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What is it?
The literacy and numeracy catch-up premium was introduced by the Government in June 2013 and is paid to schools to raise Year 7 students' levels in Reading and Maths so that they can access the secondary curriculum. Up to 2016, the expected level for students was a National Curriculum Level 4 in Reading and Maths. With the change to the Key Stage 2 curriculum and assessment measures, the expected level is now a scaled score of 100. As a result, we have seen the number of students below this benchmark rising from 13 to 33. The funding remains the same.
We have one main objective that underpins the allocation of funding and support for students who have not achieved the expected standard in Reading and Maths. This is to ensure that they are able to make rapid progress in Year 7 and that this progress is sustained during the course of Key Stage 3 and into GCSE study. By improving the standard of literacy and numeracy; our young people's life chances are also improved.
The majority of our current Year 7 students (80%) achieved above the 100 scaled score benchmark in their KS2 tests. Of the 33 students who achieved below the expected standard of 100, 30 missed this standard in Reading and 33 were below 100 in Maths. 23 students were below the standard in both areas.
Review of expenditure from previous years and impact
Last year, we were allocated £6500 to support the progress of our students who fell below the old benchmark of a National Curriculum Level 4 in English and/or Maths.
How was the funding used?
All students with a score below NC Level 4 in Reading and/or Maths were offered an intervention. The following interventions are delivered:
Fresh Start is a full teaching programme (delivered during English lessons) that:
- Gets all children reading and writing fluently
- Ensures all children can read confidently at secondary school
- Engages children with age-appropriate anthologies
- Embeds all learning through partner practice
Catch Up™ Literacy is a structured one-to-one intervention for learners who find reading difficult.
- Addresses all aspects of the reading process: word recognition and language comprehension
- 15 minute individual session, twice a week
- Targeted to the needs of individual learners
- Grounded in rigorous academic research
Units of Sound is a realistic solution to teaching reading and spelling for hard–to–reach students.
- Each 'unit of sound' (or phonic code) is introduced separately, then used in word blocks, then sentences.
- Units of Sound is a structured, cumulative and multisensory programme to teach reading and spelling that involves a high level of independent work by the student.
Success@Arithmetic is a light touch calculation-based intervention for learners in Key Stage 2 and Key Stage 3 who have difficulties with arithmetic proficiency and need support to improve their understanding of number and written calculation skills. It helps them to make faster progress and to catch up with their peers through a mastery approach.
How is it delivered?
| Intervention | Year | Frequency | Entry | Exit | Assessment |
|---|---|---|---|---|---|
| Fresh Start | 7 | 5 x English lessons (small group) | Y7 < L4 Reading | End of Y7 or @ L4 English | Reading Comp Spelling |
| Catch Up Literacy | 7&8 | 2 x 15 minutes sessions per week (1:1) | <L4 Reading | Level 12 Catch up or End of Y8 | Reading Comp |
| Units of Sound | 7 | 3 x 15 minutes before registration | SS Spelling SS Reading <85 | SS Spelling >85 or End of Y7 | Spelling test |
| Success@Arithmetic | 7 | 3 x 35 minutes per week | Y7 <L4 Maths | End of Y7 or @ L4 Maths | Basic Numeracy Screener |
What impact did it have?
Literacy:
| Intervention | No. of students | Average Ratio Gain (Reading accuracy)* | |
|---|---|---|---|
| | | Feb 2016 | July 2016 |
| Fresh Start | 10 | 0.78 | 1.18 |
| Catch up literacy | 13 | 0.76 | 1.25 |
| Units of Sound | 19 | 0.76 | 1.25 |
Numeracy:
| Success@Arithmetic | Number of Students |
|---|---|
| Basic Number Screening | 13 |
| Test Results | 13 |
| 15 Minutes Test | 12 |
| Addition | 12 |
| Subtraction | 12 |
| Multiplication | 12 |
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HUMBOLDT COUNTY SCHOOL DISTRICT NUTRITION/WELLNESS POLICY
Humboldt County School District is committed to providing an environment in which students can make healthy food choices that support academic success and lifelong health.
Research has found a clear connection between good nutrition and student achievement, and schools that have implemented healthy food programs report fewer behavior problems. This policy outlines the requirements and directions for increasing the availability of healthy foods and beverages and supporting students, staff and parents in making educated nutritional choices.
Effective July 1, 2006, the following nutrient standards will apply to all foods and beverages sold at all sites accessible to all Humboldt County students from one-half hour before school starts until one-half hour after the end of the regular school day. The standards govern the quality and portion sizes of food and beverages authorized for sale through student stores, vending machines, a la carte sales, school-sponsored fundraising activities and the HCSD Food Service Department.
The Humboldt County School District Nutrition/Wellness Policy will adhere to the Nevada Department of Education Statewide School Wellness Policy on Foods of Minimal Nutritional Value (FMNV). It states:
Foods of minimal nutritional value will not be given away, sold, or used as incentives for students or student activities during the school day. The foods that are restricted from sale or 'give away' to students are classified within four categories:
* Soda Water-any carbonated beverage. No product shall be excluded from this definition because it contains discrete nutrients added to the food such as vitamins, minerals, and proteins.
* Water Ices-any frozen, sweetened water such as"...sicles" and flavored ice with the exception of products that contain fruit or fruit juice.
* Chewing Gum-any flavored products from natural or synthetic gums and other ingredients that form an insoluble mass for chewing.
* Certain Candies-any processed foods made predominantly from sweeteners or artificial sweeteners with a variety of minor ingredients that characterize the following types: hard candy, jellies and gums, marshmallow candies, fondant, licorice, spun candy, and candy coated popcorn.
Nutrient Standards Requirements
Nutrient Standards and Guidelines are necessary to: provide a mechanism by which individual food and beverage products can be evaluated since products are reformulated and/or introduced almost daily; set upper limits for nutrients of concern, i.e., total fat, saturated fat, sugar and sodium; evaluate in products the level of key nutrients students need to increase, i.e., protein, fiber, vitamin A, vitamin C, iron and calcium.
Food choices provided to students will meet the following standards:
A. No more than 30% of total calories from fat. No more than 10% of total calories from saturated fat, including trans fat. (Nuts, seeds, fluid milk products containing 2% or less fat, and cheese or yogurt made from reduced fat, low-fat, or fat-free milk is exempt from this standard.)
B. No more than 35% added sugar by weight (not including fruits and vegetables when used as additives)
C. No more than 600mg. of sodium per serving.
D. No carbonated drinks
E. No caffeinated beverages with the exception of caffeinated beverages containing naturally occurring caffeine in cocoa with less than 20 milligrams per 12 ounce.
F. No beverages containing additives such as herbal/non-vitamin supplements.
G. Fruit or vegetable based drinks must be composed of a minimum of 50% fruit or vegetable juice. Fruit/vegetable based drinks must be 16oz or smaller.
H. All electrolyte beverages, sports drinks (Gatorade, Powderade, etc) must be 12 ounces or smaller. Bottled Water may be of any size.
I. Snacks and sweets not to exceed 1.5 oz.
J. Cookies not to exceed 2oz.
K. Cereal bars not to exceed 2.5 oz.
L. Bakery items (pastries, muffins, etc.) not to exceed 3oz
M. Frozen desserts, ice cream not to exceed 3oz.
N. Other entree items and side dishes shall be no larger than the portions of those foods served as part of the National School Lunch Program.
A selection of acceptable choices of approved foods and beverages will be developed and updated annually by the Humboldt County School District Food Service Department. This list will be distributed to all school sites for use in ordering items for vending machines, student stores, a la carte sales and school sponsored fundraising activities and will be incorporated into all food purchasing contracts.
The visibility, variety and accessibility of fresh fruits and vegetables at school sites will be encouraged.
Food and beverages sold more than one-half hour outside of regular school hours are exempt from this policy.
Schools are encouraged to include non-food items such as pencils, stickers, etc. as choices in their student stores, vending machines and school-sponsored fundraising activities.
Parents and students are encouraged to bring healthy food/beverage choices for their cold lunch, mid-morning and mid-afternoon snacks.
Proceeds from sale of food and beverages on school grounds must directly benefit school academics, activities or the HCSD Food Service Department.
Financial accounting for sale of food and beverages on school grounds must adhere to HCSD accounting practices and procedures.
Events/parties that celebrate the following holidays/celebrations will be exempt of the HCSD
Nutrition/Wellness Policy. Events/celebrations that occur over a one day period must designate one day for exemption of the HCSD Nutrition Policy. (Events/Parties must take place the day before, the day of or the day after the listed holidays/celebrations)
1. Labor Day
2. Columbus Day
3. Halloween/Nevada Day
4. Veteran's Day
5. Thanksgiving
6. Hanukkah
7. Kwanzaa
8. Christmas
9. New Year's Day
10. Martin Luther King, Jr. Day
11. Groundhog Day
12. Valentine's Day
13. President's Day
14. Palm Sunday/Good Friday/Easter
15. St. Patrick's Day
16. Passover
17. Mother's/Father's Day
18. Memorial Day
19. National Teacher's Day
20. Flag Day
21. Homecoming (High School Only)
22. Prom (High School Only)
23. Winterfest (High School Only)
24. Senior Breakfast
25. Foreign Language Week
26. Last Week of School
27. 100th. Day of School
28. Parent/Teacher Conference (November and March)
Beginning July 1, 2006 all Humboldt County students shall receive a minimum of 30 minutes of exercise within each regular school day.
Exercise will consist of one or a combination of:
1. P.E. (Physical Education Class)
2. Recess
3. Passing time between classes
School days that are shortened due to weather, conferences or holidays will be exempt from the 30 minutes of exercise.
Beginning July 1, 2007 all Humboldt County elementary schools (K-4) will implement the Recess before Lunch Policy, put forth by the United States Federal Government. Students will be required to attend recess immediately before lunch. The length of this recess will be determined by each site administrator.
Beginning July 1, 2007 students participating within the lunch program (hot or cold lunch) must participate for a minimum of 20 minutes. Dismissal from the lunch program may begin after 20 minutes from when the student sat down with their meal. | <urn:uuid:2a62b9a0-0177-46aa-9894-13584a3ce907> | CC-MAIN-2017-22 | http://nevadawellness.org/wp-content/uploads/2013/06/Humboldt-County-School-District.pdf | 2017-05-24T13:46:34Z | crawl-data/CC-MAIN-2017-22/segments/1495463607846.35/warc/CC-MAIN-20170524131951-20170524151951-00135.warc.gz | 263,144,500 | 1,538 | eng_Latn | eng_Latn | 0.982906 | eng_Latn | 0.995903 | [
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Treaty of Westphalia
"No King of France can … usurp any Right or Power over the said Countrys situated on this and the other side the Rhine."
Overview
The Treaty of Westphalia set the year 1648 as the ultimate diplomatic and religious break between the medieval and early modern periods. The rupture, however, was neither simple nor accomplished by mutual consent, as demonstrated by the attitudes of two leaders of the time. The Habsburg
Archduke Ferdinand, who in 1619 became Holy Roman Emperor, had declared in 1596 that he would sooner die than make any concessions to the sectarians on the topic of religion. His contemporary, Cardinal Richelieu of France, wrote: "The state has no immortality; its salvation is now or never" (Wedgwood, 1949, p. 191). In twenty-first century terms, the former would be derided as a fanatic, while the latter would be considered a political realist.
In the sixteenth century the Protestant Reformation had split much of Europe into opposing camps defined by religion. The rulers of Spain, France, and the Holy Roman Empire had initially pledged their support to the papacy against the then-heretical position of Martin Luther and his followers. Within a short time, however, many rulers— particularly German electors and princes from the northern states and principalities of the Holy Roman Empire as well as the kings of Sweden and Denmark—had decided to embrace Lutheranism, whether they were motivated by religious conviction, humanist inclinations, antipapal sentiment, or territorial greed.
The Treaty of Westphalia was actually a pair of treaties negotiated in the Westphalian towns of Münster and Osnabrück and concluded on October 24, 1648. These agreements ended the Thirty Years' War (1618–1648), a period of violence and destruction unmatched in Europe until the twentieth century. The war had brought about a perspectival change in the way states dealt with one another. The medieval notion of universality, whereby rulers acted in the best interests of the church, had given way to the brutal emergence of raison d'état, or the view that state interests trump all other concerns. The treaty was the European community's first attempt to reign in national aggression through fostering a balance of power and collective peace.
Context
In the broadest sense, the Treaty of Westphalia may be considered the culmination of the European medieval experience. The significance of this ambitious document is often neglected, since it cannot be read simply as the treaty that ended the Thirty Years' War. It addressed social, political, economic, and religious trends, as well as other issues arising from domestic and international perspectives, in order to create a collective and enduring peace.
The situation was most problematic for the Holy Roman Empire, since its Habsburg emperor, Charles V, was also King Charles I of staunchly Catholic Spain. In the early seventeenth century, the Holy Roman Empire encompassed modern-day Germany, Austria, the Czech Republic, Slovenia, Luxembourg and parts of Poland, Slovakia, eastern France, and northern Italy. It also included the United Provinces, or the modern-day Netherlands; the Spanish Netherlands, or present-day Belgium; and the Swiss Confederation, or what was to become Switzerland. Charles V undertook a series of wars to root out Protestantism. Since the empire never enjoyed the political unity of other European states, the outcome of these conflicts was compromise. The most significant treaty resulting from Charles V's wars was the Peace of Augsburg (1555), in which the empire was effectively divided between Lutheran and Catholic principalities. The Peace of Augsburg established the principle of cuius regio, eius religio, which meant that the prince or elector of a certain territory would determine the religion for all of its inhabitants. This peace agreement, however, was more of a truce and demonstrated the weakness of the empire. Additionally, by 1555, the range of Protestant confessions had come to include not only Lutherans but also groups not permitted under the Peace of Augsburg: Calvinists, Anabaptists, and Unitarians.
The climate was thus far from tolerant. After 1577, Calvinists were expelled from Lutheran states. The elector Frederick III, a Calvinist, then made the University of Heidelberg into a Calvinist seminary in the Palatinate, an important principality consisting of the Lower Palatinate along the Rhine and Neckar rivers and the Upper Palatinate
Time Line
| 1589 | ■ April 13 The Edict of Nantes restores civil rights to French Calvinists (Huguenots) in the pre- dominantly Catholic France of Henry IV. |
|---|---|
| 1619 | ■ Ferdinand II, staunch supporter of the Catholic cause, becomes Holy Roman Emperor. |
| 1625–1629 | ■ The Lutheran king of Denmark, Christian IV, assists the Lutheran princes of Saxony against imperial forces. |
to the east on the Bohemian border. Catholics were allowed to live in the Palatinate only if they worshiped in homes, while Unitarians were suppressed altogether. The struggle between Lutherans and Calvinists was as hard fought in the second half of the sixteenth century as the conflict between Luther and the papacy in the first half. As princes and electors endorsed one creed over another, a rivalry that the religious reformer and scholar Philipp Melanchthon called rabies theologica, or theological rabies, was infecting the empire and laying the groundwork for religious war.
In lands neighboring the Holy Roman Empire, the Reformation continued to spread and incite conflict. Throughout the Swiss Confederation, Protestantism was becoming entrenched in city governments and public education. The situation in France was more problematic. While the French monarchy tolerated Protestantism at first, by 1534 it had begun a crackdown on French Protestants, who were known as Huguenots. The second half of the sixteenth century witnessed the French Wars of Religion (1552–1598) and culminated in the Edict of Nantes (1598), whereby King Henry IV, seeing the economic value of granting liberties to Protestants, gave rights and privileges to the Huguenots. The United Provinces and Flanders (now the Netherlands, northwestern Belgium, and the French department of Nord) saw considerable growth of Protestantism among the literate merchant classes. Dutch economic concerns would later be major diplomatic considerations at the Congress of Westphalia.
Charles V's abdication shortly after the Peace of Augsburg temporarily settled religious controversy in the Holy Roman Empire. Other Habsburgs, though, saw themselves as defenders of Catholicism against the growing threats of both the Protestants and the Ottoman Turks. The tension between Protestants and Catholics in Europe, therefore, ought to be seen from the perspective of a wider threat to the Catholic faith, which was under attack on many fronts. In 1564 the imperial crown fell to Charles V's nephew, Maximilian II, who only added to the cauldron by preferring Lutheran to Catholic preachers and protecting Protestants from persecution. His son and successor, Rudolf II, believed that moderation and toleration served to undermine the unity of the empire. In contrast, Protestant and Catholic leaders in the Swiss Confederation, having endured the strict rule of Calvinism in Geneva, followed a more conciliatory path.
By the early seventeenth century, the empire was far from unified. As of 1600, the Jesuits had restored the authority of Catholicism in many Austrian parishes that had adopted Luther's reforms. A good example of religious division can be seen in the kingdom of Bohemia, which then included Lusatia and Silesia (encompassing the present-day Czech Republic as well as parts of eastern Germany, Slovakia, and southern Poland). By the mid-sixteenth century, most of Bohemia was Protestant. Holy Roman Emperors Ferdinand I and Rudolf II had attempted to outlaw Protestantism in Bohemia. However, they were unable to enforce such edicts, since most members of the nobility and burgeoning middle class were Protestants and only the peasants remained firmly Catholic.
The seeming religious freedom that existed in Bohemia and other areas not only strengthened the princes but also guaranteed instability, which threatened the Holy Roman Empire and eventually invited outside influence. In addition, by the early seventeenth century, the economic prosperity once enjoyed by many German states had been undermined. The bulk of economic trade no longer flowed from the Mediterranean across the Alps and up through the German principalities but instead was being routed directly to northern Europe by sea. This was largely because England and the Netherlands, rather than Spain and Portugal, had come to dominate the Atlantic and many trade routes. Major German banking families were in steady decline. By 1600, the various currencies used within the empire were becoming unstable. As the economic situation worsened, the population continued to increase, which amplified the potential for unrest among the peasantry.
As is often typical during periods of economic instability, many tenaciously clung to religious beliefs. This served to rekindle strife over religious divisions. What formerly had been more of an academic debate between Catholics and Protestants was quickly becoming more heated. In the Rhineland, for example, Jesuits in Cologne argued that Luther should have been burned at the stake, while in Heidelberg a Calvinist theologian suggested a crusade against the papacy. Protestant princes formed the Protestant Union in 1608. In response, Catholic leaders formed the Catholic League the following year. Both had outside support; the French king, Henry IV, offered support to the Protestant Union, while the Spanish Habsburgs stood ready to help fellow Catholics. In 1617 the Habsburg Archduke Ferdinand, a fervent Catholic, was made king of Bohemia and two years later became Holy Roman Emperor Ferdinand II.
By the second decade of the century, Europe was a tinderbox brimming with economic turmoil, social unrest, and religious division. It merely needed some rapid series of events to set it alight. In Prague on May 23, 1618, a group of Protestant nobles, angry at the growing influence of Catholicism—and particularly the appointment of Archduke Ferdinand to the Bohemian throne—tossed two representatives of Holy Roman Emperor Matthias and their secretary out of a window. The three survived, but the action was an affront not only to the empire but also Ferdinand and the Catholic League. Ferdinand immediately sent two armies into Bohemia. In response, the Calvinist elector of the Palatinate, Frederick V, organized a counterforce. By the end of November 1618, Protestant forces had captured Pilsen, the Catholic stronghold in Bohemia. The following spring, Matthias was dead and Ferdinand had become his presumptive heir as Holy Roman Emperor. The Bohemian Diet declared that Ferdinand was deposed as king and offered the Bohemian crown to Frederick V, who accepted.
The deposal of Ferdinand as Bohemian king should have solidified Catholic and Protestant factions, but instead it demonstrated that religion was one of several factors in the conflict. Frederick V's father-in-law, James I of England, a Protestant, advised him not to accept the Bohemian crown. Dutch Protestants offered no real assis-
Time Line
1630
1631
1634
1635
■ When the forces of the Lutheran Swedish King Gustavus II Adolph successfully invade the Holy Roman Empire, the Swedes intervene in order to support Lutheran princes, protect Swedish trade, and check the power of the empire, an intervention that lasts five years.
■ September 17 The Battle of Breitenfeld, the first major Protestant victory of the war, leads many German states to ally with Gustavus II.
■ September 6 The Battle of Nördlingen is a crushing defeat for the Protestant forces after the death of Gustavus II; the outcome persuades France to become more directly involved in the war.
■ May 30 The Peace of Prague between Ferdinand II and many of the defeated Protestant princes in the Holy Roman Empire is meant to restore peace by granting widespread amnesty, preventing private armies, and restoring the conditions of the Peace of Augsburg.
Time Line
| 1636 | ■ The French Cardinal Richelieu begins a costly twelve- year attempt to reduce Hapsburg influence in the Holy Roman Empire by supporting the Protestants there after the defeat of the Swedes. |
|---|---|
| 1643 | ■ May 19 The Battle of Rocroi represents a major defeat for the Spanish Habsburgs by the French. |
| 1648 | ■ October 24 The Treaty of Westphalia, a pair of treaties negotiated in the Westphalian towns of Münster and Osnabrück is concluded, ending the Thirty Years’ War. |
tance, and the Lutheran Duke of Saxony Elector George I (a populous eastern German duchy on Bohemia's northern border) sided with Ferdinand rather than Frederick. This was most likely because the duke not only hated the Calvinists but also saw the potential for territorial gain. With little backing and his forces defeated by the Catholic League at the Battle of White Mountain in November 1620, Frederick V was forced into exile. The Bohemian Protestants were defeated, and their land was confiscated. Ferdinand, who had become Holy Roman Emperor Ferdinand II by this time, was restored as Bohemian king, and he proceeded to sell former Protestant estates to Catholics, thereby creating a new Catholic nobility in Bohemia. The initial salvos of the Thirty Years' War in Bohemia were over, but many yearned for vengeance.
In the second phase of the conflict, the mantle of Protestant resistance was taken up by King Christian IV of Denmark. He intervened not so much to assist his fellow Protes- tants but primarily to acquire territory in northern Germany. Christian received nominal support from England, France, and the Netherlands, then known as the United Provinces, although none of these lands provided significant financial or military support. Unfortunately for Christian, the Holy Roman Empire found a brilliant general in Albrecht von Wallenstein, a Bohemian nobleman who sought to increase his own power by supporting Ferdinand II. In 1625 Wallenstein was commissioned to supply twenty thousand troops for the emperor's cause. By mid-1629, imperial forces had gained the upper hand, forcing Christian to renounce any claims to northern Germany. Ferdinand then confiscated the lands of those who had supported the Danish king and gave land to Wallenstein, including the North German duchy of Mecklenburg. Ferdinand also issued the Edict of Restitution in 1629, which prohibited Calvinist worship but, more important, restored all Catholic property that had been secularized since 1552, much of which had been bought and paid for. This edict convinced even Catholic princes that Ferdinand had overstretched his authority. Many had benefited economically from the decentralized structure of the empire, but Ferdinand's centralization of power, enforced by Wallenstein, was perceived as a threat.
Like Christian IV of Denmark, the Swedish king, Gustavus II Adolph, was primarily concerned about his state's political independence and economic development. For these reasons, in 1630 he positioned Sweden as the rescuer of Protestantism in the northern German states and a check against the power of the Habsburgs under Ferdinand II. While Gustavus, a Lutheran, prohibited forced conversions and tolerated Catholicism, the forces of the empire were brutal. For example, in 1631 an imperial army under Johann Tserclaes (also known as Count Tilly) massacred twenty thousand in the Protestant archbishop city of Magdeburg and even destroyed its cathedral. After the first major Protestant victory in this phase of the war at Breitenfeld in Saxony in September 1631, many of Ferdinand's allies began entering the Swedish alliance. Gustavus moved into central and southern Germany, devastating the countryside as he marched, but he was mortally wounded in battle in 1632. Wallenstein was assassinated two years later, but thanks to the imperial army's reinforcement with Spanish troops, Sweden's military advance was halted at the South German town of Nördlingen in September 1634. In May 1635, Ferdinand II signed the Peace of Prague with the Saxons; this treaty also suspended the Edict of Restitution and prohibited German princes from forming military alliances with foreign powers.
The final phase of the Thirty Years' War came as a result of France's fear of being surrounded by powerful Habsburgs in both the Holy Roman Empire and Spain. The first minister of France, Cardinal Richelieu, supported Sweden and garnered the support of Pope Urban VIII, who feared that Habsburg power might threaten his holdings in Italy. Thus, leadership of the Protestant forces passed from Sweden to France, and the war became a wider European conflict. Since the entry of France meant the infusion of forces superior to those of the emperor, many Protestant leaders
began to defect from their alliance with Ferdinand III, Ferdinand II's son who had become Holy Roman Emperor upon his father's death in 1637. At the Battle of Breitenfeld outside Vienna in 1642, the imperial army suffered a loss of ten thousand troops at the hands of the Swedes. In 1643 the French won a decisive victory at the Battle of Rocroi over the Spanish on the border of the Spanish Netherlands (modern-day Belgium). By 1646, Ferdinand III had sent representatives to Westphalia to seek peace negotiations.
The war had devastated most of central Europe. The six armies—of the Holy Roman Empire, Denmark, Sweden, Bohemia, Spain, and France—were made up primarily of mercenaries who had no attachment to the places where the fighting occurred; they would fight for any faith for a fee. These armies did not respect the right of surrender; they treated civilians as legitimate targets and made rape and torture general instruments of war. As armies traveled, so did disease. Typhus, dysentery, bubonic plague, and syphilis added to the demographic catastrophe. The war, the flight of refugees, and the ravages of disease brought about a drastic population decline. By the war's end in Germany and Austria, the population had fallen by nearly onethird, from an estimated 21 million to 13.5 million. Starvation was also a consequence of the long war. Farmers saw no reason to plant crops, since there was no assurance they would still be alive to harvest them. As at Versailles at the end of World War I, diplomats gathered in Westphalia at the end of 1644 in the hope of creating a lasting peace.
About the Author
There is no solitary author of the treaty. However, since the treaty's original language was French and considering France's advantageous position at the war's end, the French delegation perhaps had the most influence. It was headed by Henri II d'Orléans, the duke of Longueville, who, as a French prince, had previously served in the French military in both Italy and the Holy Roman Empire. Usually cast as a rebel of sorts, he used his role at Westphalia not only for the benefit of France but also to secure the independence of the Swiss Confederation. He was joined by the French diplomat Abel Servien, marquis de Sablé, and Claude de Mesmes, the count d'Avaux, a diplomat and public administrator.
While Sweden was in a rather advantageous position at war's end, the Swedish attempt to secure one of the electoral college votes within the empire was thwarted by the stronger influence of France at the conference. The Swedish representatives were Johann Adler Salvius and Count Bengt Gabrielsson Oxenstierna. The Holy Roman Empire's chief delegate was Count Maximilian von Trauttmansdorff. Trauttmansdorff had a long tenure in the service of the Habsburgs, securing both the Bohemian and the Hungarian crowns for the future Ferdinand II and, later, serving as the most influential minister to Ferdinand III.
The Spanish delegation was headed by Gaspar de Bracamonte y Guzmán. Many delegations were sent from the German principalities of the Holy Roman Empire. The rep-
resentative of the Catholic Church, Fabio Chigi (later Pope Alexander VII), and the Venetian envoy, Alvise Contarini (who became the doge, or duke, of Venice), served as mediators. Many of the imperial states of the Holy Roman Empire also sent delegations. The most important was Brandenburg, which was represented by Count Johann von Sayn-Wittgenstein, the most prominent of the empire's Protestant representatives. He was able to increase the holdings of Brandenburg by obtaining eastern Pomerania as well as other smaller territories.
Explanation and Analysis of the Document
The Treaty of Westphalia is named for the northern German region where the negotiations were conducted. Representatives did not gather at one location, however. At the town of Münster, the delegates from France and the Holy Roman Empire met under the mediation of the papacy and the republic of Venice. A mere fifty kilometers away in Osnabrück, the delegates of France, the Holy Roman Empire, and Sweden gathered with Christian IV of Denmark as mediator. This segregation of powers was necessary, since Sweden refused to be mediated by a representative of the papacy and the papal representative refused to sit in the same room with a "heretic."
The Congress of Westphalia opened in December 1644 and was concluded with much fanfare on October 24, 1648. The comprehensive treaty's introduction declares a "universal Peace," which, according to article I, is to be founded not on a common religion or dictated by religious authority but is to occur "between all and each of the Allies … that each Party shall endeavour to procure the Benefit, Honour and Advantage of the other." In other words, abiding by the principles of the treaty was intended to benefit all parties. In order to halt the cycle of violence, articles II and VI provided for amnesty and pardon for all offenses committed since the beginning of the war while avoiding the rhetoric typical of an imposed peace.
The language of the treaty was new to diplomatic discourse in that it is conciliatory toward different religious sects. This was clearly an effort to remove religious difference as a cause of conflict. To this end, article XLV proclaims "the Liberty of the Exercise of Religion" throughout the Holy Roman Empire, thus strengthening the position of the Protestants. Article XXVIII specifically granted religious freedom to Lutherans (called "those of the Confession of Augsburg" in the document) and restored ecclesiastical property to them based on their holdings as of 1624. Articles XXII, XXV, and XXVI offered an olive branch to Charles I Louis of the Lower Palatinate, who was the son of Frederick V, the Calvinist elector whom the Protestants had selected as Bohemian king in 1619 in their attempted rebellion against Ferdinand II.
The monetary cost of the war had been significant, and the treaty attempted to anticipate and address economic concerns. Article XXXIX gave all parties a period of two years to show claim, after which debts were to be considered settled. Since economic conditions had worsened throughout the Holy Roman Empire during the war, the signatories wanted to ensure that indemnities either would be paid quickly or would be forgiven to avoid future strife and acts of vengeance. For similar reasons, article XLI upheld secular judicial pronouncements issued during the war.
The latter half of the treaty dealt, in particular, with the Holy Roman Emperor and his subjects. Article XLIV repeated the earlier proclamation of general amnesty, and article XLV provided for the return of some royal land but without compensation for damages. Herein the overriding influence of France and Sweden in drafting the document is evident; while the emperor and Austria, whom the delegates wanted to conciliate, could regain lost property, these provisions implied that others within the empire who lost property might not have it returned. Article XLIX restated the principle regarding religious liberty and the return of church land. It refers to an agreement among those powers that were meeting at Münster and extended it to apply to the Swedish delegation at Osnabrück.
Specific regions and allies are mentioned in the treaty. For example, article LVI stipulated the repayment of a sum to "Madam the Landgravine," whose family had been a long-term supporter of the Protestant cause in the state of Hesse. Article XCIX absolved the House of Savoy, which assisted in the French cause, of any retribution on the part of the empire. Article LVIII stipulated that fortresses of war throughout the empire were to be dismantled as long as they did not leave an area lacking in security. Article LXXXII called upon each prince of the empire to respect the traditions and rights of other states, participate in the empire's assemblies, and regard the authority of the Holy Roman Emperor.
Territorial realignments were recognized in the treaty. For example, the United Provinces of the Netherlands were pronounced independent of Spain. Article LXXVI recognized France's right to the towns of Metz, Toul, and Verdun on the western border of the empire, as well as most of Alsace, although article LXXXIX required France to renounce further claims to territory in the vicinity of the Rhine. Article LXXVII stipulates that the French king is obligated to "preserve" Catholicism in areas where it is dominant. Contrary to the Edict of Restitution, only territory that the empire had conquered by 1624 was to be returned to the Catholic Church. French territorial gains were small, but the treaty assured that France, while being obliged to respect religious traditions, could achieve its security goals by maintaining a buffer between itself and the Holy Roman Empire.
Articles CIV through CXIX provided for the implementation of peace. Specifically, articles CIV and CV spelled out the time and method for cessation of hostilities, CVI the publication of the peace, CVII through CXIV the restoration or transfer of property, CXV the responsibilities of local inhabitants toward departing soldiers, and CXVIII the demobilization of troops and the maintenance of those necessary for security.
With respect to the treaties and covenants established during the course of the war, such as the Edict of Restitution and Peace of Prague, article CXXI made clear that the Treaty of Westphalia superseded all other provisions, treaties, and agreements. Article CXXXII warned anyone who might infringe on what the treaty termed "Publick Peace." While no specific punishment was given, Article CXXIII enjoined all signatories to "defend and protect all and every Article of this Peace." This provision gave France and Sweden the ability to frustrate the Habsburgs. France and Sweden thus became the guarantors of the new imperial constitution with the obligation to protect the rights of princes against the Holy Roman Emperor. They became the counterbalance to ensure that future conflict over or within the empire would be quelled.
Audience
The audience of this treaty were the signatories themselves. The Westphalian delegates comprised a veritable who's who of European statesmen, future heads of state, and a future pope. This, in fact, may be the reason the treaty endured and also represented a fundamental shift in modern diplomatic statecraft. For the signatories, a major consideration was the sheer expense of the conflict itself. None of the major combatant states—the Holy Roman
Heads of state and royals of twenty European countries walk through a street of Münster, Germany, on October 24, 1998, in celebration of the 350th anniversary of the Treaty of Westphalia. (AP/Wide World Photos)
Essential Quotes
"And to prevent for the future any Differences arising in the Politick State, all and every one of the Electors, Princes and States of the Roman Empire, are so establish'd and confirm'd in their antient Rights, Prerogatives, Libertys, Privileges, free exercise of Territorial Right, as well Ecclesiastick, as Politick Lordships, Regales, by virtue of this present Transaction: that they never can or ought to be molested therein by any whomsoever upon any manner of pretence."
(Article LXIV)
"No King of France can or ought ever to; pretend to or usurp any Right or Power over the said Countrys situated on this and the other side the Rhine."
(Article LXXXIX)
"And for the Remainder of their Rights and Privileges, Ecclesiastical and Secular, which they enjoy'd before these Troubles, they shall be maintain'd therein; save, nevertheless the Rights of Sovereignty, and what depends thereon, for the Lords to whom they belong."
(Article CXVII)
Empire, Spain, France, or Sweden—had profited economically from the war. Thus, the peace would open important opportunities for commerce between at least some of the former enemies and enable the United Provinces and France to concentrate on overseas trade. The best example was the explosive growth in the second half of the century of the United Provinces into the Dutch Empire. Within a generation, however, the treaty's designs would become a source of contention. By 1672, for example, the FrenchDutch War had broken out, even drawing England into the conflict. The dividend of peace was profit, and profit, like religion, was a strong motive for conflict.
multinational conflict not only addressed international disputes but also agreed to abide by the resulting settlement.
Impact
The significance of the Treaty of Westphalia is often underestimated. It would serve as a model for resolving future European conflicts. Six armies had participated in the conflict. Those six states as well as many princes of the empire participated in a gathering that brought together more than one hundred delegations. For the first time, a congress with representatives from all parties involved in a
France and Sweden gained the most from the treaty. Ultimately, France would replace Spain as the dominant power on the continent (and the two countries would not officially cease hostilities until 1659). Sweden emerged as the major power in the Baltic, a position it would enjoy for a half-century until military defeat by Czar Peter I of Russia. The Habsburgs lost the most. The Austrian branch, the traditional rulers of the Holy Roman Empire, agreed to the independence of the Swiss Confederation. In addition, German princes were not only recognized as independent but also were given the right to establish Lutheranism, Catholicism, or Calvinism within their territories. The treaty also required the Spanish Habsburgs to recognize the independence of a Dutch Republic, which included two provinces taken from the Spanish Netherlands (present-day Belgium).
These territorial and political realignments were significant, and many would last well into the nineteenth century. The treaty also determined religious distribution within the empire by confirming the Peace of Augsburg, which had first established the principle that the prince's religion
would determine the religion of his people and expanded it to include Calvinism. As a result, the northern parts of the empire remained largely Lutheran and the area along the Rhine Calvinist, and Catholicism prevailed in the south.
With the catastrophic decline in agriculture, many farmers lacked the capital to remain independent and were forced to become day laborers. In parts of central Europe, especially areas east of the Elbe River, the loss of peasant holdings resulted in the consolidation of large estates and the expansion of serfdom.
The treaty also brought about a formal break between German principalities and territories controlled by the Austrian Habsburgs. Princely power demonstrated during the war and guaranteed by the treaty revealed how little most German states and principalities had to offer the Habsburgs. After 1648, the Austrian Habsburgs increasingly focused attention on their own territories, both inside and outside the empire, and expanded farther into southeastern Europe. This absence of Habsburg influence coupled with the religious and territorial provisions of the treaty enabled a former weak principality, such as Brandenburg-Prussia, to begin the process of state building, especially under the Calvinist Frederick William who was both the elector of Brandenburg and the duke of Prussia.
Finally, the Treaty of Westphalia signaled the loss of power of the papacy. Since late antiquity, the church had battled for supremacy over European princes and kings, in particular, the Holy Roman Emperor. Even though the Holy Roman Empire had fought on behalf of the Catholic religion in the Thirty Years' War, its loss and the emergence of Richelieu's version of statecraft left little room for the Catholic Church as a power player after 1648.
Further Reading
Articles
Croxton, Derek. "The Peace of Westphalia of 1648 and the Origins of Sovereignty." International History Review 21, no. 3 (September 1999): 569–591.
Falk, Richard. "Revisiting Westphalia, Discovering Post-Westphalia." Journal of Ethics 6, no. 4 (2002): 311–352.
Books
Forster, Marc R. The Counter-Reformation in the Villages: Religion and Reform in the Bishopric of Speyer, 1560–1720. Ithaca, N.Y.: Cornell University Press, 1992.
Grimmelshausen, Hans Jakob Christoffel von. The Adventures of Simplicius Simplicissimus, trans. George Schulz-Behrend. Columbia, S.C.: Camden House, 1993.
Ingrao, Charles W. The Habsburg Monarchy, 1618–1815. New York: Cambridge University Press, 1994.
Schiller, Friedrich. The Robbers and Wallenstein, trans. F. J. Lamport. New York: Penguin, 1979.
Wedgwood, C. V. Richelieu and the French Monarchy. London: Hodder and Staughton, 1949.
———. The Thirty Years' War. New York: Methuen, 1981.
—Christopher Ohan
Questions for Further Study
1. In what ways did the Treaty of Westphalia transform Europe? Put differently, how did the treaty mark a transition from medieval to more modern modes of thought in the political sphere?
2. Read the Treaty of Westphalia in conjunction with the Dutch Declaration of Independence, which began an independence movement in the Netherlands that culminated in the Treaty of Münster, which was part of the Treaty of Westphalia. What contribution did the Dutch make to the political events that led to the Treaty of Westphalia?
3. Would the Treaty of Westphalia and the events leading to it have taken place if Martin Luther had not posted his Ninety-Five Theses in Germany? Explain.
4. Like the Treaty of Westphalia, the Treaty of Versailles in 1919 tried to impose a lasting peace in Europe. How were the events that led to the treaties similar, and how were they different? Did the two treaties succeed? What were their fundamental weaknesses?
5. Discussions of the Treaty of Westphalia and the events surrounding it often focus on kings, popes, and empires. But how did the treaty—and the events surrounding it—affect the ordinary person?
Treaty of Westphalia
In the name of the most holy and individual Trinity: Be it known to all, and every one whom it may concern, or to whom in any manner it may belong, That for many Years past, Discords and Civil Divisions being stir'd up in the Roman Empire, which increas'd to such a degree, that not only all Germany, but also the neighbouring Kingdoms, and France particularly, have been involv'd in the Disorders of a long and cruel War:… It has at last happen'd, by the effect of Divine Goodness, seconded by the Endeavours of the most Serene Republick of Venice, who in this sad time, when all Christendom is imbroil'd, has not ceas'd to contribute its Counsels for the publick Welfare and Tranquillity; so that on the side, and the other, they have form'd Thoughts of an universal Peace.…
I. That there shall be a Christian and Universal Peace, and a perpetual, true, and sincere Amity, between his Sacred Imperial Majesty, and his most Christian Majesty; as also, between all and each of the Allies.… That this Peace and Amity be observ'd and cultivated with such a Sincerity and Zeal, that each Party shall endeavour to procure the Benefit, Honour and Advantage of the other; that thus on all sides they may see this Peace and Friendship in the Roman Empire, and the Kingdom of France flourish, by entertaining a good and faithful Neighbourhood.
II. That there shall be on the one side and the other a perpetual Oblivion, Amnesty, or Pardon of all that has been committed since the beginning of these Troubles …
III. And that a reciprocal Amity between the Emperor, and the Most Christian King, the Electors, Princes and States of the Empire, may be maintain'd … the one shall never assist the present or future Enemys of the other under any Title or Pretence whatsoever, either with Arms, Money, Soldiers, or any sort of Ammunition; nor no one, who is a Member of this Pacification, shall suffer any Enemys Troops to retire thro' or sojourn in his Country.
IV. … That if for the future any Dispute arises between these two Kingdoms, the abovesaid reciprocal Obligation of not aiding each others Enemys, shall always continue firm … but yet so as that it shall be free for the States to succour; without the bounds of the Empire, such or such Kingdoms, but still according to the Constitutions of the Empire.
V. That the Controversy touching Lorain shall be refer'd to Arbitrators nominated by both sides or it shall be terminated by a Treaty between France and Spain, or by some other friendly means; and it shall be free as well for the Emperor, as Electors, Princes and States of the Empire, to aid and advance this Agreement by an amicable Interposition, and other Offices of Pacification, without using the force of Arms.
VI. According to this foundation of reciprocal Amity, and a general Amnesty, all and every one of the Electors of the sacred Roman Empire, the Princes and States (therein comprehending the Nobility, which depend immediately on the Empire) their Vassals, Subjects, Citizens, Inhabitants (to whom on the account of the Bohemian or German Troubles or Alliances, contracted here and there, might have been done by the one Party or the other, any Prejudice or Damage in any manner, or under what pretence soever, as well in their Lordships, their fiefs, Underfiefs, Allodations, as in their Dignitys, Immunitys, Rights and Privileges) shall be fully re-establish'd on the one side and the other, in the Ecclesiastick or Laick State, which they enjoy'd, or could lawfully enjoy, notwithstanding any Alterations, which have been made in the mean time to the contrary.…
VII. It shall also be free for the Elector of Treves, as well in the Quality of Bishop of Spires as Bishop of Worms, to sue before competent Judges for the Rights he pretends to certain Ecclesiastical Lands, situated in the Territorys of the Lower Palatinate, if so be those Princes make not a friendly Agreement among themselves.…
XXII. Further, that all the Palatinate House, with all and each of them, who are, or have in any manner adher'd to it; and above all, the Ministers who have serv'd in this Assembly, or have formerly serv'd this House; as also all those who are banish'd out of the Palatinate, shall enjoy the general Amnesty here above promis'd, with the same Rights as those who are comprehended therein, or of whom a more particular and ampler mention has been made in the Article of Grievance.…
XXV. That the said Lord Charles Lewis shall give no trouble to the Counts of Leiningen and of Daxburg, nor to their Successors in the Lower Palatinate; but he shall let them peaceably enjoy the
Rights obtain'd many Ages ago, and confirm'd by the Emperors.
XXVI. That he shall inviolably leave the Free Nobility of the Empire, which are in Franconia, Swabia, and all along the Rhine, and the Districts thereof, in the state they are at present.…
XXVIII. That those of the Confession of Augsburg, and particularly the Inhabitants of Oppenheim, shall be put in possession again of their Churches, and Ecclesiastical Estates, as they were in the Year 1624. as also that all others of the said Confession of Augsburg, who shall demand it, shall have the free Exercise of their Religion, as well in publick Churches at the appointed Hours, as in private in their own Houses, or in others chosen for this purpose by their Ministers, or by those of their Neighbours, preaching the Word of God.…
XXXIX. That the Debts either by Purchase, Sale, Revenues, or by what other name they may be call'd, if they have been violently extorted by one of the Partys in War, and if the Debtors alledge and offer to prove there has been a real Payment, they shall be no more prosecuted, before these Exceptions be first adjusted. That the Debtors shall be oblig'd to produce their Exceptions within the term of two years after the Publication of the Peace, upon pain of being afterwards condemn'd to perpetual Silence.
XL. That Processes which have been hitherto enter'd on this Account, together with the Transactions and Promises made for the Restitution of Debts, shall be look'd upon as void; and yet the Sums of Money, which during the War have been exacted bona fide, and with a good intent, by way of Contributions, to prevent greater Evils by the Contributors, are not comprehended herein.
XLI. That Sentences pronounc'd during the War about Matters purely Secular, if the Defect in the Proceedings be not fully manifest, or cannot be immediately demonstrated, shall not be esteem'd wholly void; but that the Effect shall be suspended until the Acts of Justice (if one of the Partys demand the space of six months after the Publication of the Peace, for the reviewing of his Process) be review'd and weigh'd in a proper Court, and according to the ordinary or extraordinary Forms us'd in the Empire: to the end that the former Judgments may be confirm'd, amended, or quite eras'd, in case of Nullity.
XLII. In the like manner, if any Royal, or particular Fiefs, have not been renew'd since the Year 1618. nor Homage paid to whom it belongs; the same shall bring no prejudice, and the Investiture shall be renew'd the day the Peace shall be concluded.
