Education includes the following online services:
Office 365 Education ('online services')
Terms and conditions
Microsoft Online Services Terms and privacy information can be found by clicking on the links opposite:
http://www.microsoft.com/ en- us/licensing/productlicensing/products.aspx
http://office.microsoft.com/ en- us/business/office-365trust-center- cloudcomputing- securityFX103030390.aspx.
http://office.microsoft.com/ en- us/business/office-365trust-center-top-10- trusttenets-cloud-security-andprivacy- FX104029824.aspx .
Consent for Microsoft to access specific personal information of your child
We seek your consent for your child to use the above stated Office 365 Education online services. To enable your child to sign-on and access these services, Microsoft require access to your child's Department of Education & Training username, first and last name, year level and school.
If you do not provide consent, your child will not have access to the online services and alternate arrangements for allocating work will be made.
Please contact the College if you do not consent for your child to use Office 365 Education online services.
Parental access to Personal Information
The Department of Education and Training's ('Department') use and handling of your child's personal information is governed by the Privacy and Data Protection Act 2014 & Health Records Act 2001(Victoria). You can access personal information held by the Department about you and your child under the Freedom of Information Act 1982 (Victoria). If a mistake in that personal information is identified, the Department is required to correct it under the Privacy and Data Protection Act 2014 .
Microsoft's Online Services Terms provides further information on how Microsoft may use your child's personal information.
Providing a safe online environment
Use of online services will be subject to classroom supervision during school hours. A 'Report Abuse' facility will be provided for students to report unacceptable behaviour. A nominated member of staff will address the issue during school hours.
To further assist your child in having safe and positive experiences online, you can refer to parent information on the Australian Government's Office of the Children's eSafety Commissioner website: https://esafety.gov.au/
In addition, staff at our school have been advised that the use of Office 365 Education is strictly for teaching and learning material only (e.g. lesson plans and classwork) and staff do not upload your child's personal, sensitive, health; or security classified information into Office 365 Education.
Student responsibilities when using online services
When using Office 365 Education, students continue to be responsible for their behaviour as outlined in our school's Students Acceptable Use Agreement. The main themes of this agreement are:
* Communicate respectfully; • Protect personal information; and
* Look after yourself and others.
Acknowledgement and Consent for student use of online services
If you have read the information about the online services and currently do not consent for your child to access the online services, please contact the College so a member of staff can clarify any of your concerns over the Office 365 Education online service and confirm your position in the Learning Technologies program.
By not contacting the College, you acknowledge, consent and confirm that:
* You have received and read this Privacy Information and Consent Form – Office 365 Education. • You understand how your child's personal information will be collected, used, disclosed and managed.
* You understand that this consent will continue while your child is involved in the use of the consented online services.
* You understand that this consent on behalf of your child may be withdrawn at any time by written notification to the school.
* You understand that if the school determines that the personal information is no longer required or relevant, the use of the personal information will cease.
Acceptable Digital Technology Usage Agreement
Cybersafety is an important issue for all students. By the time students arrive at secondary school most will already be regular and active users of digital technologies including social media tools such as Facebook.
PART A: SCHOOL PROFILE STATEMENT
South Oakleigh College recognises the need for students to be safe and responsible users of digital technologies. We believe that explicitly teaching students about safe and responsible online behaviours is essential and is best taught in partnership with parents and guardians. We request that parents and guardians work with us and encourage this behaviour at home.
At South Oakleigh College we:
* support the rights of all members of the school community to engage in and promote a safe, inclusive and supportive learning environment
* have a Student Engagement Policy that clearly states our school's values and the expected standards of student behaviour, including actions and consequences for inappropriate behaviour
* educate our students to be safe and responsible users of digital technologies
* raise our students' awareness of issues such as online privacy, intellectual property and copyright
* supervise students when using digital technologies for educational purposes
* provide a filtered internet service but acknowledge that full protection from inappropriate content can never be guaranteed
* respond to issues or incidents that have the potential to impact on the wellbeing of our students know that some online activities are illegal and as such we are required to report this to the police
* provide parents and guardians with a copy of this agreement
* support parents and guardians to understand the importance of safe and responsible use of digital technologies, the potential issues that surround their use and strategies that they can implement at home to support their child.