XLIII. Finally, That all and each of the Officers, as well Military Men as Counsellors and Gownmen, and Ecclesiasticks of what degree they may be, who have serv'd the one or other Party among the Allies, or among their Adherents, let it be in the Gown, or with the Sword, from the highest to the lowest, without any distinction or exception … shall be restor'd by all Partys in the State of Life, Honour, Renown, Liberty of Conscience, Rights and Privileges, which they enjoy'd before the abovesaid Disorders; that no prejudice shall be done to their Effects and Persons, that no Action or accusation shall be enter'd against them; and that further, no Punishment be inflicted on them, or they to bear any damage under what pretence soever: And all this shall have its full effect in respect to those who are not Subjects or Vassals of his Imperial Majesty, or of the House of Austria.
XLIV. But for those who are Subjects and Hereditary Vassals of the Emperor, and of the House of Austria, they shall really have the benefit of the Amnesty, as for their Persons, Life, Reputation, Honours: and they may return with Safety to their former Country; but they shall be oblig'd to conform, and submit themselves to the Laws of the Realms, or particular Provinces they shall belong to.
XLV. As to their Estates that have been lost by Confiscation or otherways, before they took the part of the Crown of France, or of Swedeland, notwithstanding the Plenipotentiarys of Swedeland have made long instances they may be also restor'd. Nevertheless his Imperial Majesty being to receive Law from none, and the Imperialists sticking close thereto, it has not been thought convenient by the States of the Empire, that for such a Subject the War should be continu'd: And that thus those who have lost their Effects as aforesaid, cannot recover them to the prejudice of their last Masters and Possessors. But the Estates, which have been taken away by reason of Arms taken for France or Swedeland, against the Emperor and the House of Austria, they shall be restor'd in the State they are found, and that without any Compensation for Profit or Damage.
XLIX. And since for the greater Tranquillity of the Empire, in its general Assemblys of Peace, a certain Agreement has been made between the Emperor, Princes and States of the Empire, which has been inserted in the Instrument and Treaty of Peace, … touching the Differences about Ecclesiastical Lands, and the Liberty of the Exercise of Religion; it has been found expedient to confirm, and ratify it by this present Treaty, in the same manner as the abovesaid Agreement has been made with the said Crown of
Swedeland; also with those call'd the Reformed, in the same manner, as if the words of the abovesaid Instrument were reported here verbatim.…
LVI. … That if within the term of nine Months, the whole Sum be not paid to Madam the Landgravine, not only Cuesfeldt and Newhaus shall remain in her Hands till the full Payment, but also for the remainder, she shall be paid Interest at Five per Cent. and the Treasurers and Collectors of the Bayliwicks appertaining to the abovesaid Arch-bishopricks, Bishopricks and Abby, bordering on the Principality of Hesse, … they shall yearly pay the Interest of the remaining Sum notwithstanding the Prohibitions of their Masters. If the Treasurers and Collectors delay the Payment, or alienate the Revenues, Madam the Landgravine shall have liberty to constrain them to pay, by all sorts of means, always saving the Right of the Lord Proprietor of the Territory.…
LVIII. … The Fortifications and Ramparts, rais'd during the Possession of the Places, shall be destroy'd and demolish'd as much as possible, without exposing the Towns, Borroughs, Castles and Fortresses, to Invasions and Robberys.…
LXIII. And as His Imperial Majesty, upon Complaints made in the name of the City of Basle, and of all Switzerland, in the presence of their Plenipotentiarys deputed to the present Assembly, touching some Procedures and Executions proceeding from the Imperial Chamber against the said City, and the other united Cantons of the Swiss Country, and their Citizens and Subjects having demanded the Advice of the States of the Empire and their Council; these have, by a Decree of the 14th of May of the last Year, declared the said City of Basle, and the other SwissCantons, to be as it were in possession of their full Liberty and Exemption of the Empire; so that they are no ways subject to the Judicatures, or Judgments of the Empire, and it was thought convenient to insert the same in this Treaty of Peace, and confirm it, and thereby to make void and annul all such Procedures and Arrests given on this Account in what form soever.
LXIV. And to prevent for the future any Differences arising in the Politick State, all and every one of the Electors, Princes and States of the Roman Empire, are so establish'd and confirm'd in their antient Rights, Prerogatives, Libertys, Privileges, free exercise of Territorial Right, as well Ecclesiastick, as Politick Lordships, Regales, by virtue of this present Transaction: that they never can or ought to be molested therein by any whomsoever upon any manner of pretence.
LXV. They shall enjoy without contradiction, the Right of Suffrage in all Deliberations touching the Affairs of the Empire; but above all, when the Business in hand shall be the making or interpreting of Laws, the declaring of Wars, imposing of Taxes, levying or quartering of Soldiers, erecting new Fortifications in the Territorys of the States, or reinforcing the old Garisons; as also when a Peace of Alliance is to be concluded, and treated about, or the like, none of these, or the like things shall be acted for the future, without the Suffrage and Consent of the Free Assembly of all the States of the Empire: Above all, it shall be free perpetually to each of the States of the Empire, to make Alliances with Strangers for their Preservation and Safety; provided, nevertheless, such Alliances be not against the Emperor, and the Empire, nor against the Publick Peace, and this Treaty, and without prejudice to the Oath by which every one is bound to the Emperor and the Empire.
LXVI. That the Diets of the Empire shall be held within six Months after the Ratification of the Peace; and after that time as often as the Publick Utility, or Necessity requires. That in the first Diet the Defects of precedent Assemblys be chiefly remedy'd; and that then also be treated and settled by common Consent of the States, the Form and Election of the Kings of the Romans, by a Form, and certain Imperial Resolution; the Manner and Order which is to be observ'd for declaring one or more States, to be within the Territorys of the Empire, besides the Manner otherways describ'd in the Constitutions of the Empire; that they consider also of re-establishing the Circles, the renewing the Matricular-Book, the re-establishing suppress'd States, the moderating and lessening the Collects of the Empire, Reformation of Justice and Policy, the taxing of Fees in the Chamber of Justice, the Due and requisite instructing of ordinary Deputys for the Advantage of the Publick, the true Office of Directors in the Colleges of the Empire, and such other Business as could not be here expedited.
LXVII. That as well as general as particular Diets, the free Towns, and other States of the Empire, shall have decisive Votes; they shall, without molestation, keep their Regales, Customs, annual Revenues, Libertys, Privileges to confiscate, to raise Taxes, and other Rights, lawfully obtain'd from the Emperor and Empire, or enjoy'd long before these Commotions, with a full Jurisdiction within the inclosure of their Walls, and their Territorys: making void at the same time, annulling and for the future prohibiting all Things, which by Reprisals, Arrests, stopping of Passages, and other prejudicial Acts, either during the War, under what pretext soever they have been done and attempted hitherto by private Authority, or may hereafter without any preceding formality of Right be enterpris'd. As for the rest, all laudable Customs of the sacred Roman Empire, the fundamental Constitutions and Laws, shall for the future be strictly observ'd, all the Confusions which time of War have, or could introduce, being remov'd and laid aside.…
LXX. The Rights and Privileges of Territorys, water'd by Rivers or otherways, as Customs granted by the Emperor, with the Consent of the Electors, and among others, to the Count of Oldenburg on the Viserg, and introduc'd by a long Usage, shall remain in their Vigour and Execution. There shall be a full Liberty of Commerce, a secure Passage by Sea and Land: and after this manner all and every one of the Vassals, Subjects, Inhabitants and Servants of the Allys, on the one side and the other, shall have full power to go and come, to trade and return back, by Virtue of this present Article, after the same manner as was allowed before the Troubles of Germany; the Magistrates, on the one side and on the other, shall be oblig'd to protect and defend them against all sorts of Oppressions, equally with their own Subjects, without prejudice to the other Articles of this Convention, and the particular laws and Rights of each place. And that the said Peace and Amity between the Emperor and the Most Christian King, may be the more corroborated, and the publick Safety provided for, it has been agreed with the Consent, Advice and Will of the Electors, Princes and States of the Empire, for the Benefit of Peace.…
LXXII. That Monsieur Francis, Duke of Lorain, shall be restor'd to the possession of the Bishoprick of Verdun, as being the lawful Bishop thereof; and shall be left in the peaceable Administration of this Bishoprick and its Abbys (saving the Right of the King and of particular Persons) and shall enjoy his Patrimonial Estates, and his other Rights, wherever they may be situated (and as far as they do not contradict the present Resignation) his Privileges, Revenues and Incomes; having previously taken the Oath of Fidelity to the King, and provided he undertakes nothing against the Good of the State and the Service of his Majesty.
LXXIII. In the second place, the Emperor and Empire resign and transfer to the most Christian King, and his Successors, the Right of direct Lordship and Sovereignty, and all that has belong'd, or might hitherto belong to him, or the sacred Roman Empire, upon Pignerol.…
LXXVI. Item, All the Vassals, Subjects, People, Towns, Boroughs, Castles, Houses, Fortresses, Woods, Coppices, Gold or Silver Mines, Minerals, Rivers, Brooks, Pastures; and in a word, all the Rights, Regales and Appurtenances, without any reserve, shall belong to the most Christian King, and shall be for ever incorporated with the Kingdom France, with all manner of Jurisdiction and Sovereignty, without any contradiction from the Emperor, the Empire, House of Austria, or any other: so that no Emperor, or any Prince of the House of Austria, shall, or ever ought to usurp, nor so much as pretend any Right and Power over the said Countrys, as well on this, as the other side the Rhine.
LXXVII. The most Christian King shall, nevertheless, be oblig'd to preserve in all and every one of these Countrys the Catholick Religion, as maintain'd under the Princes of Austria, and to abolish all Innovations crept in during the War.…
LXXXI. For the greater Validity of the said Cessions and Alienations, the Emperor and Empire, by virtue of this present Treaty, abolish all and every one of the Decrees, Constitutions, Statutes and Customs of their Predecessors, Emperors of the sacred Roman Empire, tho they have been confirm'd by Oath, or shall be confirm'd for the future; particularly this Article of the Imperial Capitulation, by which all or any Alienation of the Appurtenances and Rights of the Empire is prohibited: and by the same means they exclude for ever all Exceptions hereunto, on what Right and Titles soever they may be grounded.
LXXXII. Further it has been agreed, That besides the Ratification promis'd hereafter in the next Diet by the Emperor and the States of the Empire, they shall ratify anew the Alienations of the said Lordships and Rights: insomuch, that if it shou'd be agreed in the Imperial Capitulation, or if there shou'd be a Proposal made for the future, in the Diet, to recover the Lands and Rights of the Empire, the abovenam'd things shall not be comprehended therein, as having been legally transfer'd to another's Dominion, with the common Consent of the States, for the benefit of the publick Tranquillity; for which reason it has been found expedient the said Seigniorys shou'd be ras'd out of the Matricular-Book of the Empire.…
LXXXIX. … No King of France can or ought ever to; pretend to or usurp any Right or Power over the said Countrys situated on this and the other side the Rhine:…
XCII. That the most Christian King shall be bound to leave not only the Bishops of Strasburg and
Basle, with the City of Strasburg, but also the other States or Orders, … so that he cannot pretend any Royal Superiority over them, but shall rest contented with the Rights which appertain'd to the House of Austria, and which by this present Treaty of Pacification, are yielded to the Crown of France. In such a manner, nevertheless, that by the present Declaration, nothing is intended that shall derogate from the Sovereign Dominion already hereabove agreed to.…
XCIX. Who hereafter, with the Authority and Consent of their Imperial and most Christian Majestys, by virtue of this solemn Treaty of Peace, shall have no Action for this account against the Duke of Savoy, or his Heirs and Successors.…
CIV. As soon as the Treaty of Peace shall be sign'd and seal'd by the Plenipotentiarys and Ambassadors, all Hostilitys shall cease, and all Partys shall study immediately to put in execution what has been agreed to;… That when it shall be known that the signing has been made in these two Places, divers Couriers shall presently be sent to the Generals of the Armys, to acquaint them that the Peace is concluded, and take care that the Generals chuse a Day, on which shall be made on all sides a Cessation of Arms and Hostilitys for the publishing of the Peace in the Army; and that command be given to all and each of the chief Officers Military and Civil, and to the Governors of Fortresses, to abstain for the future from all Acts of Hostility: and if it happen that any thing be attempted, or actually innovated after the said Publication, the same shall be forthwith repair'd and restor'd to its former State.
CV. The Plenipotentiarys on all sides shall agree among themselves, between the Conclusion and the Ratification of the Peace, upon the Ways, Time, and Securitys which are to be taken for the Restitution of Places, and for the Disbanding of Troops; of that both Partys may be assur'd, that all things agreed to shall be sincerely accomplish'd.
CVI. The Emperor above all things shall publish an Edict thro'out the Empire, and strictly enjoin all, who by these Articles of Pacification are oblig'd to restore or do any thing else, to obey it promptly and without tergi-versation, between the signing and the ratifying of this present Treaty; commanding as well the Directors as Governors of the Militia of the Circles, to hasten and finish the Restitution to be made to every one, in conformity to those Conventions, when the same are demanded.…
CVII. If any of those who are to have something restor'd to them, suppose that the Emperor's Commissarys are necessary to be present at the Execution of some Restitution (which is left to their Choice) they shall have them. In which case, that the effect of the things agreed on may be the less hinder'd, it shall be permitted as well to those who restore, as to those to whom Restitution is to be made, to nominate two or three Commissarys immediately after the signing of the Peace, of whom his Imperial Majesty shall chuse two, one of each Religion, and one of each Party, whom he shall injoin to accomplish without delay all that which ought to be done by virtue of this present Treaty.…
CVIII. Finally, That all and every one either States, Commonaltys, or private Men, either Ecclesiastical or Secular, who by virtue of this Transaction and its general Articles, or by the express and special Disposition of any of them, are oblig'd to restore, transfer, give, do, or execute any thing, shall be bound forthwith after the Publication of the Emperor's Edicts, and after Notification given, to restore, transfer, give, do, or execute the same, without any Delay or Exception, or evading Clause either general or particular, contain'd in the precedent Amnesty, and without any Exception and Fraud as to what they are oblig'd unto.…
CXII. That the very Places, Citys, Towns, Boroughs, Villages, Castles, Fortresses and Forts … shall be restor'd without delay to their former and lawful Possessors and Lords, whether they be mediately or immediately States of the Empire, Ecclesiastical or Secular, comprehending therein also the free Nobility of the Empire: and they shall be left at their own free disposal, either according to Right and Custom, or according to the Force this present Treaty.…
CXIII. And that this Restitution of possess'd Places, as well by his Imperial Majesty as the most Christian King, and the Allys and Adherents of the one and the other Party, shall be reciprocally and bona fide executed.
CXIV. That the Records, Writings and Documents, and other Moveables, be also restor'd.…
CXV. That the Inhabitants of each Place shall be oblig'd, when the Soldiers and Garisons draw out, to furnish them without Money the necessary Waggons, Horses, Boats and Provisions, to carry off all things to the appointed Places in the Empire.…
CXVII. That it shall not for the future, or at present, prove to the damage and prejudice of any Town, that has been taken and kept by the one or other Party; but that all and every one of them, with their Citizens and Inhabitants, shall enjoy as well the general Benefit of the Amnesty, as the rest of this Pacification. And for the Remainder of their Rights and
Privileges, Ecclesiastical and Secular, which they enjoy'd before these Troubles, they shall be maintain'd therein; save, nevertheless the Rights of Sovereignty, and what depends thereon, for the Lords to whom they belong.
CXVIII. Finally, that the Troops and Armys of all those who are making War in the Empire, shall be disbanded and discharg'd; only each Party shall send to and keep up as many Men in his own Dominion, as he shall judge necessary for his Security.
CXIX. The Ambassadors and Plenipotentiarys of the Emperor, of the King, and the States of the Empire, promise respectively and the one to the other, to cause the Emperor, the most Christian King, the Electors of the Sacred Roman Empire, the Princes and States, to agree and ratify the Peace which has been concluded in this manner, and by general Consent; and so infallibly to order it, that the solemn Acts of Ratification be presented at Munster, and mutually and in good form exchang'd in the term of eight weeks, to reckon from the day of signing.…
leges, any Indulgences, any Edicts, any Commissions, Inhibitions, Mandates, Decrees, Rescripts, Suspensions of Law, Judgments pronounc'd at any time, Adjudications, Capitulations of the Emperor, and other Rules and Exceptions of Religious Orders, past or future Protestations, Contradictions, Appeals, Investitures, Transactions, Oaths, Renunciations, Contracts, and much less the Edict of 1629 or the Transaction of Prague, with its Appendixes, or the Concordates with the Popes, or the Interims of the Year 1548. or any other politick Statutes, or Ecclesiastical Decrees, Dispensations, Absolutions, or any other Exceptions, under what pretence or colour they can be invented; shall take place against this Convention, or any of its Clauses and Articles neither shall any inhibitory or other Processes or Commissions be ever allow'd to the Plaintiff or Defendant.
CXXI. That it never shall be alledg'd, allow'd, or admitted, that any Canonical or Civil Law, any general or particular Decrees of Councils, any Privi-
CXXXII. That he who by his Assistance or Counsel shall contravene this Transaction or Publick Peace, or shall oppose its Execution and the abovesaid Restitution, or who shall have endeavour'd, after the Restitution has been lawfully made, and without exceeding the manner agreed on before, without a lawful Cog-
Glossary
nizance of the Cause, and without the ordinary Course of Justice, to molest those that have been restor'd, whether Ecclesiasticks or Laymen; he shall incur the Punishment of being an Infringer of the publick Peace, and Sentence given against him according to the Constitutions of the Empire, so that the Restitution and Reparation may have its full effect.
CXXIII. That nevertheless the concluded Peace shall remain in force, and all Partys in this Transaction shall be oblig'd to defend and protect all and every Article of this Peace against any one, without distinction of Religion; and if it happens any point shall be violated, the Offended shall before all things exhort the Offender not to come to any Hostility, submitting the Cause to a friendly Composition, or the ordinary Proceedings of Justice.…
CXXVI. And as often as any would march Troops thro' the other Territorys, this Passage shall be done at the charge of him whom the Troops belong to, and that without burdening or doing any harm or damage to those whole Countrys they march thro'. In a word, all that the Imperial Constitutions determine and ordain touching the Preservation of the publick Peace, shall be strictly observ'd.…
CXXVIII. In Testimony of all and each of these things, and for their greater Validity, the Ambassadors of their Imperial and most Christian Majestys, and the Deputys, in the name of all the Electors, Princes, and States of the Empire, sent particularly for this end (by virtue of what has been concluded the 13th of October, in the Year hereafter mention'd, and has been deliver'd.…
And that on condition that by the Subscription of the abovesaid Ambassadors and Deputys, all and every one of the other States who shall abstain from signing and ratifying the present Treaty, shall be no less oblig'd to maintain and observe what is contained in this present Treaty of Pacification, than if they had subscrib'd and ratify'd it; and no Protestation or Contradiction of the Council of Direction in the Roman Empire shall be valid, or receiv'd in respect to the Subscription and said Deputys have made.
Done, pass'd and concluded at Munster in Westphalia, the 24th Day of October, 1648. | <urn:uuid:93a12257-2c4c-4dd0-b20e-dc62c247113a> | CC-MAIN-2017-22 | http://historymuse.net/readings/Westphalia.pdf | 2017-05-24T13:40:43Z | crawl-data/CC-MAIN-2017-22/segments/1495463607846.35/warc/CC-MAIN-20170524131951-20170524151951-00133.warc.gz | 166,178,667 | 14,168 | eng_Latn | eng_Latn | 0.995056 | eng_Latn | 0.996805 | [
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Shakespeare as part of the 'cultural capital'
by Francis Gilbert, author of Starcrossed: Romeo and Juliet For Teenagers.
This resource, part of the 'Shakespeare series' of email newsletters and following on from 'Introducing your students to Shakespeare' [Teachit filename 21854] is designed to help students see Shakespeare as part of their 'cultural capital' and familiarise them with some famous Shakespeare quotes.
The basic idea
Some people think that you're not educated if you don't know certain bits of Shakespeare. Whether you like it or not, Shakespeare has become part of the 'cultural capital' that every student is expected to have. These exercises offer a quick and easy way of covering a lot of ground very quickly. A 'Bluffer's Guide to Shakespeare' if you like!
Applying it
The best way to do this is to take the most famous lines from Shakespeare and see if students can match the play, the meaning and line. You can obviously choose your favourite lines – I've chosen mine below. You'll find some good suggestions here: http://www.rhymezone.com/shakespeare/toplines/
Attached is a worksheet I prepared earlier, followed by answers. Photocopy the worksheet and, if you like, the answers too, so students can mark their own work. The quotations are separated from their explanations and the play itself. The students have to read through the worksheet and try and match the play with the quote, and the meaning and context. In the process they should learn about the important lines from Shakespeare. If you have students of lower ability, cut down the number of lines to no more than three or four quotes.
What's the point?
This exercise enables students to learn about the most famous lines in Shakespeare by thinking about their meanings and contexts. You can, if you like, leave out my 'meaning and context' section and get them to work out the meanings for themselves, or you could ask them to write their own meanings for the lines; what they mean to them. The 'mix and match' exercise is good for classes which are easily distracted, and possibly not good at writing; students can read the worksheet and draw arrows which connect the quotes, play name and place, and explanations.
Independent research skills
This is an ideal opportunity for students to use the internet to explore one or more of the quotes in depth, finding out more about it, looking up synopses of the relevant play on the internet, reading the play itself either online, or watching it on YouTube (most Shakespeare plays are there). They could gather all their notes/thoughts/links in a Word document which they email to you, and then do a presentation to the class about what they have found out from their research.
Putting pen to paper
Writing to inform, describe and explain: Students could write an informative leaflet aimed at teenagers about the most famous lines from Shakespeare, explaining why they are famous.
Writing to entertain, imagine and explore: Students could write a story based on one of the quotes from Shakespeare, using it as inspiration for their story. Some films are based on the lines already, e.g. Band of Brothers, To Be Or Not To Be, Murder Most Foul.
Writing to analyse, review and comment: More able students could research one of the quotes in depth and write a paragraph or two about why the quote has become so famous.
Writing to argue, persuade and advise: Write a persuasive speech on any topic which uses at least two or three of these quotes.
Variations on a theme
Students could do a slideshow illustrating the quotes with clips from YouTube or Google images. Getting students to pick the most fitting Google images in pairs is a good place to start; simply ask your students to type in the main topic of the speech or the key words into the Google search engine and then see what comes up in terms of images. This exercise gets students deploying their summarising skills – boiling down quotes to key words – and also asks them to choose the right image for them; the discussion that results from this should help them see ultimately that good writing is all about choosing the right image.
Line from play
Tomorrow, and tomorrow, and tomorrow, Creeps in this petty pace from day to day, To the last syllable of recorded time; And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Life's but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more. It is a tale Told by an idiot, full of sound and fury Signifying nothing.
Play
Explanation/ interpretation
To exist on earth, or not to exist; to kill myself or not to kill myself; that’s the question that’s really gnawing at me.
The whole of the world is like a stage at the theatre and every man and woman are simply actors on this stage who leave and arrive on the stage; and every person over time acts out many parts, which you could say are part of seven phases.
O my God Romeo, Romeo! Why did I have to fall in love with Romeo?
Shall I compare your beauty to a summer's day?
Our army is very small; there are only a few of us. But the small amount of soldiers that are here are happy because we’re like brothers to each other.
If music is the thing that encourages people to feel loving towards each other; if it is the thing that feeds love and makes it grow, then please could the band carry on playing.
The most important thing to remember is to do what is right for you.
There are no problems that couples can't overcome if they are true to each other.
The world just goes on and on with each day following another like a snail creeping along the road until everything comes to an end and then we realise we’re fools because our past lives have simply been a way of dying and turning into dust. You’re dead, snuffed out like a candle that has only burned for a short time! The truth is that life is like an actor who struts around the stage and then is heard no more. Or it’s like the story told by an idiot which is full of noises and anger but means absolutely nothing.
Answers
To be, or not to be: that is the question:
To exist on earth, or not to exist; to kill myself or not to kill myself; that's the question that's really gnawing at me.
(Hamlet – Act 3 Scene 1)
All the world's a stage,
And all the men and women merely players:
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages.
The whole of the world is like a stage at the theatre and every man and woman are simply actors on this stage who leave and arrive on the stage; and every person over time acts out many parts, which you could say are part of seven phases.
(As You Like It – Act 2 Scene 7)
O Romeo, Romeo! wherefore art thou Romeo
O my God Romeo, Romeo! Why did I have to fall in love with Romeo?
(Romeo and Juliet – Act 2 Scene 2)
Shall I compare thee to a summer's day
Shall I compare your beauty to a summer's day?
(Sonnets – XVIII)
We few, we happy few; we band of brothers;
Our army is very small, there are only a few of us, but the small amount of soldiers that are here are happy because we're like brothers to each other.
(King Henry V – Act 4 Scene 3)
If music be the food of love, play on;
If music is the thing that encourages people to feel loving towards each other; if it is the thing that feeds love and makes it grow, then please could the band carry on playing. (Twelfth Night – Act 1 Scene 1)
This above all: to thine own self be true,
The most important thing to remember is to do what is right for you.
(Hamlet– Act 1 Scene 3)
Let me not to the marriage of true minds
Admit impediments
There are no problems that couples can't overcome if they are true to each other.
(Sonnets: CXVI)
Tomorrow, and tomorrow, and tomorrow, Creeps in this petty pace from day to day, To the last syllable of recorded time; And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Life's but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more. It is a tale Told by an idiot, full of sound and fury Signifying nothing.
The world just goes on and on with each day following another like a snail creeping along the road until everything comes to an end and then we realise we're fools because our past lives have simply been a way of dying and turning into dust. You're dead, snuffed out like a candle that has only burned for a short time! The truth is that life is like an actor who struts around the stage and then is heard no more. Or it's like the story told by an idiot which is full of noises and anger but means absolutely nothing.
(Macbeth– Act 5 Scene 5) | <urn:uuid:7dd59618-fe7e-4668-a5ea-ee0abcae7a40> | CC-MAIN-2017-22 | http://www.teachit.co.uk/attachments/22139.pdf | 2017-05-24T13:25:58Z | crawl-data/CC-MAIN-2017-22/segments/1495463607846.35/warc/CC-MAIN-20170524131951-20170524151951-00140.warc.gz | 685,868,704 | 1,949 | eng_Latn | eng_Latn | 0.998689 | eng_Latn | 0.999452 | [
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My Perfect Plan
LESSON 17: STUDENT ACTIVITY SHEET 1
From avoiding financial pitfalls to protecting our personal belongings, insurance policies help keep us safe. Finding the right insurance takes practice and comparing options ensures you'll make a well-informed decision when it's time to choose a plan. Use the insurance you've been assigned and research two different insurance plans. Fill in the table on the next page to keep track of the policies, and then decide which plan you think offers better coverage and why.
Insurance 101
Having trouble keeping track of all the different types of insurance? Review these quick definitions:
* Auto: This is designed to protect your vehicle and you as a driver. There are many different plans, some of which include paying for repairs to another driver's vehicle if you are in an accident. Depending on the value of your car, you may also want collision insurance, which covers certain costs if your vehicle is damaged.
* Homeowners: Designed to protect your home and property, it covers the costs of damage in cases such as theft and fire.
* Health: This helps pay medical bills, and can include things like prescriptions or coverage for major medical costs. All plans are different and there are lots of options, so make sure you know what you're getting before purchasing a plan.
* Life: Life insurance provides financial protection and income replacement in the case of death. A sum of money is given to a designated person, also known as a beneficiary, upon the death of the person holding the insurance policy.
* Personal Property: It's not just your health or car that need insurance; your personal belongings do too. This coverage allows you to insure important and expensive items, like a wedding ring or antique painting.
* Travel: Travel insurance ensures you have access to quality medical care anywhere you go. Some international policies even include the option of being airlifted out of the country if you get extremely sick.
Continued on the next page.
My Perfect Plan
LESSON 17: STUDENT ACTIVITY SHEET 1
Using the type of insurance you have been assigned, research two different insurance policies you feel could work for your situation. Then fill in features of those two policies in the table below. Use the website below to conduct your search.
What type of insurance have you been assigned to research?
After researching insurance policies, record the two options you think would work best for your scenario here.
STUDENT TIP
To help with your research, the internet provides a number of websites that offer comparisons of insurance companies and plans.
Record the specific features of the two policies you have chosen below.
| | OPTION A |
|---|---|
| Name of company | |
| Deductible | |
| Co-pay | |
| Premium | |
Which of the two plans would be the best choice for your circumstances and why?
Insurance Matchmaker
LESSON 17: STUDENT ACTIVITY SHEET 2
Print enough copies of the activity sheet so that each student will receive either a situation or a match. Then cut along the lines to create individual cards and distribute them.
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1. The situation:
You are a new student at the local college and will be living a few blocks away from campus. Because of the close proximity, you decide to forgo purchasing a car until graduation. You’re in good health and rarely visit the doctor, but since you are moving out of your parent’s house, you’re no longer included on their health insurance plan. What type of insurance should you purchase?
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The match:
You have a basic health insurance plan to offer. With a premium of $30, a co-pay of $10 and a deductible of $100, the policy is a great bargain for those entering the workforce, students and the generally healthy.
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2. The situation:
You’re a recent high school graduate, and at 18 you are still covered by your parent’s health insurance. To save costs, you live at home with your parents and commute one hour to campus. You own a 1988 truck, and since you aren’t concerned about it getting damaged, you debate buying car insurance. What type of insurance should you purchase?
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
The match:
You have a no-fuss car insurance plan to offer. The deductible is $1,000 with a premium of $50. It the most basic plan, so if someone buys the policy you are selling, damage to his or her car won’t be covered—only damage to the other driver’s car.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Continued on the next page.
Insurance Matchmaker
LESSON 17: STUDENT ACTIVITY SHEET 2
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3. The situation:
You’re starting your first job in your dream city. Due to a signing bonus, you just purchased a new home in the suburbs. Although you plan to use public transportation, you also have a nice vehicle that you sometimes use for weekend getaways. You’re generally in good health, but have to see specialists frequently due to a medical condition you’ve had since childhood. You get health insurance through your new job, but it only covers prescriptions and yearly doctor’s visits, not the kind of specialists you need for your condition. What type of insurance should you purchase?
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The match:
You are an insurance company that does it all. You specialize in car, homeowner’s and health insurance. You also offer a 20% discount if someone purchases all three types of insurance with you. Your health insurance plan has a fairly high deductible of $1,000, but your car insurance policy has a low premium of $40. Your homeowner’s policy covers the cost of property damage from theft, fire and natural disasters.
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4. The situation:
You were close to your grandfather and before he passed away, he left you his favorite Rolex watch. From the 1930s, the watch is worth a lot of money and has incredible sentimental value as a family heirloom. You’re still covered under your parent’s health insurance and don’t yet own a car. What type of insurance should you purchase?
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The match:
You specialize in personal property insurance. If someone wants to insure a valuable item, like a diamond ring or antique collectibles, you offer the right policy. You provide flexible coverage and are a leader for personal property insurance in your area.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Where There's a Will, There's a Way
LESSON 17: STUDENT ACTIVITY SHEET 3
Part One
A will ensures that your wishes are carried out and your assets protected after you are no longer able to carry out and protect them yourself. Working with your group, research the important components of a will. What does a will actually do? Do you have to be a certain age to create one? Can you make one when you are in ill health? Write a list of the important elements you discover.
The important aspects of a will are:
* • • • • •
*
Part Two
Imagine you are going to create a will that outlines the distribution of the following assets:
1. Laptop
6. Movie collection
2. Smartphone
7. Jewelry or watches
3. Car
8. Clothing
4. CD collection
9. Video game console
5. Favorite book
10. Digital camera
1. Who should receive your assets? Use the space below to designate who would get each of the assets listed above and why.
1.
2.
Continued on the next page.
STUDENT TIPS
Use these websites to get started:
* practicalmoneyskills.com/HS15
* practicalmoneyskills.com/HS29
* practicalmoneyskills.com/HS20
Student Tip:
Check out practicalmoneyskills. com/HS31 for more information on the role of an executor.
Where There's a Will, There's a Way
LESSON 17: STUDENT ACTIVITY SHEET 3
3.
4.
5.
6.
7.
8.
9.
10.
2. Who will be the executor of your estate? That is, who will be the person that is responsible for making sure your wishes are carried out and your assets distributed, as you want? Why did you choose that person?
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Mr. Hershey's Valentine's Day Mishap
Mr. Hershey has a big problem! It's Valentine's Day and his factory is in complete chaos. Apparently Mr. Godiva and Ms. Dove snuck in and sabotaged all the candy machines. Many machines were beyond repair; however, machines 4, 12, 37, 30, 36, 45, 75, 100, 500, 1000 were fixable. The problem is that their gears are missing. Replacement gears are available but only those labeled with prime numbers. Can you help Mr. Hershey fix his machines in time to save Valentines Day?
Step 1: Rebuild all of the Machines
- Each gear has a multiplying effect on each other and should match up with the machine's label.(Ex. 2x2x3 would connect to Machine #12)
- Don't forget, always connect the largest gear/s to the machine first and then work your way down.
- Mr. Hershey only has two hours left to run his machines before its bye bye Valentine's. You will need to decide which machines Mr. Hershey has time to run before his deadline. (Which machines will run in 2 hours or less?) Each gear a machine requires adds an hour to its run time. Record the sequence of gears for each machine on your Data Collection Chart and then fill out Run-Time Chart 1. (Machine #12 has been filled in for you.)
Run-Time Chart 1
How many machines will make the deadline?
This activity was developed by a group of students taking Candace Walkington's Math 1351 course. All rights reserved (to these students).
Step 2: Streamline the Whole Process
- That's not enough machines! You will have to find a more efficient method.
- You almost forgot, you can combine cogs of the same "size" to run together thus allowing multiple cogs to run in a shorter amount of time. (Ex. 2x2x3=12=2 2 x3, "2x2x3" would take three hours while "2 2 x3" would only take two hours). Fill out the new gear sequence on your Data Collection Chart and fill out the new Run-Time Chart below
- Once you have completed the charts and answered the question below, proceed to Step 3.
Run-Time Chart 2
How many Machines will make the deadline?
Data Collection
| Step 1: | Step 2: |
|---|---|
| 2 x 2 x 3 | 2 2 x 3 |
Bonus Section
Step 3: To build the better candy machine.
- Now that you saved Mr. Hershey's factory, it's time for a vacation right? Nope, you did such a great job that Mr. Hershey is ready to put you back to work. It's time to stock up for Easter. He needs bigger and faster machines to meet the demand.
- Right now the most efficient machine is Machine #1000, which you found out runs in just two hours and pumps out 1,000 candies in that time. (Note: Machine # = # of candies produced)
- Design the most efficient machine possible that will pump out between 1,001 and 5,000 candies. To cut the cost of production, try and build a machine doesn't have to combine cogs of the same size(has no exponents). The machines you have worked with so far have only used gears 2, 3, and/or 5. You will have to use larger gears but don't forget, only prime numbered gears are available.
1001 – 5,000
Draw a diagram of your machine.
(Similar to the example of Machine #12 above)
How many candies will your machine put out? __________________
How long does it take your machine to run? __________________
- Think you've got it? Now try the same thing between 5,001 and 10,000.
5,001 – 10,000
Draw a diagram of your machine.
(Similar to the example of Machine #12 above)
How many candies will your machine put out? __________________
How long does it take your machine to run? __________________
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Sample Individual Feedback Report
Dear Teacher,
This document provides you with an overview of your teaching practice during your involvement in Visible Classroom. The information presented has been gathered by The University of Melbourne team which has collated the information you gave us about your goals, your transcribed lessons and, finally, the feedback from your pupils.
The graphs in this document provide an overview of patterns identified in your teaching practice and are explained in more detail below. Some next steps are also suggested for you based on your teaching profile as identified through our coding. In addition, the cohort average is provided so you can compare yourself against other teachers that have completed the Visible Classroom program.
We trust that the information provided is informative, meaningful and useful for you. When reflecting on the information in this document, we hope you will not only recognise your strengths, but also consider strategies that may lead to greater pupil engagement.
If you have any further questions regarding the feedback provided in this document, please contact us.
We wish you every success in your future teaching practice.
Kind regards,
Associate Professor Janet Clinton, PhD
On behalf of the research team at the Melbourne Graduate School of Education, The University of Melbourne
For more information, email email@example.com or call 02 8870 7777
Promoting Critical Understanding and Thinking
This category is about the elements of teaching practice that deepen pupils' understanding to promote critical thinking and conceptual understanding. It encompasses: providing pupils with opportunities to deepen understanding by connecting new knowledge with previously learned concepts and asking divergent questions; scaffolded activities and collaboration with peers; facilitating pupils to make connections between new knowledge and the real world; convergent questioning; reviewing previously learned concepts; repeating comments and questions from pupils; and creating a positive classroom environment that generates an atmosphere of trust, and is welcoming of discussion and feedback. These elements are important because employing a combination of surface level teaching pedagogies, which foster knowledge acquisition, and deep pedagogies, which allow for extended processing and transformation of knowledge, helps to promote pupil engagement and attainment.
This graph displays your performance in the 7 dimensions which comprise this category, which is based on your 10 lessons across the reporting period June 13 th -27 th .
WHAT DOES IT MEAN?
WHERE TO NEXT?
You can compare your performance relative to other teachers participating in the Visible Classroom trial by looking at the grey bars in the graph above. There are some aspects of promoting critical analysis/thinking in which you show strength, such as asking convergent questions, repeating student comments, and providing opportunities for scaffolded collaborative activities.
There are also some areas that you could improve, particularly reviewing prior lesson content and creating a positive learning environment.
Provide a review of previous learning. Reviewing prior lesson content helps the pupils link what they have already learned to the new information you are planning to teach them. The process activates prior knowledge retrieval from long term memory and develops pupil inference and predictive skills. Review and discuss prior learning before introducing new material to encourage pupils to make connections.
Encourage pupils to ask questions about lesson content.
When pupils feel able to freely ask questions, it is an indicator that they feel safe in the classroom environment and engaged or open to learning. Asking questions also helps learners to become cognitively active and provides scaffolding for their learning. You can teach the pupils to monitor their understanding of content so that they can recognise when they need to ask for an explanation, and show them how to ask specific questions for clarification.
Promoting Engagement and Understanding
This category is about the elements of teaching practice that support pupil engagement in learning and consolidate understanding. It encompasses: the frequency and nature of instructions provided to pupils; use of prompting to elicit pupil discussion; summarising at key points throughout the lesson; and setting clear behavioural expectations of pupils and giving behavioural reminders throughout the lesson. These elements are important because they foster pupil engagement and participation with learning in the classroom, which are important precursors of attainment.
This graph displays your performance in the 4 dimensions which comprise this category, which is based on your 10 lessons across the reporting period June 13 th -27 th .
WHAT DOES IT MEAN?
WHERE TO NEXT?
The graph above shows that there are some aspects of promoting engagement and understanding in which you show strength, such as using prompts. There are some areas in which you could improve, particularly giving step-by-step instructions and managing behaviour in the classroom.
Provide systematic, step-by-step instructions. It is important to provide clear instructions that pupils are able to follow without becoming confused or forgetting steps. Well-planned instructions delivered to a class that is paying attention will be most effective. Inform pupils of the purpose of the activity, emphasise important steps and ensure that pupils have understood your directions before they begin. You can encourage pupils to refer to captions of your instructions to remain on-task. (For more, see: http://www.teachingasleadership.org/sites/default/files/How_To/E E/E-2/E2_Clearly_Articulating_Instructions_0.doc)
Give pupils clear behavioural expectations. Clear expectations or standards for behaviour create an environment in which it is possible to focus on learning. It is important to establish both rules which prescribe general standards and procedures which set out more specific expectations for behaviour. Provide opportunities for pupils to practice routines, and take time to ensure that pupils understand the rules and procedures. (For more, see chapters 6 and 7 of The Art and Science of Teaching, Marzano, 2007)
Providing Feedback and Additional Instruction
This category is about the elements of teaching practice that support pupils' learning progression, by clearly articulating to pupils: a) what is to be achieved (i.e., learning goals) and how success will be measured (i.e., success criteria); b) where they are at in relation to the attainment of goals; and c) what they need to do next to achieve learning goals. It encompasses: introducing and explaining concepts and vocabulary with supporting examples; using multiple resources and learning strategies; emphasising important points; providing feedback to pupils; and clearly expressing the learning objectives and success criteria for the lesson. These elements are important because they provide pupils with the information they need to show progression in learning tasks, and help them to feel supported in their endeavours to make progress.
This graph displays your performance in the 5 dimensions which comprise this category, which is based on your 10 lessons across the reporting period June 13 th -27 th .
WHAT DOES IT MEAN?
WHERE TO NEXT?
The graph above shows that there are some aspects of providing feedback and additional instructions in which you show personal strength, such as providing feedback and emphasising important points. There are some areas in which you could improve, particularly introducing and explaining new concepts, using a variety of resources to support your teaching, and clearly expressing the learning objectives of the lesson.
Provide concrete examples for abstract concepts. Concrete elaboration on abstract concepts by the use of developmentally appropriate examples serves two essential functions. The examples become the raw material learners use to construct their knowledge, and using examples in the classroom models the process children use to construct knowledge in the natural world which promotes conceptual change. Try to provide high quality examples that include all the information learners need to understand the topic.
Clearly express the purpose of lesson content. Clear goals enable pupils to understand what they are expected to learn and activate prior knowledge retrieval from long term memory. Introduce activities and tasks by explicitly stating the focus and purpose: what the pupil is supposed to learn and why. Encourage pupils to record their own goals. Goal setting also provides a benchmark against which pupils can be given useful feedback about their progress. (For more, see chapter 1 of The Art and Science of Teaching, Marzano, 2007)
Understanding your Analytics
Throughout the course of this project, we hope the analytics section has been a useful tool for reflection. As this program is still in the pilot stage, we greatly appreciate the feedback you have given us with regards to the usefulness of the dashboard. Over the past several weeks, many of you have asked for a more detailed description of some of the items found on the dashboard and these items are discussed in more detail below.
Question types
Looking at your transcripts, there is a range of teacher question types used during your lessons. In addition to student procedural and substantive, teacher questions include procedural and instructional questions nonspecific to content, as well as rhetorical, convergent and divergent questions.
Divergent questions, also known as 'open-ended questions', help to deepen your pupils' understanding, encouraging them to think critically in order to answer a posed question, and allowing them to make connections between ideas and build on prior knowledge.
Convergent questions, also known as 'closed-ended' questions, have an expected correct response, and are useful to check recall of and embed knowledge. However, convergent questions are usually used by teachers far more often than divergent questions, which require pupils to extend their knowledge. A more balanced combination of convergent and divergent questions is most effective for learning.
Words per minute
Most adults speak at 160-180wpm. However, for children in primary school, speed should be no faster than 124wpm (Hull, 2008) as talking too fast can inhibit learning. This is especially true for children from nonEnglish speaking backgrounds or those affected by elements of disadvantage. When you slow down your speech, you are able to articulate words and instructions with greater precision, which allows students to comprehend what is being said to a much greater extent.
Teacher Dialogue
Research shows that teachers talk 80% of the time. However, learning is most effective when students are encouraged to participate by discussing their ideas. You can promote student talk time by encouraging student to student discussion, spontaneous dialogue/interaction and facilitating meaningful content focussed tasks.
Next Steps
1. Use the transcripts and dashboard to reflect upon your lessons. What did you do well? What could you improve upon?
2. Share your feedback with your colleagues. It may be helpful to share your experiences with captioning, as well as discuss the impact on your teaching practice and student learning
3. Set goals for future lessons and monitor progress towards these goals using the transcripts and dashboard.
4. Share your ideas and experiences on the Visible Classroom Google Community page.
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First Tanzanian Earth Day
Celebrated at Gibb's Farm
PRESS RELEASE May, 2010
KARATU, TANZANIA - Believed to be the first community Earth Day for Tanzania, its 40 th anniversary on April 22 nd was marked at Gibb's Farm, itself a historic coffee plantation welcoming travelers starting 45 years ago. The occasion helped participants better understand how the historic coffee farm has been a leader in sustainable farming and tourism. Many examples found at Gibb's Farm were included in the daylong event of painting, athletics and awareness-based activities.
Founders Margaret and James Gibb concerned themselves with the ecological responsibility of the farm soon after they started to manage it in 1948. Their stewardship of the land, community and wildlife have long been a focus of the 80 year-old operation. Opportunities to advance these efforts continue to mature since recent renovations. Special Earth Day events were organized at the farm to mark the occasion and also to broaden the understanding for a cleaner, greener way of life.
Three events were designed by staff leadership that typically conducts twice annual employee Olympics. The first event was the Earth Relay. This was a test of ecology-knowledge runners shouted to answer questioning judges before sprinting their baton back to a teammate. Eighteen runners competed in three teams.
Questions included: ways to reduce carbon footprint, ways to reduce energy usage, preferred ways to dry cloths, plant water filtration facts, the purpose of large windows in every farm cottage, name four of the ten gardens at Gibb's Farm, solar water heating facts, steps for separating refuge, and recent environmental awards received.
In the estate's staff village traditional building technology and materials have been used to example sustainable and affordable housing. Within the walls of the dining hall Uhai (Swahili for life), three more teams engaged in the Earth Day Painting competition. The captains with their team of six were challenged to fine-tune their graffiti and painting skill carrying the theme of "reduce, reuse and recycle," judicious use of natural resources, and sustainable development. Each team was provided with paints, brushes, pencils, and erasers to finish their task in one and half hour. Locating the community art in a facility used daily by everyone was a clever way to extend the awareness beyond the day and past Earth Week scheduled a few months later. The walls are planned for repainting in time for the second annual Earth Day Wall Painting.
The Uhai lunch was followed by the Bachelors Vs Married Volleyball match which drew huge applause from staff who chose to support their team as per their marital status. Even though the "Bachelors" team won the day, the commitment to excel was praiseworthy from both teams.
The event concluded with prizes for all the three teams. On this occasion twenty chosen employees were gifted an indigenous tree sapling by Earth Day co-leader Lazaro Msasi. He is the leader of the Flower & Grounds Department that propagates seedlings as part of an on-going program that facilities erosion control around the neighboring farms, many of which belong to the Gibb's Farm employee's or their families.
Gibb's Farm, Tanzania, joins 190 countries to utilize the annual event to communicate the ecology mantra "reduce, reuse and recycle." In the celebration of what is likely to be Tanzania's first Earth Day event Gibb's Farm serves to demonstrates its "triple top line" approach, a concept McDonaugh and Braugart advanced in 2002 which states that measurements are only meaningful when ecology, equality and the economy are in balance. This notion builds upon John Elkington's 1994 "triple bottom line" thesis that measures economic goals with social and environmental concerns.
"The Ecology Walk has just been added to the many activities of Gibb's Farm. Earth Day is a fun way to make this introduction for the general staff," said Kuntal Kumar, co-organizer of the event.
In recognition of Gibb's Farm sustainable development and responsible tourism efforts it received first place at the recent Educational Travel Conference 2010 Responsible Tourism Showcase, and one of the highest ratings in the 2009 World Savers Award for the "Doing It All" category in Condé Nast Traveler annual World Savers Awards. The honor recognized Gibb's Farm outstanding contributions to education, wildlife, preservation, and health initiatives in communities. Earlier, the 2008 Green Living Project featured Gibb's Farm in its sustainable living and travel project and lecture series, noting that the farm, "elevates environmentally and socially responsible practices in every level of their operations." In-depth information for all these and related events and facts is available in the Ecology of Gibb's Farm section of this website gibbsfarm.net.
About Gibb's Farm
Set beside the Ngorongoro Conservation Area, Gibb's Farm has a tradition that goes back more than 80 years, and it is the oldest coffee farm in the Ngorongoro Forest. The African Living Spa offers unparalleled spa, treatments, and healing services based on traditional Maasai techniques and medicines. As the world traveler's respite from the rigors of safari, Gibb's Farm allows one to discover a community of nature, people, culture, art, and beauty, providing a sense of place and history.
Contact
Dale Jensen, Director, Marketing and Sales, Gibb's Farm, Tanzania email@example.com www.gibbsfarm.net mobile +1.360.643.1110 office +1.360.738.7154
Photographs
Caption Captains Joseph Lohay and Nisha Sinha congratulate the winning contestants at the first annual Earth Day of Gibb's Farm.
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Code:
Adopted: 6-08-06
Lincoln County School District Wellness Policy
Students who make good food and nutritional decisions are more likely to achieve academic success and to build lifelong habits which will result in improved health. The Lincoln County School District believes in encouraging healthy choices and in progressing to a healthier school environment.
Effective July 1, 2006, the following nutrient standards will apply to all foods and beverages sold at all sites accessible to students from one-half hour before school starts until one-half hour after the end of the regular school day. The standards govern the quality and portion sizes of food and beverages authorized for sale through (including but not limited to) students stores, vending machines, a la carte sales, school-sponsored fundraising activities, and the Lincoln County School District Food Service Department.
I. Nutrient Standards Requirements
Nutrient Standards and Guidelines are necessary to: provide a mechanism by which individual food and beverage products can be evaluated since products are reformulated and/or introduced almost daily; set upper limits for nutrients of concern, i.e., total fat, saturated fat, sugar and sodium; evaluate in products the level of key nutrients students need to increase, i.e., protein, fiber, vitamin A, vitamin C, iron and calcium; and determine when maximum levels of nutrients of concern can be waived due to the presence of at least one (1) key nutrient at greater than or equal to 10% daily value. Items meeting these criteria will be identified in the standards.
A. Food Nutrient Value Guidelines. Food choices provided to students will meet the following standards:
1. No more than 30% of total calories from fat. No more than 10% of total calories from saturated fat, including trans fat. (Nuts, seeds, fluid milk products containing 2% or less fat, and cheese or yogurt made from reduced-fat, low fat, or fat-free milk are exempt from this standard.)
2. No more than 35% added sugar by weight (not including fruits and vegetables when used as additives)
3. No more than 600 mg. of sodium per serving.
Examples of healthy choices include, but are not limited to, graham crackers, low-fat muffins, baked chips, pretzels, low-fat sports bars, yogurt, trail mix, beef jerky, fruit bars, and properly washed and/or sanitarily wrapped fresh fruits and vegetables.
B. Beverage Guidelines. Beverage choices provided to students will meet the following standards.
1. No carbonated drinks.
2. No caffeinated beverages with the exception of caffeinated beverages containing naturally occurring caffeine in cocoa with less than 20 milligrams per 12 ounces.
3. No beverages containing additives such as herbal/non-vitamin supplements
4. Fruit or vegetable based drinks must be composed of a minimum of 50% fruit or vegetable juice
5. Plain waters or flavored waters that meet Lincoln County School District guidelines in this regulation
6. Reduced-fat, low-fat, fat-free milk, or cultured low-fat or non-fat buttermilk which meets state and local standards for milk.
Examples of healthy beverage choices include, but are not limited to milk, fruit/vegetable juices, fruit smoothies, and approved water/sport drinks.
C. Portion Guidelines. The following standards will be used in determining portion sizes of food choices provided to students:
1. Snacks and sweets (including but not limited to chips, crackers, popcorn, cereal, trail mix, nuts, seeds, dried fruit, jerky): not to exceed 1.5 ounces
2. Cookies: not to exceed 2 ounces
3. Cereal bars: not to exceed 2.5 ounces
4. Bakery items (e.g. pastries, muffins) not to exceed 3 ounces
5. Frozen desserts, ice cream: not to exceed 4 ounces
6. Non frozen yogurt: not to exceed 8 ounces
7. Cheese: not to exceed 1.5 ounces
8. Beverages: not to exceed 20 ounces
9. Other entree items and side dishes (including but not limited to French fries and onion rings) shall be no larger than the portions of those foods served as part of the National School Lunch Program.
II. A selection of acceptable choices of approved foods and beverages will be developed and updated annually by the Lincoln County School District Food Service Department. This list will be distributed to all school sites for use in ordering items for vending machines, student stores, a la carte sales and school-sponsored fundraising activities, and will be incorporated into all school vending and food purchasing contracts.
All vending contracts must be reviewed and approved by the district office and the Director of the Food Service Department before they can be signed by the school principal.
III. The visibility, variety, and accessibility of fresh fruits and vegetables at school sites will be encouraged.
IV. K-12 nutrition education and materials will encourage awareness and promote healthy nutrition choices by students and adults. Information will be provided to parents encouraging them to make healthy choices in selecting snacks and lunch items they send to school with their child.
V. Food and beverages sold more than one-half hour outside of regular school hours are exempt from this policy.
VI. Food and beverages sold in administrative and faculty areas that are not accessible to students are exempt from this regulation.
VII. Reimbursable meals provided to students under the National School Lunch Program are exempt from this policy since they are governed by Federal Regulation 7 CFR, parts 210 and 220.
VIII. Food and beverages that are consumed for the following reasons are exempt from this policy:
A. Observance of state or national holidays
B. Established religious observances such as Christmas, Hanukah, Kwanza.
and
C. School community observances such as birthday parties.
D. A part of a learning experience related to the reinforcement of established lesson plans in the classroom; this exemption, however, does not allow for eighth an exemption toward the sale of foods as part of a business enterprise or fundraising activity.
IX. Beginning with the school year 2007, each Lincoln County school shall:
A. Designate at least 15 minutes for students to consume the breakfast meal;
B. Designate at least 20 minutes for students to consume the lunch meal;
C. Designate at least 30 minutes of time daily for physical activity.
X. Beginning with the school year 2007, each elementary school in Lincoln County School District shall serve lunch after the mid-day (lunch) recess period.
XI. Foods of minimal nutritional value may not be used in any way for student incentives and rewards. Healthy foods which meet the nutrient value guidelines in Section 1 may be used as incentives or rewards. Non-food items such as games, toys, pencils, pens, erasers, stickers, etc. are also recommended as rewards or incentives for students.
XII. The Superintendent of Schools for Lincoln County School District and the Director of the Lincoln County School District Food Service Department are responsible for the
XIII. An advisory group composed of representatives from the school community may be convened to provide guidance in the development and periodic review of the Lincoln County School District Wellness Policy. Potential sources for member recruitment would be from the school's parents, students, the school food authority, the school board, school administrators, and school nurses, but are not limited to these groups. This group may play a role in communication and education related to this policy.
XIV. Schools are encouraged to include non-food items such as pencils, stickers, etc., as choices in their student stores, vending machines, and school-sponsored fundraising activities.
XV. Proceeds from the sale of food and beverages on school grounds must directly benefit school academics, activities, or the Lincoln County School District Food Service Department.
XVI. Financial accounting for sale of food and beverages on school grounds must adhere to Lincoln County School District accounting practices and procedures.
XVIII. Implementation of this Wellness Policy will be measured on an annual basis by the completion of a report from each school that will be compiled into a district report form.
A. This form shall include:
1. The number of students in each school;
2. The average daily participation in the National School Lunch Program;
3. The average daily participation in the School Breakfast Program;
4. The level of the Wellness Policy implementation;
5. The time of the lunch recess at the elementary school level;
6. The length of the breakfast service;
7. The length of the lunch service;
8. Date the service of lunch after recess was implemented at the elementary school level;
9. The number of children with access to physical activity;
10. The average number of physical activity minutes available to each student;
11. The number of children with access to physical education;
12. The number of children receiving physical education;
13. The number of minutes of physical education provided;
14. The total number of school days a student is required to attend physical education during the current school year;
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Thought for Food
(as it appeared in the Creston Valley Advance newspaper, October 2, 2008)
Food Without Fossil Fuels
Gail Southall
Food without fossil fuels. Just think about that for a minute. Can you even imagine what this would look like? And before you get caught up in bucolic images of strapping young farmers guiding the horse-drawn plow through the fresh dark earth, take a moment to consider all of the ways our current food system depends on fuel. Unless you happen to be the above-noted farmer, this particular idea of food without fossil fuels isn't going to put vittles in your tummy. As the realities of peak oil start to sink in, it truly is an idea worthy of consideration.
Those in the know tell us the oil glass is half empty. Oil production will continue to decline and become increasingly expensive from here on out. The cheap oil party is over, folks. How will this affect our access to food?
Until the last century, virtually all of the food energy available on this planet came from the sun through photosynthesis. Either you ate plants, or animals that ate plants, and you worked your soil with animals that ate plants. The production of a few implements requiring coal-fired steel factories was pretty much the only place you would witness the use of fossil fuels. Skip forward a hundred years or so and you come upon a very different scene. In today's industrial system, except for the photosynthesizing role we still assign to the sun, the energy required to produce our food is wholly derived from fossil fuels. Seeding, irrigating, fertilizing, harvesting, transporting, processing, packaging, distributing, end-user purchasing, storing, preparing, and cleanup... all require vast amounts of fuel energy. According to a University of Michigan study conducted in 2000, it takes more than 80 calories of fossil fuel energy to get one calorie of food from farm to fork. We literally eat oil. But for how much longer?
With a system that currently spends about 17% of total energy on agriculture, in the face of rising prices and declining supplies, a re-engineering of how we feed ourselves is unavoidable. Experts still appear to be baffled by what the new system will look like, but agree on some basics:
All infrastructure will be simplified but will likely not resemble a drive through Amish country. We've evolved in a different direction, they say.
We will move the creation of our sustenance closer to where we live. No longer will we be shipping food from one end of the globe to the other.
The growing of food will require more human, rather than machine input.
Communities will have to work together in new and cooperative ways to ensure we all have enough to eat.
Urban agriculture will be essential. Neighbourhoods will require higher density housing and the inclusion of green spaces devoted to food production.
Those living in small, agricultural communities may be better off as long as they take steps now to preserve farmland for the future.
Oil won't run out tomorrow, but it will run out before long. What can you do today to ease the transition where your food is concerned?
Start weaning yourself from oil-dependent food in small steps: eat locally grown; eat seasonally; eat naturally grown; grow your own; preserve and store food in ways that require minimal use of fossil fuel; avoid processed and heavily packaged foods; be conscious of where your food is grown and start to make some tough choices.
Invest in creative programs that seek to address the challenges of food without oil: support farmers that are making an effort to move away from the industrial model, such as natural
producers and those engaging in community supported agriculture; make a steady transition to sustainable agricultural/gardening practices; support the initiatives of Creston's community greenhouse; check out the efforts of the Food Action Coalition; explore what others are doing around the globe.
Get serious about demanding land use and planning measures that preserve agricultural land. Governments will naturally take the easy choices because they want to stay popular. Let them know you're willing to support them in making difficult decisions that will benefit us all on the bumpy road ahead.
Kicking our oil addiction will be challenging, but will present numerous opportunities for indomitable human innovation. Creston can be a model for sustainable self-sufficiency if we all start thinking, planning and acting now for a future without fossil fuels.
Gail Southall is Coordinator for the Creston Valley Food Action Coalition. The Coalition meets the first Monday of the month at the library. For more information call 250-254-0254 or email firstname.lastname@example.org. | <urn:uuid:b18a9269-56b1-45ef-b6b9-6e8d327e4518> | CC-MAIN-2019-09 | http://crestonfoodaction.ca/site/largefiles/08-10-02.pdf | 2019-02-17T13:49:39Z | crawl-data/CC-MAIN-2019-09/segments/1550247481994.42/warc/CC-MAIN-20190217132048-20190217154048-00118.warc.gz | 58,814,708 | 972 | eng_Latn | eng_Latn | 0.998112 | eng_Latn | 0.998683 | [
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Kato Paphos - Lighthouse
An area of outstanding cultural and natural value which is an attraction to many birdwatchers. The area is important mostly for the threatened Greater Sand Plover Charadrius leschenaultii, a migrant waterbird which comes to Cyprus to winter. Because of its location, the site attracts thousands of migratory bird species, especially in spring.
District: Paphos
Altitude: 0-22 m
Coordinates (the centre of the site): 34° 45.577'N 32° 24.407'E
Area size: 88 hectares
Habitat: Low vegetation with a rocky and sandy coastline. The rocky substrate of the shore is the most important habitat for the Greater Sand Plover Charadrius leschenaultii.
Birds: Over 195 different bird species have been recorded in the area. The species for which the area is protected is the Greater Sand Plover Charadius leschenaultii. The area regularly attracts herons, waterbirds and various small birds (passerines) during migration.
Among the bird species that breed in the area are the Black Francolin Francolinus francolinus, Chukar Partridge Alectoris chukar, Little Owl Athene noctua, Crested Lark Galerida cristata, Spectacled Warbler Sylvia conspicillata and the two endemic bird species to Cyprus, the Cyprus Wheatear Oenanthe cypriaca and the Cyprus Warbler Sylvia melanothorax.
Other fauna and flora: Three of the 19 species of bats recorded in Cyprus use this area to feed. Among them is the Egyptian fruit bat which is the largest bat found on the island and the only one not feeding on insects, but ripe fruit. In the area you will also find a large number of species of flora, among them endemic as well as endangered species.
Threats:
1. Disturbance from human activities
2. Destruction and degradation of habitats as a result of housing/tourism developments
3. Pollution of beaches at the wintering and stop-over sites of migratory birds
Did you know…?
Because of the geographic location of the area and the diversity of vegetation in combination with the coastal element the area hosts an important number of bird species, primarily migratory. 162 of the 195 bird species recorded in the area are migratory. The area attracts thousands of migratory birds, especially in spring.
What else can you find in the area?
1. There is a pedestrian path, starting from the castle, along the coast.
2. There is a little 22 meter hill where the lighthouse is.
3. The largest part of the protected area is the Paphos Archaeological Park, where culture and nature meet. Here you can study beautiful mosaics. | <urn:uuid:e4e1e704-b429-4a6b-9610-7cfc3804e767> | CC-MAIN-2019-09 | https://wildfornature.birdlifecyprus.org/udata/contents/files/Wild%20for%20nature/IBAs/Kato%20Paphos%20Lighthouse%20IBA%20EN.pdf | 2019-02-17T14:55:50Z | crawl-data/CC-MAIN-2019-09/segments/1550247481994.42/warc/CC-MAIN-20190217132048-20190217154048-00117.warc.gz | 729,610,747 | 580 | eng_Latn | eng_Latn | 0.992638 | eng_Latn | 0.992321 | [
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Showcase Projects
City of Morden / Great War 100-Year Anniversary Heritage Conservation / Community Group Projects
To commemorate the 100th anniversary of WW1, the City of Morden completed a number of projects in Confederation Park.
A committee representing Morden Collegiate, the Morden Legion and the City have been working on a number of projects to improve the historical content in Confederation Park corresponding to the war's centennial. Events have included:
1. Additional names were added to the Cenotaph in 2014 – local historian Darryl Toews discovered names missing from the cenotaph while conducting his research. The names were added at a ceremony that included a Colour March by the Royal Canadian Legion Branch #11 and tributes to the soldiers. There was a stamped concrete pathway installed and lighting to the Cenotaph was added.
2. WWI memorial plaques were installed providing history and local content in a chronological series of posted plaques along the walkway; additional memorial benches were also added.
3. WWII memorial plaques were installed providing history and local content in a chronological series.
4. Murals were installed displaying local images of war time; shrub beds were refurbished.
With these additions, a park has been created with more meaning and history in the community. Although it was a nice green space in the downtown area, it is now also a destination park. There is an interest for local residents to visit the park as well as visitors to the community.
The additions to Confederation Park are a great tribute to the local Veterans and reminds citizens and visitors how the war affected Morden. It is important to continue to educate the youth, and others, on the sacrifices of war. The park shows a great deal of history that is important to these important periods of Morden's community history.
The inclusion of the school was a natural fit with local historian and high school teacher, Darryl Toews, leading the partnership. Students in graphic design classes were involved with the design of the WWI and WWII plaques supported by their teacher Ms. Ashley Hoitink. The youth involved in the project contributed their creativity and enthusiasm and they felt a sense of pride when the finished project was on display in the park.
The Royal Canadian Legion Branch #11 assisted with their knowledge of proper protocols and historical materials. The project has helped to strengthen the relationship between the City and the Legion. There is one final part to this project which will include adding more names to the cenotaph in the spring of 2019 which marks the official end of the centenary. This will ensure the Veterans receive the recognition they deserve. | <urn:uuid:713381d5-e59a-4bc2-b13e-8bdcff2c3d32> | CC-MAIN-2019-09 | http://www.mbcommunitiesinbloom.ca/wp-content/uploads/2018/10/Morden-Commemorates-Local-Soldiers-1.pdf | 2019-02-17T14:57:39Z | crawl-data/CC-MAIN-2019-09/segments/1550247481994.42/warc/CC-MAIN-20190217132048-20190217154048-00118.warc.gz | 368,651,215 | 535 | eng_Latn | eng_Latn | 0.999293 | eng_Latn | 0.999293 | [
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It's that time of year when the vegetable gardens are worn and withered, and it's time to let them go. Compost the remains and plan to put the garden to rest for the winter, or make plans for a fall crop. Either way, it means going out in the heat to do some manual labor. I prefer morning stints outdoors because I can avoid the pesky mosquitoes.
Some vegetables to consider for August planting are beans, broccoli, cauliflower, corn, cucumbers, tomatoes and squash. Check the UF/IFAS document, Florida Vegetable Gardening, at http://edis.ifas.ufl.edu/vh021 for information on fall vegetable selections for North Florida.
While you're at it, check out the "minor" vegetable selections at http://edis.ifas.ufl.edu/topic_hs_minor_vegetables
Floridians have the opportunity to grow many unusual and lesser-known vegetable varieties because of the favorable climate. If you have a passion for home gardening, you probably have already experimented with a "minor" vegetable or two.
Comfrey is a hardy perennial that grows 3 to 4 feet tall, has large leaves, and forms an attractive clump. The drooping bell-shaped flowers are white, purple, or pale yellow. This plant tolerates the cold winter and only needs to be cut back in February to allow a new flush of growth. Use comfrey as a cooking green, an herb, or a pretty ornamental.
Salsify, or oyster plant, is a vegetable with an oyster flavored edible root. Salsify is grown similarly to carrots or parsnips. They need a long season and are usually grown from October through March. The light brown roots of salsify are used in soups, stews, and in creamed dishes. They can be cut into strips and boiled, and then fried or mashed.
Would you like some real, down to earth answers to your questions about vegetable gardening in North Florida? The UF/IFAS Extension Agents and Master Gardeners are planning a "Home Vegetable Gardening Mini-Series" to help you get your fall garden off to a great start.
The sessions will be held on September 9 th , 14 th , and 16 th from 6:00 to 7:30 pm. Each session will address different topics. Join us on August 26 th at 1pm and learn how to attract butterflies and keep them around. The classes are free, but space is limited, so call 752-5384 to reserve your seat. (Published 8-22-10)
The University of Florida Institute of Food and Agricultural Sciences (UF/IFAS) is an Equal Opportunity Institution | <urn:uuid:76abfade-e26b-4b2d-a386-41364396ca0c> | CC-MAIN-2017-22 | http://columbia.ifas.ufl.edu/articles/documents/Plantfallminorvegetables.pdf | 2017-05-24T13:39:27Z | crawl-data/CC-MAIN-2017-22/segments/1495463607846.35/warc/CC-MAIN-20170524131951-20170524151951-00149.warc.gz | 70,414,306 | 563 | eng_Latn | eng_Latn | 0.998568 | eng_Latn | 0.998568 | [
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Develop Resilience to Recover From Setbacks
"Hope springs eternal," proclaims the poet, but what happens to those who have lost hope? Death, illness, loss—all can throw us into despair and depression. Yet loss and suffering are an inevitable part of life.
Why do some bounce back from major and minor losses and others never recover? More importantly, how can we build our resilience so that we can recover from life's blows and forge ahead?
Have a purpose and mission in life
The most important factor in building resilience is to connect with a purpose in life larger than yourself or any one event. Some people define their purpose spiritually; they see themselves as part of a divine plan. Others look outward and ask: How can I make my life, my experiences have a positive impact in the community? Still others have personal goals that steel them through setbacks: They forge ahead because they need to provide for their family, or they want to serve a cause or express themselves through art or action. Whatever the purpose or mission, resilient people develop goals and plans that focus beyond the present crisis.
Perhaps the most famous example of resiliency is Victor Frankl, the much-lauded writer, psychiatrist and Holocaust survivor who found the will to live in the midst of horror by pledging himself to future goals. Throughout his ordeal in the concentration camps, he asked himself why some prisoners survived—given the chance to survive—and others did not. He determined that the survivors had developed reasons to live that helped them retain hope for the future.
Finding a purpose in life can help people survive traumatic loss. Candy Lightner, for example, founded Mother's Against Drunk Driving after her 13-year-old daughter was struck and killed by a drunk driver. This mission not only gave her the will to go on but also helped her create something positive out of a senseless tragedy.
Of course, you don't need to survive a Holocaust or the death of a loved one to experience loss. Anyone can be thrown for a loop by the loss of a job, a breakup, defeats in sports or work, rejections of art or friendship, or any of the disappointments, big and small, that beset us throughout life.
Having a goal or mission beyond the present crisis will help you recover. The goal can be as complex as starting a foundation or as simple as taking care of a pet. The idea is that you have something that gets you out of bed every morning and back into life.
View mistakes and failures positively
Resilient people know that failures and mistakes are not dead-ends. They're an inevitable part of life. Expect them and accept them as learning experiences. Most successful entrepreneurs, for example, fail many times before they finally find a business that works. They're resilient because they don't let failures and mistakes stop them—they use them as learning experiences the same way a scientist uses trial and error as part of the discovery process.
Studies show that people who suffer repeated setbacks grow in resiliency. Why? Because they've learned that life goes on despite difficulties. When new problems arrive—as they always will—these people have the experience and perspective needed to bounce back. They've truly learned that "what doesn't kill you makes you stronger."
Examine your values
Another way to gain perspective and become more resilient is to ask yourself what your values are and why you do what you do? For example, say the family breadwinner loses her high-paying job. She can get through this crisis by identifying her greater goals and values. She may discover that it's more important to her to be a good parent or a good friend. If so, the loss of the fancy job has not affected that—in fact, she may now have more time to fulfill those goals.
The loss of a job may also be an opportunity to redefine what you need and want out of life. Do you really need X amount of dollars, or can you live on less? A setback may be an opportunity to change directions in your career or personal life. Resilient people know how to look for the proverbial silver lining.
Build your resiliency muscles
In our fast-paced world of changing technology, lay-offs and job jumping, people need to prepare for setbacks, transitions and bumps in the road. Here are some ideas for flexing your resiliency muscles:
* Learn to like change.
* Build your self-esteem.
* Take care of yourself physically and emotionally.
* Create a network of friends, peers and business associates.
* Have a sense of humor.
* Develop problem-solving skills.
Sources: Man's Search for Meaning by Victor E. Frankl. Beacon Press, 1959; International Network on Personal Meaning, www.meaning.ca/index.html; Failing Forward: Turning Mistakes Into Stepping Stones for Success by John C. Maxell; Thomas Nelson Publishers, 2000; The Resiliency Center, www.resiliencycenter.com; Victor Frankl Institute, http://logotherapy.univie.ac.at/
By Amy Fries © 2006 Achieve Solutions | <urn:uuid:7d95e16a-7e95-4d05-b99c-1b50b790821c> | CC-MAIN-2017-22 | http://virginiatech.healthandperformancesolutions.net/Resilience/Develop%20Resilience%20to%20Recover%20From%20Setbacks.pdf | 2017-05-24T13:25:05Z | crawl-data/CC-MAIN-2017-22/segments/1495463607846.35/warc/CC-MAIN-20170524131951-20170524151951-00148.warc.gz | 373,335,207 | 1,024 | eng_Latn | eng_Latn | 0.994611 | eng_Latn | 0.998426 | [
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Bringing the Sacred into Learning
by Marshall Yoder and Jeanette Romkema, instructors at the Summer Peacebuilding Institute, Eastern Mennonite University.
email@example.com and firstname.lastname@example.org
For many years Marshall Yoder and I have had the honour of teaching the course Designing Learner-Centered Training for Conflict Transformation at the Summer Peacebuilding Institute (SPI) at Eastern Mennonite University located in Harrisonburg, Virginia. Each year the students gather from around the world, the courses are cutting edge and provocative, and the professors are leaders and activists in the area of peacebuilding, restorative justice and conflict transformation. Most of our students are active practitioners in these areas and we were there to teach how to design learning events for their work and to consistently model learnercentered education (what we call Dialogue Education).
One of the most moving aspects of this course for us and the learners was our use of metaphor. Every day we created the space for a 30-minute reflection using a tree as a metaphor to consider our journey as learners and teachers in the course. Excuse our boldness, but no teacher-centered classroom could have produced the depth of heart-felt reflection, introspection or sharing as this learner-centered approach allowed and invited with this task. Many days we ended our time in silence after each of us had an opportunity to share.
Here are the learning tasks for our 7-day course:
Day 1: Come Plant a Seed! (Task 7)
7A. Select a seed from the basket that will be passed around the circle and hold it in the palm of your hand.
7B. Reflect silently on the attributes of a seed, and then compare the seed to the learning process you experienced today.
7C. Interview your partner and ask each other the following questions.
* What new "seeds" have been planted in you today about learners and the learning process?
7D. You will be invited to come plant your seed. If you wish, you may choose to share a thought with the rest of the class.
Feel free to leave in silence when you wish after everyone is finished.
Day 2: Grounded (Task 17)
17A. Choose a partner with whom you feel comfortable. Stand face-to-face with your partner at arm's length. One at a time and when you are ready, gently push each other with two hands on the shoulders. Describe the sensation and feeling of being pushed and loosing your balance.
17B. Stand again in the same manner. Close your eyes and listen to the tree meditation. One at a time, again attempt to push each other at the top of the breast bone. Listen to the meditation again to become un-rooted.
17C. Interview your partner.
a. How was the first experience similar or different from the second?
b. What does it feel like to be grounded physically and how does it compare to be
grounded in other ways?
c. What roots do you think you need to strengthen to ground yourself with greater firmness as a dialogue practitioner?
d. What are some of your core values that keep you grounded as you stretch to grow and learn? How do you think you, as a facilitator show respect for the core values that learners have in a classroom or workshop?
17D. Write those things that keep you grounded on the paper roots provided. If you wish, you may share some of your words as you place your roots around our large.
Feel free to leave in silence when you wish after everyone is finished.
Day 3: Willow in the Wind (Task 25)
25A. Gather in a circle. Listen, observe, and practice the instructions on how to be part of the forest and how to be a willow tree.
25B. Re-gather in groups of six to carry out the activity and choose a group leader.
25C. Still in the groups of six, ask each other the following questions:
1) How did it feel to be part of the "forest"?
2) How did it feel to be a "willow tree"?
3) Who and what makes up the "forest" of your life?
4) What insights have you today or this week that will strengthen your confidence in yourself or in others?
25D. Write your insights on a strip of paper bark and share what you wrote if you wish.
Feel free to leave in silence when you wish after everyone is finished.
Day 4: The Problem Tree (Task 33)
33A. Listen to the story about "the problem tree".
33B. Identify some of the problems and challenges you are facing in the design process and write them down on the leaves provided.
33C. Describe the problems and challenge as you see them to your partner of three and brainstorm
briefly together about some of the resources you might need to solve the problems or meet the challenges.
33D. As a sign of support in the midst of the challenges of design, your partner will tape your leaves to the class tree while briefly describing one of the problems or challenges you identified. You will tape your partner's leaves to the tree and describe a problem or challenge.
Feel free to leave in silence when you wish after everyone is finished.
Day 5: Flowers of Enjoyment (Task 40)
40A. Reflect on those things you have most enjoyed during your time at SPI and in this class so far by asking yourself the following questions. Write key words down on the paper petals provided to remind you of what you have enjoyed.
1) What "flowers" have burst into bloom for you since you have been here?
2) What special things have happened that you would like to remember when you
leave SPI?
40B. Choose a flower and a piece of tape. Write these special thinks on the petals of your flower.
40C. If you wish, share what you wrote as you are attaching it to our tree.
Feel free to leave in silence when you wish after everyone is finished.
Day 6: Beyond the Wrapping (Task 49)
49A. Choose a piece of fruit candy from the basket.
49B. On your own, dream about the fruits or results of the design you are now preparing and getting ready to try out. What do you think they will be like?
49D. Savor these fruits of your labour. If you wish, share your thoughts with the group as you attach your candy.
Feel free to leave in silence when you wish after everyone is finished.
Day 7: New Seeds! (Task 56)
Personal Reflection time
56A.
As you look at our tree now, on your learning for
reflect each day during this course.
when the seed of the
Recall class was planted, when the
roots grew down deep, when the trunk of new friendships
developed, when problems
sprouted like leaves, when the enjoyable moments flowered, when you envisioned the fruits of your design…
56B. Name your feelings as this class comes to an end.
56C. Decide on a personal or professional commitment you would like to make as this class
ends. You might, for example, commit to exploring new ways to use Dialogue Education in your work, to practicing a particular skill, or to respecting the different learning styles of your family members.
Group Reflection time
56D. The tree of our class has matured and is now dropping some of its seeds, readying itself to spread new life. Brainstorm what new things you think will grow out of the experiences in class and during SPI this session.
56E. Select another seed from the ones on the ground around our maturing tree. Through a circle process, those who wish to voice their personal or professional commitment to the class may do so.
56F. Anyone who wishes to take any parts of the tree with them to remind them of this commitment may do so.
Feel free to leave in silence when you wish after everyone is finished.
Of course there was a fair amount of preparation time for these tasks: bringing in a pot, sand, seeds, branches, candy; cutting paper roots, leaves, and flowers; as well as, making and protecting a circle of chairs around the tree. However, it was worth it! The tree put the "sacred" in learning, "beauty" in the classroom, and "mystery" in a group of learners. Learner-centred education creates the space for all this, where learning could be deeply personal, wonderfully surprising, and playfully moving. We left each day exhausted and amazed at what had gone on.
During our seven days with remarkable groups of learners, both of us are touched by everyone's personal commitments to peace and the ways in which they each served as "teachers" for each other. The sights and sounds of learners from different countries, religions and cultures working in pairs to design their individual learning events was moving and inspiring. Despite these differences, a tree which grew from seed to mature growth and eventual renewal, helped to unite us all at the end of each day. And, we all left with real seeds to symbolize our commitment to using our newly-discovered tools in their work, relationships and life.
NOTE: The metaphor described above was originally created by a student taking this course in the Summer Peacebuilding Program (SPI). She felt that the course needed a deeply "affective thread" that could more tightly weave the learners to each other, their learning and their journey in the class. She was right and we are grateful for her wisdom each time this course is taught. | <urn:uuid:1c02d6ec-f39d-4975-967f-7d8f35bac3a7> | CC-MAIN-2019-09 | http://www.globallearningpartners.com/downloads/resources/Bringing_the_Sacred_into_Learning_-_Marshall_Yoder_and_Jeanette_Romkema.pdf | 2019-02-17T14:19:14Z | crawl-data/CC-MAIN-2019-09/segments/1550247481994.42/warc/CC-MAIN-20190217132048-20190217154048-00120.warc.gz | 352,738,733 | 1,949 | eng_Latn | eng_Latn | 0.998155 | eng_Latn | 0.998633 | [
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Review Questions
Old Testament 4
Review Questions
POINTS TO EMPHASIZE:
1. Review O.T. 4 Bible Facts Flashcards (provided under "O.T. 4 Bible Facts" on curriculum Web site)
2. Use the activities and visuals from the lessons to help review.
3. Utilize the following questions to review each lesson.
Lesson 1: The Ten Commandments
1. How many Israelites wandered in the wilderness? (About two to three million)
2. What was the name of the mountain where the Israelites stopped? (Mount Sinai)
3. God called Moses to the mountaintop for how many days? (Three)
4. God told Moses He would make the Israelites a great nation on what condition? (If they obeyed Him)
5. When God told Moses to gather the Israelites at the foot of the mountain at the end of the third day, what happened? (There was a great deal of thunder and lightning, a thick cloud came down from the mountain, the ground shook, the mountain was ablaze, a loud trumpet sounded, and God spoke to His people.)
6. How did the Israelites react? (They were frightened and would not go close to the mountain.)
7. Moses then went back up the mountain for how many days? (40 days and 40 nights)
8. What did God give Moses on Mt. Sinai? (The Ten Commandments on tablets of stone)
9. Name the Ten Commandments.
You shall have no other gods before Me.
You shall not take the name of the Lord your God in vain.
You shall not make for yourself an idol.
Remember the Sabbath to keep it holy.
You shall not murder.
Honor your father and mother.
You shall not commit adultery.
You shall not bear false witness.
You shall not steal.
You shall not covet.
Page 1
11/1/17
www.apologeticspress.org
O.T. 4—Review Questions
Lesson 2: The Golden Calf
1. Who did Moses leave in charge of the Israelites? (Aaron and Hur)
2. What did the people tell Aaron that they wanted to worship? (An idol)
3. What did Aaron tell the Israelites to do? (He told them to gather all of their gold and bring it to him, and he melted it and shaped it into a golden calf.)
4. What happened when God saw the Israelites partying and worshiping the golden calf? (He was angry and said He would punish all of them.)
5. What did Moses ask God to do? (Not destroy the Israelites for their sin.)
6. What happened when Moses came down from the mountain with the Ten Commandments in his hands? (He threw the tablets down and they broke into pieces.)
7. What did Moses do with the golden calf? (He burned it, ground it into powder, put the powder into the people's water supply, and made them drink it.)
8. What did Aaron say when Moses asked him about the golden calf? (He said the people gave him the gold, and he threw it into the fire and the calf came out of the fire on its own.)
9. When Moses announced, "Whoever is for the Lord, come to me," who came forward? (All of the Levites)
10. What did Moses tell the Levites to do? (To go through the camp and kill the wicked that they met.)
11. How many people were killed that day? (About 3,000)
Lesson 3: Building the Tabernacle
1. God wanted the Israelites to have a special place to worship. What was it called? (The Tabernacle)
2. What tribe was set aside to take care of everything related to worship? (The tribe of Levi)
3. Who was the first High Priest? (Aaron)
4. How big was the Tabernacle? (About 45 feet long and 15 feet wide)
5. What two important items were in the outer court? (The altar of burnt offerings and the bronze laver)
6. What were the names of the two rooms within the Tabernacle? (The Holy Place and the Most Holy Place)
7. What was in the Holy Place? (Table of showbread, altar of incense, and the lampstand)
8. What was in the Most Holy Place? (The Ark of the Covenant)
9. What was in the Ark of the Covenant? (The Ten Commandments, Aaron's rod, and a jar of manna)
10. Was anyone allowed into the Most Holy Place? (Only the High Priest, and only for one day: the Day of Atonement)
Page 2
Review Questions
Lesson 4: Nadab and Abihu
1. Who were Aaron's four sons that worked under him? (Nadab, Abihu, Eleazar, and Ithamar)
2. After the Tabernacle was completed, how long did the Israelites celebrate? (Eight days)
3. God had given speical instructions to the Israelites concerning a special ceremony they were to have; what happened after the special sacrifices had been made? (Fire came down from heaven and completely consumed the offering on the altar.)
4. What "bad choice" did Nadab and Abihu make with their offerings? (They decided to offer "foreign fire" to burn incense at the tabernacle.)
5. What happened to them? (God sent fire to burn them to death.)
6. Why did God execute them? (They used the wrong fire.)
Lesson 5: The Twelve Spies Sent into Canaan
1. How many spies were sent out from each tribe? (One)
2. How many spies were there in all? (12)
3. What was the name of the land they were to scout? (Canaan)
4. What did the spies find out about Canaanites? (That they were big, strong, and that there were many people in the cities of Canaan)
5. What did the spies bring back from the cities? (Pomegranates, figs, and a huge cluster of grapes)
6. How long were the spies in the land of Canaan? (40 days)
7. What kind of report did the spies have? (Ten spies said that the people were like giants and that the Israelites could not defeat them, but two said that they could conquer the land with God's help.)
8. Who were the two spies that gave a good report? (Joshua and Caleb)
9. How did God punish the people for their lack of faith? (He made them wander in the wilderness for 40 years, not letting them go into the Promised Land.)
Lesson 6: Korah Leads a Rebellion Against God: Aaron's Rod Comes to Life
1. Who wanted to take Moses' place? (Korah)
2. Name Korah's three friends who convinced 250 leaders that they needed a new leader. (Dathan, Abiram, and On)
3. How did God feel about Korah making himself the new leader? (He was displeased.)
4. What did God do to show who He wanted to be the leader of the Israelites? (He had Korah, Dathan, Abiram, On, and the others stand in front of their tents, and He caused the Earth to tremble and the ground to split open, and they and some of their families fell into the cracks in the ground, and the ground closed over them.)
5. Then, what did God do to the other 250 men who had sided with Korah? (He sent fire to kill them.)
6. Why did God punish them? (Because they had rebelled against a decision made by Him, against the leaders He had chosen.)
Page 3
O.T. 4—Review Questions
Review Questions
7. The leaders of each tribe were to bring their rods to Moses with their names on the rods. Moses put them in the tabernacle along with Aaron's rod. What happened the next morning? (Aaron's rod had sprouted leaves and had ripe almonds on it.)
8. What was the reason behind this action? (It was to show the Israelites who God had chosen to be the leader of His people.)
Lesson 7: Moses Strikes the Rock at Meribah; The Bronze Snake
1. What did Moses call the place where the Israelites were when they started complaining about not having enough water? (Meribah)
2. What did God tell Moses to do to a certain rock? (Speak to it)
3. What did Moses do to the rock? (He struck the rock instead of talking to it.)
3. Did water still flow from the rock? (Yes)
4. What was Moses' punishment for disobeying God? (He would not be allowed to go into the Promised Land.)
5. Was Aaron allowed to go into the Promised Land? (No)
6. Who became the High Priest? (Aaron's son, Eleazar)
7. When the Israelites complained, again, about not having enough water, what did God send? (Poisonous snakes)
8. What did God have Moses set up in the camp? (A bronze serpent)
9. What would happen if the Israelites looked at the snake? (They would be healed if they has been bitten by the snakes.)
Lesson 8: Balaam
1. Who was the king of Moab? (Balak)
2. Who did Balak contact to put a curse on the Israelites? (Balaam)
3. What did God tell Balaam to say? (Only His words)
4. On his journey, what appeared before Balaam's donkey? (An angel of the Lord)
5. Could Balaam see the angel? (No)
6. What happened when the donkey saw the angel? (He ran into the ditch.)
7. What did Balaam do to the donkey? (He beat the donkey.)
8. What happened the second time the donkey saw the angel? (He ran into a wall, crushing Balaam's foot.)
9. What did Balaam do to the donkey that time? (He beat the donkey, again.)
10. What happened the third time the donkey saw the angel? (The donkey laid down in the road.)
11. What did Balaam do to the donkey the third time? (He beat the donkey, again.)
12. What happened next? (The donkey spoke to Balaam. He asked why he had beaten him when he had been good to him.)
13. What did God do next? (He allowed Balaam to see the angel.)
14. Did Balaam do what God had asked him to do? (Yes, He blessed the Israelites instead
Page 4
of cursing them, which angered King Balak.)
Lesson 9: Moses' Death
1. Who did God choose to replace Moses to lead the Israelites? (Joshua)
2. Where did Moses die? (On Mount Nebo)
3. Who buried Moses? (God)
4. What did Moses want the people to remember? (That they were God's chosen people.)
Lesson 10: Battle of Jericho and Rahab
1. How many spies did Joshua send into Jericho? (Two)
2. Who hid the spies in her home? (Rahab)
3. What was her reward for hiding the spies? (She and her household would be spared when Jericho was destroyed.)
4. How would they know which house was Rahab's? (She was to hang a red rope out of her window.)
5. What happened when the four priests carrying the Ark of the Covenant touched the Jordan River? (The waters stopped flowing so the men could walk across on dry land.)
6. What did the chosen men of each tribe pick up as they crossed the river? (Each one picked up a stone to build a memorial of the crossing of the Jordan River.)
7. What was God's instructions for the battle of Jericho? (They were to march around the city once each day, making no noise for six days. Then on the seventh day, they were to march around the city seven times, and on the seventh time, blow their horns and give a shout.)
8. What happened when they did as God instructed? (The walls of Jericho came tumbling down, except for Rahab's house.)
9. What were they to do with the gold and silver taken from the city? (It was to be put into the treasury of the Tabernacle.)
Lesson 11: Battle of Ai; Achan's Sin
1. How many men did Joshua take to fight the city of Ai? (3,000)
2. Did they win the battle? (No, 36 Israelites were killed in battle.)
3. Why did God say they had lost the battle? (Someone had taken something from Jericho and had kept it for himself.)
4. How did Joshua discover the guilty person? (He had the people come before him by tribes and then families, and God told him which tribe and individual was guilty.)
5. Who was shown to have taken the items? (Achan)
6. What happened to him and his family? (They were stoned to death.)
Lesson 12: Joshua and the Gibeonites
1. How did the Gibeonites trick Joshua? (They put on old clothes, placed old bags on
Page 5
O.T. 4—Review Questions
Review Questions
their donkeys, and had old food in their food sacks.)
2. What did they want from Joshua? (A peace treaty)
3. Was that what God wanted? (No)
4. Did Joshua believe their story and give them a peace treaty? (Yes)
5. After several battles, when they came to the town of Gibeon, what did Joshua realize? (They had been tricked.)
6. Why did God want them to destroy all the nations living in Canaan? (They were wicked people and God did not want them to be influenced by their false religion.)