PART B: STUDENT DECLARATION
When I use digital technologies I agree to be a safe, responsible and ethical user at all times, by:
* respecting others and communicating with them in a supportive manner; and never writing or participating in online bullying (for example, forwarding messages and supporting others in harmful, inappropriate or hurtful online behaviours)
* protecting my privacy; not giving out personal details, including my full name, telephone number, address, passwords and images
* protecting the privacy of others; never posting or forwarding their personal details or images without their consent
* talking to a teacher if I personally feel uncomfortable or unsafe online, or if I see others participating in unsafe, inappropriate or hurtful online behaviours
* carefully considering the content that I upload or post online; this is often viewed as a personal reflection of who I am
* investigating the terms and conditions (e.g. age restrictions, parental consent requirements). If my understanding is unclear I will seek further explanation from a trusted adult
* confirming that I meet the stated terms and conditions; completing the required registration processes with factual responses about my personal details
* handling ICT devices with care and notifying a teacher if any are damaged or require attention
* abiding by copyright and intellectual property regulations. If necessary, I will request permission to use images, text, audio and video and cite references
* not interfering with network systems and security, the data of another user or attempting to log into the network with a user name or password of another student
* not bringing to school or downloading unauthorised programs, including games.
In addition, when I use my personal mobile phone, I agree to be a safe, responsible and ethical user at all times, by:
* respecting others and communicating with them in a supportive manner; never participating in bullying verbally or in writing (for example, making harassing phone calls or text messages; supporting others in harmful, inappropriate or hurtful online behaviours by forwarding messages)
* storing my mobile phone safely in my locker or keeping it on silent and placing it in the tub provided in the classroom
* Storing my phone safely in my locker during recess and lunch time
* only making and answering calls before and after school unless permission from Principal class or Principal's delegate is given
* respecting the privacy of others; only taking photos or recording sound or video at school when I have formal consent or it is part of an approved lesson
* obtaining appropriate (written) consent from individuals who appear in images or sound and video recordings before forwarding them to other people or posting or uploading them to online spaces.
PART C: STUDENT COMMITMENT AND DEFINITION OF DIGITAL TECHNOLOGIES
This Acceptable Use Agreement applies to digital technologies, social media tools and learning environments established by our school or accessed using school-owned networks or systems, including (although are not limited to):
* school-owned ICT devices (e.g. desktops, laptops, printers, scanners)
* mobile phones
* email and instant messaging
* internet and intranet
* social-networking sites (e.g. Facebook, Instagram)
* video and photo sharing websites (e.g. YouTube, Instagram, Picasa)
* blogs
* micro-blogs (e.g. Twitter)
* forums, discussion boards and groups (e.g. Google groups, Teamviewer)
* Wikis (e.g. Wikipedia)
* Video on Demand (VOD) and podcasts
This Acceptable Use Agreement applies when I am using any of the above digital technologies at school, at home, at camps, and during school excursions and extra-curricular activities. For further support with online issues students can call Kids Helpline on 1800 55 1800. Parents and carers call Parentline 132289 or visit www.cybersmart.gov.au.
I understand and agree to comply with the terms of acceptable use and expected standards of behaviour set out within this agreement. I understand that there are actions and consequences established within the South Oakleigh College Student Engagement Policy if I do not behave appropriately.
Student Name: ____________________________________________
Student Signature:_______________________________________ Date:___________ Parent
Name: _____________________________________________
Parent Signature: ________________________________________ Date: __________
Checklist
| Please provide the following documents | Check |
|---|---|
| Passport or Birth certificate | |
| Visa (if applicable) | |
| Custody orders or any other Court orders (if applicable) | |
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