Lesson 13: Division of Promised Land; Caleb's Reward
1. How was the Promised Land to be divided? (Between the 12 tribes, descendants of the 12 sons of Jacob)
2. Which tribe would not get its own, separate land? (Levi)
3. Who would get land in place of Levi? (Both of the sons of Joseph: Ephraim and Manasseh)
4. What two special men got to choose land for themselves? (Joshua and Caleb)
5. Why did God let them choose their land? (They were the only spies out of twelve who said the Israelites could go and conquer the Promised Land of Canaan.)
6. How old were Joshua and Caleb when the land was divided? (Around 85)
Bonus Lesson: Joshua's Final Instructions and Warnings
1. What did Joshua remind the leaders about God? (He would always keep His promises to His people.)
2. What did the Israelites have to do for God to receive the blessings of His promises? (They had to put Him first.)
3. What was God and Joshua most afraid of for the people of Israel? (They would compromise themselves and get more comfortable with the idol-worshipers.)
4. What was the most important thing Joshua stressed to the people of Israel? (They were to follow God's commandments and choose who they would serve.)
5. Where were Joshua and Eleazar both buried? (In the hill country of Ephraim)
6. Did the people listen to Joshua and stay faithful to God? (No. They strayed and soon started worshiping idols.)
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McKinney-Vento Homeless Education Program
Tips for Supporting the Transportation of Homeless Children and Youths (Part-1)
All school staff have the opportunity and the charge to support homeless students and families. While every LEA must have a McKinney-Vento liaison, the number of homeless students and the scope of their needs may be challenging for just one person to address. That is what makes the role of teachers (including early childhood educators), school leaders, counselors, and other staff so critical. Though homeless children and youths may face great challenges, a caring adult who can ensure that a student's rights are upheld and can connect him or her to other supports can make a world of difference.
Transportation has been reported as one of the main barriers to the education of homeless children and youths; thus, coordination between State and school district staff is crucial. Below are some tips for effectively implementing this requirement:
* Use technology, such as a transportation database, to make electronic transportation requests, maintain current records of homeless students receiving transportation, and determine what specialized bus routes have been established.
* Convene a meeting of local liaisons and transportation directors to establish a plan that may be immediately implemented when transportation is needed for a homeless child or youth. Addressing issues of cost, responsibility, and logistics before the need occurs will prevent delays in a homeless student's school attendance.
* Develop forms, such as homeless student transportation requests, parent agreements, and inter-district transportation agreements that may be accessed easily at any school or online.
* Be aware that students in homeless families and unaccompanied homeless youths move frequently and that transportation plans must be adjusted accordingly. Encourage families and youths to inform the local liaison when they are moving.
* Explore flexible bus routes that can be implemented easily. Maintain a list of shelters, hotels, motels, campgrounds, and other areas where homeless families may live so that these locations can be included in bus routes on short notice, recognizing that establishing a stop directly in front of these locations can stigmatize students.
* Identify a transportation staff member who will serve as the point person to arrange transportation for homeless students.
* Connect homeless students and families to services and housing assistance in your community, including through non-profit and faith-based organizations.
* Learn more about the McKinney-Vento Act and connect with your local liaison. Visit your SEA website: http://www.doe.in.gov/student-services/mckinney-vento-homeless for a list of McKinney-Vento liaisons and their contact information, and help homeless students and parents know about their rights. | <urn:uuid:644cafc9-8458-4068-91b3-b957bbd6b1ee> | CC-MAIN-2019-09 | https://www.doe.in.gov/sites/default/files/student-services/tips-supporting-transportation-homeless-children-n-youths-part-1.pdf | 2019-02-17T14:29:06Z | crawl-data/CC-MAIN-2019-09/segments/1550247481994.42/warc/CC-MAIN-20190217132048-20190217154048-00123.warc.gz | 817,394,547 | 522 | eng_Latn | eng_Latn | 0.998559 | eng_Latn | 0.998559 | [
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Orlando Babe Ruth
Inclement Weather Policy Updated: September 22, 2016
Lightning is the most dangerous and frequently encountered weather hazard that most people experience each year. It is the second most frequent killer in the United States with nearly 100 deaths and 500 injuries each year. Living in Central Florida, the frequency of lightning strikes is even greater. The potential risk of injury and the consequences of an accident are too severe to ignore. With this in mind, ACYS has adopted the following policy in regards to lightning safety.
1.0 Trotters Park and the Thorguard System
OBR is continually striving to provide a safe and risk-free environment for its participants, spectators, coaches and staff. To this end, all activities at Trotters will be monitored for lightning by the Thorguard Lightning Prediction and Warning System. The Thorguard system is a lightning "predictor" which measures and analyzes the electrostatic field in the atmosphere to predict the risk of a possible lightning strike. This differs from lightning "detection" systems which require lightning to strike the ground before a warning can be issued. This is of utmost importance considering a majority of lightning deaths and injuries occur from the first lightning strike or from the rear of a storm that has already passed.
The Thorguard system (sensor/light and horn assembly) is located at the entrance of Trotters Park Soccer Fields. In the event atmospheric conditions are present for a potential lightning strike, a 15-second blast will sound signaling that all fields should be cleared ("Red Alert"). It is imperative that athletes and spectators seek shelter during this time by departing the fields and entering their vehicles. Standing to the side of the field, under a tree, or waiting on the bleachers is not acceptable--everyone should use the safety of their vehicles or, if none are available, the shelter at the Concession Stand. In addition to the horn blast, the system has a yellow strobe light that will illuminate during the "Red Alert" period. Once Thorguard no longer detects the threat of a lightning strike, the horn will sound three five-second blasts indicating that it is safe to return to activity ("All Clear").
It is important to remember that common sense should be used when conditions appear unsafe and the Thorguard system has not sounded; both when deciding to cease activity and deciding to return to play.
2.0 Off-Site Events
* Executive Board Member
If a team is practicing or has a game away from Trotters Park the decision to seek shelter will be made by any of the following:
* OBR Field Manager
* Umpire
* OBR Team Manager (or coach if the manager is not present)
This decision will be based according to the guidelines set by the National Severe Storms Laboratory (NSSL). The guidelines recommend that athletic participation be discontinued when lightning has been detected within six miles. The decision to return to play will be made 30 minutes after the last dangerous lightning bolt has passed. Lightning proximity will be measured using the flash-to-bang method in the absence of a lightning detector system at the venue.
3.0 Flash-to-Bang Method
To use the flash-to-bang method, begin counting when a lightning flash is sighted. Counting is stopped when the associated bang (thunder) is heard. Divide this number by five (lightning travels 1 mile/5 seconds) to determine the distance to the lightning flash. For example, a flash-to-bang count of 30 seconds means the lightning is six miles away.
4.0 Shelter
A safe shelter is any substantial, frequently inhabited building. The building should have four solid walls (not a dug out), electrical and telephone wiring, as well as plumbing, all of which aid in a grounding structure. The secondary choice for a safer location is a fully enclosed vehicle with a metal roof and windows completely closed. It is imperative not to touch any part of the metal framework of the vehicle.
If you are unable to reach a safe shelter, stay away from any tall objects (tree, light poles or flag poles), metal objects (such as fences or bleachers), standing pools of water, and open fields. Minimize your body's surface area, and minimize contact with the ground. DO NOT LIE FLAT! Assume a crouched position on the ground with only the balls of your feet touching the ground, wrap your arms around your knees and lower your head.
5.0 Management of a Strike Victim
2. Activate/contact local EMS.
1. Survey the scene for safety.
3. Lightning victims do not carry an electrical charge and are safe to touch.
5. Evaluate airway, breathing, and circulation, and begin CPR if necessary.
4. If necessary, move the victim with care to a safer location.
6. Evaluate and treat for hypothermia, shock, fractures, and/or burns.
6.0 Important
All individuals have the right to leave an athletic site in order to seek a safe structure if the person feels in danger of impending lightning activity, without fear of repercussion or penalty from anyone. Furthermore, any coach, player, or spectator who remains at an athletic venue after the decision to suspend play has been made by those appropriate individuals as noted in section 2.0 assumes full liability for any health related issue that may arise due to the inclement weather. | <urn:uuid:6579ea05-7fa2-42bf-8fde-b1abf0f41a3e> | CC-MAIN-2019-09 | http://files.leagueathletics.com/Text/Documents/14366/77990.pdf | 2019-02-17T13:26:53Z | crawl-data/CC-MAIN-2019-09/segments/1550247481994.42/warc/CC-MAIN-20190217132048-20190217154048-00124.warc.gz | 92,508,159 | 1,088 | eng_Latn | eng_Latn | 0.998807 | eng_Latn | 0.998831 | [
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Ingredients
Enchiladas
Easy Cheesy Enchiladas
10 Servings Cost per serving $1.50
Sauce
1 (3-ounce) package low-fat cream cheese
2 cups chopped, cooked chicken breast
12 ounces chunky salsa, mild
10 corn tortillas
Directions
1. Heat cream cheese in large skillet over medium heat until soft.
2. Stir in chicken and ½ cup of the salsa; mix well.
3. Add ½ cup shredded cheese; stir until melted.
4. Spoon enchilada filling onto each tortilla; roll up. Place seam side down in baking dish. Top with remaining salsa and cheese.
5. Bake at 350 degrees F for about 15 minutes, or until heated through and through. Serve with yogurt sauce.
2 cups non-fat plain yogurt
1 cup chopped cilantro
1 teaspoon ground cumin
Nutrition facts per serving
Calories: 180
Total Carbohydrate: 20 g Fiber: 2g Protein: 16 g
Total Fat : 5 g
Cholesterol: 32 mg
Sodium 418 mg
www.nationaldairycouncil.org
USDA is an equal opportunity provider and employer. This material was funded by USDA's Supplemental Nutrition Assistance Program -- SNAP. The Better Living for Texans and Supplemental Nutrition Assistance Program (SNAP) provides nutrition assistance to people with low income. It can help you buy nutritious foods for a better diet. Educational programs of the Texas A&M AgriLife Extension Service are open to all people without regard to race, color, sex, religion, national origin, age, disability, genetic information, or veteran status.
June 2015
Stretching Your Food Dollars
A common misconception among people living on a tight budget is that it isn't really possible to purchase nutritious food products. The reality is that everyone can make good food choices and reduce their spending by adopting some simple strategies.
One of the most important things we can do when starting an important job is to plan. Grocery shopping is no different. Having a plan before going shopping can yield savings through allowing time for viewing sales ads and sensibly using coupons. A plan can also prevent you from making impulse buys, which often lead to wasted money.
Comparing unit pricing labels at the grocery store is another way to stretch food dollars.
Buying in bulk can be a money saver as well, but be sure to check that you have enough freezer space before buying bulk items. Choose bulk items that won't expire before you use them.
Other money savers include buying fruits and vegetables that are in season, cooking several meals for the week on days off and freezing some for later use (this can take the place of less economical store-bought frozen meals), and avoid regular dining out.
These simple steps can contribute to healthier eating and a healthier pocketbook, even for families living on a tight budget.
Courtney Levens
County Extension Agent — FCS Dawson County 400 South 1st P.O. Box 1268 Lamesa, TX 79331
firstname.lastname@example.org Office 806-872-3444 Fax 806-872-5606 dawson.agrilife.org www.facebook.com/pages/dawson-county-fcs
10 Tips to Save More at the Grocery Store
Using coupons and looking for the best price are great ways to save money at the grocery store. Knowing how to find them is the first step to cutting costs on food. Use the MyPlate coupon tips to stretch your budget.
1. FIND DEALS RIGHT UNDER YOUR NOSE
5. BUY WHEN FOODS ARE ON SALE
Look for coupons with your receipt, as peeloffs on items, and on signs along aisle shelves.
2. SEARCH FOR COUPONS
Many stores still send ads and coupons for promotion, so don't overlook that so-called
"junk mail." You can also do a Web search for "coupons." Go through your coupons at least once a month and toss out any expired ones.
3. LOOK FOR SAVINGS IN THE NEWSPAPER
Brand name coupons are found as inserts in the paper every Sunday—except on holiday weekends. Some stores will double the value of brand name coupons on certain days.
4. JOIN YOUR STORE'S LOYALTY PROGRAM
Signup is usually free and you can receive savings and electronic coupons when you provide your email address.
Maximize your savings by using coupons on sale items. You may find huge deals such as "buy one get one free."
6. FIND OUT IF THE STORE WILL MATCH COMPETITORS' COUPONS
Many stores will accept coupons, as long as they are for the same item. Check with the customer service desk for further details.
7. STAY ORGANIZED SO COUPONS ARE EASY TO FIND
Sort your coupons either by item or in alphabetical order. Develop a system that's easiest for you and make finding coupons quick and hassle-free. Ideas for coupon storage include 3-ring binders, accordion-style organizers, or plain envelopes.
8. FIND A COUPON BUDDY
Swap coupons you won't use with a friend. You can get rid of clutter and discover additional discounts.
9. STICK TO THE LIST
10. COMPARE BRANDS
Store brands can be less expensive than some of the name brand foods. Compare the items to find better prices.
Make a shopping list for all the items you need. Keep a running list on your phone, on the refrigerator, or in a wallet. When you're in the store, do your best to buy only the items on your list.
http://www.choosemyplate.gov/food-groups/downloads/TenTips/ DGTipsheet37SaveMoreAtTheGroceryStore.pdf
Money Saving Tips
Electricity prices are rising and utility bills are getting ugly. Fight back with these 10 tips, and reduce your electrical bill by up to 40 percent.
1. Turn your thermostat up 2 - 4 degrees.
2. Use fans only when you are in a room, a fan can make you feel 4 degrees cooler.
3. Change your AC air filters once a month, clean filters run more efficiently.
4. Block the sun from overheating your home by using shades, blinds and drapes.
5. Use toaster or microwaves instead of the oven that heats your whole house.
6. Seal your windows and doors.
7. Close air vents to rooms that aren't being used.
8. Replace regular bulbs with fluorescent bulbs.
9. Only wash full loads, laundry and dishes. 10. Turn lights, computers, TVs off when you leave a room. | <urn:uuid:9f96d7af-2196-4f0f-a1b6-070cca00bafa> | CC-MAIN-2019-09 | http://counties.agrilife.org/dawson/files/2011/03/6-2015.pdf | 2019-02-17T15:05:22Z | crawl-data/CC-MAIN-2019-09/segments/1550247481994.42/warc/CC-MAIN-20190217132048-20190217154048-00124.warc.gz | 57,771,048 | 1,389 | eng_Latn | eng_Latn | 0.996773 | eng_Latn | 0.997396 | [
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Mood Disorders Association of British Columbia
Bipolar disorder is a brain disorder that results in extreme changes of mood, energy and effects one's ability to function. Although research has greatly increased our understanding of why someone might develop bipolar disorder, there is no simple answer as to the precise cause.
Scientists believe that bipolar disorder is the result of interplay between genetic and environmental factors. Current theories suggest that a person inherits a "vulnerability" to bipolar illness, meaning they are more susceptible to developing the disorder. However, this is not the only factor in determining whether a person will become ill. Environmental factors such as stressful life events also appear play a role in that they can lead to the onset of the illness or "trigger" an episode (a relapse of symptoms) in someone who already has the illness. •
Family, twin and adoption studies show that bipolar disorder can run in families although not everyone with a family history will develop this disorder. First-degree relatives (parents, children, siblings) are more likely to have a mood disorder. For example, a person with one parent who has bipolar has a 1530% risk for developing the disorder. •
It is clear that even if a person has a family member with the illness, only a minority will eventually develop bipolar illness. There is another part to this equation – environmental factors. Researchers believe that in some individuals, stressful life events that can trigger the illness. Stressful events are varied and might include grief over a death in the family, trauma, loss of a job, the birth of a child or moving into a new home. Alcohol or drug abuse may also play a role. •
Researchers have also looked at what might be the activities in the brain that cause these extremes in mood and impaired ability to func tion. There is evidence to suggest that bipolar disorder is the result of abnormalities in the way some of the nerve cells in our brain com municate among one another. Nerve cells communicate with each other through chemical messengers called neurotransmitters. When there are problems in the functioning of these neurotransmitters, the communi cation system in the brain can be disrupted. •
It is important to remem ber that what is stressful to one person may not be stressful to another.
A person's coping skills or their "resiliency" will also impact on how stressful the event is to that per son.
Researchers have known for decades that a link exists between neurotransmitters and mood disorders, as specific medications which alter these transmitters can also relieve mood disorders. In short, researchers are quite certain that the neurotransmitter system is at least part of the cause of bipolar disorder, but further research is still needed to define its exact role.
So the bottom line, according to today's thinking, is that if you have bipolar disorder, you were likely born with the possibility of developing this disorder, and for many a stressful life event and/or upbringing can trigger the onset or lead to recurring episodes.
The cause of bipolar disorder is similar to our understand ing of many other chronic ill nesses.
For example, with heart dis ease a person may inherit the risk or predisposition to develop high blood pressure or heart disease. When this is combined with environmen tal factors (e.g. obesity, ciga rette smoking, high stress, etc), there is an increased risk of having a heart attack. However, with proper treat ment and some lifestyle changes, many illnesses in cluding bipolar disorder can be effectively managed.
Developed by the Mood Disorders Association of British Columbia. For information on support for people with mood disorders and their families please visit our website www.mdabc.ca. Funding for this fact sheet was made possible by the Provincial Health Services Authority.
Mood Disorders Association of British Columbia
202 – 2250 Commercial Drive Vancouver, BC V5N 5P9 Tel: 604-873-0103 Fax: 604-873-3095
Email: email@example.com
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CHAPTER 25 SECTION 1 THE BEGINNINGS OF INDUSTRIALIZATION pdf
1: Chapter The Industrial Revolution, by Kendall Haefner on Prezi
Start studying Chapter 25 SECTION 1 THE BEGINNINGS OF INDUSTRIALIZATION. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
However, a new revolution began to change the way people worked. The Industrial Revolution was the increase of machine-made goods, starting in England in the s. Before this revolution, people made textiles by hand. However, wealthy landowners bought much of the land, using improved farming methods and innovations to start an agricultural revolution. The Agricultural Revolution Paves the Way Wealthy landowners fenced off their land, creating large fields. The landowners had so much land they could experiment with seeding and harvesting methods. This enclosure method encouraged landowners to experiment and also forced small farmers to give up and farming and move to the cities. Jethro Tull was a scientific farmer who noticed that scattering seed across the ground was a waste. He designed a seed drill in to sow seeds in neat rows at set depths. This resulted in a larger portion of the seeds taking root, increasing yields. Rotating Crops Crop rotation was one of the most effective techniques. This improved on the medieval three-field system â€" a farmer would plant wheat one year, turnips the next, then barley and clover. Livestock breeders also innovated. In , Robert Bakewell increased his mutton sheep meat by selecting the best sheep and allowing them to breed. Other farmers soon followed and the average lamb size grew. Why the Industrial Revolution Began in England England had a large population and was a small island with resources. Industrialization needed these resources, including water power and coal, iron ore, rivers, and harbors. Also, Britain had a growing economy. Businessmen invested in new inventions and the advanced banking system helped people obtain loans to invest in and expand their operations. The growing trade, economy, and climate of progress led to increased demand. Their military had fought wars but had almost always succeeded. The Parliament passed laws encouraging business. Britain had all the factors of production, the resources needed to start an Industrial Revolution. These resources include land, labor, and money. Inventions Spur Industrialization During this increase in creativity, the inventions revolutionized industry. The textile industry produced clothes from wool, linen, and cotton. This industry was first, allowing cloth merchants to boost profits by speeding up the procedure to produce clothes. Changes in the Textile Industry Several major inventions modernized the cotton industry. In , John Kay created a shuttle which moved on wheels. The shuttle was a piece of wool with yarn attached, doubling the production per day. Because the spinners could not catch up with these weavers, industry leaders offered cash prizes for the invention of a better spinning machine. In , James Hargreaves invented a spinning wheel named after daughter, spinning jenny which would let a worker work on 8 threads at a time. These inventions where originally worked by hand. However, Richard Arkwright invented the water frame in , using waterpower from streams to drive the spinning wheels. In , Samuel Crompton combined these to create a spinning mule, which made stronger, finer, and more consistent threads. This invention was run by waterpower and sped up weaving These inventions were bulky and expensive. However, they took the work of spinning and weaving out of the house, into large buildings called factories. These factories used waterpower and were located near rivers and streams. Raw cotton has seeds and removing them by hand is hard work. Eli Whitney, an American inventor in invented a machine to do this. The American cotton production skyrocket from 1. Improvements in Transportation The advancements in the textile industry spread to other industries. The first such advancement was the steam engine, the result of the search for cheap power. Ever since , coal miners were beginning to use steam-powered pumps to remove water from mine shafts. However, this early model used huge amounts of fuel, making it expensive to run. He joined with a businessman named Boulton, an entrepreneur who organized, managed, and took on the risks of business. Watt was paid a salary to come up with a better engine. Water Transportation Steam was also used to move boats. He built the steamboat Clermon, which made a successful trip in The Clermont ferried passengers over the Hudson River. The water transportation also improved in England as a network of canals was created. In the s, over miles of inland channels lowered the cost of transporting materials. In the s, McAdam put large rocks on road beds to allow drainage. On top of
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CHAPTER 25 SECTION 1 THE BEGINNINGS OF INDUSTRIALIZATION pdf
that, he put small crushed rock so the traveling wagons would not sink in mud. Private investors formed companies to build roads and operate for profit. These new roads were called turnpikes as they had to stop at tollgates turnpikes to pay tolls before traveling any further. The Railway Age Begins Steam-driven machines expanded into a steam engine on wheels. A railroad locomotive drove English industry after He had managed to haul ten tons of iron over 10 miles of track in a steam-driven locomotive. George Stephenson was one of the first railroad engineers. He built around 20 engines for mine operators in northern England. In , Stephenson started to build an railroad line. It ran 27 mile from coal fields to a port. This railroad opened in , using four locomotives designed by Stephenson. The Liverpool-Manchester Railroad This success spread, and the entrepreneurs wanted to connect the port of Liverpool to the city of Manchester. This track was laid and a competition was held to decide on the best locomotive for the track. They decided on the Rocket, designed by Stephenson. Smoke poured from the Rocket as its twin pistons pumped and drove the front wheels. The locomotive hauled 13 tons at more than 24 miles per hour. The Liverpool-Manchester Railway opened in , an immediate success. Railroads Revolutionize Life in Britain The use of the locomotive spurred industry by giving cheap transportation of materials, created many new jobs, boosted agriculture and fishing by transporting products, and made life easier. They also lured city dwellers to living in the countryside.
2: Central CUSD 4 - World History and World History Honors Chapter 25 Notes
World History Unit 4 The Industrial Revolution, Section 1 () 11 terms WH - Chapter - The Industrial Revolution -Section 1 - The Beginnings of Industrialization.
3: The Beginnings of Industrialization | World History II (Harker, Shieh)
CHAPTER 25 Section 1 The Beginnings of Industrialization Industrial Revolution Begins in CHAPTER 25 Section 2 (pages ).
4: Chapter 25 : The Industrial Revolution : Research Links
The Beginnings of Industrialization Following Chronological Order On a time line, Chapter 25 An English farmer plants his fields in the early s using a.
5: The Beginning of Industrialization Chapter 9 Section 1 by Irani Martinez on Prezi
1 World History (Survey) Chapter The Industrial Revolution, Section 1: The Beginnings of Industrialization In the early s, large landowners in Britain bought much of the land that had been.
6: World History Online Textbook - Will Pack's Classroom
World History Chapter 26 Study Guide Name _____ Section 1: The Beginnings of Industrialization 1) Describe the Agricultural Revolution in England in the 's.
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CHAPTER 25 SECTION 1 THE BEGINNINGS OF INDUSTRIALIZATION pdf
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EXODUS
Chapter 1
1. Name the twelve sons of Jacob: (vs. 2-6) Reuben, Simeon, Levi, Judah, Dan, Naphtali, Gad, Asher, Issachar, Zebulun, Joseph, and Benjamin
2. Each son came with Jacob with his own household. (vs. 1)
3. How many total family members came with Jacob to Egypt? 70 (vs. 5)
4. After Joseph and his brothers and their generation died, the text says that "the sons of Israel were fruitful and increased greatly, and multiplied, and became exceedingly mighty" (vs. 7)
5. A new king arose over Egypt, who did not know Joseph. (vs. 8)
6. The new king of Egypt was concerned because the sons of Israel had become what? More mightier than the Egyptians (vs. 9)
7. The king was also concerned that Israel would turn against them in the event of war and then depart from the land. (vs. 10)
8. The Egyptians appointed taskmasters over the Israelites to afflict them with hard labor. (vs. 11)
9. The Israelites built for Pharaoh storage cities named what? Pithom and Raamses (vs. 11)
10. The more the Egyptians afflicted the Israelites, the more they multiplied. (vs. 12)
11. What type of work is specifically mentioned that the Israelites were forced to do? They worked with mortar and bricks and all kinds of labor in the field (vs. 14)
12. Who spoke to the Hebrew midwives? The king of Egypt (vs. 15)
13. What were the names of these midwives? Shiphrah and Puah (vs. 15)
14. Israelite women were said to give birth on what? A birthstool (vs. 16)
15. Why did the midwives not do as they were commanded? They feared God (vs. 17)
16. What excuse did the midwives give for letting the male babies live? They claimed the Israelite women were too vigorous and gave birth before the midwives could get to them (vs. 19)
17. Who was good to the midwives because of what they did? God (vs. 20)
18. What did He do for the midwives because they feared God? He established households for them (vs. 21)
19. Who did Pharaoh then command to deal with the Israelite babies? All his people (vs. 22)
20. What did Pharaoh tell them to do with the male babies? Cast them into the Nile (vs. 22)
Chapter 2
1. Moses' parents were members of what tribe? Levi (vs. 1)
2. How long did Moses' mother hide him from the Egyptians? Three months (vs. 2)
3. Moses' mother hid him when she saw that he was beautiful. (vs. 2)
4. What kind of basket did she put him in? a wicker basket (vs. 3)
5. What did she cover the basket with? Tar and pitch (vs. 3)
6. She put Moses in the basket and set it among the reeds by the bank of the Nile. (vs. 3)
7. Who came down to bathe in the Nile? The daughter of Pharaoh (vs. 5)
8. Who came with Pharaoh's daughter? Her maidens (vs. 5)
9. What was the baby Moses doing when she opened the basket? Crying (vs. 6)
10. What did Moses' sister offer to the daughter of Pharaoh? To find a Hebrew woman to nurse the baby (vs. 7)
11. Who did Moses' sister get to nurse baby Moses? Moses' mother (vs. 8)
12. What was Moses' mother offered in exchange for nursing him? Wages (vs. 9)
13. The baby was named "Moses" because the daughter of Pharaoh drew him out of the water. (vs. 10)
14. When Moses grew up , he went out to his brethren and looked on their hard labors (vs. 11)
.
15. Who did Moses see beating a Hebrew man? An Egyptian (vs. 11)
16. Moses looked this way and that. When he saw that no one was looking, he struck down the Egyptian. (vs. 12)
17. What did Moses do with the body? Hid him in the sand (vs. 12)
18. The next day, Moses came across two Hebrew men. What were they doing? Fighting each other (vs. 13)
19. What did Moses say to the offender? "Why are you striking your companion?" (vs. 13)
20. The man replied to Moses, "Who made you a prince or a judge over us? Are you intending to kill me, as you killed the Egyptian?" (vs. 14)
21. When Moses heard this, he became afraid and said, "Surely the matter has become known." (vs. 14)
22. When Pharaoh heard what Moses had done, what did he try to do? Kill Moses (vs. 15)
23. Moses fled to the land of Midian where he sat down by a well. (vs. 15)
24. In Midian, there was a priest who had seven daughters. (vs. 16)
25. The daughters came to draw water and filled the troughs to water their father's flocks. (vs. 16)
26. Who came and drove away the daughters? The shepherds (vs. 17)
27. What was the name of the girls' father? Reuel (vs. 18)
28. He asked he daughters, "Why have you come back so soon today?" (vs. 18)
29. The girls said that they were helped by an Egyptian who delivered them from the hand of the shepherds. (vs. 19)
30. Reuel told his daughters to go back and invite Moses to have something to eat. (vs. 20)
31. Moses was given the daughter, Zipporah, to be his wife. (vs. 21)
32. Zipporah gave birth to a son and Moses named him what? Gershom (vs. 22)
33. Why did Moses name his son Gershom? Because Moses said, "I have been a sojourner in a foreign land." (vs. 22)
34. After many days, who died according to Exodus 2:23? The king of Egypt
35. In Exodus 2:23, "The sons of Israel sighed because of the bondage, and they cried out"
36. God heard their groaning and remembered His covenant with whom? Abraham, Isaac, and Jacob (vs. 24)
37. Exodus 2:25 says, "And God saw the sons of Israel, and God took notice of them."
Chapter 3
1. What is given as the name of Moses' father-in-law in Exodus 3:1? Jethro
2. On which side of the wilderness did Moses lead his flock? On the west side (vs. 1)
3. Horeb was called the Mountain of God. It is here where Moses saw the burning bush that was not consumed. (vs. 1-2)
4. Who appeared to Moses in a blazing fire in the midst of a bush? An angel of the Lord (vs. 2)
5. Moses said, "I must turn aside now, and see this marvelous sight…" (vs. 3)
6. God told Moses to remove the sandals from his feet, for the place on which he was standing was holy ground. (vs. 5)
7. God told him there that He was the God of his father, the God of Abraham, Isaac, and Jacob. (vs. 6)
8. What did Moses do because he was afraid to look at God? He hid his face (vs. 6)
9. God told Moses that he had seen the affliction of His people in Egypt, and had given heed to their cry because of their taskmasters. (vs. 7)
10. God said he came down to deliver the Israelites from the power of theEgyptians.
(vs. 8)
11. God promised to bring them out of Egypt to a good and spacious land, flowing with milk and honey. (vs. 8)
12. God mentioned that this land was presently occupied by six nations. List them: the Canaanite, Hittite, Amorite, the Perizzite, the Hivite, and the Jebusite (vs. 8)
13. God said that he would send Moses to Pharaoh to bring His people out of Egypt. (vs. 10)
14. But Moses said to God, "Who am I, that I should go to Pharaoh, and that I should bring the sons of Israel out of Egypt?" (vs. 11)
15. What was the sign God promised to Moses that it was He who sent him? When Moses brings the people out of Egypt, he would worship God at that mountain. (vs. 12)
16. Moses then told God that the Israelites may ask, "What is His name?", when Moses came to them and said "The God of your fathers has sent me to you." (vs. 13)
17. God told Moses, "I AM WHO I AM," and told Moses to say to the sons of Israel, "I AM has sent me to you." (vs. 14)
18. God told Moses in verse 15 that "The LORD" was His memorial name to all generations.
19. God told Moses to tell the Israelites that He would bring them up out of the affliction of Egypt. (vs. 17)
20. Who was Moses to take with him to the king of Egypt? The elders of Israel (vs. 18)
21. Moses was told to tell the king of Egypt that the nation wanted to go how many days' journey into the wilderness to sacrifice to the LORD their God? Three (vs. 18)
22. Did God say that Pharaoh would willingly let them go? No (vs. 19)
23. Pharaoh would let them go under what? Compulsion (vs. 19)
24. God said that He would strike Egypt with all of His what? Miracles (vs. 20)
25. God predicted that when the people left Egypt, they would not go empty-handed (vs. 21)
.
26. Each woman was to ask her neighbor and the woman who lives in her house for what? Articles of silver and articles of gold and clothing (vs. 22)
27. They were to put the clothing on their sons and daughters, and thus plunder the Egyptians. (vs. 22)
Chapter 4
1. Moses' next excuse was that the people might say, "The Lord has not appeared to you." (vs. 1)
2. The LORD said to Moses, "What is that in your hand?" And he said, "A staff." (vs. 2)
3. What did God tell Moses to do with the staff? Throw it on the ground (vs. 3)
4. What happened when Moses threw the staff on the ground? The staff became a serpent (vs. 3)
5. God then told Moses to stretch out his hand and grasp the serpent by its what? Tail (vs. 4)
6. What happened when Moses grabbed the serpent by the tail? It became a staff in his hand again (vs. 4)
7. Moses was to do all of this so the people would believe that he was sent by the LORD, the God of their fathers, the God of Abraham, the God of Isaac, and the God of Jacob. (vs. 5)
8. The LORD then told Moses to do what with his hand? Put his hand in his bosom (vs. 6)
9. What happened when he did this? His hand became leprous like snow (vs. 6)
10. What happened when Moses put his hand in his bosom a second time? His hand was restored (vs. 7)
11. God said that if the people would not believe the witness of the first sign, they may believe the witness of the last sign. (vs. 8)
12. If the people did not believe these signs, Moses was to take water from where and pour it on the dry ground? Nile (vs. 9)
13. What would happen to the water when he poured it on dry ground? It would become blood (vs. 9)
14. Moses told the LORD he has never been what recently or in times past? Eloquent (vs. 10)
15. Moses also told the LORD he was slow of speech and slow of tongue. (vs. 10)
16. God replied to Moses, "Who has made man's mouth? Or who makes him dumb or deaf, or seeing or blind?" (vs. 11)
17. Who did God say would be with Moses' mouth? The LORD (vs. 12)
18. But still Moses asked God to send the message by whom? "Whomever Thou wilt" (vs. 13)
19. Then the anger of the LORD burned against Moses. (vs. 14)
20. Who was Moses' brother and what tribe was he from? Aaron from the tribe of Levi (vs. 14)
21. Aaron was known to speak how? Fluently (vs. 14)
22. Aaron was to be as a mouth for Moses, and Moses was to be as God to him. (vs. 16)
23. Moses was to perform all signs with what in his hand? His staff (vs. 17)
24. What did Jethro say to Moses when Moses asked to return to Egypt? "Go in peace." (vs. 18)
25. The LORD said to Moses that all those seeking his life in Egypt were dead. (vs. 19)
26. Who did Moses take with him to Egypt? His wife and sons (vs. 20)
27. Moses mounted his wife and sons on what for their trip to Egypt? A donkey (vs. 20)
28. In Exodus 4:21 the LORD told Moses to "perform before Pharaoh all the wonders which I have put in your power."
29. What did God do to Pharaoh to cause him to reject the message of Moses? Harden his heart (vs. 21)
30. Moses was to tell Pharaoh that the LORD says that Israel is His son, His first-born, and that he would kill Pharaoh's son, his first-born if he refused to let them go. (vs. 22-23)
31. What was the name of Moses' wife? Zipporah (vs. 25)
32. Who met Moses at the Mountain of God? Aaron (vs. 27)
33. What did Aaron do when he met Moses? He kissed him (vs. 27)
34. Moses and Aaron assembled whom? All of the elders of the sons of Israel (vs. 29)
35. Who spoke to the elders? Aaron (vs. 30)
36. What did they do to try to convince the elders that the Lord was on their side? The signs (vs. 30)
37. Did the people believe Moses and Aaron? Yes (vs. 31)
38. What did they do after hearing from Moses and Aaron that the LORD was concerned about the sons of Israel? Bowed low and worshipped (vs. 31)
Chapter 5
1. Moses and Aaron told Pharaoh that God said to let the Israelites go so they could do what? Celebrate a feast to the Lord in the wilderness (vs. 1)
2. Pharaoh answered Moses by saying, "Who is the LORD that I should obey His voice?" (vs. 2)
3. Pharaoh said, "I do not know the Lord". (vs. 2)
4. How far into the wilderness did the Hebrews ask to go? Three days' journey (vs. 3)
5. The Hebrews claimed that if they did not sacrifice to the LORD He would fall on them with what? Pestilence or the sword (vs. 3)
6. Pharaoh told the people to get back to their what? Labors (vs. 4)
7. Pharaoh commanded his taskmasters not to give the Israelites what which they had previously given them to help them make bricks? Straw (vs. 7)
8. Did their quota change for the amount of bricks they had to make since they now had to gather straw for themselves? No (vs. 8)
9. Pharaoh called the Israelites lazy because they cried out, "Let us go and sacrifice to our God." (vs. 8)
10. In Exodus 5:9, Pharaoh said, "Let the labor be heavier on the men, and let them work at it that they may pay no attention to false words."
11. Who did the taskmasters beat when the brick quotas were not met? The foremen of the sons of Israel (vs. 14)
12. When the Israelites cried out to Pharaoh about the unfairness of the situation, what did Pharaoh call them? Lazy (vs. 17)
13. Who did they go to see after talking to Pharaoh? Moses and Aaron (vs. 20)
14. When they spoke to Moses and Aaron, they told them that Moses and Aaron had made them what in the sight of Pharaoh? Odious (vs. 21)
15. Who did Moses cry out to after the people blamed him for what was happening with Pharaoh? The LORD (vs. 22)
Chapter 6
1. In Exodus 6:1 The LORD told Moses that Pharaoh would let his people go under what? Compulsion
2. God said, when He appeared to Abraham, Isaac and Jacob, He appeared as whom? God Almighty (vs. 3)
3. God said He did not make Himself known to Abraham, Isaac, and Jacob by His name, which was what? LORD (vs. 3)
4. What was the covenant God established with the patriarchs? To give them the land of Canaan (vs. 4)
5. God also told Moses that He had heard the groaning of the sons of Israel, and had remembered His covenant. (vs. 5)
6. God promised to redeem the people with what? An outstretched arm and with great judgments (vs. 6)
7. When Moses told the Israelites all of these things from the LORD, they did not listen to him on account of their what? Despondency and cruel bondage (vs. 9)
8. When the sons of Israel would not listen to Moses, the LORD told him to go talk to whom? Pharaoh (vs. 9-11)
9. Moses said that Pharaoh would not listen to him, because he was unskilled in what? Speech (vs. 12)
10. Who was Israel's first-born? Reuben (vs. 14)
11. How long did Levi live? 137 years (vs. 16)
12. What was the name of Moses and Aaron's father and mother? Amram and Jochebed (vs. 20)
13. How long did Amram live? 137 years (vs. 20)
14. Who did Aaron marry? Elisheba (vs. 23)
15. Who were Aaron and Elisheba's children? Nadab, Abihu, Eleazar, and Ithamar (vs. 23)
16. In Exodus 6:26, the LORD told Moses and Aaron to bring the sons of Israel from the land of Egypt according to their hosts.
Chapter 7
1. Who did the LORD say would be Moses' prophet? Aaron (vs. 1)
2. Who did the LORD say would speak to Pharaoh so that he would let the sons of Israel go out of his land? Aaron (vs. 2)
3. Who hardened Pharaoh's heart? The LORD (vs. 3)
4. The LORD said he would harden Pharaoh's heart so that He would multiply what? His signs and wonders (vs. 3)
5. How old were Moses and Aaron when they spoke to Pharaoh? Moses (80), Aaron (83) (vs. 7)
6. Whose rod became a serpent? Aaron's (vs.10)
7. Who did Pharaoh call for to do the same as Moses and Aaron had done? His wise men and sorcerers (vs. 11)
8. Did the magicians' staffs turn into serpents? Yes (vs. 11)
9. What did Aaron's staff do to the magicians' staffs? Swallowed them up (vs. 12)
10. Did this convince Pharaoh to let the people go? No (vs. 13)
11. Moses met Pharaoh in the morning, on the bank of what river? The Nile (vs. 15)
12. The staff that was turned to a serpent was now used to turn water into what? Blood (vs. 17)
13. When the water was turned to blood, what three things would happen? 1. The fish in the Nile would die 2. The water would become foul, and 3. The Egyptians would find difficulty in drinking water from the Nile. (vs. 18)
14. Aaron was told by Moses to stretch his hand out over what waters of Egypt? Their rivers, their streams, their pools, and all their reservoirs (vs. 19)
15. Blood would also be found in vessels of what? Wood and stone (vs. 19)
16. The magicians of Egypt did the same with their what? Secret arts (vs. 22)
17. Pharaoh was unconcerned about all of this and turned and went where? Into his house (vs. 23)
18. Why did the Egyptians dig around the Nile? To find water to drink (vs. 24)
19. In Exodus 7:25, how many days passed after the LORD struck the Nile? Seven
Chapter 8
1. What did the LORD say he would smite the whole territory with if Pharaoh did not let His people go in Exodus 8: 2? Frogs
2. Where did the LORD say the frogs would go? The Nile would swarm with frogs, Pharaoh's house, his bedroom, on his bed, in his servants' houses, on his people, in his ovens and his kneading bowls (vs. 3)
3. Who stretched out his hand over the waters of Egypt so that the frogs came upon the land of Egypt? Aaron (vs. 5)
4. Were the magicians able to make the frogs come out on the land of Egypt with their secret arts? Yes (vs. 7)
5. Who did Pharaoh call for to remove the frogs from the land of Egypt? Moses and Aaron (vs. 8)
6. Did Moses agree to remove the frogs? Yes (vs. 9)
7. When did Pharaoh ask him to remove the frogs? The next day (vs. 10)
8. Moses wanted Pharaoh to know that there was no one like the LORD our God. (vs. 10)
9. What did they do with the frogs after they died? They piled them in heaps (vs. 14)
10. After Pharaoh was relieved from the frogs, did he let the people go? No, he hardened his heart (vs. 15)
11. What plague came after the frogs? Gnats (vs. 16)
12. What did Aaron strike with his staff that turned into gnats? The dust of the earth (vs. 17)
13. Were the magicians able to use their secret arts to bring forth gnats? No (vs. 18)
14. What did the magicians tell Pharaoh about the gnats? "This is the finger of God." (vs. 19)
15. Did Pharaoh listen to the magicians? No, his heart was hardened (vs. 19)
16. When did the LORD tell Moses to appear to Pharaoh after this? Early in the morning as he comes out of the water (vs. 20)
17. What did Moses tell Pharaoh would happen if he did not let his people go? The Lord would send swarms of insects over Pharaoh, his servants, his people, his houses and the houses of the Egyptians and the ground on which they dwell (vs. 21)
18. Where would no insects swarm? The land of Goshen, when the LORD's people were living (vs. 22)
19. Because of all the swarms of insects, the land was what? Laid waste (vs. 24)
20. What did Pharaoh say after the plague of insects? "Go, sacrifice to your God within the land." (vs. 25)
21. Moses said he would not sacrifice within the land but said they must go how far to sacrifice? Three days' journey (vs. 27)
22. Pharaoh said he would let him go to the wilderness, but he did not want him to go far away. He asked Moses to do what for him? Make supplication for him (vs. 28)
23. Moses said he would do what so the insects would depart? Make supplication to the LORD (vs. 29)
24. Did the LORD do as Moses requested? Yes, He removed the swarms of insects so that not one remained (vs. 31)
25. What did Pharaoh do after the insects were removed? Hardened his heart and did not let the people go (vs. 32)
Chapter 9
1. What did Moses warn Pharaoh would happen, after the swarm of insects, if Pharaoh did not let the people go? The LORD would send severe pestilence on their livestock (vs. 3)
2. What kinds of animals did Moses mention specifically when referring to the severe pestilence of their livestock? Livestock in the field, on the horses, on the donkeys, on the camels, on the herds, and on the flocks (vs. 3)
3. What livestock would not be harmed? All the livestock that belongs to the sons of Israel (vs. 4)
4. How long would it be between the time Moses warned Pharaoh of the plague against the livestock and when the pestilence began? The Plague would begin the next day (vs. 5)
5. How many of the livestock of Egypt died in the plague? All of the livestock (vs. 6)
6. How many of the livestock of the sons of Israel died in the plague? Not even one (vs. 7)
7. Did Pharaoh change his mind and let the people go after the plague of the pestilence of the livestock? No, his heart was hardened (vs. 7)
8. What was Moses to throw toward the sky in the sight of Pharaoh in Exodus 9:8? Handfuls of soot from a kiln
9. What did the soot become? Fine dust that became boils breaking out with sores on man and beast through all the land of Egypt (vs. 9)
10. Why could the magicians not stand before Moses? Because the boils were on the magicians as well (vs. 11)
11. Did Pharaoh change his mind and let the people go? No, the LORD hardened his heart (vs. 12)
12. Why did the LORD say he had allowed Pharaoh to remain after all the plagues to this point? To show Pharaoh the LORD's power and to proclaim the LORD's name through all the earth (vs. 16)
13. What was the plague after the plague of boils? Hail (vs. 18)
14. What was unique about this hail? It was a very heavy hail that had not been seen in Egypt from the day it was founded (vs. 18)
15. Who would be harmed in the hail storm? Every man and beast found in the field (vs. 19)
16. What could they do to be protected from the hail? Bring their livestock into their houses (vs. 20)
17. Who took cover in their houses to be safe from the plague of hail? Those who feared the word of the LORD (vs. 20)
18. Who allowed their servants and livestock to remain in the field during the plague of hail? He who paid no regard to the word of the LORD (vs. 21)
19. When Moses stretched out his hand toward the sky, what came along with the hail? Thunder and fire (vs. 23)
20. Along with striking every man and beast that was in the field, what else did the hail do? Struck every plant and shattered every tree of the field (vs. 25)
21. Where was there no hail? In the land of Goshen, where the sons of Israel lived (vs. 26)
22. What did Pharaoh say after the plague of hail? "I have sinned this time; the LORD is the righteous one, and I and my people are the wicked ones."
23. Pharaoh also asked Moses to make supplication to the LORD for what to happen? For the thunder and hail to stop (vs. 28)
24. What did Pharaoh say he would allow if the LORD stopped the hail? He said he would let the sons of Israel go (vs. 28)
25. When did Moses say the hail would stop? As soon as Moses left the city and spread out his hands to the LORD (vs. 29)
26. What did Moses say about Pharaoh and his servants? He said he knew they did not yet fear the LORD God (vs. 30)
27. Which crops were ruined in the hail? The flax and barley (vs. 31)
28. What crops were not ruined and why? The wheat and the spelt because they ripen late (vs. 32)
29. Did Pharaoh let the people go after the hail stopped? No, he hardened his heart (vs. 34)
1. Who did the LORD say Moses would tell about how the LORD dealt harshly with the Egyptians by bringing the plagues upon them? Moses' son and grandson (vs. 2)
2. What plague was after the plague of the hail? Locusts (vs. 4)
3. Moses and Aaron told Pharaoh that the LORD has said, "For if you refuse to let your people go, behold, tomorrow I will bring the locusts into your territory." (vs. 4)
4. What three things did Moses and Aaron say the locusts would do? Cover the land so they could not see it, eat what the hail had not destroyed (vs. 5), and fill the houses of all the Egyptians (vs. 6)
5. What did Pharaoh's servants say to Pharaoh after Moses and Aaron left? "How long will this man be a snare to us? Let the men go, that they may serve the LORD their God. Do you not realize that Egypt is destroyed?" (vs. 7)
6. Who did Moses ask to be permitted to leave Egypt to serve the LORD so that the plague of locusts would not come? Their young and old, their sons and daughters, and their flocks and herds (vs. 9)
7. Pharaoh told Moses that who would be permitted to leave Egypt to serve the LORD instead of who Moses had requested? Just the men (vs. 11)
8. Did Moses agree to Pharaoh's offer? No (vs. 12)
9. Wind from what direction brought in the locusts? From the east (vs. 13)
10. How long did the east wind blow until the locusts came? All that day and night and when it was morning the locusts came (vs. 13)
11. The locust covered the surface of the whole land, so that the land was what? Darkened (vs. 15)
12. After the locusts came, nothing green was left on tree or plant of the field through all the land of Egypt. (vs. 15)
13. What did Pharaoh ask of Aaron and Moses after the plague of locusts? To forgive his sin and make supplication to the LORD to remove this death from him (vs. 17)
14. How did the LORD remove the locusts from the land of Egypt? He shifted the wind to a strong west wind which took the locusts and drove them into the Red Sea (vs. 19)
15. What plague came after the locusts? Darkness (vs. 21)
16. The darkness would be so dark it could be what? Felt (vs. 21)
17. How long did the darkness last? Three days (vs. 22)
18. After the plague of darkness, Pharaoh said the Israelites could go serve the LORD except they must leave what behind? Their flocks and herds (vs. 24)
19. What reason did Moses give for requesting to take the flocks and herds with them? They needed them for sacrifices and burnt offerings and would not know which livestock they would use until they got there (vs. 25-26)
20. Pharaoh's response to Moses' request to take the livestock was, "Get away from me! Beware do not see my face again, for in the day you see my face you shall die!" (vs. 28)
21. Moses' response to Pharaoh was, "You are right; I shall never see your face again!" (vs. 29)
1. How many plagues would there be after the plague of darkness? One (vs. 1)
2. What did the LORD command the Israelites to request from their neighbors before the final plague? Articles of silver and gold (vs. 2)
3. How was Moses regarded at this time in the land of Egypt both in the sight of Pharaoh's servants and in the sight of the people? He was greatly esteemed (vs. 3)
4. At what time were the first-born in the land of Egypt to die? Midnight (vs. 4)
5. As Moses stated that the firstborn shall die in the land of Egypt, he specifically mentions three examples of the first-born of whom? Pharaoh, the slave girl, and the cattle (vs. 5)
6. Moses said that after the death of the first-born, "there shall be a great cry in the land of Egypt, such as there has not been before and such as shall never be again." (vs. 6)
7. In contrast to the cry from the Egyptians, the LORD said not even what would happen among the Israelites so they would understand how the LORD would make a distinction between Egypt and Israel? A dog shall not even bark (vs. 7)
8. The LORD said through Moses that who would bow before Moses and ask them to leave Egypt? Pharaoh's servants (vs. 8)
9. After Moses told Pharaoh about the final plague, he left him in what state? In hot anger (vs. 8)
10. The LORD said to Moses that Pharaoh would not listen to Moses for what reason? So the LORD's wonders would be multiplied in the land of Egypt (vs. 9)
11. Moses and Aaron performed all these wonders before Pharaoh, yet the LORD did what and Pharaoh did not let the sons of Israel go out of his land? Hardened Pharaoh's heart (vs. 10)
1. The LORD said to Aaron and Moses, "This month shall be the beginning of months for you; it is to be the first month of the year to you." (vs. 2)
2. On what day of the month were the sons of Israel told to take a lamb for each household? The 10 th (vs. 3)
3. If a household was too small for the lamb, they were to do what with the lamb? He and his neighbor were to divide the lamb according to the number of persons in each house (vs. 4)
4. What type of lamb were they to choose? An unblemished male a year old taken from the sheep or goats (vs. 5)
5. They were to keep the lamb until what day of the same month? The fourteenth (vs. 6)
6. The assembly of the congregation was to kill the lamb at what time? Twilight (vs. 6)
7. What were they to do with some of the blood of the lamb? Put it on the two doorposts and on the lintel of the houses in which they eat the lamb (vs. 7)
8. When and how were they to eat the lamb? They were to eat it that same night, roasted with fire with unleavened bread and bitter herbs (vs. 8)
9. How were they not to eat the lamb? They were not to eat any of the lamb raw or boiled with water, and they were to burn with fire any left over the next morning (vs. 9-10)
10. What were they to wear when they ate the lamb? Their loins were to be girded, their sandals should be on their feet, and their staff was to be in hand (vs. 11)
11. What was this meal? The LORD's Passover (vs. 11)
12. What would be happening the night they ate the LORD's Passover? The LORD would be going through the land of Egypt striking down all the first-born in the land (vs. 12)
13. What would the LORD do when he saw the blood on their houses? He would pass over them, and no plague would befall them (vs. 13)
14. This Passover was to be a memorial to them, and they were to celebrate it as a feast to the LORD and a what? A permanent ordinance (vs. 14)
15. For seven days they were to eat unleavened bread, and if anyone ate it, what would happen? That person shall be cut off from Israel (vs. 15)
16. Which days were they to have a holy assembly? On the first and seventh day (vs. 16)
17. What other feast were they to observe? The Feast of Unleavened Bread (vs. 17)
18. What days of the first month were they to eat the unleavened bread? The 14 th through the 21 st day at evening (vs. 18)
19. Who did Moses call for to take and slay the Passover lamb? All the elders of Israel (vs. 21)
20. What were they to take and dip in the blood in the basin? A bunch of hyssop (vs. 22)
21. How long were they to observe that event as an ordinance? Forever (vs. 24)
22. When their children ask, "What does this rite mean to you?" what were they to answer? "It is a Passover sacrifice to the LORD who passed over the houses of the sons of Israel in Egypt when He smote the Egyptians, but spared our homes." (vs. 27)
23. What time of night was it when the LORD struck all the land of Egypt? Midnight (vs. 29)
24. Why was there a great cry in Egypt? Because there was no home where there was not someone dead (vs. 30)
25. Pharaoh called for Moses and Aaron at night and told them to "Rise up, get out from among my people". (vs. 31)
26. What did the sons of Israel take with them as they left Egypt? Their dough before it was leavened with their kneading bowls bound up in the clothes on their shoulders and the articles of gold and silver and clothing they got from their Egyptian neighbors (vs. 34-35)
27. Where did the sons of Israel journey? From Rameses to Succoth (vs. 37)
28. How many men took this journey? Six hundred thousand (vs. 37)
29. How long had the sons of Israel lived in Egypt? 430 years (vs. 41)
30. Who was not to eat of the Passover? Any foreigner (vs. 43), a sojourner (unless he and his males are circumcised (vs. 48), or a hired servant (vs. 45), or any uncircumcised person (vs. 48)
31. A slave could eat of the Passover if what? He had been purchased with money and circumcised (vs. 44)
32. The flesh of the prepared lamb was not to be taken outside of the house, nor were they to break any what? Bone (vs. 46)
33. The same law applies both to the native and stranger who sojourned among them. (vs. 49)
1. Who did the LORD ask Moses to sanctify to the LORD? Every first-born, the first offspring of every womb among the sons of Israel, both man and beast (vs. 2)
2. The children of Israel left Egypt in what month? Abib (vs. 4)
3. The land of the Canaanite, Hittite, Amorite, Hivite, and Jebusite was described as a land flowing with what? Milk and honey (vs. 5)
4. How many days were they to eat unleavened bread? Seven days (vs. 6)
5. What were they to do on the seventh day? Have a feast to the LORD (vs. 6)
6. What were the sons of Israel to tell their son about the feast of unleavened bread? "It is because of what the LORD did for me, when I came out of Egypt." (vs. 8)
7. What two places on their body was it to be a sign and reminder that the law of the LORD may be in their mouth and that the powerful hand of the LORD brought them out of Egypt? Their hand and forehead (vs. 9)
8. Every first offspring of a donkey, they were to redeem with what? A lamb (vs. 13)
9. If they did not redeem the first offspring of the donkey, what were they to do? Break its neck (vs. 13)
10. When their sons asked about why they were to redeem all the firstborns, what were they to say? "With a powerful hand the LORD brought us out of Egypt, from the house of slavery" and that the LORD killed the firstborn of all the Egyptians, so the sons of Israel were to redeem their firstborn.(vs. 14-15)
11. Why did God not lead the people by the land of the Philistines, even though it was near? "Lest the people change their minds when they see war, and they return to Egypt." (vs. 17)
12. God led the people around by the way of the wilderness to what? The Red Sea (vs. 18)
13. Whose bones did Moses take with them out of Egypt? Joseph's bones (vs. 19)
14. After leaving Succoth, where did the sons of Israel camp? Etham, on the edge of the wilderness (vs. 20)
15. How was the Lord guiding the sons of Israel on their journey? In a pillar of cloud by day and in a pillar of fire by night to give them light (vs. 21)
1. The LORD told Moses to tell the people to turn back and camp before where, which was between Migdol and the sea? Pihahiroth (vs. 2)
2. The LORD also told Moses to tell the people to camp in front of where, opposite it, by the sea? Baal-Zephon (vs. 2)
3. What did the LORD say Pharaoh would say about how the sons of Israel were traveling? "They are wandering aimlessly in the land; the wilderness has shut them in." (vs. 3)
4. The LORD said he would harden Pharaoh's heart, and Pharaoh would do what? Chase after the sons of Israel with his army (vs. 4)
5. When Pharaoh decided to chase after the sons of Israel, how many select chariots did he take with him? 600 (vs. 7)
6. As Pharaoh drew near, the sons of Israel looked, and behold, the Egyptians were marching after them, and they became very frightened. (vs. 10)
7. What did the sons of Israel ask when the Egyptians found them? "Is it because there were no graves in Egypt that you have taken us away to die in the wilderness?" (vs. 11)
8. The sons of Israel said it would have been better for them to serve the Egyptians than to what? Die in the wilderness (vs. 12)
9. Moses replied to the sons of Israel not to fear because they would see what? The salvation of the LORD (vs. 13)
10. Moses said to the sons of Israel in Exodus 14:14, "The LORD will fight for you while you keep silent."
11. The LORD told Moses to lift up his staff and stretch out his hand over the sea to do what to the sea? Divide it so the sons of Israel could go through on dry ground. (vs. 16)
12. What two things went between the sons of Israel and the camp of the Egyptians? The angel of God and the pillar of cloud (vs. 19)
13. When the sons of Israel went through the Red Sea on dry ground, what were the waters like? A wall on their right and on their left (vs. 22)
14. What did the LORD do to the chariots as they were chasing the sons of Israel? Caused the chariot wheels to swerve and made them drive with difficulty (vs. 25)
15. Who perished when Moses stretched out his hand and the waters of the Red Sea returned to normal? The chariots and horsemen and Pharaoh's entire army that had gone after the sons of Israel (vs. 28)
16. Where did Israel see the Egyptians dead? On the seashore (vs. 30)
17. When Israel saw the great power which the LORD had used against the Egyptians, the people what? Feared the LORD and believed in the LORD and in his servant, Moses (vs. 31)
1. Moses and the sons of Israel sang a song to whom? The LORD (vs. 1)
2. "The horse and its rider He has hurled into the sea." Exodus 15:1
3. "The LORD is a warrior; The LORD is His name." Exodus 15:3
4. In the song of Moses and Israel, what two things are said about the right hand of the LORD? It is majestic in power, and it shatters the enemy (vs. 6)
5. In the song of Moses and Israel, what happened at the blast of the LORD's nostrils? The waters were piled up (vs. 8)
6. In the song of Moses and Israel, the enemy said "I will" to what four things? I will pursue, I will overtake, I will divide the spoil, I will draw out my sword (vs. 9)
7. In Exodus 15:10 they likened their sinking to what in the mighty waters? Lead
8. Exodus 15:13 says, "In Thy lovingkindness Thou has led the people whom Thou has redeemed; In Thy strength Thou hast guided them to Thy holy habitation."
9. In the song of Moses and Israel, what had gripped the inhabitants of Philistia? Anguish (vs. 14)
10. In the song of Moses and Israel, the chiefs of Edom were what? Dismayed (vs. 15)
11. In the song of Moses and Israel, who did trembling grip? The leaders of Moab (vs. 15)
12. In the song of Moses and Israel, what happened to the inhabitants of Canaan? They have melted away (vs. 15)
13. Who was Aaron's sister? Miriam (vs. 20)
14. Miriam was referred to as what in Exodus 15:20? A prophetess
15. Miriam took a timbrel in her hand, went out with the other women and danced while saying what? "Sing to the LORD, for He is highly exalted; the horse and his rider He has hurled into the sea." (vs. 20-21)
16. After Moses lead them from the Red Sea, they went to the wilderness of what? Shur (vs. 22)
17. Where were the waters bitter? At Marah (vs. 23)
18. What did the LORD have Moses do to make the waters of Marah sweet? Throw a tree into the water (vs. 25)
19. At the waters of Marah, the LORD said if the people gave earnest heed to the voice of the LORD, and did what was right in His sight, and gave ear to His commandments, and kept all His statutes, the LORD would not do what? Give them any of the diseases on which he had put on the Egyptians (vs. 26)
20. After they left Marah, they camped where? Elim (vs. 27)
21. What was at Elim? 12 springs and 70 date palms (vs. 27)
1. After Elim, the sons of Israel came to the wilderness of Sin on the 15 th day of what month after their departure from Egypt? The second month (vs. 1)
2. What did the sons of Israel grumble about at the wilderness of Sin? How hungry they were (vs. 3)
3. The sons of Israel said they would have rather been in Egypt with what than to die in the wilderness of hunger? Their pots of meat and bread (vs. 3)
4. How did the LORD say he would provide food? He would rain bread from heaven (vs. 4)
5. How much bread could they gather each day? A day's portion (vs. 4)
6. On the 6 th day, when they prepared what they brought in, how much bread would they have? Twice as much as they gathered daily (vs. 5)
7. When would the bread come? In the morning (vs. 8)
8. When would the meat come? In the evening (vs. 8)
9. What was the meat that the LORD provided in the evening? Quail (vs. 13)
10. When the LORD sent the quail, what did it do? Covered the camp (vs. 13)
11. What covered the ground the next morning? A layer of dew (vs. 13)
12. When the dew evaporated, what did it become? A fine flake-like thing, fine as the frost on the ground (vs. 14)
13. Did the sons of Israel know what the white flakes were? No (vs. 15)
14. Who told the sons of Israel what the white flakes were? Moses (vs. 15)
15. How much of the bread did Moses tell them to gather? An omer apiece for the number of persons each had in their tent (vs. 16)
16. Some gathered much and some gathered little, but when they measured it, what happened? He who gathered much had no excess, and he who gathered little had no lack (vs. 18)
17. Moses commanded them to leave none of what they had gathered for the next what? Morning (vs. 19)
18. Did they all listen and obey Moses? No (vs. 20)
19. What happened to the bread that some saved for the next morning? It bred worms and became foul (vs. 20)
20. When the sun grew hot, what would happen to the bread? It would melt (vs. 21)
21. Why were they to gather twice as much bread on the sixth day? So they would have enough for the Sabbath (vs. 22-25)
22. What were they to do on the Sabbath day? Rest (vs. 30)
23. What did the sons of Israel name the bread? Manna (vs. 31)
24. How did they describe the manna? It was like coriander seed, white; and its taste was like wafers with honey (vs. 31)
25. What did the LORD command to be done with an omerful of the manna? Keep it throughout their generations so they would remember how the LORD fed them in the wilderness (vs. 32)
26. How did they store the omerful of the manna? In a jar, which was kept before the Testimony (vs. 33-34)
27. How many years did they eat the manna? 40 years (vs. 35)
28. How much is an omer? A tenth of an ephah (vs. 36)
1. After the sons of Israel left the wilderness of Sin, where did they camp? Rephidim (vs. 1)
2. What problem did they have at Rephidim? There was no water for them to drink (vs. 1)
3. What did the people say to Moses as they grumbled to him about having no water? "Why, now, have you brought us up from Egypt, to kill us and our children and our livestock with thirst?" (vs. 3)
4. What did Moses tell the LORD the people might do to him? Stone him (vs. 4)
5. What did the LORD tell Moses to do? Pass before the people with some of the elders of Israel and strike the rock at Horeb with his staff (vs. 5-6)
6. Where did the LORD say He would be when Moses would strike the rock? He said He would stand before Moses on the rock (vs. 6)
7. What happened when Moses struck the rock? Water came out of it (vs. 6)
8. What did Moses name the place where the water came out of the rock? Massah and Meribah (vs. 7)
9. Why did Moses name the place Massah and Meribah? Because of the quarrel of the sons of Israel, and because they tested the LORD, saying, "Is the LORD among us, or not?" (vs. 7)
10. Who came and fought against Israel at Rephidim? Amalek (vs. 8)
11. Who did Moses tell to choose men and go out to fight against Amalek? Joshua (vs. 9)
12. Where did Moses say he would station himself while they were fighting against Amalek? On top of the hill with the staff of God in his hand (vs. 9)
13. Who went with Moses to the top of the hill? Aaron and Hur (vs. 10)
14. When did Israel prevail, and when did Amalek prevail? When Moses held his hand up, Israel prevailed, and when Moses let his hand down, Amalek prevailed (vs. 11)
15. What did Aaron and Hur do to help Moses because his hands were heavy? Took a stone and put it under him for him to sit on, and they each supported his hands, one on each side of him (vs. 12)
16. How long did Aaron and Hur assist Moses in keeping his arms up? Until the sun set (vs. 12)
17. What did the LORD say to Moses about their victory over Amalek? "Write this in a book as a memorial, and recite it to Joshua, that I will utterly blot out the memory of Amalek from under heaven." (vs. 14)
18. After the victory over Amalek, Moses built an alter and named it what? The Lord is My Banner (vs. 15)
19. The LORD will have war against Amalek from generation to generation. (vs. 16)
1. Jethro was the priest of what? Midian (vs. 1)
2. What are Moses' two sons' names, and what do their names mean? Gershom, which means, I have been a sojourner in a foreign land, and Eliezer, which means, The God of my father was my help, and delivered me from the sword of Pharaoh (vs. 3-4)
3. Where did Jethro take Moses' wife and sons to meet him? In the wilderness where he was camped at the mount of God (vs. 5)
4. After Moses and Jethro met again, Moses told Jethro about what the LORD had done to Pharaoh, their hardships on their journey, and how the LORD had delivered them. (vs. 8)
5. Jethro rejoiced over all the goodness which the LORD had done to Israel. (vs. 9)
6. Who came with all the elders of Israel to eat a meal with Moses' father-in-law before God? Aaron (vs. 12)
7. The next day, Moses sat to do what from morning until the evening? Judge the people (vs. 13)
8. Jethro asked Moses, "Why do you alone sit as judge?" (vs. 14)
9. Why did Jethro say it was not good that he was alone judging the people? Because Moses would wear out, the task was too heavy for one person (vs. 18)
10. Jethro gave Moses advice to choose men with what three qualities to be leaders of thousands, of hundreds, of fifties, and of tens? Men who fear God, men of truth, and those who hate dishonest gain (vs. 21)
11. What types of disputes did Jethro say these men should judge? Every minor dispute (vs. 22)
12. What types of disputes did Jethro say Moses should judge? Every major dispute (vs. 22)
13. What did Jethro say would happen if Moses did what he suggested? Moses would be able to endure, and all the people would go to their place in peace (vs. 23)
14. Did Moses take Jethro's advice? Yes, he did all that he had said (vs. 24)
15. Then Moses bade his father-in-law farewell, and he went his way into his own land. (vs. 27)
1. When did the sons of Israel come to the wilderness of Sinai? In the third month after coming out of Egypt (vs. 1)
2. The LORD told Moses He had bore the sons of Israel on what type of wings? Eagles' (vs. 4)
3. The LORD told Moses that if they obey the LORD and keep his covenant, they would be a kingdom of what and a holy what? Kingdom of priests, and a holy nation (vs. 6)
4. What did the people say when Moses told them what the LORD had said? "All that the LORD has spoken we will do!" (vs. 8)
5. The LORD said he would come to Moses in a thick cloud so the people would hear when He speaks to them and believe in Moses. (vs. 9)
6. The LORD also said to Moses, "Go to the people and consecrate them today and tomorrow, and let them wash their garments." (vs. 10)
7. On what day did the LORD say He would come down on Mount Sinai in the sight of all the people? The third day (vs. 11)
8. What did the LORD say would happen to any of the people who went up on the mountain or touched the border of it? They would be put to death, either stoned or shot through (vs. 12-13)
9. What happened at the mountain on the third day? There were thunder and lightning flashes, a thick cloud upon the mountain and a very loud trumpet sound (vs. 16)
10. What did the people do when they saw and heard all of this? They trembled (vs. 16)
11. Now Mount Sinai was all in smoke because the LORD descended upon it in fire. (vs. 18)
12. The smoke ascended from the mountain like the smoke of what? A furnace (vs. 18)
13. When the sound of the trumpet grew louder and louder, Moses spoke and God answered him with what? Thunder (vs. 19)
14. The LORD spoke to Moses, "Go down, warn the people, lest they break through to the LORD to gaze, and many of them perish." (vs. 21)
15. The priests who came near to the LORD were to do what? Consecrate themselves (vs. 22)
16. Who did the LORD allow to come up on the mountain with Moses? Aaron (vs. 24)
God spoke to the people and gave them the following commandments:
1. You shall have no other gods before Me. (vs. 3)
2. You shall not make for yourself an idol, or any likeness of what is in heaven above or on the earth beneath or in the water under the earth. (vs. 4)
* You shall not worship them or serve them; for I, the LORD your God, am a jealous God, visiting the iniquity of the fathers on the children, on the third and fourth generations of those who hate ME (vs. 5)
3. You shall not take the name of the LORD your God in vain, for the LORD will not leave him unpunished who takes His name in vain. (vs. 7)
4. Remember the Sabbath day, to keep it holy. (vs. 8)
* For in six days the LORD made the heavens and the earth, the sea and all that is in them, and rested on the seventh day; therefore the LORD blessed the Sabbath day and made it holy. (vs. 11)
5. Honor your father and your mother, that your days may be prolonged in the land which the LORD your God gives you. (vs. 12)
6. You shall not murder. (vs. 13)
7. You shall not commit adultery. (vs. 14)
8. You shall not steal. (vs. 15)
9. You shall not bear false witness against your neighbor. (vs. 16)
10. You shall not covet your neighbor's house; you shall not covet your neighbor's wife or his male servant or his female servant or his ox or his donkey or anything that belongs to your neighbor. (vs. 17)
Chapter 20 (vs. 18-26)
1. After God spoke these words, all the people perceived the thunder and the lightning flashes and the sound of the trumpet and the mountain smoking; and when the people saw it, they trembled and stood at a distance. (vs. 18)
2. The people told Moses to speak to them himself and they would listen, but they did not want God to speak to them for what reason? Lest they die (vs. 19)
3. Moses told the people not to be afraid because God had come for what two reasons? To test them and so the fear of Him may remain with them so they would not sin (vs. 20)
4. Where was God when Moses then approached Him? In the thick cloud (vs. 21)
5. The LORD told Moses they should not make other gods made of what? Silver and gold (vs. 23)
6. What did God tell Moses to make for Him? An alter of earth to sacrifice burnt offerings and peace offerings (vs. 24)
7. The LORD said if Moses made an altar of stone, it could not be built with what? Cut stones (vs. 25)
8. Why did the LORD say the altar could not be made with cut stones? If he would wield a tool on it, he would profane it (vs. 25)
Exodus 32
1. What did the people ask Aaron to do when Moses was delayed in coming down from the mountain? Make them a god (vs. 1)
2. Why did the people ask Aaron to make them a god? Because they did not know what happened to Moses (vs. 1)
3. What did Aaron tell the people to do? Tear off the gold rings from the ears of their wives, sons, and daughters, and bring them to Aaron (vs. 2)
4. What did Aaron do with all the gold when the people brought it to him? Fashioned it with a graving tool and made it into a molten calf (vs. 4)
5. What did they say the molten calf was? The god that brought them out of Egypt (vs. 4)
6. What did Aaron build before the molten calf? An altar (vs. 5)
7. What proclamation did Aaron make after he built the altar? "Tomorrow shall be a feast to the LORD." (vs. 5)
8. What did the people do the next morning? Rose early, offered burnt offerings, brought peace offerings, sat down to eat and drink, and then rose up to play (vs. 6)
9. What did the LORD say to Moses about what the people were doing? "Go down at once, for your people, whom you brought up from the land of Egypt, have corrupted themselves." (vs. 7)
10. The LORD said He was so angry about what the people had done that He may what? He might destroy the people and make a great nation from Moses (vs. 10)
11. As Moses tried to persuade the LORD not to destroy the people, what did he say about the Egyptians? "Why should the Egyptians speak, saying, 'With evil intent He brought them out to kill them in the mountains and to destroy them from the face of the earth'?" (vs. 12)
12. As Moses tried to persuade the LORD not to destroy the people, who did he tell the LORD to remember? Abraham, Isaac, and Israel and the promise He made to them (vs. 13)
13. Was Moses able to persuade the LORD not to destroy the people? Yes (vs. 14)
14. When Moses went down from the mountain after speaking to the LORD, what did he have with him? The two tablets of testimony in his hand (vs. 15)
15. How many sides of the tablets were written on? Both sides (vs. 15)
16. Who wrote on the tablets? God (vs. 16)
17. What did Joshua say to Moses when he heard the sound of the people in the camp? "There is a sound of war in the camp." (vs. 17)
18. What did Moses say the sound was? It was the sound of singing (vs. 18)
19. What did Moses do when he saw the calf and the dancing? He threw the tablets from his hands and shattered them at the foot of the mountain (vs. 19)
20. What did Moses do with the calf? Burned it with fire and ground it to powder, scattered it over the surface of the water and made the sons of Israel drink it. (vs. 20)
21. What did Moses ask Aaron? "What did this people do to you, that you have brought such great sin upon them?" (vs. 21)
22. How did Aaron say the people got the calf? He said he asked them to bring their gold, he threw it into the fire and out came the calf. (vs. 24)
23. Who did Moses tell to come to him? All the people who were for the LORD. (vs. 26)
24. Who came to Moses? All the sons of Levi (vs. 26)
25. What did Moses tell the sons of Levi to do? Go back and forth from gate to gate and kill with the sword every man and his brother, friend, and neighbor (vs. 27)
26. How many men did the sons of Levi kill? About 3,000 (vs. 28)
27. What did Moses then tell the people to do? Dedicate themselves to the LORD (vs. 29)
28. The next day, why did Moses tell the people he was going to the LORD? To see if he could make atonement for their great sin (vs. 30)
29. What did Moses ask the LORD to do if He would not forgive the people? Blot Moses out from the LORD's book (vs. 32)
30. The LORD responded to Moses that, "Whoever has sinned against Me, I will blot him out of My book." (vs. 33)
31. Exodus 32:35 says, "Then the LORD smote the people, because of what they did with the calf which Aaron had made."
1. The LORD told the people to go up to the land flowing with milk and honey but said that He would not do what? Go up in their midst (vs. 3)
2. Why did the LORD say He would not go up in their midst? Because the people were obstinate, and He might destroy them along the way (vs. 3)
3. What did the people do when they heard this sad word from the LORD? They went into mourning (vs. 4)
4. What did the LORD tell the people to put off? Their ornaments (vs. 5)
5. At what place did the people take off their ornaments? Mount Horeb (vs. 6)
6. What did Moses call the tent he pitched a good distance from the camp? The tent of meeting (vs. 7)
7. Who would go out to the tent of meeting? Everyone who sought the LORD (vs. 7)
8. What would the people do when Moses went to the tent of meeting? They would rise and stand, each at the entrance of his tent, and gaze after Moses until he entered the tent (vs. 8)
9. What would happen when Moses entered the tent of meeting? The pillar of cloud would descend and stand at the entrance of the tent, and the LORD would speak to Moses (vs. 9)
10. What would the people do when they saw the pillar of cloud at the entrance of the tent? They would arise and worship, each at the entrance of his tent (vs. 10)
11. The LORD used to speak to Moses face to face, just as a man speaks to what? His friend (vs. 11)
12. When Moses returned to the camp, who was Moses' servant who would not depart from the tent? Joshua, son of Nun (vs. 11)
13. Moses said to the LORD, "If Thy presence does not go with us, do not lead us up from here. (vs. 15)
14. What was it that Moses told the LORD that distinguished them from all the other people who were on the face of the earth? The LORD going with them (vs. 16)
15. Why did the LORD say He would do what Moses had asked? Because Moses found favor in His sight (vs. 17)
16. In Exodus 33:18, Moses said, "I pray Thee, show me Thy glory!"
17. The LORD replied to Moses that no one could see His face and what? Live (vs. 20)
18. Where did the LORD tell Moses to stand as His glory passed by? On the rock (vs. 21)
19. What did the LORD say He would cover Moses with until He passed by? His hand (vs. 22)
20. What did the LORD say Moses would see when He took His hand away? His back (vs. 23)
1. The LORD told Moses to cut out two what? Stone tablets (vs. 1)
2. What did the LORD say He would do to these two stone tablets? Write on the tablets the words that were on the former tablets which Moses shattered (vs. 1)
3. Where did the LORD tell Moses to present himself the next morning? Mount Sinai (vs. 2)
4. Who was to be with Moses when he came to Mount Sinai? No one, not even the flocks and herds were to graze in front of the mountain (vs. 3)
5. When the LORD passed in front of Moses at Mount Sinai, how did He describe Himself? Compassionate and gracious, slow to anger, and abounding in lovingkindness and truth (vs. 6)
6. What did Moses do as the LORD passed in front of him? Bowed low toward the earth and worshipped (vs. 8)
7. What did Moses ask the LORD? To go with them in their midst, to pardon their iniquities, and to take them as the LORD's possession (vs. 9)
8. The LORD said he would make a covenant with His people and would perform what which had not been produced in all the earth? Miracles (vs. 10)
9. The LORD told the sons of Israel not to make any what with the inhabitants of the land they were going into? Covenant (vs. 12)
10. What did the LORD tell the sons of Israel to do to the people of the land they were going into? Tear down their altars, smash their sacred pillars, and cut down their Asherim (vs. 13)
11. What did the LORD say His name was when He told the sons of Israel not to worship any other god? Jealous (vs. 14)
12. The LORD told the sons of Israel they shall work six days and rest on the seventh day even during what times of year? Plowing and harvest (vs. 21)
13. What feasts did the LORD tell the sons of Israel to celebrate in chapter 34? Feast of Unleavened Bread, Feast of Weeks, Feast of Passover, and Feast of Ingathering (vs. 18, 22, 25)
14. How many times a year were the males to appear before the LORD? Three (vs. 23)
15. How many days was Moses with the LORD the second time he was on the mountain? Forty days and forty nights (vs. 28)
16. Moses did not do what two things while he was with the LORD? Eat or drink (vs. 28)
17. What was unusual about Moses' face when he came down from Mount Sinai? His face shone because he had been speaking to the LORD (vs. 29)
18. When Moses spoke to all the sons of Israel after speaking with the LORD, what did he command them to do? Everything the LORD had spoken to him on Mount Sinai (vs. 32)
19. What did Moses put over his face after speaking with the sons of Israel? A veil (vs. 33)
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Literacy Plan
Salt River Schools
10005 E. Osborn Road Scottsdale, AZ 85256
www.saltriverschools.org
Education Board Members
Heather Washington, Chair Henry Osif, Secretary Deanna Scabby, Council Representative Kim Anton, Member Elaina Osife, Member Patricia Rush, Member Roberta Seepie, Member Deana Washington, Member Dr. Louis Laffitte, Jr., Superintendent
Curriculum & Instruction Team
Robert Gray III, Curriculum & Instruction Director Janice Ewbank, Curriculum & Instruction Specialist Gayl Howell, Curriculum & Instruction Specialist Kathy Tucker, Literacy & Tutoring Coordinator Binh Vo, Instructional Technology Dr. Cynthia Clary, Assistant Superintendent
Table of Contents
Motto, Mission, Vision, and Rationale
Motto
Mat'o T'vem Ab O Ju "We will do this together" Matwiik
Mission
The purpose of Salt River Schools, in partnership with the Community, is to provide EXEMPLARY EDUCATION in a safe learning environment IMMERSED IN THE O'ODHAM and PIIPAASH CULTURES, for all students to secure a successful future.
Vision
Community empowerment through culture, engagement, academic achievement and excellence.
All students can learn and are expected to learn. The education of our youth is a shared responsibility of the school, the family, and the Community. All groups should be focused on the pursuit of excellence in education.
Curriculum and Instruction Purpose
The purpose of the Curriculum & Instruction Team is to provide proactive and reflective leadership around curriculum and instruction for the betterment of every child we serve. We will create, maintain and improve the Division's curriculum in all its forms, written and delivered. We will increase the effectiveness of instruction in every classroom. Our students will demonstrate high levels of literacy, skills and knowledge in academics, culture and ethic.
It is through clarity, teamwork, reflection, proactivity, and integrity that a well-defined, guaranteed and viable curriculum PK-12 will ensure mature teacher development processes and distributed instructional leadership.
Rationale
* Curriculum, assessment and instruction;
Teaching students to become literate citizens is the primary goal of schools. The ability to read and write prepares students to be successful throughout their educational, professional and personal lives. This literacy plan provides guidance on developing a systemic and systematic approach to teaching reading, writing, language, listening and speaking for Salt River Schools from early childhood to adult. This is a collaborative and continually improving effort to clarify guidance and processes for literacy in the following areas
* Prevention, intervention, enrichment and supports;
* Integration of Native literature, language and culture;
* Incorporation of literacy into content areas;
* Articulation across grade levels.
The creation of the Division literacy plan will allow Salt River Schools to
* Provide leadership for and monitoring of the English Language Arts program;
* Create a system-wide approach to literacy;
* Ensure full and effective implementation of programs and practices among sites;
* Coordinate and target professional development services for literacy;
* Strengthen prevention, intervention, enrichment, and student support services;
* Develop a balanced and strategic assessment plan for literacy;
* Build capacity of all staff and Community members to contribute to the literacy development of our students.
* Establish a division-wide team and support school-based teams focused on improving literacy instruction and student learning;
1. Philosophical Framework for Literacy
The purpose of reading instruction is to develop critical literacy skills that result in meeting high expectations for all students. This rigorous approach includes using text for communicating, thinking, following directions, and problem solving. To foster critical literacy, it is necessary to provide all students a balanced literacy program.
This begins with a comprehensive and aligned written curriculum across all sites and age/grade levels. This curriculum will
* Be developed specifically for Common Core standards,
* Include a balance of Literature and Informational texts (including trade books),
* Be organized around instructional Units based on clusters of standards,
* Incorporate performance-based assessments in Units,
* Include opportunities to replace suggested texts with local and culturally relevant alternatives, and
* Includes standards-based writing instruction.
A balanced literacy program includes
* Small group, whole group, and individual instruction;
* Teacher directed and student centered learning;
* Skills based and meaning based approaches;
* Reading and Writing.
* Phonics and whole language;
A balanced approach includes whole group instruction with mini-lessons, guided reading with flexible groups, and individual instruction with one-to-one teacher check-in. An effective program includes the five essential components of reading:
* Phonemic Awareness.
* Phonics.
* Fluency.
* Comprehension.
* Vocabulary.
In addition, Allington as reported in CKLA Curriculum: Links to Research on Teaching and Learning (March 2015) shares six other research-based pillars of effective instruction as follows
* Matching pupils and texts;
* Classroom organization that uses varied grouping;
* Access to interesting texts, choice, and collaboration;
* Expert tutoring;
* Connecting writing and reading;
* Motivation.
Also critical to this reading approach is a Gradual Release of Responsibility. This approach starts with the teacher having full responsibility in a Focus Lesson (I do it), then Guided Instruction (We do it), Collaboration (You do it together) and finally Independent work (you do it). In a balanced literacy approach, components of effective instruction are taught through a variety of reading and writing experiences.
Another element of the Division's Literacy approach is creating a literate environment that is positive and relevant to students' lives, heritage and culture. This is accomplished first through incorporating O'Odham and Piipash Languages and Culture and Native Literature where appropriate. Personal motivation is also addressed through providing individual choices, product choices, and varied content. Life relevance improves engagement, motivation, and learning acquisition. Life relevance is supported by equipping students with knowledge and skills, connecting to practical context, current connections, and career aspirations. It is understood that developing a student's passion for reading is critical for immediate motivation and long-term development of lifelong learning habits.
Particular elements of literacy instruction will be emphasized in order to build deep learning. Oral listening and comprehension, concept development and vocabulary acquisition assist students in developing comprehension that takes students beyond word calling and allows them to apply knowledge they have developed. Visual literacy will also be used to assist in developing understanding and memory retention.
A literacy assessment plan will be developed to support teachers and students as they make decisions in improving teacher effectiveness and student learning. Assessments will strive to be streamlined, meaningful, aligned to curriculum and actionable.
2. Roles and Responsibilities
In a literacy-driven environment leadership at every level is involved in each of the following
* Maintaining a focus on literacy,
* Creating a culture for literacy,
* Supporting attainment of literacy goals,
* Seeking and applying current research and knowledge, and
* Collecting and analyzing data,
* Celebrating the successes of every member in the Community.
"The purpose of leadership is the improvement of instructional practice and performance, regardless of the role," (2006. Elmore. R., in School reform from the inside out.). Leadership includes the following roles and responsibilities:
District Leadership (Superintendents, Curriculum & Instruction Team and all other District Leadership)
* Serves as a guiding force for educational decisions at every level of the Division.
* Upholds, supports and communicates the vision of every student performing at benchmark or above.
* Establishes comprehensive, coherent and articulated literacy program and professional practices across all levels and sites in the Division.
* Ensures that all stakeholders have access to all necessary data sets to promote student success.
* Supports the principals, coaches, facilitators, teachers, students and families by providing professional development materials, communication and resources.
* Empowers staff by disseminating current research in best literacy practices.
* Creates, coordinates, and communicates literacy successes throughout the Division.
Division Literacy Team (Selected members from each role group in the Division that will support and guide the overall literacy program)
* Reviews resources and materials.
* Reviews curriculum & units.
* Reviews writing assessments.
* Creates/reviews grade level vocabulary lists.
* Creates/reviews grade level literature studies & trade book lists.
* Advocates for and organizes literacy events.
* Makes recommendations for improving the Literacy program.
* Conducts Division-wide literacy dialogues based on data.
Literacy Coaches, Facilitators and Reading Specialists
* Create compelling conversations that contribute to the collaborative culture.
* Communicate Division literacy goals, strategies and professional practices.
* Provide recommendations on improving the Division Literacy program based on contextual data and information.
* Ensures effective implementation of the Literacy and Response to Intervention (RTI) approaches at each school and in the classrooms.
* Create connections between people and resources to support literacy.
* Ensure effective use of data to make instructional decisions.
* Facilitate the collection, analysis and communication of data.
* Model current research-based instructional strategies with teachers.
* Facilitate and coach Professional Learning Communities (PLC) Team meetings and activities.
* Conduct observations, walkthroughs and conferences to support literacy instruction.
* Monitor and collect data for evaluating the literacy program.
* Celebrate successes with the school Community.
School Site Leadership (Principals, Vice-principals, Compliance Coordinators and Teacher Leaders)
* Communicate Division literacy goals, strategies, and professional practices.
* Create compelling conversations that contribute to the collaborative culture.
* Ensures effective implementation of the Literacy and RTI approaches at each school and in the classrooms.
* Creates a culture of learning that upholds the vision of every student performing at or above expectations.
* Provide recommendations on improving the Division Literacy program based on contextual data and information.
* Ensures the instructional team is focused on literacy.
* Dedicates resources to support literacy.
* Ensures that the site's work adheres to the Division's literacy goals, design, and practices.
* Collects and communicates data.
* Leads and coaches Professional Learning Communities (PLC's) to ensure teams use data to drive instruction and make collective changes in practice.
* Stays current on research-based practices.
* Celebrates literacy gains with students, staff, families and the Community.
* Engages in Division-wide literacy leadership teams.
Instructional Staff Leadership (Teachers, Library Media Specialists, Instructional Assistants and Tutors)
* Support literacy in every subject, every day.
* Create a classroom culture that promotes literacy.
* Employs effective teaching strategies daily that support Division literacy goals.
* Facilitates screening, progress monitoring, diagnostics, and outcome assessments as needed per grade level, and communicates student literacy goals, gains, and needs to
* Collaborates with colleagues to ensure consistency of literacy instruction for each and every student.
families and students.
* Secures and selects appropriate literacy materials for each student.
* Secures additional support services for students to ensure their success.
* Pursues professional development in research based practices.
* Celebrates student successes in the classroom and school Community.
* Participates in and/or Leads Professional Learning Communities (PLC's) that use data to drive instruction and make collective changes in practice.
3. Data Review
A comprehensive data review will be conducted by each school site to include AzMERIT, NWEA, Student Writing Assessments and other Literacy related assessments. An initial review of AzMERIT ELA results is listed below.
Salt River High School
* Only 8% of HS students were proficient in ELA.
SRHS 16-17
* 75% of those not proficient were in the Minimally proficient band.
* The range of achievement was from less than 2% proficiency (10 th grade) to 16% proficient (7 th grade).
SRHS 15-16
* 75.9% of those not proficient were in the Minimally proficient band.
* Only 6.6% of HS students were proficient in ELA.
* The range of achievement was from less than 0% proficiency (several grades) to 15.6% proficient (7 th grade).
Salt River Elementary School
* Only 18.8% of HS students were proficient in ELA.
SRES 16-17
* 60.6% of those not proficient were in the Minimally proficient band.
* The range of achievement was from less than 13.7% proficiency (3 rd and 5th grade) to 25.6% proficient (6th grade).
SRES 15-16
* 76% of those not proficient were in the Minimally proficient band.
* Only 23.3% of ES students were proficient in ELA.
* The range of achievement was from less than 9.5% proficiency (6th grade) to 34.1% proficient (5 th grade).
4. Problem Statement and Goals
The goal of is to significantly raise the level of literacy achievement of all students while developing a unified high quality, comprehensive and coherent literacy program for all Salt River Schools sites. We believe all students need high quality literacy instruction from early childhood through graduation.
Division literacy goals (draft version) include:
Goal 2: Establish a framework for a comprehensive and aligned PK-12 literacy program that includes core curriculum and instruction; prevention, intervention, enrichment and support services; balanced and meaningful assessments; job-embedded and differentiated professional learning; time; and high quality resources and materials.
Goal 1: Increase student growth in reading, writing and language at all sites and age/grade levels.
Goal 3: Implement a data system so that all teachers routinely read, analyze and interpret student literacy data, use that data to inform instruction and assist students in setting and achieving individual goals.
Goal 5: Ensure that strategic instruction in concept development, vocabulary and writing skills are emphasized in the new literacy approach.
Goal 4: Align district wide literacy (reading and writing) curriculum with Arizona Standards including ensuring content area curriculum teaches literacy every day in every class.
Goal 6: Create student motivation and personal relevance through a positive literacy culture that accentuates O'Odham and Piipash languages and culture and Native literature,
Goal 7: Enhance Community and family engagement and partnerships as they relate to literacy.
A brief assessment of the literacy program has revealed the following challenges:
* Reading, Language and Writing scores that are significantly below expectations at all grades as evidenced by AZMerit and NWEA.
* Declines in AZMerit Reading scores in several grades.
* Comprehensive English Language Arts curriculum has not been completed at any level.
* An absence of writing/language texts and resources at all levels
* An absence of a comprehensive writing program at all levels
* Sufficient time is not currently designated for learning to write, practicing writing or assessing writing
* The reading resources at the high school are also pre-Common Core. These anthologies do not contain the type of literature or activities required by current standards.
* The reading resources at the elementary are pre-Common Core, and therefore do not meet minimal expectations for current Arizona College and Career Ready Standards (CCRS). Components of these reading textbook resources in each classroom are missing and have not been replaced.
* The allocated times for literacy block at the elementary and high school need better organization with time allocated strategically to gain maximum impact on student learning.
* Vocabulary and concept development instruction needs increased emphasis and alignment
within and across grade levels.
* The mindset of staff, students and Community needs to be focused on supporting literacy development at all ages and creating the expectation that all students can and will succeed in reaching expectations.
5. Literacy Research
Two basic stages of reading instruction are often contrasted as Learning to Read and Reading to Learn and are characterized as follows
Learning to Read
* Build "sight word vocabulary" of many thousands of words.
* Acquire strategies for "decoding" unfamiliar words.
* Learn to coordinate skills for fluent reading of text.
* Acquire variety of strategies for enhancing comprehension, or repairing it when it breaks down.
* Begin extension of vocabulary beyond oral language limits.
* Develop or maintain a positive attitude about reading and view it as an important skill for learning and for pleasure.
Reading to Learn
* Learning meanings of thousands new words vocabulary expansion.
* Extend "sight vocabulary" to unfamiliar words in increasingly challenging text.
* Increasingly challenging text.
* Increasingly detailed knowledge of text structures and genres.
* Learning meanings of thousands of new words vocabulary expansion.
* Expansion of content knowledge in many domains.
* Thinking and reasoning skills increase.
* Reading specific comprehension strategies become more complex.
During the first of these stages the early reader is working on decoding the words while "The skilled reader is extremely efficient in translating written text into oral language and meaning. When reading, the skilled reader puts minimal mental energy into decoding and has plenty of mental energy to focus on word and text-level processes to make meaning of the text. When decoding is not automatic it may constrain the degree to which a child can extend his or her full capacity toward comprehension (Just Carpenter, and Keller, 1996; Vellutino et al., 2007) as reported in Core Knowledge's white paper CKLA Curriculum: Links to Research on Teaching and Learning (March 2015). "As a child's decoding becomes more fluent and automatic, more mental energy becomes available for the language and comprehension processes that defines skilled reading."
The authors go on to point out that the two stages of reading are not separate from each other, but coexist throughout the reader's experience. It is particularly important to ensure that students have attention paid to both building decoding skills and building language and comprehension skills. This is accomplished through developing listening skills and comprehension of texts that far surpass their decoding ability (Cunningham 2005; Scarborough and Dobrich, 1994). This implies interactive exploration of rich texts through
* Listening;
* Building background knowledge and concept development;
* Opportunities to closely read challenging texts.
* Discussion of text features, characters, themes, settings and plots;
6. Literacy Program Design
Goals of literacy instruction include the following
* Write effectively for a variety of purposes and audiences;
* Read fluently and purposefully with understanding and appreciation;
* Speak purposefully and articulately;
* Think and respond critically and creatively;
* Listen and view attentively and critically;
* Access, manage, integrate, evaluate, and create information using 21 st century technology tools responsibly.
Literacy Block
Typically the Literacy block at K-6 is a minimum of 90 minutes. However, additional time is needed for students not at grade level for Tier 2 and Tier 3 interventions.
Elementary Literacy Block
Creating a schedule distributing time and components will be developed at grade level based on student instructional needs and unit organization. Such a schedule would include
o 20 minutes Word Work (Tier 1),
o 40 Minutes for Reading (Tier 1),
o 40 minutes for Writing (Tier 1)
o 20 minutes Independent Reading, Enrichment or Intensive Reading Support (Tier 3).
o 30 minutes for Small Group Reading Support (Tier 2), and
Note: In addition, literacy instruction, such as word work, concept development or writing will be integrated daily in content area classes.
o 15 minutes Literacy work during Content Area instruction
Sample Literacy
Block
Reading
Focus Lesson
I do it
Read Aloud/
Modeled
Reading
Shared Reading
We do it
Interactive
Reading
Guided Reading
You do it
Independent
Reading
Word Work
Focus Lesson
Decoding/
Phonics/ Sight
Words
Spelling
Grammar
Vocabulary
Word Analysis/
Morphology
Writing
Focus Lesson
I do it
Write Aloud/
Modeled
Writing
Shared Writing
We do it
Interactive
Writing
Guided Writing
You do it
Independent
Writing
Secondary Literacy Block
Typically the Literacy block at grades 7-12 is a minimum of 50 minutes. However, additional time is needed for a writing block and for students not at grade level for Tier 2 and Tier 3 interventions.
Creating a specific schedule distributing time and components will be developed at grade level based on student instructional needs and unit organization. The schedule that follows accommodates the needs for additional writing and vocabulary work.
o 50 minutes for Writing, Word Work (Tier 1) and Small Group Writing Support (Tier 2).
o 50 minutes for Reading, Word Work (Tier 1) and Small Group Reading Support (Tier 2).
o Additional Tier 3 intervention work provided by teachers, instructional assistants and tutors will be arranged for individual students, before, during and afterschool and/or on Saturdays.
In addition, literacy instruction, such as word work, concept development or writing will be integrated daily in all content area classes.
o 15 minutes Literacy work during Content Area instruction.
Reading Instruction Priorities
* Shared reading.
* Independent reading.
* Guided reading/instruction.
* Comprehension/concept development.
* Word work (Including decoding phonics and sight words, spelling, grammar, vocabulary, and morphology/word analysis).
Woven throughout Reading Instruction
* Shared instructional routines.
* Speaking and listening.
* Gradual release of responsibility.
* Native literature, language and culture.
Writing Instruction Priorities
* Write.
* Explicitly teach and model writing strategies.
* Word work (spelling, grammar, sentence structure, paragraph structure, transition words).
* Six Traits writing instruction.
* Writing process, including revising and editing.
* Write across the curriculum and in all genres (opinion/argumentative, informative/
explanatory, narrative and research).
* Integrated performance tasks, using rubrics to score and discuss.
* Use digital tools and word processing.
Woven throughout Writing Instruction
* Speaking and listening.
* Connect writing with reading, vocabulary and language.
* Shared instructional routines.
* Relevant and meaningful writing tasks.
* Increasing independence
* Frequent feedback.
7. Response to Intervention
Response to Intervention (RTI) is a system of systematic research-based instruction and interventions for struggling learners. The goal of a tiered system of instruction and intervention is to provide excellent proactive literacy instruction so that students make adequate ongoing progress as readers, writers and thinkers in grades K–12 and to ensure that extra targeted assistance is available to students when and where needed. A tiered system of literacy instruction provides regular use of reading assessment (screening) to identify those who need help—or who could benefit from extra challenge—and then provides guidance to teachers as to what might be helpful. The vast majority of students' needs are expected to be met through a strong core reading program, excellent instruction related to reading, writing, speaking/presenting and critical thinking, and differentiated instruction within the classroom (Tier 1). Additional tiers of support are defined by area of need and grade level and may include additional time, additional intensity, small teacher-student ratios, uses of specific materials or strategies, and uses of technology based programs.
* Three tiers of intervention are provided. Tier 1 is Core classroom instruction for all students. Tier 2 is targeted small group instruction that addresses specific learning needs. Tier 3 is intensive targeted individual instruction for students needing the most support.
* Instruction is delivered by the most qualified and effective personnel for the students who need the greatest support, Tier 3.
* Each tier level determines the type, amount, and intensity of the intervention.
* Repeated assessments at designated intervals are collected to provide documentation of progress and direction for data-driven instruction.
The infographic that follows explains the movement through tiered levels of instruction.
Movement Through Tiered Instruction
Tier 2 will provided in the classroom and support student learning of Tier 1 instruction and specific student learning gaps. Tier 3 will provided in one-to-one or in very small group settings (3 or less students) with the highest quality teacher available. See the Literacy Program Design for allotted times and types of instruction. Additional materials and strategies will be used to support tiered instruction.
8. Integrated and Balanced Assessments
Complete literacy frameworks include several types of assessment tools, including
* Checks for Understanding
* Screener/Diagnostic Tools.
* Progress Monitoring
* Interim Summative
* Classroom Summative
* End of Course/Year Summative
A complete list of specific literacy assessments is now being developed. This list will be linked to a calendar and protocols for collaborative analysis to support effective use and instructional decision making, including which students need Tier 2 and 3 supports.
Writing Assessments
* Relies on measures of writing that demonstrate reliability and validity for the purpose(s) they are being used (e.g., timed assessment to evaluate fluency and productivity);
Comprehensive writing assessment includes the following features
* Includes writing assessments and measures that are linked explicitly to writing goals;
* Uses data from writing assessments and student work to make informed instructional decisions regarding the areas in which students might need additional instructional support.
* Is organized, integrated, and composed of multiple sources of data (e.g., summative assessments to examine writing achievement, student reading and language data, classroom performance tasks, weekly progress monitoring and daily formative assessments);
Writing assessments will include:
* Writing from multiple genres (e.g., opinion/argument, informative/explanatory, narrative and research) and at multiples levels within each genre (e.g., sentences, paragraphs, etc.);
* Multiple samples of student writing;
* Use of writing prompts that are explicit authentic and engaging;
* Use analytic scoring systems that focus on writing content and organization, writing style and mechanics and conventions.
* Focus on the writing process in addition to the final product;
9. Integrating O'Odham and Piipash Languages and Culture
Action for integrating O'Odham and Piipash Languages and Culture is included in Division, Department and School improvement plans. The literacy plan will incorporate Language and Culture in the following ways:
* Identifying relevant unit themes and problems in organizing curriculum,
* Including Language and Culture standards in curriculum and lesson design,
* Identifying Native American Literature to incorporate within units,
* Incorporating cultural concepts and language previously taught in Language and Culture lessons to be reinforced where possible in literacy lessons, and
* Identifying specific language and culture lessons that can be incorporated within units,
* Incorporating relevant literature, cultural concepts, and language in assessments.
10. Supporting Special Learner Groups
Special learner groups include students who participate in special education, gifted education and advanced learners and English Language Learners. Each group will participate in Tier I instruction for all students.
Exceptional Student Services will coordinate with the school site personnel to ensure that special needs students will receive services in reading, writing and language according to their Individual Education Plans. In addition, Exceptional Student Services, School Leadership and Curriculum and Instruction Team will collaborate to maximize impact of services and resources available for special needs students.
Curriculum will be accelerated and enriched as needed for gifted/advanced students. This enrichment may take the form of additional challenge through accelerated mastery of standards, advanced texts, addressing more complex concepts and problems, new skills or more sophisticated products. Modification will be made through curriculum units, lesson plans, pacing and acceptable evidence of learning.
English Language Learners strategies are critical for all students to create a language rich environment and develop background and understanding on which to build future learning. Strategies previously discussed, including concept and vocabulary development and other word work, as well as extended writing opportunities will support all student's language development.
11. Professional Development Plan for Literacy
Professional development is embedded in the work of staff through professional development interactive training sessions, Professional Learning Communities (PLC) coaching and observations/walkthroughs.
All staff will participate in PLC's format to clarify instruction aligned to state standards, create formative assessment tools to assess student progress, examine student data and plan intervention instruction for struggling learners. Time is set aside on school calendars to allow for this professional collaboration systematically during the teacher workday. Individual school schedules reflect the importance of this work. PLCs consult across grade levels to examine standards alignment and plan for student instruction.
Instructional coaching is embedded in the school day to support collaborative efforts and to ensure fidelity and implementation of the literacy program. Observations and walkthroughs with feedback identify instructional strengths and areas for additional support. They also identify where leadership must provide or adjust programs, services and resources to the classroom.
The use of PLCs, Instructional Coaching and observations/walkthroughs incorporate priorities into their instructional work at all age/grade levels. Additional details on Literacy professional learning are included in the Professional Development Plan.
12. Community and Family Engagement
Family and Community involvement has been shown time and again to be a key ingredient to developing successful readers, writers, and learners. When students get ongoing messages that literacy is important in and out of school and that the Community recognizes the wider costs of poor literacy levels, students are much more likely to understand why they should pay attention to their own development as readers, writers and thinkers. In early grades, at-home modeling and family involvement with learning in and out of school is critical. As students move up through the grades, family involvement becomes more about emphasizing the importance of education and creating a home learning environment that support success. It becomes important for students to understand the economic consequences of poor literacy outcomes and for schools and communities to provide frequent opportunities to participate in literacyrich activities and to see how literacy matters outside of school. Improving literacy becomes a unifying issue that schools, families, Community organizations and businesses can all work on together.
The Division plays a powerful role by communicating what they expect of students and how families can help by providing multiple and flexible ways to involve parents and enlist them as allies, and by making strong connections with Community government, organizations, and businesses that reinforce literacy improvement as an important goal.
Community and Family Engagement will include a calendar of specific events and activities to encourage and value literacy activities in the home, school and Community. This calendar and the specific events will be organized and implemented by the Division Literacy Team in collaboration with the school sites.
13. Program Implementation and Evaluation
Literacy program implementation and evaluation will be measured in a number of ways focusing on Leadership and Organizational Structure, Curriculum Mapping, Strategic Use of Assessment, Professional Development (including Interactive Training, PLC's, Coaching and Observations/walkthroughs), Instructional practices and Intervention strategies.
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The Violin
By: Scott Moody English 460
Due: Fri. Dec. 19
Mr. Bloomfield
The violin is by far one of the most beautiful sounding instruments.
The soundbox is the most important part of the instrument, although all of the parts have an importance. It is a hollow box type component where the sound can be amplified and changed slightly.
The back can be made of either maple or sycamore. These are hardwoods, which reflect the sound, so it can exit out-the 'f' holes. These types of wood come from the United States. The back can be made in one or two pieces. A one piece back is usually a better quality violin. Two pieces may have the tendency to come apart.
The back has a slight raise, about 3/4'', which tapers down to each end and at the sides. This raise is used to focus the sound into the middle of the soundbox where is can exit out the 'f' holes. The back is about 3/16" to 1/4" thick and usually has a 'tiger stripe' pattern. The better the pattern, the tighter the stripes are together, the better quality violin it is.
The sides or ribs are made of the same material as the back. They are about 1 1/4" high and 1/16" to 3/32" thick. Steam is used for forming the shape of the ribs to fit the back and belly. The ribs are set in about 3/16" to 1/8" from the outside of the back and belly.
There are six ribs which are joined at the four corners by a wood corner block. These blocks are an arced triangular shape to fit the corner precisely. To help support the ribs, lining is glued level to the top and bottom of each rib. These linings are about 1/16" thick and 1/4" high. The lining and cornerblocks are made of pine and spruce.
The belly (front), is the same size and shape as the back. It has the same depth of curve but is slightly thinner. The wood used is a good quality pine or spruce. The softwood allows the sound to penetrate easily.
It should be a tight, straight grained piece of material, with the grain running parallel to the length of the violin.
When looking at the face of the violin, the bass bar is underneath on the left hand side. It can be carved into- the belly or glued on. It is a soft wood, which runs about 3/4 of the length of the violin. The bass bar measures about 3/8" wide, 1/2" thick, and 9" in length.
The purpose of the bass bar is to start the vibration of the belly. This vibration is very little and cannot be noticed while playing or watching someone play the violin. The bass bar gets the small vibrations from the strings, through the bridge.
The bridge is a thin hardwood material that is about 2 " wide,
1 1/2" high and 3/16" thick. It is arced on the top which is equal to the arc of the fingerboard. It has a wide top, a thin waist and a wide bottom. Attached to the bottom is two short legs to fit the body of the violin. The bridge which is held up by the strings, sits perpendicular to the length of the violin and sits about 3/8 of the way from the back of the violin.
In about the middle of the belly there are two 'f' holes running perpendicular to it. These 'f' holes are a fancy letter 'f', which are mirror images of themselves and are about 3" long. They have 'f' notches in the centre of each 'f' which are used to align the bridge with. The 'f' holes' purpose is to allow the sound to escape the soundbox.
The tailpiece is made of ebony, which is a shoehorn shape with holes equally spaced at the large end. Into these holes, the strings are placed to hold their tension tight. At the small end, there are two holes underneath, to attach the catgut tailpiece loop to it. The tailpiece loop is held by the tailpin. It is a pin about 1 1/2" long and 3/8" in diameter. It is placed into a hole directly at the center back of the violin, which is drilled into the rib. Inside, holding the pin and supporting the ribs is a tailblock. It is a piece of pine or spruce wood, about 3/4" thick, the same height as the ribs, about 1 1/4", and 1 1/2" in length.
The strings reach from the tailpiece to the tuning pegs, located in the pegbox. The pegbox is carved into the neck, which is made of the hardwood, maple or sycamore.
The neck is about 9 1/2" long, 1" wide, 1" thick, and is tapered down to the pegbox. It is attached to the soundbox by the ribs, back and belly. It is a half circle shape with the arc toward the back of the violin. The top, toward the belly, is flat for the fingerboard to be attached levelly. At the large end of the neck, inside, is a pine or spruce block glued on for support.
The very tip of the neck, past the pegbox, is the scroll. It is a fancy swirl like ornamental carving.
There are four pegs, made of ebony or some other hard wood. They taper so they can be wedged into the pegbox, where they will not slip.
Attached to the neck is the fingerboard, which is a very hardwood of either ebony or rosewood. This allows the least amount of wear on it. It is about 19" in length, 1/4" thick and is tapered from about 3/4" at the pegbox, to 1 1/4" near the bridge. The strings are dep- ressed onto the fingerboard to produce the note.
At the small end of the fingerboard there is a head nut. It is the same width, and is slightly thicker than the fingerboard. It keeps the strings slightly off of the fingerboard.
The violin has four strings which are tuned in fifths. The first and smallest string is tuned to the key of (E). The second is tuned in the key of (A), the third in (D) and the largest and forth is tuned in the key of (G). The (E) string is usually made of steel because it is so thin.
The (A) string is a catgut or nylon core with a steel or aluminum winding, as is the (D) string. The (G) string has a catgut or nylon core wound with copper or silver.
On the back and belly, about 1/8" in, is purfling. It is laminated wood about 1/16" by 1/16". It follows the outside shape of the violin, all the way around. It is inserted into the wood, by carving a small piece of the existing wood out. It helps stop a crack from producing in the body of the soundbox.
Better quality violins have purfling, where as a very poor quality violin has a painted purfling just for looks.
Although a good violin is the most important, a good quality bow has almost the same importance. The bow is 29 1/2" long and is made of Pernambouco wood which comes from Brazil. The bow has more than 150 horse hairs from tip to tail.
Out of the many great violin makers of the 16th and 17th centuries, the Amati family was one of the best. They were an Italian family, native to the town of Cremona.
Andrea (1530 - 1578) was the first person of the Amati family to devote his life to violin making. Some of his first violins were dated back to 1564. He introduced a modern shape of violins, which was later modified by Stradivari. He also introduced the amber coloured varnish which is still used today.
Antonio (1550 - 1638) and Geronio (1556 - 1630) were the sons of Andrea who carried on his great craftsmanship
Nicolo (1596 - 1684), was the son of Geronio, who inherited - the business from his father and uncle. His violins were of the highest quality, distinguished by their practical shape, beauty and the power of their tone. It was in his shop that Andrea Guarneri and Antonio Stradivari received their violin making skills and training.
Girolano (1649 - 1740), was the son of Nicolo. He continued the high degree of craftsmanship of the Amati instruments. He produced a large number of high quality instruments, but was later outdone by Stradivari, who modified the Amati violin.
The Guarneri family was another great family of violin makers, who also lived in the town of Cremona during the later part of the 17th century and the first half of the 18th century.
Andrea (1626 - 1698), was considered the absolute best violin maker during that period of time.
Andrea had two sons, Pietro of Mantua (1655 - 1720), and Guiseppe (1666 - 1740), who carried out their father's tradition and craftsmanship. Pietro built violins of considerably more cut into the belly, and
Guiseppe also developed his own design. These styles of violins were both well noticed.
Guiseppe had two sons who were violin makers. Pietro of Venice, (1695 - 1762), who varied the quality and the brilliance of his father's violins. Guiseppe del Geru, his other son, was the most famous of the family. He was inspired by the Amati family style of violins, but he altered it. He experimented and occasionally showed some carelessness in the final finish. However, his - 'best instruments are beautifully crafted and characterized by a series of mellow tones. On most of his quality violins, he would write the inscription "I.H.S." after his name. This inscription is the starting letters in the Greek word for Jesus. His instruments, such as the "Cannon" competed with those of Stradivari.
A famous German violin maker was Jacob Stainer (1621 - 1683). His violins equaled and sometimes surpassed those of Amati. These violins had a sweet tone because of the high arch of the back and belly. These violins were good for small rooms and for chamber music. They did not have the power that the Stradivari violin had. He produced some violins with straight necks, compared to the body, and some with wedge shaped fingerboards. In the 1700's his violins were sometimes higher priced than Stradivari's.
Paolo Magginie (1580 - 1632), built violins for power in the tone. He was a Brescian and most of his instruments were designed with double purfling. They sometimes had ornament shapes made out of purfling.
Antonio Stradivari was the greatest violin maker in the world. His violins have still overcome the quality of today's violins. An original Stradivari violin is priced as the highest in the world today.
In 1984 a Chinese business man bought an original Stradivari violin for 1.5 million dollars. (Reader's Digest)
Stradivari was born in 1664 and died in 1737. He was also a native to Cremona. He became a violin craftsman under the supervision of Nicolo Amati. Stradivari made 1116 violins and today only 540 are in existence. He made many modifications to the original Amati violin.
Stradivari lowered the belly and made the ribs rounder. He also made longer cornerblocks. Stradivari once made a "long" violin but later modified it to today's smaller "classical" model. By flattening the belly it gave the instrument a more massive sound. This sound was used for concerts or large halls where it would be noticed well.
Stradivari's "Allard" was considered the finest made violin, which he produced in 1715. The most famous was the "Messie", which he produced in 1716. | <urn:uuid:aebe2949-13ff-4218-a98d-53326c6c0779> | CC-MAIN-2019-09 | http://moodivarius.com/grade_12_violin_project_1986.pdf | 2019-02-17T13:24:41Z | crawl-data/CC-MAIN-2019-09/segments/1550247481994.42/warc/CC-MAIN-20190217132048-20190217154048-00127.warc.gz | 177,949,613 | 2,644 | eng_Latn | eng_Latn | 0.999351 | eng_Latn | 0.999558 | [
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2007
History
Water is our most important nutrient. We can live several weeks without food but only a few days without water. The importance of having ample drinking water caused early humans to establish themselves around water sources. People collected water from rivers, streams, lakes, and wells. Due to poor sanitation practices, water from these sources was often contaminated with human sewage, animal waste and other impurities. As a result, waterborne diseases such as cholera and typhoid spread quickly by polluted water causing illness and death. It was not until the 1800s that scientists began to understand the sources of drinking water contaminants. Scientists discovered that microscopic bacteria and viruses cause infections and disease and it was the realization that bacteria and viruses could transmit disease through water that eventually led to the development of municipal water systems and water treatment advances.
combining chlorine with a small amount of ammonia, which forms chloramines. Chloramines are seen as safe and effective and do not form trihalomethanes when mixing with organics in water. Chloramines have been used in the United States for many years and are an approved disinfectant by DHEC. The Charleston Water System disinfects treated water with trace amounts of chlorine, then adds trace amounts of ammonia to form chloramines, which protect against bacteria. Chloramination is also the disinfection process Mount Pleasant Waterworks now uses.
With improvements in the treatment of water supplies, waterborne diseases and illnesses have largely been eliminated in areas with modern treatment facilities. Still, microbiological organisms remain as a residual problem in some water supplies. Transmissible diseases such as Hepatitis A are an important concern, as well as some micro-organisms that can cause acute and chronic gastrointestinal disorders. Congress enacted the Safe Drinking Water Act in 1974, which was
amended in 1986 and now requires public water systems to disinfect their water. As a safeguard to prevent waterborne illnesses, the South Carolina Department of Health and Environmental Control (SCDHEC) requires public water systems to maintain a chlorine residual throughout the water system. (A certain amount of chlorine must remain in water after treatment to ensure continued protection against harmful organisms. This remaining chlorine is known as a chlorine residual.)
Congress enacted the Safe Drinking Water Act in 1974, which requires public water systems to disinfect their water.
Chlorine is the most commonly used disinfectant for public drinking water supplies and was first used as a water disinfectant in Europe and America in the early part of the 20th century. Chlorine is considered effective, safe, and is the least expensive method of water disinfection. However, when chlorine mixes with organic compounds it will form chemical compounds called trihalomethanes (THMs). In 1974, drinking water professionals recognized the need to modify traditional chlorine treatment processes due to a better understanding about disinfection byproducts and their health impacts. Modification came in the form of
People with medical problems can use chloraminated water to drink, and bathe; however, it cannot be used for dialysis treatment. In the dialysis process, water comes in contact with the blood across a permeable membrane and the water must be pretreated to remove chlorine and ammonia. Medical centers that perform dialysis are responsible for purifying the water that enters the dialysis machines. Persons with home dialysis machines should check with their physician or equipment supplier. In addition, it is important to note for aquarium owners that chlorine and ammonia are toxic to all fish since water enters through the gill structure and goes directly in the bloodstream. Chloramines stay in the water for up to several weeks, so a dechlorinating agent must be added to remove it. This includes the water for both freshwater and saltwater aquariums.
Email: email@example.com
Web site: http://charleston.sc.lwv.org/
CHARLESTONA
Drinking Water Standards
Standards for many pollutants have not been developed at the state or federal levels. Many officials at water systems and wastewater treatment plants believe it is too costly to screen for them, and the science is too new to know if they are harmful. EPA has set standards for approximately 90 contaminants that may occur in drinking water and pose a risk to human health. For each of these contaminants, EPA sets a legal limit, called a maximum contaminant level (MCL), or requires a certain treatment. Water suppliers may not provide water that does not meet these standards. Water that meets these standards is safe to drink, although people with severely compromised immune systems and children may have special needs. People with cancer who are undergoing.
Types of Water Contaminants
Microbes
Coliform bacteria are common in the environment and are generally not harmful. However, the presence of these bacteria in drinking water is usually a result of a problem with the treatment system or the pipes that distribute water, and indicate that the water may be contaminated with germs that can cause disease.
Fecal Coliform and E. coli are
bacteria whose presence indicates that the water may be contaminated with human or animal wastes. Microbes in these wastes can cause short-term effects, such as diarrhea, cramps, nausea, headaches, or other symptoms.
2
R E A
LEAGUE
O F
chemotherapy, persons who have undergone organ transplants and people with HIV/AIDS or other immune system disorders as well as the elderly and infants can be more vulnerable to contaminants in drinking water than the general population. You can find more information on the EPA/Center for Disease Control guidelines on how to lessen the risk of infection by microbial contaminants from the Safe Drinking Water Hotline at (800) 426-4791.
Your local water supplier will alert you through the local media, direct mail, or other means if there is a potential acute or chronic health effect from compounds in the drinking water. Acute effects occur within hours or days of exposure and can range from making one feel a bit ill to causing serious illness or death, depending on the contaminant, its level, and the person's immune system. Chronic effects occur if a person consumes contaminated water for many years.
Cryptosporidium is a parasite that enters lakes and rivers through sewage and animal waste. It causes cryptosporidiosis, a mild gastrointestinal disease. However, the disease can be severe or fatal for people with severely weakened immune systems.
Giardia lamblia is a parasite that enters lakes and rivers through sewage and animal waste. It causes gastrointestinal illness (e.g. diarrhea, vomiting, cramps).
Radionuclides/Alpha emitters
Certain minerals are radioactive and may emit a form of radiation known as alpha radiation or photons and beta radiation. Some people who drink water containing these emitters in excess of EPA's standard over many years may have an increased risk of getting cancer.
Combined Radium 226/228. Some people who drink water containing radium 226 or 228 in excess of EPA's stan-
WOMENVOTERS
Private wells should be tested annually for nitrate and coliform bacteria to detect contamination problems early.
If you have your own well, you are responsible for making sure that your water is safe to drink. Private wells should be tested annually for nitrate and coliform bacteria to detect contamination problems early. Test more frequently and for other contaminants, such as radon or pesticides, if you suspect a problem. Check with your local health department and local public water systems that use ground water to learn more about well water quality in your area and what contaminants you are more likely to find.
dard over many years may have an increased risk of getting cancer.
Radon gas can dissolve and accumulate in underground water sources, such as wells, and in the air in your home. Drinking water containing radon presents a risk of developing cancer. Radon in air is more dangerous than radon in water.
water quality and health
WATER
Q U
Inorganic Contaminants
Inorganic contaminants can dissolve in water from natural sources or as the result of human activity. They include Aluminum, Antimony, Arsenic, Asbestos, Barium, Beryllium Cadmium, Chromium, Copper, Cyanide Lead, Mercury, Nitrate, Nitrite, Selenium, and Thallium.
Arsenic. Some people who drink water containing arsenic in excess of EPA's standard over many years could experience skin damage or problems with their circulatory system, and may have an increased risk of getting cancer.
Fluoride. Many communities add fluoride to their drinking water to promote dental health. Each community makes its own decision about whether or not to add fluoride. EPA has set an enforceable drinking water standard for fluoride of 4 mg/L (some people who drink water containing fluoride in excess of this level over many years could get bone disease, including pain and tenderness of the bones). EPA has also set a secondary fluoride standard of 2 mg/L to protect against dental fluorosis. Dental fluorosis, in its moderate or severe forms, may result in a brown staining and/or pitting of the permanent teeth. This problem occurs only in developing teeth, before they erupt from the gums. Children under nine should not drink water that has more than 2 mg/L of fluoride.
Lead typically leaches into water from plumbing in older buildings. Lead pipes and plumbing fittings have been banned since August 1998. Children and pregnant women are most susceptible to lead health risks.
If your home is more than five years old, chances are that any lead on the inside of the pipe has acquired a natural coating that would prevent serious leaching.
water quality and health
A L I
T Y
A N D
Y O
However, here are some things you can do to keep your home lead-free;
1) Get into the habit of flushing your pipes if the tap has not been used for three or more hours. To do this, let the water run for 15-30 seconds before using it for drinking or cooking. This removes the potential for metals that may have leached from the plumbing and brings fresh water into your home's system. You can save the flushed water for nonconsumptive purposes, such as watering plants or rinsing dishes;
2) Never use hot water directly from your tap for cooking or making infant formula. Hot water dissolves lead more quickly than cold water. Always use cold, fresh water to heat for making hot drinks or for cooking;
U R
HEALTH
Methoxychlor , Oxamyl [Vydate], PCBs [Polychlorinated biphenyls], Pentachlorophenol, Picloram, Simazine, Toxaphene
Volatile Organic Contaminants
Volatile organic compounds (VOC's) are chemicals that evaporate, or volatilize, when exposed to air. Since they dissolve many other substances, VOC's are commonly used as cleaning and liquefying agents in fuels, degreasers, solvents, polishes, cosmetics, drugs, and dry cleaning solutions. When VOC's are spilled or dumped, a portion evaporates, but some soaks into the ground where they can be carried through the soil by rainwater or melting snow. If VOC's get into the water
3) Insist on lead-free materials when plumbing is done in your home.
Synthetic Organic Contaminants, including pesticides & herbicides
Synthetic organic compounds are manmade. Numerous chemicals developed in industrial and agricultural businesses (such as herbicides, pesticides, and organic solvents) find their way into water supplies through factory discharges, and street and farm field runoff. Many of these synthesized chemicals are dangerous pollutants and can have serious health effects such as causing cancer. Furthermore, the reaction of some of these organics with the residual chlorine in drinking water can produce chlorinated hydrocarbons that are considered by some as more harmful than the original organic compound. Regulations call for very low maximum allowable levels of synthetic organic compounds in our drinking water. Synthetic organic contaminants include:
2,4-D, 2,4,5-TP (Silvex), Acrylamide, Alachlor, Atrazine , Benzoapyrene, Carbofuran Chlordane, Dalapon, Di 2-ethylhexyl adipate, Di 2-ethylhexyl phthalate, Dibromochloropropane, Dinoseb, Dioxin (2,3,7,8-TCDD), Diquat, Endothall, Endrin, Epichlorohydrin, Ethylene dibromide, Glyphosate, Heptachlor
Heptachlor epoxide Hexachlorobenzene, Hexachlorocyclopentadiene, Lindane,
table, they can persist for years due to an environment that does not promote decomposition. VOC's may have a variety of harmful health effects. Exposure at high levels can cause drowsiness or a stupor, irritation to the skin, or mucous membranes if inhaled. For each chemical, the EPA has established a maximum contaminant level (MCL). Water containing VOC's lower than the MCL is considered safe to drink. However, since little is known about the additive effects of these compounds, it is important to detect and eliminate VOC sources if two or more chemicals are found in water. Types of VOC's include:
Benzene, Carbon Tetrachloride, Chlorobenzene, o-Dichlorobenzene, pDichlorobenzene 1,1-Dichloroethylene, cis-1,2-Dichloroethylene trans-1,2Dicholoroethylene, Dichloromethane, 1,2 Dichloroethane, 1,2-Dichloropropane,
Ethylbenzene , Styrene, Tetrachloroethylene 1,2,4-Trichlorobenzene, 1,1,1,Trichloroethane, 1,1,2-Trichloroethane, Trichloroethylene, Toluene, Vinyl Chloride, Xylenes
3
4
CHARLESTONA
Disinfectants
Many water suppliers add a disinfectant to drinking water to kill germs such as giardia and e coli. Especially after heavy rainstorms, your water system may add more disinfectant to guarantee that these germs are killed.
Chlorine and Chloramine. Some people who use drinking water containing chlorine or chloramine well in excess of EPA's standard could experience irritating effects to their eyes and nose and experience stomach discomfort or anemia.
Chlorine Dioxide. Some infants and young children who drink water containing chlorine dioxide in excess of EPA's standard could experience nervous system effects. Similar effects may occur in fetuses of pregnant women who drink water containing chlorine dioxide in excess of EPA's standard. Some people may experience anemia.
Disinfection Byproducts
Disinfection byproducts form when disinfectants added to drinking water react with naturally-occuring organic matter in water.
Total Trihalomethanes. Some people who drink water containing trihalomethanes in excess of EPA's standard over many years may experience problems with their liver, kidneys, or central nervous systems, and may have an increased risk of getting cancer.
E A
LEAGUE
O F
Haloacetic Acids. Some people who drink water containing haloacetic acids in excess of EPA's standard over many years may have an increased risk of getting cancer.
Bromate. Some people who drink water containing bromate in excess of EPA's standard over many years may have an increased risk of getting cancer.
Chlorite. Some infants and young children who drink water containing chlorite in excess of EPA's standard could experience nervous system effects. Similar effects may occur in fetuses of pregnant women who drink water containing chlorite in excess of EPA's standard. Some people may experience anemia.
Other
MTBE is a fuel additive, commonly used in the United States to reduce carbon monoxide and ozone levels caused by auto emissions. Due to its widespread use, reports of MTBE detections in the nation's ground and surface water supplies are increasing. The Office of Water and other EPA offices are working with a panel of leading experts to focus on issues posed by the continued use of MTBE and other oxygenates in gasoline. EPA is currently studying the implications of setting a drinking water standard for MTBE.
WOMENVOTERS
nicotine, anti-cholesterol medication, antibiotics, and hormones. Scientists know little about how long-term exposure may affect people, but some researchers have learned enough to call for more testing. Human health may not be the only factor to consider regarding these new found pollutants. Estrogen has been linked to male fish that have developed female organs in Europe and the U.S.
Water Supply Emergencies
Water supply emergencies are very rare but can threaten our water supply. Several causes that could lead to a water supply emergency include natural disasters, system malfunctions, vandalism, human error, water main break, waste leakage or contamination resulting from stormwater runoff.
Today's drinking water problems are far more likely to cause nausea and diarrhea rather than any life-threatening epidemic. Gastrointestinal illnesses from polluted water have become increasingly common, according to academic and governmental studies. One such study by the Medical College of Wisconsin and the EPA found that approximately 7 million Americans suffer from nausea and/or diarrhea due to contaminated water each year.
Drugs. Additionally, researchers have been found a new category of contaminants slipping through wastewater treatment plants and finding their way to public drinking water - prescription and nonprescription drugs, including caffeine,
Information Sources:
Both the Charleston Water System and the Mount Pleasant Waterworks meet or exceed all drinking water quality standards. View their respective annual reports at their websites.
Charleston Water System website http://www.charlestonwater.com
911 Water website http://www.911water.com/
Drinking Water Wisdom website http://www.drinkingwaterwisdom.com/
The Wonder of Water. An Educational Services Supplement. The Post and Courier. Sponsored by Charleston Commissioners of Public Works. May, 2005.
Mount Pleasant Waterworks website http://www.mountpleasantwaterworks.com
U.S. Environmental Protection Agency Groundwater and Drinking Water website http://www.epa.gov/safewater/dwh/
"Water Quality and Your Health" is a community education project prepared by the Charleston Area League of Women Voters. Funding support has been provided by Tidelands Bank.
Credits: Research and writing: Margaret Murphy, MSc.
Contributors: Stephannie Thacker, Donna Robertson, Tessie Fleener, and Barbara Zia. Layout and design: Laura Kasman.
water quality and health
R | <urn:uuid:3f76d85b-5b1e-4eea-9fda-3c160d0e5f62> | CC-MAIN-2018-05 | http://lwvcharleston.org/files/waterhealth.pdf | 2018-01-18T15:34:21Z | crawl-data/CC-MAIN-2018-05/segments/1516084887423.43/warc/CC-MAIN-20180118151122-20180118171122-00143.warc.gz | 223,381,892 | 3,946 | eng_Latn | eng_Latn | 0.994831 | eng_Latn | 0.995515 | [
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Urban Agriculture Regulations in the City of San Diego Frequently Asked Questions
What is Urban Agriculture?
Urban agriculture is the growing of food in and around cities for local consumption. Urban agriculture can range from someone raising a few chickens in the backyard to an urban farm located on a former vacant lot.
Why is Urban Agriculture important?
* Increases education and awareness about healthy foods and the food system
* Reduces the environmental impact of food system by reducing the need for packaging and transporting our foods long distances
* Increases access to locally grown, healthy foods
*
Allows micro-enterprise opportunities and increased livelihoods in the food sector
* Offers the potential to reduce household food costs
* Brings the natural world into our urban environments
What is the City of San Diego doing about it?
* The City of San Diego won a $50,000 grant from SANDAG to explore ways it reduce barriers to urban agriculture.
What specific urban agricultures issues are the City currently looking at?
* Poultry: Current regulations do not allow the keeping of poultry within fifty feet of ANY residence, including that of the owner of the birds. This means that only those with very large yards can have chickens.
* Goats: Current City regulations prohibit goats, including pygmy goats, outside of agricultural zones, except for brush management.
* Bees: Existing regulations, which are thirty years out of date, have rules that require hives be kept far distances from neighbors and public right of ways. These rules do not take into account the flight patterns of bees and effectively prohibit beekeeping in much of the City.
* Community garden sales: Currently community gardens in residential zones cannot sell anything on-site and the City is exploring allowing the existing garage sale regulations to apply so they can have fruit and vegetable sales three times a year (for two days each).
* Small urban farms: Produce currently cannot be sold onsite (except for community gardens in commercial zones). Innovations in intensive agriculture have made this a viable approach to urban food production. The City is exploring allowing retail farms smaller than 4 acres in commercial zones.
* Farmers' markets on private property: Currently it is more difficult and expensive to start one on private property (e.g., a shopping mall parking lot) than on public property (e.g., a temporarily closed street).
Who at the City can I give my comments and input to? Email Dan Joyce, Senior Planner, Development Services Department -- firstname.lastname@example.org
I would like to get involved, spread the word and/or stay in the loop. What should I do? Join the 1 in 10 google group (groups.google.com/group/sdfoodshed) to stay up to date. You can also contact the following organizations:
International Rescue Ctte. Anchi Mei email@example.com
Project New Village Diane Moss firstname.lastname@example.org
1 in 10 Coalition Parke Troutman email@example.com
City of San Diego Urban Agriculture Regulations Reform
FORMAL MEETINGS TIMELINE
The following dates are tentative and based on the best of our knowledge currently.
** Meetings we need you to attend
***The FINAL City Council Vote, we REALLY need you there! | <urn:uuid:ed9acaa1-6dc0-4530-8cca-b830b85fea17> | CC-MAIN-2018-05 | http://sdfoodpolicy.org/downloads/UA_FAQ_Timeline_2011_10_12.pdf | 2018-01-18T15:20:00Z | crawl-data/CC-MAIN-2018-05/segments/1516084887423.43/warc/CC-MAIN-20180118151122-20180118171122-00145.warc.gz | 301,780,259 | 654 | eng_Latn | eng_Latn | 0.991086 | eng_Latn | 0.9971 | [
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Reception and Key Stage 1
This syllabus is to be used in conjunction with the AMV 2016 assessment document that provides a summary of the religious beliefs to be covered. Taken collectively the units provide an important balance between AT1 and AT2. These units of work take the form of a key question followed by a series of supplementary questions which provide the structure and direction of the individual unit. Coverage of religions required at foundation and KS1 is Christianity plus one other religion from: Hinduism, Islam or Judaism. Non-religious views must also be represented.
1. Who are we?
This unit explores ideas of what it is to be human and relates them to religious and other beliefs.
(a) Who and what is special to me? (People, places, experiences, feelings, stories, objects, beliefs, values)
(b) Who and what supports and guides us? (People, experiences, feelings, beliefs, values, ideas)
(c) What makes us joyful, peaceful, wonder, reflective, happy and sad? (Experiences, places, celebrations, stories, songs and, for some people, prayers)
(d) How might stories, prayers, songs, etc. help us understand more about ourselves and ideas of God?
2. Why are some times special? This unit explores those aspects of life on earth which are reflected in the pattern of religious and other practices and festivals.
(a) What special times and seasons can I remember? Why were these times special?
(b) Why are some festivals and celebrations special?
i. When do they happen?
ii. What do they remember?
iii. What do people do and why?
(c) What special objects might be used in festivals and celebrations?
(d) How might some stories and practices associated with religious and other festivals and celebrations relate to experiences and feelings in our own lives?
3. Why are some stories special? This unit explores how religions and beliefs express values and commitments in a variety of creative ways.
(a) What stories and books are special to me and my family?
(b) What stories and books are special to people within religions and beliefs?
(c) How are stories told and books used within religions and beliefs?
(d) What do some stories and books say about how people should live?
4. Where do we belong? This unit explores ideas of those aspects of human nature which relate to the practices of religion and belief communities.
(a) Where do I belong? (Feelings, experiences)
(b) Where do people belong? (Family, local community, group, club, place, country, faith)
(c) What do people do because they belong to a faith or belief community?
(d) How might ideas of family and community be reflected in our own lives?
5. How do we celebrate our journey through life? This unit explores how religions and beliefs express aspects of life's journey in a variety of creative ways.
(a) How do people celebrate the important events in their lives? (Birth, naming ceremonies, coming of age, joining a group, marriage, death)
(b) How do members of a religious faith celebrate these milestones in the journey of life?
(c) What artefacts, symbols and ceremonies are used at significant times?
(d) Why are some times in life significant or special?
6. How should we live our lives? This unit explores how religious and other beliefs affect approaches to moral issues.
(a) How does what I do affect other people?
(b) What rules and codes of behaviour help me know what to do?
(c) What values are important to me, and how can I show them in how I live? (Fairness, honesty, forgiveness, kindness)
(d) How do some stories from religions and beliefs and the example set by some people show me what to do?
7. Why are some places special? This unit explores how religions and beliefs express aspects of human nature in a variety of creative ways.
(a) What places are special to me? Why are they special?
(b) What places are special to members of a religious or belief community? (Buildings used for worship, special places in the home)
(c) What do these buildings that are special to religious or belief communities look like?
i. Do they have special places, objects, pictures or symbols?
ii. How are these used?
8. Why is our world special? This unit
explores ideas about the nature of life on earth and relates them to religious and other beliefs
(a) How do I feel about the natural world? (e.g. wonder, amazement, mystery, worry, sadness)
(b) What do songs, poems, prayers and stories say about God as the Creator?
(c) What different ways can I use to show what I think and believe about our world?
(d) How do people show they care / don't care about our world?
9. Why is Jesus important?
This unit explores how people's values and commitments might be demonstrated in people's lives
(a) What people help, inspire and guide me? What makes them special?
(b) What do stories from the Bible say about Jesus? (His birth, friends and followers, miracles, parables, death and resurrection)
(c) What things did Jesus say and do that guide people in their lives? What do I think? (E.g. love your neighbour / teachings on love and forgiveness)
Characteristics of Learning
Throughout Key Stage 1 children explore Christianity and one religion from Hinduism, Islam or Judaism as the focused religions. They learn about different beliefs about God and the world around them. They encounter and respond to a range of stories, artefacts and other religious materials. They learn to recognize that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary. They begin to understand the importance and value of religion for believers, especially other children and their families. Children ask relevant questions and develop a sense of wonder about the world, using their imaginations. They talk about what is important to themselves and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging.
Experiences and opportunities
* visiting places of worship, focusing on symbols and feelings
* listening to and responding to visitors from local faith communities
* using their senses and having times of quiet reflection
* using art and design, music, dance and drama to develop their creative talents
* sharing their own beliefs, ideas and values, and talking about their feelings and experiences
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Time: 20 minutes
Practice Test - General English - 2
Directions : Fill up the blanks using suitable choices:
1. There is a beggar at the gate ,————— ?
(A) isn't it
(B) is it
(C) is there
(D) isn't there
2. One should love one's country ,————— ?
(A) shouldn't one
(B) shouldn't he
(C) should one
(D) should he
3. My uncle and guardian ——— a doctor.
(A) is
(B) are
(C) were
(D) am
4. Neither he nor I ———— the rules.
(A) knows
(B) has known
(C) know
(D) has
5. We should all help ————-— .
(A)each other
(B) one another
(C)each
(D) none of these
6. Of my two daughters she is ———.
(A) elder
(B) eldest
(C) the elder
(D) the eldest
7. The Orator and the Statesman ———— killed in the accident.
(A) was
(B) were
(C) has
(D) none of these
8.
A great many —————-— failed the test.
(A) boy
(B) boys
(C) girl
(D) none of these
9. More than one attempt ———— made to break the door.
(A) have been
(B) has been
(C) were
(D) have
10. The question has been ———— discussed .
(A) many
(B) much
(C) a few
(D) none of these
Directions: Re-write as directed
11. She is making tea. (Turn into passive)
(A) Tea is made by her
(B) Tea is being made by her (C) She makes tea.
(D) none of these
12. They have completed the work. (Turn into passive)
(A) They have been completed by the work.
(B) The work have been completed by them.
(C) The work has been completed by them
(D) none of these
13. He helped me. (Turn into passive)
(A) He was helped me.
(B) I am helped by him.
(C) I was helped by him.(D) none of these
14. Bird: Cage (Select the pair that best expresses similar relationship)
(A) thief: prison
(B) animals: Zoo
(C) antique: museum
(D) crime: punishment
15. The trekkers set up the hill at a ——— pace. (Use the antonym of 'sluggish')
(A) slow
(B) quick
(C) dull
(D) brisk
16. Choose the wrongly spelt word:
(A) annihilate
(B) anomalous
(C) deprecate
(D) eupheimism
17. He said to Ahmed, "I'll be late". (Change to indirect)
(A) She said to Ahmed that I'll be late.
(B) She told Ahmed that she will be late.
(C) She told Ahmed that she'd be late.
(D) She told Ahmed that she could be late.
18. Tom, 'who is a friend of mine', is coming with me. (Substitute the underlined part if required)
(A) my friend
(B) a friend of mine (C) a neighbour friend of mine(D) no improvement
19. Everyone in the village respected Hughes. He was shot at. (Combine these two sentences with 'whom')
(B) Hughes whom everyone respected was shot dead.
(A) Everyone in the village whom respected Hughes and he was shot dead.
(C) Everyone whom in the village respected Hughes was shot dead.
20. The inspector saw what Hasan was doing. He called out to him. (Combine these two sentences with 'who')
(D) Hughes whom everyone was respected and was shot dead.
(A) The inspector who saw what Hasan was doing , called out to him.
(C) Who the inspector saw what Hasan was doing, called out to him.
(B) The inspector saw what who Hasan was doing and called out to him.
(D) none of these.
(A) Only the brave does not deserve the fair.
21. Only the brave deserve the fair. (Change into negative without changing its meaning)
(C) None but the brave deserve the fair.
(B) Not only the brave deserve the fair.
Direction: Find out the error.
(D) none of these
22. (A) I / (B) have / (C) a work to do. / (D) no error.
24. (A) Please give / (B) me / (C) a paper. / (D) no error.
23. (A) He / (B) gave me / (C) good advices. / (D) no error.
25. (A) I / (B) have / (C) some luggages. / (D) no error .
27. (A) He / (B) heard / (C) a good news. / (D) no error.
26. (A) He / (B) bought / (C) some furnitures. / (D) no error.
28. (A) He / (B) imported / (C) some machineries. / (D) no error.
30. (A) This / (B) is / (C) a fine scenery. / (D) no error.
29. (A) He / (B) gave me / (C) some informations. / (D) no error.
31. (A) Second one / (B) from the left / (C is my cousin / (D) no error.
Direction: Use correct tense forms:
32. (A) I, he and you / (B) are / (C) friends / (D) no error.
33. He usually ——— with a pen. Now he ——— a pencil.
(A) writes , uses
(B) is writing uses
(C) writes , is using (D) is writing , is using
34. He ——— his father two months ago.
(A) has visited
(B) have visited
(C) visited
(D) visits
35. She would have come if he ———— her.
(A) invited
(B) invites
(C) had invited
(D) will invite
36. If you smoke like this, it ——— your health.
(A) would spoil
(B) will spoil
(C) would have spoilt (D) might spoil
37. If he had money he ——— a watch.
(A) would have bought (B) will buy
(C) would buy
(D) bought
Direction: Use suitable prepositions
38. The book you are looking —— is here.
(A) for
(B) at
(C) out
(D) about
39. I saw him in Chennai two months ———
(A) before
(B) since
(C) ago
(D) for
40. Sam was very clever ——— cooking .
(A) in
(B) at
(C) with
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A Common Loon healing from a nasty bite
Brunswick Wildlife Oak Island's Wildlife Rehabilitator
In early January I visited the Sea Biscuit Wildlife Shelter on Oak Island run by Mary Ellen Rogers. The shelter cares for injured and orphaned birds, providing food, minor medical care, and shelter from predators and the elements. The shelter's goal is to release birds in the wild if they are eventually able to care for themselves.
I worked with Mary Ellen twice over the past year as a go-between trying to help two homeowners save a Great Blue Heron and eight baby Wood Ducks. Sadly neither attempt was successful.
During my visit the residents included three Eastern Screech Owls and two pelicans plus the Red-tailed Hawk and Common Loon pictured here.
According to Mary Ellen, the hawk was found by hunters in December in the Green Swamp area. Its most critical injury is a broken leg that has been splinted. He is slowly using it for balance and grasping the perch and should be able to be released in the next five or six weeks. The cool part? The hawk had smiley faces on its cast.
The hawk is eating well. Raptors prefer live mice but will eat dead ones. Since he is unable to hold and tear his food, she prepares dead mice for him.
I watched while Mary Ellen moved the hawk to a larger cage. Prior to the move, she cut up four dead mice after removing feet, tails, and intestines. It did not take long for the hawk to pounce on the dish. He was briefly interrupted by my taking photos; however, he quickly finished lunch after I left the room.
I helped Mary Ellen hold the loon while she force-fed it. My assignment was to hold a small metal flashlight between the tips of its bill, placing my thumb and forefinger on the sides of the tips.
There was a struggle! Unfortunately, I let the bill slip once. Fortunately, neither human got speared. If you think that bill looks sharp from a distance, you should have had it in your hand.
My reward? During the process, the loon cried out and I got to hear that beautiful sound from a distance of two feet instead of hundreds of feet.
The loon is fed five dead mullet fingerlings twice a day, one laced with medicine. Somehow in the struggle, the loon managed to spit one out. After its meal Mary Ellen placed the loon in the tank. I have never seen a bird more happy to be back in water.
Before completing this article, I called to ask about the loon's progress. He still loves life in the tank and is now eating live fish.
To prepare for opening her own clinic and gain required state and federal permits, Mary Ellen completed 170 hours of training and volunteer work at the Center for Birds of Prey in Charleston and the Outer Banks Wildlife Shelter in Newport.
Sea Biscuit's 2007 statistics show that 153 birds, representing fifty-five different species, were treated. Nineteen gulls, eleven pelicans, nine loons, eight gannets, and many raptors and waterbirds were among those admitted. Fifty-three birds died within twenty-four hours. Fortunately, thirty-four birds were rehabilitated and released.
Patients included fifty-nine from Oak Island, nine from Caswell Beach, eight from Southport, and a combined twenty-one from Shallotte, Sunset Beach, Holden Beach, and Ocean Isle Beach. The others were brought in from around Brunswick, New Hanover, and Pender counties.
Most birds needed help due to natural causes such as emaciation and injuries caused by predators. There were, however, many injuries caused by fishing line entanglement and vehicle collisions.
I stopped afterwards for a flounder special at a nearby Oak Island restaurant. Experiencing the above did not ruin my appetite, even after I smelled my hands on my way to wash them. The loon can have the sushi. I'll have the fried flounder please.
To prevent stressing the birds, the shelter is not open to the public; however, please contact Mary Ellen at (910) 278-7871 or on her cell phone (910) 294-2555 if you have a bird emergency, would like to make a donation, or would like to volunteer. Non-cash donations of cleanings supplies and kennels are also badly needed. Volunteers are needed for care, maintenance, and transportation. Sea Biscuit's e-mail address is email@example.com.
For other North Carolina regions and other types of wildlife, you can find licensed wildlife rehabilitators at: http://www.ncwildlife.org/fs_index_06_coexist.htm. Also, a national wildlife rehabilitators list is available: http://www.tc.umn.edu/~devo0028/contact.htm
These websites contain information about caring for and transporting injured birds until you can hand them over to a rehabilitator. Mary Ellen will also give you instructions over the phone while arranging a handoff.
Want to volunteer? The world of wildlife rehabilitation can be heartbreaking at times and very rewarding at other times. There is nothing I can ever do to erase the memory of those ducklings that died. Likewise, I will never forget the joy of seeing rehabilitated birds fly away or the cry of that loon.
John Ennis | <urn:uuid:3d9cfd23-efda-4248-971d-be42b5542f4f> | CC-MAIN-2018-05 | http://thebusinessbirder.com/brwi09/wildliferehabilitatorsjan2008.pdf | 2018-01-18T15:42:54Z | crawl-data/CC-MAIN-2018-05/segments/1516084887423.43/warc/CC-MAIN-20180118151122-20180118171122-00148.warc.gz | 333,317,720 | 1,110 | eng_Latn | eng_Latn | 0.998948 | eng_Latn | 0.999181 | [
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Dreams Come True: The Story of the First Flight By Mary Maden Illustrated By Vicki Wallace
The Story So Far… Wilbur Wright from Dayton, Ohio receives a letter from Kitty Hawk, North Carolina. He and his brother, Orville, decide to go to this remote place to practice with a flying machine!
Chapter Two:
The Adventure Begins
for a moment and thought of her proper, quiet brother doing who knows what in that funny-looking machine in some faroff place with such a strange-sounding name. But she knew the trip would do him good. And she knew her brother. Wilbur was always careful and wouldn't take any unnecessary risks. Affectionately, she tucked a jar of her homemade jelly in as a treat.
On the morning of September 5, 1900, the house at 7 Hawthorn Street was in an uproar! Everyone was busy getting Wilbur ready for his trip to Kitty Hawk. It was decided that he should go on ahead, and Orville would join him later. Orville would tie up any loose ends around the Wright Cycle Company. The brothers wanted to make sure that everything would run smoothly in their absence.
The Wrights' younger sister, Katharine, helped pack Wilbur's things. She made sure that he had plenty of clean, white starched collars. Even though her brother was going to what she considered the ends of the earth, Katharine wanted him to look respectable! She stopped packing
Wilbur and Orville packed up the parts to their flying machine for the trip to Kitty Hawk. Once there, Wilbur would put the machine together while he waited for Orville. Most of the machine had already been constructed. Wilbur had cut and steamed into shape ash wood for the ribs of the wings. Yards of white, shiny, sateen fabric had been cut and sewn into panels to cover the wings. They had used Katharine's sewing machine for the job.
The flying machine was a glider––it had no engine. Wilbur firmly believed that before an engine could be placed in a flying machine, the problem of how to balance and control the machine had to be solved. And the only way to solve the problem, he reasoned, was to practice flying. Hours and hours of practice and experimentation would be needed to understand fully how to control the machine once it was in flight. But no flying machine had ever stayed in the air more than seconds at a time. No one had succeeded, although many had tried.
Wilbur and Orville had designed and built a glider that was like nothing that had come before! They had even come up with a novel way to give their flying machine a means of lateral control. It was called "wing-warping."
Wilbur had thought of this method one day while he was waiting on a customer in the bicycle shop. He had taken a bicycle inner tube out of its long box, and as he was talking to the customer, he absentmindedly began to twist the ends of the rectangular box in opposite directions. As his fingers twisted the box, an idea took shape in his mind. Using his keen imagination, Wilbur saw the cardboard box become a flying machine with a top wing connected to a bottom wing just like the sides of the inner tube box. If the wings of a flying machine could be twisted in the same way as the cardboard box, then the machine would have lateral control. The wood and fabric of the wings would be pliable enough to bend without losing their stiffness. By gum, it would work!
The brothers had tested this theory by constructing a glider model with a fivefoot wingspan. The model used their principle of wing-warping. They flew the model like a kite. It worked! This toy-like glider served as the basis for their full-size flying machine.
Katharine finished packing Wilbur's things and went downstairs to find her brothers. They were, as usual, deep in a heated discussion. The topic of this discussion was how best to pack the boxes of parts.
"Not that way, Orv… this way!" Wilbur was talking loudly.
"No, do it like this!" Orville's voice was even louder.
Katharine smiled. Someone who didn't know them might think they were actually fighting, she thought. But she knew that these kinds of discussions, though they could get loud, would actually end in a better solution to the problem at hand than either brother could have come up with on his own.
The next evening, Wilbur set out for Kitty Hawk.
"Will, hurry! You don't want to be late for your train!" Katharine called out as she came down the stairs.
"Everything's ready," Wilbur said. "Finally!" Orville added with a touch of humor.
"I'll miss you," Wilbur said, hugging his sister.
"Make sure you write," Katharine instructed.
"Well, I am off to Kitty Hawk!" Wilbur said. "Once I get to Elizabeth City, North Carolina, it's only 30 or so more miles to Kitty Hawk. It should only take a few days to get there."
Little did Wilbur know that it was not going to be so easy to get to Kitty Hawk!
Next… Chapter Three: Where, Oh, Where Is Kitty Hawk?
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The Diagnostic Process
Determining Amounts of Fertilizer for Small Areas
Revised by Robert Flynn, Extension Agronomist
the most out of your dollar for fertilizer. Soil testing can tell you what to do before fertilizing in order to have a successful garden (such as salinity control or managing sodium). Prescription fertilizer recommen dations can be made for your specific conditions if your soil is tested.
Fertilizers can promote vigorous growth of plants and good produc tion. However, fertilizing will not correct problems with pH, salinity, or sodium in soils. Successful gardening begins with soil testing in order to get
Timing fertilizer applications will be important once a recommended fertilizer rate is determined from the soil test. Plants vary in their requirements, and soils can contain different amounts of plant-available nutrients based on their history. Fertilizer packaging is required by law to state clearly the percentage nitrogen (N), phosphorus (P 2 O 5 ), and potash (K 2 O) by weight. For example, if a container or package reads "16-4-8", this means that for every hundred pounds of this fertilizer there would be 16 pounds of nitrogen, 4 pounds of P 2 O 5 and 8 pounds of K 2 O. The rest of the weight, all 72 pounds worth, is a carrier of the N, P 2 O 5 , or K 2 O. For example, K 2 O is often present as potassium chloride (KCl) or potassium sulfate (KSO 4 ). The chloride or sulfate helps carry the nutrient of interest, in this case, potassium (K).
NMSU soil test interpretations report fertilizer application rates on a per-acre basis, pounds per 1,000 square feet, or the pounds needed for the size of the garden or lawn specified on the form submitted with the sample. Other labs may provide recommenda tions in pounds of fertilizer per acre. Tables 1 through 6 can help estimate how much material is needed for those managing small areas.
General Formula: Desired pounds = [(pounds per acre)÷ 43,560] x (square feet to be fertilized)
1 acre = 43,560 square feet, 1 pound = 16 ounces, 454 g = 1 pound.
You can also calculate exactly what you need for your specific space with a little practice.
Example:
Determine the amount of ammonium sulfate needed by a 1,000 square-foot lawn if the soil test fertilizer recommendation suggests 50 pounds of nitrogen per acre.
Lawn: 1,000 square feet Fertilizer: ammonium sulfate (21-0-0) Nutrient Rate: 50 pound of nitrogen per acre Square feet per acre: 43,560
Step 1. Divide pounds N per acre by 43,560. This is the pounds needed per square foot.
(50 lb N/Acre) ÷ (1 acre/43,560 sq feet) = 0.00115
Step 2. Multiply by square feet to fertilize. This is the pounds of nitrogen needed.
0.00115 x 1,000 = 1.15 lb N
New Mexico State University Gardening Advisor
Step 3. Divide the percent N in the fertilizer by 100.
21%N ÷ 100 = 0.21
Step 4. Divide the result in Step 2 by the result in Step 3.
1.15 ÷ 0.21 = 5.48 pounds = 5 pounds 8 ounces
This is the amount of ammonium sulfate needed over 1,000 square feet to supply an equivalent of 50 lb N per acre. On the other hand, only 2½ pounds of urea would be needed since urea contains 46% nitrogen.
The NMSU fertilizer recommendation would present pounds of ammonium sulfate needed for the specified area of interest. It would state that 239 pounds per acre of ammonium sulfate would be needed, or 5.48 pounds per 1,000 square feet.
From Tons to Teaspoons
When working with small areas, flower pots, or garden boxes we often switch from using pounds and ounces to units of volume including pints, cups, tablespoons, and teaspoons. Though it is easy to overapply fertilizers in this manner the following tables should help when trying to use fertilizer recommenda tions based on soil testing. The fertilizer can be mixed with the soil to be put in the pot, or the fertilizer can be dissolved in water and then poured into the pot containing the soil. It is important, however, not to put all the nitrogen or potash material into the pot at one time, especially in liquid form. This can lead to excess salinity in the pot or loss of nitrogen and potash by leaching. Slow-release fertilizers should be added in the granular form. Many potting soils are sold with nutrients already mixed into the media, and additional fertilization is often not needed.
Soil test–based fertilizer recommendations are given as weight per unit area. Converting to volume measures means that the fertilizer density needs to be known. Fertilizers do not all have the same density. One cup of urea does not weigh the same as one cup of ammo nium sulfate. Blended fertilizers vary in density based on what is used to arrive at the "grade" or percent N, P 2 O 5 , and K 2 O. Density refers to weight per unit volume. Table 2 lists the approximate weight per level cup of different fertilizers. Worksheet 1 shows how to calculate teaspoons of fertilizer for a given square foot age, for any fertilizer.
Table 2. Fertilizer Densities (ounces per cup) Used to Make Volume Calculations for Fertilizer Rates (densities are for dry, loose, not packed or tamped, unless other wise noted; blended fertilizers vary in density based on what products are used to make the blend)
Potassium Sources
Langbeinite) Potassium
(
0-0-60 (Muriate of Potash)
Magnesium Sulfate
Elemental Sulfur Sources
i
† Di-ammonium Phosphate ‡Mono-ammonium phosphate
¶ Triple superphosphate
§ Ammonium phosphate sulfate
If you are using a blended fertilizer it is best to tare, or zero out, a 1-cup measure on a scale, fill the cup with the fertilizer level with the top, and weigh.
Keep in mind that Tables 3 and 4 are for conversion purposes only and are not to be used as recommen dations. Recommendations come from actual soil testing.
Table 3. Conversions for Flower Pots or Flower Boxes†
Volumes of average blended fertilizer (with a bulk density of 16 ounces per pint) to meet pound-per-acre recommendation from soil test interpretation.
† Volume relationships: One pint = 2 cups = 32 tablespoons = 96 teaspoons
*If the volume of fertilizer to add seems impossible to mix with the soil, consider dissolving a portion of the fertilizer (1 teaspoon, for example) in a pint of water and then adding this liquid mixture to the pot. Do this in increments during the growing season to reach the recommended rate given in the soil test and meet the plants' demand for nutrients. Remember, too much fertilizer at one time can cause damage to plants.
Table 4. Conversion for Fertilizer Products of Given Density for Small Areas
Conversions are approximate. Fertilizers vary in density. Weigh one pint of your fertilizer to determine which density is closest to your product. †Determined from product specification sheets or Material Safety Data Sheets. Blends depend on what products are used to make grades (percent N, P 2 O 5 , K 2 O). To do your own volume calculation: Pints per unit area = [(lb/ of a product) x (1 acre ÷ 43,560 sq ft) x (16 oz/lb) x (linear feet x row spacing)] ÷ product density. Convert to cups by multiplying by 2.
New Mexico State University Gardening Advisor
Sometimes only one, two, or three rows in a garden need to be fertilized. Table 5 helps estimate how many ounces of fertilizer would be needed for differently spaced rows when given pounds per acre, pounds per 1,000 square feet, or pounds per 100 square feet.
Table 5. Conversion From Pounds Per Acre of Average Mixed Fertilizers to Ounces Per 10 Feet of Row at Three Dif erent Row Spacings
f
Some gardeners are familiar with the quantity of soil needed to fill a raised bed or practice container gar dening. Table 6 converts fertilizer products of various densities when rates are given in pounds per acre to volumes of fertilizer for a given volume of soil. Work sheet 2 shows you how to make volume calculations specific to your needs.
Table 6. Approximate Volume of Fertilizer for Specified Volume of Soil for an 8-inch Rooting Depth (values in parentheses are nearest tenth of a teaspoon, tablespoon, or cup)
Worksheet 1
Don't see your fertilizer? Here's how to determine teaspoons of fertilizer for a given square footage:
Worksheet 2
How to make your own volume calculations specific to your needs:
A) Determine effective rooting depth (8 inches for most plants) or pot depth.
1a)_____(in)
To convert to feet divide by 12
To convert to yards divide by 36
feet _______(1b)
yards _________(1c)
B) Determine the surface area (sq inches) of the pot or planter box.
square / rectangle _______ (2a)
circle _______ (2a)
length x width
3.14 x r
2
=πxrxr
To convert to square ft divide (2a) To convert to square yards divide (2a)
by 144
by 1,296
________(2b)
________(2c)
C) Multiply (1a) by (2a) to get cubic inches of potting volume.
(3a) ____ (in
3 )
Multiply (1b) by (2b) to get cubic feet of potting volume.
(3b) ____ (ft
3 )
Multiply (1c) by (2c) to get cubic yards of potting volume.
(3c) ____ (yd
3 )
D) Convert to gallons, if needed:
Divide (3a) by 231
Multiply (3b) by 7.48
Divide (3c) by 0.00495
_____________ (4a)
_____________ (4b)
_____________ (4c)
E) Obtain fertilizer rate from Table 5 or the soil test report.
Pounds per acre
Pounds per 1,000 sq feet
Pounds per 100 sq feet
_____________ (5a)
_____________ (5b)
_____________ (5c)
F) Determine fertilizer weight needed for area specified.
Pounds for square inches:
Pounds for square feet:
Pounds for square feet:
Divide (5a) by 6,272,640
Divide (5b) by 43.56
Divide (5c) by 4.356
______________
______________
___________
then multiply by 2a
then multiply by 2b
then multiply by 2b
____________ (6a)
___________ (6b)
____________ (6c)
G) Convert to ounces
Multiply 6a by 16 (ounces per pound)
(7a)_______ounces
Multiply 6b, or 6c, by 16 (ounces per pound)
(7b)_______ounces
H) Obtain fertilizer density (refer to Table 2).
oz/cup _________ (8a) oz/pint _________ (8b)
Multiply 8a by 2 to get oz per pint
I) Determine cups of fertilizer needed:
Divide 7a by 8a
Divide 7b by 8a
_________ (9a)
__________(9b)
J) Tablespoons of fertilizer
Multiply 9a by 16
Multiply 9b by 16
___________T (10a) ___________T (10b)
K) Teaspoons of fertilizer
Multiply 10a or 10b by 3
___________
New Mexico State University Gardening Advisor
Worksheet 1 (COPY)
Don't see your fertilizer? Here's how to determine teaspoons of fertilizer for a given square footage:
A) Determine fertilizer rate (lb/acre) from soil test interpretation
_________(1)
B) Divide by square feet per acre (43560)
(1)÷43560 = _________(2)
C) Determine area to treat (area = length x width or πr 2 )
_________(3)
D) Multiply (2) by (3) to get pounds needed for area
_________(4)
E) Multiply (4) by 16 (there are 16 oz per lb)
_________(5)
F) Determine bulk density of fertilizer (ounces/pint)
_________(6)
G) Divide (6) by (5)
________(7)
H) Multiply (7) by 96 for teaspoons, or 32 for tablespoons
________(8)
Worksheet 2 (COPY)
How to make your own volume calculations specific to your needs:
A) Determine effective rooting depth (8 inches for most plants) or pot depth.
1a)_____(in)
To convert to feet divide by 12
To convert to yards divide by 36
feet _______(1b)
yards _________(1c)
B) Determine the surface area (sq inches) of the pot or planter box.
square / rectangle _______ (2a)
circle _______ (2a)
length x width
3.14 x r
2
=πxrxr
To convert to square ft divide (2a) To convert to square yards divide (2a)
by 144
by 1,296
________(2b)
________(2c)
C) Multiply (1a) by (2a) to get cubic inches of potting volume.
(3a) ____ (in
3 )
Multiply (1b) by (2b) to get cubic feet of potting volume.
(3b) ____ (ft
3 )
Multiply (1c) by (2c) to get cubic yards of potting volume.
(3c) ____ (yd 3 )
D) Convert to gallons, if needed:
Divide (3a) by 231
Multiply (3b) by 7.48
Divide (3c) by 0.00495
_____________ (4a)
_____________ (4b)
_____________ (4c)
E) Obtain fertilizer rate from Table 5 or the soil test report.
Pounds per acre
Pounds per 1,000 sq feet
Pounds per 100 sq feet
_____________ (5a)
_____________ (5b)
_____________ (5c)
F) Determine fertilizer weight needed for area specified.
Pounds for square inches:
Pounds for square feet:
Pounds for square feet:
Divide (5a) by 6,272,640
Divide (5b) by 43.56
Divide (5c) by 4.356
______________
______________
___________
then multiply by 2a
then multiply by 2b
then multiply by 2b
____________ (6a)
___________ (6b)
____________ (6c)
G) Convert to ounces
Multiply 6a by 16 (ounces per pound) Multiply 6b, or 6c, by 16 (ounces per pound)
(7a)_______ounces (7b)_______ounces
H) Obtain fertilizer density (refer to Table 2).
oz/cup _________ (8a) oz/pint _________ (8b)
Multiply 8a by 2 to get oz per pint
I) Determine cups of fertilizer needed:
Divide 7a by 8a
Divide 7b by 8a
_________ (9a)
__________(9b)
J) Tablespoons of fertilizer
Multiply 9a by 16
Multiply 9b by 16
___________T (10a) ___________T (10b)
K) Teaspoons of fertilizer
Multiply 10a or 10b by 3
___________
New Mexico State University Gardening Advisor
Notes | <urn:uuid:c8a0b38d-17ef-45ed-8ba8-eaebc4eefb38> | CC-MAIN-2018-05 | http://aces.nmsu.edu/ces/mastergardeners/manual/docs/chap_1/chap1.i.pdf | 2018-01-18T15:46:42Z | crawl-data/CC-MAIN-2018-05/segments/1516084887423.43/warc/CC-MAIN-20180118151122-20180118171122-00149.warc.gz | 9,382,809 | 3,519 | eng_Latn | eng_Latn | 0.955137 | eng_Latn | 0.985137 | [
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National Mapping
9
Agency
The wonderful world of maps
What is a map?
The problem of the Earth's curved surface
A dictionary defines a map as a representation of an area, usually on a flat surface. A map can be as simple as a sketch on the back of an envelope showing where the treasure is buried with no clue other than a shaky outlined island and an 'x' marking the spot. It can be detailed enough to precisely identify individual buildings, trees, soil types, or any other feature of interest. In this lesson we look at the evolution of mapping and mapping technologies and also at the great Irish survey of 1824 1842.
Early users of maps
Rudimentary maps have probably always been used. Star maps appear in the Lascaux caves (17,300 years old). Babylonian maps from 2300 BC depict settlements, crop fields and irrigation sources on clay tablets. Mesopotamian maps of around 1600 BC show cities and tracks between fields and the built-up areas. In China around 240 BC maps were carved on plates. Polynesians wove intricate palm leaf mats showing tides, currents and islands; North Americans carved images of coastlines on bones.
How mapping technologies evolved
Mapping may have evolved as a development of surveying. Some type of measurement would have been necessary for building pyramids or roads. In ancient Egypt, rope stretchers, who stretched knotted ropes, established farm boundaries after the great Nile flood (3000 BC). They also used Pythagoras's theorem to establish right angles for pyramid builders. They used vertical wooden triangles, with a plum bob hanging from the apex, as levelling tools and notched palm sticks were used as sighting instruments. Without the use of a compass they aligned the Great Pyramid's north-south axis to true north with a deviation of only 2' 28'' (4% of 1). To do these things it was necessary to devise instruments for sighting and measuring. The early Greeks were also familiar with a technique used for mapping in modern times triangulation.
What is triangulation?
Ask yourself what you need to know from a map. You will probably agree that the basic requirement is to find the distance and direction from one place to another. Triangulation accomplishes this. First, two points, B and C, are chosen and the distance between them (L) is measured.
The line BC is called the baseline. If we can now measure the angles a and b, the location of distant point A can be established. This process continues until a whole area such as a country is covered.
The accuracy of the calculation of the baseline and the angles is critical. The long baseline facilitates the accurate measurement of longer distances. For the Irish maps produced during the great 1842–1843 survey of Ireland, a baseline at Lough Foyle measuring 12,697 meters was used. The illustration shows the triangulation used in the survey. It is interesting to note that it is linked with the triangulation of Britain.
Peel an orange carefully in one piece and then try to lay the peel flat on a piece of paper. This will clearly demonstrate the problem of representing a curved surface on a flat plane. For this reason maps of large areas involve some degree of distortion. Some parts may appear too large and others appear too small.
Globes avoid these distortions because they represent curved areas on a curved surface. However, this solution is not always practical. Flat maps are much easier to produce and
Triangulated map from the first ordnance survey of Ireland
in the case of Ireland, the resulting distortion is not an issue for most users.
The position of points on a globe is usually represented by angles north or south of the equator (latitude) and angles east or west of Greenwich (longitude). The process of transferring latitudes and longitudes to a map is called projection. Carl Friedrich Gauss (1777 – 1855) proved that this cannot be done without some distortion. Consequently there are various types of maps using different types of projection. Each approach has advantages and disadvantages. Modern national mapping systems typically employ a projection called the transverse Mercator for largescale maps in order to maintain low variation in scale over small areas.
There are many types of map
Early maps were often treated with suspicion and map makers even attacked. Maps were seen as a means of subjecting and controlling populations and colonies and of identifying land ownership to raise taxes. In fact, the term ordnance as in ordnance survey is a military term, originally meaning military equipment or provisions. Ordnance surveys were carried out for military purposes. Now, of course, maps are useful to everyone. Political maps show national and other boundaries. Topographic maps show relief (contours: lines joining points of equal height), natural features such as rivers and cultural features such as buildings; general purpose maps show features such as streets. Special purpose maps, such as tourist maps, show the features of particular interest to the intended user.
The famous survey of Ireland
Ireland featured in Ptolemy's description of the world (around 120 AD). It was based on travellers' reports and was rather sketchy regarding the West and North coasts of Ireland and even less was known of inland areas. Mercator's map of 1584 was the first professional map of Ireland, but it too gave a poor representation of the West and North of the country. Increasingly accurate maps were produced during the 17th, 18th and 19th centuries, although they still concentrated on the parts of Ireland that were governed by Britain.
National Mapping
Agency
The wonderful world of maps
The triangulation of Ireland began in 1824 and was completed in 1842 for mapping to a scale of six inches to the mile. The work was carried out by the Royal Engineers, also known as the Sappers, over 2,000 of whom were involved. The surveyors produced many innovations which were used in subsequent surveys in Ireland and elsewhere.
Major Thomas Colby was in charge of the first survey. He designed compensation bars made of iron and brass.
A group of Royal Engineers engaged in the first survey of Ireland
These maintained their length over a range of temperatures, providing a more accurate baseline. Major Colby actually walked 586 miles in 22 days in conducting the survey. Thomas Drummond was the principal surveyor. He jointly invented limelight which was bright enough to be seen from a distance of 150 km. The height of a point above sea level was marked with the shape of a crow's foot cut into walls, buildings and bridges. These are called benchmarks and can be seen all over the country. Sea level was defined to be the low water of spring tide at Poolbeg Lighthouse in Dublin Bay on the 8th April 1837. This reference point remained in use until it was superseded in 1970 by a point mean sea level at Malin Head, Co. Donegal, which is 2.7 m higher. As a result of this survey 1,906 maps were published.
The modern techniques
The history of mapping in Ireland is fascinating. Clearly the traditional forms of mapping have been superseded by modern technology. Surveyors still do their surveys although the fundamentals remain the same. Surveyors still triangulate but use a range of modern instruments,
Image from a simulated flight. Users can see the terrain without leaving the ground
The sighting instrument used to measure angles, called a theodolite, now records all data electronically. Optical remote sensing technology uses laser pulses to find the height of an object on the ground. Aerial photography is a key feature of modern mapping. All information is now stored digitally in large computer databases. This means that information can be reproduced in various ways. For example, three dimensional computer maps can be provided to facilitate decision-making on large construction projects. OSi also provides flight simulations that allow planners, architects, builders and other users to examine the terrain without leaving the ground. Today's maps provide a range and depth of information that would not have been considered possible at the time of the first survey. OSi are at the forefront of this revolution.
Ordnance Survey Ireland (OSi) is the national mapping agency of the Republic of Ireland. It produces and sells a very comprehensive range of urban, rural, tourist and leisure maps at a variety of scales in digital and printed form. OSi also produces aerial photographs and digital terrain models.
Customers include:
* Individual members of the public
* Tourists
* Schools
* The construction industry
* Architects
* Engineers
* Property and legal firms
* Government Departments and local authorities.
Annual revenues amount to €22 million.
OSi also licences data for a wide range of computer based applications such as Computer Aided Design (CAD) and Geographic Information Systems (GIS).
OSi products are state of the art, produced using the most up to date technology to international standards and, consequently, the company is a leader in the Irish geographic information market.
OSi owns a network of 25 GNSS (Global Navigation Satellite Systems) stations around Ireland, continuously recording and streaming data from satellites back to the agency's centre in the Phoenix Park in Dublin. That information is then processed in real time. In all, OSi stores a total of some 640 terabytes in 30 separate databases. OSi has significant experience in data management and database management.
All products are available directly from the OSi shop (+353 1 802 5300) at the OSi headquarters in the Phoenix Park (near Castleknock Gate) through its online shop and through a national network of retail outlets.
For more information see www.osi.ie
Find this and other lessons on www.sta.ie
National Mapping
Agency
Syllabus References
Leaving Certificate Geography
Core unit 3 (the geographical investigation and skills unit)
Students should be able to understand and use co-ordinate systems (latitude and longitude), grid references, scale, distance and direction, altitude and slope etc.
Leaving Certificate Mathematics
Strand 2: Geometry and Trigonometry
Students should be able to use trigonometry to solve problems in 3D, graph the trigonometric functions (sine, cosine, tangent), graph trigonometric functions.
Science and Technology in Action is widely used for project work in Transition Year.
Learning Outcomes
* The concept and purposes of a map
* The early history of mapping
* The evolution of various mapping techniques
* The concepts of sighting instruments, levelling tools, triangulation, projection
* Mercator and Transverse Mercator projection
* The evolution of mapping Ireland and in particular the 1824-1843 Ordnance Survey
* Some modern techniques used for mapping.
General Learning Points.
* Trig Point: The points used in triangulation are known as Trig points; small concrete pillars still survive on some spots
* A cylindrical projection takes a vertical, N/S axis (Mercator projection), a lateral, E/W axis (Transverse Mercator), or an oblique axis and forms a cylinder which is unwrapped. Each point on the sphere is projected onto the map. It is accurate along the axis and increasingly distorted moving away from the axis
* Scale: The scale of a map is the ratio of a distance on the map to the corresponding distance on the ground. It is expressed in words or as a fraction/ratio or both as in the Ireland Leisure maps (1 cm = 4.7 km and scale = 1:450,000). Maps are classified as Large scale, Medium scale and Small scale. There is no accepted definition of these. Moving from smaller to larger scale reflects the increasing size of the fraction represented by the ratio (1/7500 used for an urban map is a larger number than 1/50000 used for hill walking).
Student Activities
1. Triangulation
Calculate the value of 'd', AC, BC and the coordinates of 'C'.
2. Compare maps of the world
Find maps of the world that show different projections. What are the advantages and disadvantages of each type of projection?
Using the scale on each map measure the distance from Dublin to Buenos Aires (11,000 km). On which type of map is the distance represented most accurately?
True/False Questions
Check your answers to these questions on www.sta.ie.
9
National Mapping
Agency
Examination Questions
Leaving Certificate Mathematics (OL- PM), 2012, Q.7
Explain what is meant by a scalene triangle.
The triangle EFG is the image of the triangle CDE under an enlargement and the triangle CDE is the image of the triangle ABC under the same enlargement.
The proposed dimensions for the structure are |AB| = 7.2 m, |BC| = 8 m, |CD| = 9 m and | DCB| =60°.
Find the length of [FG].
Find the length of [BD], correct to three decimal places.
Leaving Certificate Mathematics (FL- PM), 2013, Q.8 B
ABCD is a parallelogram.
The diagonals of ABCD intersect at O.
```
| AB | = 9 cm, | BC | = 6 cm and | DAB | = 60°. (a) Find | DC | . (b) Find | ABC | . (c) Name one pair of parallel lines in the diagram. (d) Is the following statement true or false? | DO | = | OB | and | AO | = | OC | Give a reason for your answer.
```
9
Did You Know
* The earth's terrain can be mapped from space with the use of satellites, such as RADARSAT-1 which orbits 14 times a day, covering the entire earth every 24 days and TerraSAR-X which boasts a resolution of 1 m.
* Internal Survey: The original Ordnance Survey comprised two separates parts, the Trigonometrical (i.e. Triangulation) Survey and the simultaneous Internal Survey, the latter being the identification of features, including place names within the triangulated areas.
* James Clarence Mangan was employed as a copyist and scribe in the original mapping project. Mangan, the poet, translated place names freely, and did not get on with the more exacting O'Donovan (see biography). Brian Friel, in his play Translations, painted a grim picture of the Ordnance Survey's activities which he admitted himself was (intentionally) 'inaccurate history'.
* You may find maps from the original survey of Ireland in your local library. They are also available at www.osi.ie
Biographical Notes
Major Thomas Colby (1784-1852)
Thomas Colby was born in Rochester, Kent, England in 1784. At 16
graduated from the Royal Military Academy in Woolwich. He was soon asked to join the Ordnance Survey and in 1809 became its CEO. In 1820 he was appointed head of the Ordnance Survey. In 1825 the survey of Ireland began under his direction and was completed in 1847. He introduced many innovations and set new standards for surveying. In 1846 Colby was promoted to major-general and retired from the survey. He died in New Brighton near Liverpool in 1852.
John O'Donovan (1806-1861)
O'Donovan worked with a team of scholars identifying the correct origin of as many of Ireland's 63,000 townland names as possible. He made an enormous contribution to Irish history and literature and was considered one of the greatest Irish scholars of his time.
Revise the Terms
Can you recall the meaning of the following terms? Revising terminology is a powerful aid to recall and retention.
apex, Babylonian, baseline, benchmark, brass, clay tablets, compass, compensation bars, contours, crow's foot, database, equator, globe, Greenwich (longitude), irrigation, Lascaux, latitude, limelight, Mesopotamian, ordnance, plum bob, Polynesians, projection, Ptolemy, Pythagoras's theorem, relief, right angle, scale, sighting instruments, surveying, theodolite, topographic, transverse Mercator, triangulation.
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PORTRUSH PS
ANTI-BULLYING POLICY
MAY 2017
Anti-Bullying Policy
INTRODUCTION
School Motto “Together we shape our future”
School Mission Statement
Portrush Primary School recognises the unique and distinctive character of each individual pupil and aims for young people to achieve their potential. Each pupil will be provided with learning opportunities to develop as an individual, as a contributor to the economy and environment. The school will strive to equip pupils with the necessary knowledge and skills to enable them to make informed and responsible choices and decisions throughout their lives.
School Ethos Statement
In Portrush Primary School the welfare of every child is of paramount consideration and we endeavour to create a caring, happy, secure, supportive and stimulating environment where children can develop socially, emotionally and physically at their own rate.
The Anti-Bullying policy reflects the school mission statement with a view to providing a safe and enriched environment where success is celebrated and the pursuit of excellence is emphasised. The school aims to foster values of tolerance and mutual respect through promoting the self esteem of all members of the school community. In Portrush Primary School bullying behaviour is contrary to the school ethos. We recognise that bullying is a concern for all of us, including pupils, teaching, non-teaching staff, parents and governors.
Tolerance of others' values is extremely important but there may be occasions when pupils need to be shown, through discussion and by example, what is and what is not acceptable both inside and outside our school. Basic standards of good behaviour require that all should be considerate, polite, respectful and helpful towards each other.
This policy takes account of guidance provided in:
- DE Circular 2003/13
- Pastoral Care in Schools: Promoting Positive Behaviour 2001
- Welfare and Protection of Pupils: Education and Libraries (NI) Order 2003
- Pastoral Care in Schools: Child Protection 1999
- AIMS
The aims of this policy are to:
Protect the victim as their needs are paramount.
Change the behaviour of the child who is bullying others.
To create an atmosphere where children feel confident about speaking out if they feel they are being bullied by others.
Prevent or reduce bullying in any form.
Adopt a consistent approach to dealing with incidents of bullying.
Create an emotionally safe environment where positive relationships can develop.
Ensure that all pupils, parents and staff are aware of this policy and their roles and responsibilities in contributing to its success.
DEFINITION OF BULLYING
By definition bullying is behaviour that intentionally and persistently causes distress to others.
Northern Ireland Anti-Bullying Forum (NIABF) defines bullying as:
"The repeated use of power by one or more people intentionally to harm, hurt or adversely affect the rights and needs of another or others" NIABF (2005)
The Department of Education defines bullying as:
" Deliberately hurtful behaviour, repeated over a period of time, where it is difficult for the victim to defend him/herself ."
'Pastoral Care in Schools: Promoting Positive Behaviour' (2001)
PRINCIPLES
- Pupils have a right to learn in a safe and supportive environment, free from intimidation and fear.
- The welfare/well-being needs of all children and young people are paramount and pupils' needs (whether bully or targeted pupil) need to be separated from their behaviour.
- When bullying concerns are identified our school will work in a restorative and solution focused way to achieve the necessary change.
- Pupils who are targeted will be listened to and supported.
- Pupils who engage in bullying behaviour will be listened to and encouraged to accept responsibility and change their behaviour.
- Where a concern arises, staff will receive ongoing support from those on SLT with pastoral responsibility.
- Parents will be made aware of our school's practice to prevent and to respond to concerns through consultation.
- Parents have a right to know their child is safe.
- Staff will treat all children fairly.
- Staff will ensure school rules are implemented fairly and consistently.
FORMS OF BULLYING
PHYSICAL BULLYING
- hitting; pushing; kicking; tripping; spitting; hair pulling; throwing things; interfering with another's property by stealing / hiding / damaging / intruding upon it;
- writing or drawing offensive notes / graffiti about another
- extortion / threatening demands for money or other items
EMOTIONAL BULLYING
- excluding/shunning others from group activity/social setting or play;
- belittling another's abilities or achievements;
- menacing looks/stares;
- rude signs or gestures
RACIST BULLYING
- name calling relating to race, colour or religion
These categories may be inter-related
VERBAL BULLYING
- name calling; insulting or offensive remarks; accusing; taunting; put downs
- humiliating another publicly
- ridiculing another's appearance/way of speaking/disability/personal mannerisms/race/colour/religion;
- spreading malicious or nasty rumours; threatening; intimidation; mocking; sarcasm
CYBER BULLYING
- misuse of e-mails, images, text, blogs, tweets, forums and chat rooms to hurt /embarrass /demean /harass /provoke or humiliate another using perceived anonymity
- misuse of mobile phones by text messaging /calls or images – again to hurt /embarrass /demean /harass /provoke or humiliate another using perceived anonymity
- unauthorised publication or manipulation of private information; impersonation
HOMOPHOBIC
- name calling related to gender or sexual orientation
SIGNS OF STRESS
Signs of stress in pupils which may indicate bullying:
- Child's unwillingness to attend school / lateness /erratic attendance.
- Avoidance, hanging back from playground or staying late at school.
- Deterioration of work or mislaid books, money, equipment or belongings / under achievement.
- Spurious illness / non specific pains, headaches, tummy upsets, withdrawn, loss of appetite.
- Nail biting / flinching / jumpiness / forgetfulness / distractibility.
- Impulsive hitting out / out of character temper, flare up or restlessness / sudden aggressiveness.
- Stresses manifested at home – bed wetting / insomnia / nightmares / restlessness / stammering / crying and irritability.
- Reluctance to sit beside or near certain pupils / hesitant to walk to school and home.
- Unexplained bruising or cuts / damaged clothing.
- Asking for or beginning to steal money.
- Threatening / attempting suicide.
- Deterioration in behaviour as child tries to impress.
- Refusal to say what is wrong.
(N.B. whilst these behaviours may be symptomatic of other problems – bullying may be one reason)
STRATEGIES TO PREVENT OR REDUCE BULLYING
Portrush Primary School has established and will maintain the following strategies to prevent and reduce bullying behaviour:
Proactive Strategies (to ensure awareness is raised)
- Promote School Ethos at all times (as regards Bullying – be a TELLING / LISTENING / RESPONDING school).
- Awareness of Rights and Responsibilities and the formation of Classroom Charters.
- Recognise and reward good behaviour.
- Implementation of the PD&MU Scheme of work making use of The Living learning Together programme.
- Use of creative learning to enhance social and emotional skills.
- UICT lessons on Internet Safety.
- Ensure that all staff (teaching and non-teaching), parents and pupils and all members of the school community are aware of the school's Disciple Policy.
- School assemblies.
- Vigilant supervision – playground / general school environment.
- Consultation with all pupils.
- Use of PDMU lessons / Circle time.
- Good parental communication.
- Awareness raising eg Open Night, P1 Parent Induction meetings, newsletters and website.
- Use of outside agencies – NSPCC, Childline, PSNI, Behaviour Support Team.
- Staff training / effective communication.
Reactive Strategies
The following steps will be taken when dealing with incidents:
-
incentives, pupil awards, school assemblies, workshops) Attempts will be made to resolve the situation quickly.
Formulation (involving all stakeholders) and communication of school wide rules concerning Positive Behaviour expectations (eg classroom rules, posters, displays, If bullying is suspected or reported, the incident will be dealt with immediately by the member of staff who has been approached.
-
- Reports will be taken seriously.
Learning (PDMU) Steps will be taken to ensure the child feels safe and secure.
School Curriculum which addresses prejudice, discrimination and Social/Emotional
School wide supervision and effective, consistent behaviour management by all staff Opportunities for developing Positive Peer Relationships (Circle time strategies and Significant incidents will involve further investigation and recording. A clear account reported to the appropriate members of staff i.e. class teacher / Head of Key Stage / Vice Principal / Principal / Designated Teacher for Child Protection.
Council) Disciplinary measures / sanctions, which are proportionate and clearly set out in the Discipline Policy, will be explained and used.
training provided re. Peer Support/Playground Friends schemes and Class/School Significant or repeated incidents will require parents to be informed.
PROCEDURES FOR DEALING WITH BULLYING
The 2003 Statutory Requirements (Education & Libraries NI Order) requires schools to "encourage good behaviour and respect for others" and in particular prevent all forms of bullying.
When dealing with bullying behaviour the school will aim to:
1. Stop the bullying behaviour.
2. Protect and support the bullied pupil.
3. Change the attitude and behaviour of the bully.
Every child can make mistakes and can behave in ways that are hurtful to others. In most cases a quiet word and an explanation of how others feel is sufficient to make a difference. Children can and do learn over time how to care for themselves and for others. We believe that learning from mistakes and being genuinely sorry for them is part of growing up to be a socially well adjusted person. We believe much can be achieved by talking with the perpetrator and the victim to achieve a resolution and reconciliation. In some cases, however, talking things through will not make enough of a difference and in these cases we reserve the right to apply a range of sanctions.
In Portrush Primary School if any type of bullying is highlighted, the following strategies will be implemented by staff in two stages:
STAGE 1
All staff will:
- Listen to concerns when reported.
- Identify those involved in the bullying incident.
- Give each pupil the opportunity to talk. The discussion will focus on finding a solution and stopping the bullying from recurring.
- Staff will remain neutral and avoid direct, closed questions.
- The pupils are helped to find their own solution to their personal disagreement and discuss how their proposals will be put into action.
- Other appropriate members of staff will be informed i.e. class teacher, non-teaching staff, head of Key Stage, Vice-Principal, Principal. Incidents will be recorded as appropriate.
- A follow-up meeting/discussion is useful to find out whether the solution has been effective or not.
STAGE 2
If the problem is not resolved staff will:
1. Implement procedures within the hierarchy of sanctions (refer to Disipline Policy).
3. Record details as appropriate and send to Mrs McNeill to be filed.
2. Continue to monitor the situation and follow procedures as agreed. Complete Alleged Bullying Incident Form (Appendix 1) for asignificant/repeated/or serious one-off incident.
4. Contact parents if necessary at any stage of the procedures, depending on the seriousness of the bullying e.g. phone call, letter or request for interview by class teacher / Head of Key Stage / Vice Principal / Principal.
5. Contact outside network of support at any stage of the procedures e.g. Education Welfare Officer, Behaviour Support Team, PSNI.
INDIVIDUAL RESPONSIBILITIES
All members of the school community have a key role in promoting, implementing and supporting the Anti-Bullying policy of Portrush Primary School. It is important that there is a collaborative whole school approach to address any difficulties which may be encountered. Everyone should work together to create a safe, happy and anti-bullying environment.
Staff should:
- Provide a safe, secure and caring environment.
- Listen to all reports of bullying.
- Promote and sustain good behaviour.
- Address each situation in line with procedures.
- Work collaboratively with all relevant members of the school community, developing positive partnerships with parents.
Pupils should:
- Report all incidents of bullying (if a child is being bullied or is another pupil is being bullied – TELL SOMEONE)
- Avoid inappropriate behaviour which might be considered as bullying.
- Be respectful and supportive to others.
- Tell and adult before retaliating.
Parents should:
- Work in partnership with the school.
- Advise their children to report any concerns to a member of staff.
- Stress to their children that retaliation is not helpful.
- Discourage behaviours which might be considered as bullying.
- Contact the school secretary to arrange an appointment with the child's class teacher to discuss concerns.
- Accept their role in dealing with bullying behaviours which occur outside the school so that they do not interfere with effective learning and teaching during the school day.
- Co-operate with the school, if their child/children are accused of bullying, try to ascertain the truth and point out the implications of bullying, both for the children who are bullied and for the bullies themselves.
TEACHING ABOUT BULLYING
This will be delivered and reinforced through various areas of the curriculum:
This message will be reinforced in Key Stage 2 classes (P5-P7) when children will be encouraged to recognise, discuss and understand the nature of bullying and the harm that can result from it.
In Foundation and Key Stage 1 classes (P1-P4) children will be taught to be aware of different forms of bullying and how to develop personal strategies to resist unwanted behaviour.
RESOURCES FOR THE PREVENTION OF BULLYING
We encourage a 'whole-school approach' in which children and adults work together to create an environment where everybody gets a clear message that bullying is wrong and will not be tolerated, that bullying behaviour of all kinds must be challenged.
- All school staff, teaching and non-teaching, will be familiar with the Anti-Bullying Policy and procedures for dealing with reports of bullying.
- Children will be encouraged to understand their roles in preventing bullying using, for example, drama; role-play and novels. Children will be guided to understand the feelings of bullied children and to practise the skills they need to avoid bullying.
- Use of 'Worry Box' – outside P1 classroom.
- Parents will be issued with a copy of the school's Anti-Bullying policy every three years. They will be aware of procedures to use if they are concerned that their child is being bullied or does not feel safe to learn.
LINKS WITH OTHER POLICIES
Portrush Primary School's Anti-Bullying Policy is set in the context of our Pastoral Care Programme and reflects our Mission Statement. It links with other policies such as:
Safeguarding & Child Protection Pastoral Care Discipline Special Educational Needs Acceptable Use of the Internet and Digital Technologies Social Networking
RACE EQUALITY AND EQUAL OPPORTUNITIES
All children have equal access to the curriculum regardless of their race, gender, disability or ability. Teachers plan work that is differentiated so that all groups and individuals can achieve their potential and are committed to creating a positive climate that will enable everyone to work free from racial intimidation and harassment.
MONITORING AND EVALUATION
This policy was formulated by Mrs McNeill in consultation with the Board of Governors, staff, pupils and parents. It has been approved by the Board of Governors and it is the intention of the staff to review and update it regularly.
It is important to remember that staff, pupils and parents all have an active part to play and have a responsibility to ensure an effective implementation and maintenance of this policy.
USEFUL WEBSITES & TELEPHONE NUMBERS
Department of Education Northern Ireland Anti Bullying Forum
Childline NI NSPCC (FullStop) campaign www.deni.gov.uk www.niabf.org.uk www.thinkuknow.org
0800 1111
0808 800 5000
Portrush PS
Alleged Bullying Incident Form
(i.e. significant / repeated / or serious one-off incident)
| | Name (s) | Gender |
|---|---|---|
| Complainant(s) | | |
| Alleged child (children who has been bullied (if different from above) | | |
| Alleged child (children) who has displayed bullying behaviour | | |
Date of incident:
Location of incident:
Type of incident: Please tick/circle appropriate types
Physical Bullying (includes jostling, physical intimidation, interfering with personal property (stealing, damaging, intruding upon it) punching/kicking, any other physical contact which may include hair pulling, spitting or use of 'weapon', extortion, writing/drawing offensive notes)
Verbal Bullying (includes name calling, insults, jokes, threats, spreading malicious rumours, ridicule of another's appearance/disability/personal mannerisms/way of speaking, humiliating another publicly, mocking, sarcasm, intimidation)
Emotional Bullying (includes isolation, refusal to work with/talk to/play with/help others, mobbing the individual, belittling another's abilities, or achievements, menacing looks, stares or rude gestures)
Cyber Bullying (includes misuse of emails, images, texts, blogs, tweets or private information)
Racist Bullying (includes name calling relating to race, colour or religion)
Homophobic (includes name calling related to gender or sexual orientation)
Details of Incident
Action/support for child (ren) who has/have been bullied i.e. on-going support / monitoring from staff (including time frame of follow up action required).
Parental involvement (please specify e.g. dates and details of information received).
NAME OF STAFF MEMBER(S) INVOLVED
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CHRIST CHURCH CHORLEYWOOD
“What we nurture today, flourishes
tomorrow”
Home Learning Policy
Date: Autumn 2023
Review date: Autumn 2024
We believe that the combination of meaningful and manageable learning, and sensitive parental support can significantly enhance the progress of our children and this belief underlies our home learning policy.
We encourage parents to spend time with their children, supporting and encouraging them with their various home learning tasks.
We give the amount of home learning that we, the professionals involved, have agreed is appropriate for the different age groups.
Early Years Foundation Stage
Nursery
* Parents/Carers and children are encouraged to read for pleasure by using and sharing books at home.
* Usually, library books are brought home weekly following the children's library sessions.
* Occasionally the class teacher will make specific requests for things to be brought in that support learning in school.
Reception
* All children in Reception will bring home a reading book as soon as the teacher assesses that it is appropriate.
* Occasionally, the class teacher will make specific requests for things to be brought in that support learning in school.
Key Stage 1 – Years 1 & 2
Year 1 Reading
* Your child will bring home a reading record and school reading books from the phonics-aligned reading scheme every week.
* Your child's progress through the scheme will be constantly monitored by the class teacher.
*
It is the class teacher's decision to move children on to the next level, when appropriate, based on their professional judgement of your child’s progress in all aspects of reading.
* At home we encourage you to focus on reading for pleasure, understanding and comprehension, and the broadening of vocabulary, as well as decoding the text.
Spelling
* Year 1 begin by learning to apply their phonetic awareness to spell the first 100 high frequency words, which also includes 'tricky words'.
* Class teachers are looking for accurate spellings within the children's written work, rather than memorising these words for a test.
* We are also looking for children to write these words using the correct letter formations. Spellings are sent home weekly.
* Once the first 100 high frequency words have been mastered, the children will be given spellings for the days of the week, the months of the year, and numbers in words 0-20.
*
Mastering Number
* Through Mastering Number, Year 1 children will be given number bonds of all combinations to 20 to learn throughout the year. Parents are asked to help with these.
Year 2
Reading/Spelling
* Your child will bring home a reading record and school reading books from the phonics-aligned reading scheme every week.
* Your child's progress through the scheme will be constantly monitored by the class teacher. It is the class teacher's decision to move children on to the next level, when appropriate, based on their professional judgement of your child's progress in all aspects of reading.
* At home we encourage you to focus on reading for pleasure, understanding and comprehension, and the broadening of vocabulary, as well as decoding the text.
* Children are given ten Y1 & Y2 Common Exception Word Spellings to learn each week.
Mastering Number and times tables
* Through Mastering Number Year 2 children will be given number bonds of all combinations to 20 initially, and then to 50 and 100 over the course of the academic year.
* The children will then use 'Times tables Rockstars' to learn and practice times tables in the spring and summer terms. Parents/Carers are asked to support with these.
Key Stage 2 – Years 3 to 6
All Years – Tasks & Activities
* Reading and talking about books should be done at home daily for at least 15 minutes.
* Children in Key Stage 2 will regularly be set times tables. We use an online web-based programme Times Tables Rockstars (TTRS) to support the learning of tables.
* By the end of Year 4, most children should be secure in knowing all times table facts up to x12.
* Children will also be set an appropriate maths task based on the mastery approach.
* In addition, children will be given weekly grammar or punctuation tasks based on their learning in class.
* On occasion and at the class teacher's discretion, 'topic' work may be sent home.
* If your child consistently spends far too long on his/her home learning, please speak to the class teacher. Activities set for home learning should not last longer than 30 minutes (not including daily reading).
Years 3, 4 & 5 Reading Records
* When your child brings home a reading book, s/he should also bring home an accompanying reading record.
* The reading record is a place for adults at home to record what has been read, discussed and to make comments, if it is appropriate.
* Please help us by initialing the book when you hear your child read.
Year 6 Reading Records
* When your child brings home a reading book, s/he should also bring home an accompanying reading record.
* The reading record is a place for your child to independently record what has been read, discussed and to make comments, on what they have read.
Year 6 Additional Home Learning
* In Year 6, children are issued an academic year diary for recording home learning tasks, key dates and information.
Year 6 Additional Home Learning (cont'd)
* A SATs revision programme is added into the home learning schedule across the spring term, which could include work over the Easter break. A special set of books, for which a parent/carer contribution is required, are used to provide appropriate support for this.
* Year 6 children all participate in the Citizenship Challenge in the summer term. This is an award scheme that involves voluntary work, activities at home and in the local community to meet a set of objectives to achieve bronze, silver or gold standard.
General Procedures for All Children
Reading
* The most important thing you can do to support and encourage your child throughout their primary schooling is to READ to them, READ with them, and encourage them to READ for pleasure.
* Please remember that books for pleasure must include books which are at an easy-to-read level. If more than 1 word in every 10 cannot be read, then the book is too difficult.
Absence & School Closures
* Home Learning is not set during school closures (e.g. occasional days or Inset days) or the school holidays.
* If children are absent from school due to sickness or any unauthorised absence, we do not send work home.
* It may happen that a child is off school for a length of time, though well enough to do some work, e.g. a broken leg. In these circumstances, the school will provide work and it is up to the teacher what should be done, how it will be marked and what sort of help needs to be given. In such circumstances, the teacher will consult with the Head of School first and communicate with a parent/carer in the usual way.
Appendix 1: Procedures for Home Learning
Specific guidance will always be issued if there is disruption to day-to-day operation of the school for example disruption caused by snow.
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Small group questions
Psalm 51 - Compassion to blot out Transgressions
Leaders – if the questions make no sense or you don't know the answer – please contact the preacher!
Read this Psalm aloud as a group.
1. What are some of the lies of the world you have heard regarding sin? Why do you think there is such an avoidance of the term 'sin' in the world and, sadly, even in some churches?
2. What were the events leading up to David composing this Psalm?
Prayer for Forgiveness – vv1-9
3. Why did David cry out for mercy? Why was his heart so heavy?
4. What are some things that are always on your mind? What was always on David's mind in this Psalm? Have you ever experienced something similar?
5. What is the root of all sin? Ultimately, who do we sin against?
6. David comes to the point of realising that he was sinful from the time his mother conceived him. How do you react when you hear this? How would your friend who isn't a Christian react to hearing this?
7. What is our BIG problem?
8. How is this problem solved for us?
Prayer of the Forgiven – vv10-17
9. What are the things that David ask God for in vv10-12? Why does he ask for them?
10. In response to God's great mercy shown to us in Jesus Christ, what should our prayers be?
11. What is David's response, in vv13-15, to the compassion shown to him?
12. In vv16-17, David writes that God doesn't delight in ritual or religiosity. What does God delight in? How is this different to the narrative that the world usually makes up about God?
13. Have you come to a deep realisation of your sin and come to God with a broken spirit? If you have, what brought you to this point?
Prayer for the Forgiven – vv18-19
14. Try to sum up these two final verses.
15. What should our prayer be, this side of the cross?
16. What will you take away from this second sermon in this series?
* Big Idea: God is a compassionate God who will forgive sins through Jesus.
* Aim: For people to totally rely on God's compassion and devote their lives, once again to Him.
* Structure:
* 1-9: Prayer for Forgiveness
* 10-17: Prayer of the Forgiven
* 18-19: Prayer for the Forgiven
* "Life is short, have an affair!"
* "Do whatever feels good!"
* "Love is Love!"
* "I did it my way!"
* "Follow your heart"
* These are the things that the world is saying at the moment.
* Just do whatever you want! No consequences!
* The concept of 'sin' isn't even a category of thinking for those outside the church
* In fact, telling children about sin, is considered to be terrible in some circles. Even in some churches!
* As Christians, it's tempting to have these views!
* It's tempting to just slip into and out of Sin like it doesn't
matter.
* Just like slipping in and out of the pool on a hot summers day
* And For King David, God's anointed, he gave in.
* God's chosen King who was described as a man after God's
own heart gave in.
* Whilst her husband was at war, he slept with a lady called
Bathsheba;
* and then had her husband killed on the frontline of battle, in order to cover his dirty tracks.
* David committed adultery and then murder.
* So, God sent a prophet called Nathan to tell David what horrible things he had done
* And David came to a deep repentance.
* This Psalm today was written by David, after Nathan had
come to him
* And, we'll see that he didn't brush off his sin, or just laugh it off.
* No..
* In this Psalm, we see David taking his sin extremely seriously.
Prayer for Forgiveness // vv1-9
* The Psalm begins with a cry for mercy.
* David had a clear idea of what his sin meant. A separation from
God himself.
* He took this with complete seriousness!
* He didn't want there to be anything that marred his relationship with God, so he begins:
'Have mercy on me, Oh God'
* But On what basis does David have to ask for mercy?
* Only because of God's righteous love, his loving-kindness can
David ask for mercy
* Only because of God's great compassion for his people can
David ask for mercy.
* And he asks God, not just to have mercy but to wipe out the record of his sin and to obliterate his sin from God's memory.
* Look with me at V1:
"Have mercy on me, Oh God, According to your unfailing Love According to your great compassion, Blot out my transgressions"
* Why does he do these things?
* What brings him to this point?
* Well, he is deeply aware of his standing with God.
* He knows his sin and he knows his sinful nature
* He continues in V3:
"For I know my Transgressions and my sin is always before me”
* Do you know what it's like to have something always on your
mind?
* That's always at the forefront of your mind?
* Maybe, it was a high school crush, having them always on your mind
* Maybe it's a child, grandchild, that just always occupies
your thoughts,
* OR
* Perhaps it's stress at work,
* maybe it's something that you have done or have said to someone
* It could even be an addiction that you crave that's just
always in the back of your mind
* For David, his Sin was always on his mind! and he couldn't not
notice it!
* He has a complete, deep awareness of his sins.
* But, why is sin so terrible? Why did it torment David so much?
* Well when David sinned, it was against God
* He turned his back on the creator of the universe;
* and did what was evil in God's sight;
* and it ends up in judgement
* When we sin, who do we sin against?
* When we gossip, or
* Tell a white lie, or
* Really hurt someone…who are we sinning against? God.
* We sin against God.
* In fact, the root of all sin, is an issue between us and God.
* It's when we put ourselves first before God that we fall into
sin and then
* Rightly come under God's judgement
* But this is something which we can't fix on our own.
* In V5, David reflects on why this is. And reflects on why he was what he was.
* He was this way because of his fallen nature.
* Look with me:
"Surely, I was sinful at birth,
Sinful from the time my mother conceived me"
* Now it's important to notice that David isn't using this as an excuse.
* This isn't a case of David being, "born this way so he can do
whatever he wants"
* No, it's a frank admission of the human, fallen nature.
* From conception, we were sinful. Every human was and is and will be.
* AND that isn't good enough for God!
* He desires faithfulness, even in the womb! V6
* God's righteousness, demands complete faithfulness.
* And if you've been listening, you may have noticed a problem
here!
* A very BIG problem!
* Firstly, we were sinful from conception and birth
* Secondly, God desires faithfulness even in the womb.
* So if we are left on our own, we are left in a position of complete helplessness; under God's judgement permanently!
* Have you thought about this before? Have you thought about
how it is to live a life without God's compassion?
* It's like being left in the middle of an ocean with nothing,
* It's like jumping out of an airliner with no parachute
* It's like trying to space-walk without a space-suit
* This is the reality of life and eternity without the compassion of God!!
* BUT God hasn't left us in this position. David knew it.
* He writes in V7:
"Cleanse me with hyssop and I will be clean Wash me, and I will be whiter than snow"
* David throws himself on God's compassion shown in his grace.
* He asks God to make him clean. To restore their
relationship.
* He asks God to wash him; to wash away the guilty stains, and God will make those stains whiter than snow.
* David wants to hear words and songs of joyfulness and gladness rather than the sinful words that he uttered ringing in his ears.
* Instead of a broken and crushed body under the judgement of God, he wants a restored body to be able to dance in joy before God.
* Not only that, but he never wants to return to his sin again.
* He knows his sin and feels it deeply
* He has given a gut-wrenching confession
* He has asked for forgiveness
* And now he prays as one who has been forgiven.
* He never wants to return to his sin again.
Prayer of the Forgiven // vv10-17
* A few years ago, some members of the Calder family went to a restaurant
* And the experience, well, wasn't great.
* The food was overpriced and wasn't great,
* The service wasn't fantastic
* But what made this experience even worse was that 3 out of the 4 of them were all awake with food poisoning early the
next morning.
* In light of this experience, the first thoughts the next days wasn't
* "Well that was fantastic! Let's go again!" BUT
* "We will never go there again!!"
* Similarly, David never wants to go back to his sin again. For
him to do so would be like a dog returning to its vomit.
* So he writes in V10
"Create in me a pure heart oh God, And renew a steadfast Spirit within me"
* He longs for a reborn heart because of his sinful nature,
* He asks for a firm and established spirit rather than a broken one
* He pleads with God not to leave him
* And he wants to be joyful again.
* But these things can only happen by the grace of God.
* When David asks for a new, recreated heart,
* This isn't a case of David saying, "I'm sorry, I'll try harder next time!"
* But David is saying, "I'm so sorry. I can't live your way without your help"
* Brothers and sisters, A joyful heart…a renewed life…a peaceful spirit….can only come…from…God…//
* And then, where does this grace lead to?
* Well V13-15 shows that it leads to telling others about this great compassion!
* David has been greatly saved so he wants to teach people.
* And let people know about God's loving ways so that they would turn back to God!
* Since God, his only hope, delivers him from his guilt, David wants to break out into song about God and who his is!
* Whenever God opens his lips, whenever David speaks, he wants to speak in praise of his great saviour.
* BUT how does David have this confidence? Where is his hope? it is strictly in the compassionate God and his character.
* David's hope isn't in himself, or in his religious actions.
* Because David knows that God doesn't care about the rituals or religiosity.
* V16
"You do not delight in sacrifice, or I would bring it; You do not take pleasure in burnt offerings"
* But there is something which God doesn't turn his face from.
* He looks for the heart
* A spirit and heart that has been broken and bruised.
* That has come to the great realisation of its sin
* That has come to the realisation of the hopelessness of
living without God
* AND one which is willing to turn back to God and live
his ways
* V17
"My sacrifice, O God, is a broken spirit; a broken and contrite heart you, God, will not despise"
* The sacrifice of David, was his life. His heart.
* That's what God wants.
* Not good deeds,
* Not ticking boxes,
* BUT the heart.
Prayer for the Forgiven // vv18-19
This psalm ends in what can seem as a really strange way to
* end a Psalm like this!
* But it's a fantastic way to end the Psalm
* David as King set the 'tone' of the religion of the Israelites.
* For them, Jerusalem was the centre of their worship.
* So, David finishes with asking God to build up the place of worship.
* To build it up and cause the worship of God to prosper,
* for people to come under the compassion of God
* For people to be able to worship God in fulness and truth
* AND THEN, what they do becomes pleasing to the God.
* When people truly rest on God for their forgiveness, their worship becomes delightful to God.
* Then, the sacrifices would all that God wanted them to be.
* Look with me:
"In your good pleasure make Zion prosper,
Build up the walls of Jerusalem, Then there will be righteous sacrifices, Whole burnt offerings to delight you; Then bulls will be offered on your altar"
* So David asks God to make this true worship of God, greater, larger and more faithful than ever before, why? Because of God's compassion to forgive sins. To blot out transgressions
* And I want to ask you today, do you trust in God's compassion? Do you trust in God's mercy? Do you trust in God's unfailing love?
* Have you felt the burden of your sin?
* Just like David, we need to come to a place, where we realise our helplessness without God.
* Where we realise
* The fact that there is nothing that we can do to save ourselves.
* That it's against God, and God only that we have sinned.
* That we have done evil in his sight.
* That our sins deserve judgement from God.
* That, We were sinful at birth, sinful from the time our mother's conceived us
* That without God, we are utterly helpless.
* Do you feel this? You should!…I should! It's a heavy, heavy load to bare!
* BUT
* Can you imagine the weight of our sin, and the sins of the whole world, resting on the bruised body of our Lord Jesus Christ?……hanging on the tree….dying the death that we deserve….so that, with great confidence we can ask God for forgiveness and it will be given.
* 1 Peter 2:24 says:
"He himself bore our sins" in his body on the cross, so that we might die to sins and live for righteousness; "by his wounds you have been healed."
* It's because of the Cross that we can ask God to cleanse us.
* It's because of the Cross that we can have utter confidence that we will be clean, and whiter than snow. That our guilty stains are completely washed away.
* It's because of the Cross that we can rejoice in gladness
* It's because of the Cross that we can have confidence that God will hide his face from our sins……..BECAUSE Jesus has taken them all on the cross….///
* And it's then, after realising our sin and asking God for forgiveness that we ask God to remake our heart. So that we will be more and more like him.
* It's only by the grace of God that we can even begin to live like he wants us to live. To be reborn.
* Whether it's a one off sin or something reoccurring, we should be asking God to cut these out of our lives, daily.
* We should be praying for God to make us more and more like Jesus in all that we do
* Not so that we can earn brownie points with him but because of our distain for what we once were. And because it's what God deserves.
* And then, because of his great compassion;
* we can't help but tell others about his compassion.
* We can't help but sing about his love;
* And we can't help but speak of God's great mercy shown to us in the Lord Jesus.
* Because, we know that there is nothing that we can do to save ourselves.
* God doesn't delight in us trying to work our way up to heaven.
* BUT
* He will accept a broken heart. A heart that doesn't trust in its own righteousness or good deeds.
* He won't turn his back on a person that realises their failure to live his ways
* He won't turn his back on a person that throws themselves completely on the compassion shown to them in the Lord Jesus Christ.
* But he will welcome them with open arms. Because he has blotted out their sins completely away.
* No sin is too big to be forgiven for God.
* Because, no record of sin is kept for those who repent and truly believe the gospel.
* The sins have been taken in the death of Jesus and destroyed in his resurrection.
* And so we ask God to build up his church.
* To bring in droves of people to hear about his great compassion and experience it in the body of Christ.
* So that many will come to worship him.
* If you haven't yet; or your relationship with God is feeling stale:
* Come under God's compassion
* Come to God with a broken heart
* Cast the burden of your sins onto Jesus.
* Live with God in a great relationship with him for eternity.
* Because he is a great, compassionate God who forgives all who turn and believe. | <urn:uuid:359e4151-cf4b-48f2-8f5e-d17072e82dac> | CC-MAIN-2018-05 | http://anglicanchurchnoosa.org/download-file/2017/09/Sermon-for-upload-Compassion_02-copy.pdf | 2018-01-18T15:56:04Z | crawl-data/CC-MAIN-2018-05/segments/1516084887423.43/warc/CC-MAIN-20180118151122-20180118171122-00153.warc.gz | 23,495,840 | 3,772 | eng_Latn | eng_Latn | 0.99776 | eng_Latn | 0.99906 | [
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HOW DO I STOP MY DOG FROM PULLING?
"Heel Training" or "Loose Leash Training"
SET THE STAGE
* Be your dog's leader. If you don't take the lead, your dog will. They look to you for direction. If you don't provide it, they have no choice but to make their own decisions. This makes for some interesting outcomes that you might not like.
* Training should be no more than 10-15 minutes in length.
* Think fun, short, relaxed sessions. Use positive reinforcement (rewarding the correct behavior with treats/affection).
* If you're tired, angry, frustrated, or not feeling well, don't train. Your dog can sense your mood even before you do.
* If your dog is tired, angry, frustrated or not feeling well, don't make them train. Just plan for another day, it's okay!
* A tired dog is a happy dog. Train at the end of a walk.
* Start small (inside, back patio). Training at the park may be too distracting for the dog.
* End on a positive note. The dog will remember, and so will you.
CHOOSE THE RIGHT LEASH FOR YOUR DOG:
* Use a standard leash (cloth, rope, leather etc.) Retractable leashes are not a good choice when training.
* Where is your dog pulling from? The correct harness, hooked in the correct place provides for better control.
* Check out this great article on "Gentle Leader" and "Easy Walk Harnesses", including Tips for Improving Dog Walking Behavior. Gentle Leader vs Easy Walk Harness: Which Will Help Your Dog Walk Better? (caninejournal.com)
LOOSE LEASH WALKING:
* Your leash will be relaxed or "loose".
* Your dog may wander a few feet forward, to the side, or behind you with some freedom.
* Best case scenario, your dog will not be tugging or pulling the leash tightly and you will not be pulling on your end.
* Reward positive actions with treats and/or affection. Catch them doing something right.
* Here's another great article on "Loose Leash Walking" and how to get your dog to comply. Loose Leash Walking – CattleDog Publishing
HEEL COMMAND:
* Walk your dog at a heel consistently on either your right foot or your left foot. Try not to switch back and forth to prevent confusing your dog.
* Heel is not in front of you, not behind you dragging, it's directly at your heel.
* Ideally, start with your dog at the "Sit Command". Say "heel", begin to walk.
* If your dog lunges ahead of you, stop. Make a circle turn using your body ("Round about turn") with your dog following you and begin over again at a sit.
* Be patient. It will take your dog some time to learn what you're asking them to do.
* Reward for the correct behavior with treats or affection.
* Try these Three Exercises:
o Dead stop when pulling ahead of you/return to start position.
o "Crazy Walk", changing directions quickly so dog must quickly follow your lead.
o "Round About", circle around with your dog and return to start position.
* Here's a great article on teaching your dog to "heel" on or off leash. How to Train a Dog Your Heel (thesprucepets.com) | <urn:uuid:15a174e4-d3ad-4ddd-a49c-51134015fb19> | CC-MAIN-2024-42 | https://www.gvrcanine.org/uploads/1/4/0/3/140391736/lessons_on_how_to_stop_your_dog_from_pulling.pdf | 2024-10-09T01:29:56+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253565.32/warc/CC-MAIN-20241008232729-20241009022729-00848.warc.gz | 678,824,717 | 710 | eng_Latn | eng_Latn | 0.995594 | eng_Latn | 0.998129 | [
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Reading Comprehension And Skills Grade 4
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review and reinforce essential skills in reading comprehension. The series is correlated and aligned to the Common Core State Standards.
1st Grade Reading Comprehension Workbooks for 1st Graders to Combine Fun & Education Together CarsonDellosa Publishing
Reading Comprehension Homework Helper provides children in second grade with extra help in learning important reading skills. Packed full of fun-to-do activities and appealing art, children will have fun completing the reproducible pages while learning reading comprehension skills at the same time. Answer keys are also included where needed. --Our cost-effective Homework Helpers workbooks are a must-have! They provide help for students who need extra practice with basic skills, for the accelerated student who enjoys an extra challenge, and for the young learner who is developing basic concepts and readiness skills. They also help boost self-confidence and reinforce basic skills with activities that are geared to the specific grade level. Collect all 48 titles for preschool to grade 3 covering topics such as the alphabet, numbers, shapes, phonics, math, reading comprehension, and much more!
Core Skills Reading Comprehension, Grade 4 Kelley Wingate Publications
Use these paragraphs and stories to help students develop reading skills, improve vocabulary, and reinforce comprehension. Includes 96 cut-apart flash cards, answer keys, as well as award and completion certificates.
Reading Comprehension Success Carson-Dellosa Publishing Reading Comprehension and Skills for sixth grade is designed to help students develop a strong foundation of reading basics so that they will become competent readers who can advance to
Reading Comprehension and Skills Carson-Dellosa Publishing Reading Comprehension and Skills for sixth grade is designed to help students develop a strong foundation of reading basics so that they will become competent readers who can advance to more challenging texts. It includes engaging passages and stories about a variety of subjects to appeal to al readers. The book also encourages vocabulary development and reinforces reading comprehension through leveled activity pages that target each student's individual needs for support. Kelley Wingate 's Reading Comprehension and Skills is the perfect choice for both teachers and parents. This valuable reading and comprehension skills practice book provides nearly 100 reproducible pages of exciting activities, 96 durable flash cards, and a motivating award certificate. The differentiated activity pages give students the practice they need at a level that is perfect to help them master basic reading comprehension skills necessary to succeed and are great for use at both school and home.
Reading Comprehension and Skills, Grade 5 Carson-Dellosa Publishing
The BIGGEST collection of fun-filled activities for reading comprehension! When school is out, learning doesn't have to stop. This big book is filled with engaging activities for 1st graders to get extra reading comprehension practice while having tons of F-U-N too. The Big Book of Reading Comprehension Activities helps kids learn to really understand what they're reading. Designed to give kids extra practice in key skills for their grade level, this book begins with easy lessons and advances to more challenging readings and exercises to keep your little reader's skills as sharp as their pencils! Inside this reading comprehension more challenging texts. It includes engaging passages and stories about a variety of subjects to appeal to al readers. The book also encourages vocabulary development and reinforces reading comprehension through leveled activity pages that target each student's individual needs for support. Kelley Wingate 's Reading Comprehension and Skills is the perfect choice for both teachers and parents. This valuable reading and comprehension skills practice book provides nearly 100 reproducible pages of exciting activities, 96 durable flash cards, and a motivating award certificate. The differentiated activity pages give students the practice they need at a level that is perfect to help them master basic reading comprehension skills necessary to succeed and are great for use at both school and home.
Reading Comprehension and Skills Carson-Dellosa Publishing Flash Skills are a line of mini-workbooks designed to focus on specific skills. Each book uses a unique theme and adorable art to help young learners master math and reading through practice and reinforcement. Fun full-color stickers motivate and reward. Grade 4 Spark Publishing Group
Reading Comprehension for grade 3 is designed to aid in the review and practice of reading comprehension skills. Grade 3 covers standards such as main topic and key details, identifying an author's purpose, summarizing, inferring, and vocabulary practice. The book includes engaging nonfiction and fiction passages and stories to appeal to all readers. --The 100+ Series Reading Comprehension books span grades 1 to 8. The activities in each book reinforce essential reading comprehension skills by providing practice with sequencing, main idea, predicting, and inferring, as well as story elements, character, plot, and setting. The books include engaging grade-appropriate fiction and nonfiction passages and stories. Each book has 128 pages and 100 pages (or more) of reproducible content to help students
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book, you'll find: 120 Awesome activities--Fun stories, crosswords, coloring, and more engage kids and make them want to learn. All levels--Kids build comprehension skills as they progress from easy to medium to harder exercises. Key skills--Guide your eager reader retell stories, describe main ideas, compare and contrast, and more with reading comprehension activities that support common core standards. Make extra practice extra fun with each and every reading comprehension activity in this book. Reading Comprehension: Grade 4 (Flash Skills) Steck-Vaughn Company
"A guide to building better reading comprehension skills based on Sylvan's proven techniques for success. Activities, exercises, and tips to help catch up, keep up, and get ahead."--Cover.
Nonfiction Activities to Build Reading Comprehension Skills Flash Kids
Interesting reading selections are used to develop reading skills and enhance critical thinking skills.
Reading Comprehension, Grade 1 Carson-Dellosa Publishing Reading Comprehension for grade 8 is designed to aid in the review and practice of reading comprehension skills. Grade 8 covers standards such as main topic and key details, identifying an author's purpose, summarizing, inferring, and vocabulary practice. The book includes engaging nonfiction and fiction passages and stories to appeal to all readers. The 100+ Series Reading Comprehension books span grades 1 to 8. The activities in each book reinforce essential reading comprehension skills by providing practice with sequencing, main idea, predicting, and inferring, as well as story elements, character, plot, and setting. The books include engaging grade-appropriate fiction and nonfiction passages and stories. Each book has 128 pages and 100 pages (or more) of reproducible content to help students review and reinforce essential skills in reading comprehension. The series is correlated and aligned to the Common Core State Standards.
Reading Comprehension, Grade 6 Carson-Dellosa Publishing "A guide to better reading comprehension skills based on Sylvan's proven techniques for success. Activities, exercises, and tips to help catch up, keep up, and get ahead."--Cover. Reading Comprehension, Grades 7 -8 Instructional Fair These all-inclusive skills resources provide the focused practice students need to apply, reinforce, and review skills in reading,
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math, and test-taking. Answer key included. Reading Comprehension and Skills, Grade 1 Carson-Dellosa Publishing
Reading Comprehension and Skills for second grade is designed to help students develop a strong foundation of reading basics so that they will become competent readers who can advance to more challenging texts. It includes engaging passages and stories about a variety of subjects to appeal to al readers. The book also encourages vocabulary development and reinforces reading comprehension through leveled activity pages that target each student's individual needs for support. Kelley Wingate 's Reading Comprehension and Skills series is the perfect choice for both teachers and parents. This valuable reading and comprehension skills practice book provides nearly 100 reproducible pages of exciting activities, 96 durable flash cards, and a motivating award certificate. The differentiated activity pages give students the practice they need at a level that is perfect to help them master basic reading comprehension skills necessary to succeed and are great for use at both school and home.
Inventive Exercises to Sharpen Skills and Raise Achievement Steck-Vaughn Company
Reading Comprehension for grade 7 is designed to aid in the review and practice of reading comprehension skills. Grade 7 covers standards such as main topic and key details, literary terms and devices, summarizing, inferring, and vocabulary practice. The book includes engaging nonfiction and fiction passages and stories to appeal to all readers. The 100+ Series Reading Comprehension books span grades 1 to 8. The activities in each book reinforce essential reading comprehension skills by providing practice with sequencing, main idea, predicting, and inferring, as well as story elements, character, plot, and setting. The books include engaging grade-appropriate fiction and nonfiction passages and stories. Each book has 128 pages and 100 pages (or more) of reproducible content to help students review and reinforce essential skills in reading comprehension. The series is correlated and aligned to the Common Core State Standards.
Differentiated Reading for Comprehension, Grade 2 CarsonDellosa Publishing
Skill Builders are great tools for keeping children current during the school year or preparing them for the next grade level. A
Reading Comprehension And Skills Grade 4
variety of fun and challenging activities provides students with practice and helps introduce basic skills to new learners. This fullcolor workbook contains appropriate passages and exercises based on national standards for sixth grade to help ensure that children master reading comprehension skills before progressing. Skill Builders combines entertaining and interactive activities with eye-catching graphics to make learning and reviewing fun and effective. The compact 6" x 9" size makes this book perfect for school, at home, or on the go. It features 80 perforated, reproducible pages and an answer key.
Reading ComprehensionZephyros Press
Flash Skills are a line of mini-workbooks designed to focus on specific skills. Each book uses a unique theme and adorable art to help young learners master math and reading through practice and reinforcement. Fun full-color stickers motivate and reward.
Reading Comprehension and Skills, Grade 3 Carson-Dellosa Publishing
Comprehension and understanding is significant aspect associated with learning when it comes to having a grasp on a newer language & this is where our latest Reading Comprehension Grade 1 Book tends to help big time. Reading Comprehension Workbooks for 1st Graders is ideal for adding fun along with daily study drainage. * Features : * Reading Comprehension Grade 1 Book comes with little passages so that the kids can polish comprehension, phonics, and writing while taking their confidence to another level of the peak. * Reading Comprehension Workbooks for 1st Graders feature fun activity which is convenient to utilize and crafted to construct student's comprehending skills whereas it is perfect for reading intervention back at class or even when the students are at home. * Kids Learning Books 1st Grade is designed and developed right according to college & educational readiness laws whereas the data analysis content that lets the teachers and partners to swiftly track the progression stage. * Reading Programs for 1st Grade tends to render an epic sense of achievement where the kids cherish their success by persuading fun-filled activities tremendously. * 1st Grade Teaching Materials enhances new innovation and creative skills for the rest of the students around the globes as it is created by the pioneer teachers for the purpose of transforming teaching & learning activities with more entertainment. Patrick N. Peerson Funny Learn Play Team
2023-11-01
Grade 1 Carson-Dellosa Publishing
These nationally acclaimed titles ensure studentsÕ academic success with teachers and parents. The key to the Master Skills series is reinforcing skills through practice; using a contemporary approach to learning fundamentals through real-life applications. The workbooks in this series are excellent tools to prepare young learners for proficiency testing and school success. Answer keys included.
The Skill, Will, and Thrill of Reading Createspace Independent Publishing Platform
Reading Comprehension and Skills for first grade is designed to help students develop a strong foundation of reading basics so that they will become competent readers who can advance to more challenging texts. It includes engaging passages and stories about a variety of subjects to appeal to all readers. The book also encourages vocabulary development and reinforces reading comprehension through leveled activity pages that target each student's individual needs for support. --Kelley Wingate's Reading Comprehension and Skills series is the perfect choice for both teachers and parents. This valuable reading and comprehension skills practice book provides nearly 100 reproducible pages of exciting activities, 96 durable flash cards, and a motivating award certificate. The differentiated activity pages give students the practice they need at a level that is perfect to help them master basic reading comprehension skills necessary to succeed and are great for use at both school and home.
Reading Comprehension, Grade 4 Frank Schaffer Publications Get your kid ready for school with our Reading Comprehension Workbook! Our books are packed with plenty of fun activities that teach a variety of essential school skills improving your child's success in class. Each book provides activities that are great for independent work in class, homework assignments, or extra practice to get ahead. Cute and inspiring themes. All the activities involve a variety of magical creatures and animals to keep your child engaged. Use this set of worksheets to support your child practicing their grammar and reading facts. Why You Will Love This Book: ✔️ 100 worksheets ✔️ Perfect for helping students gain
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3
grammar & reading skills quickly and accurately. ✔️ Easy-to-follow directions and fun exercises motivate students to work on their own ✔️ Perfectly sized at 8.5" x 11" ✔️ Every activity in each book is correlated to state standards ✔️ Carefully built for Kindergarten and Preschool ✔️ Practice reading in a fun and easy way Kws: reading comprehension practice, grade 1 reading, first grade comprehension workbook, first grade reading practice, reading comprehension and fluency grade 1, grade 1 reading comprehension workbook, 1st grade reading comprehension, reading practice grade 1, reading comprehension workbooks grade 1, reading and comprehension grade 1, reading comprehension 1st grade, 1st grade comprehension, comprehension skills grade 1, 1st grade reading comprehension workbooks, grade 1 reading comprehension, comprehension grade 1, reading comprehension grade 1, 1st grade reading comprehension workbook, reading workbook grade 1, comprehension books grade 1, first grade reading comprehension workbook, reading comprehension grade 1 workbook, first grade reading comprehension | <urn:uuid:bca36a9a-0f41-4fda-a74a-35521d028e8b> | CC-MAIN-2024-42 | https://www.marketspot.uccs.edu/display?rackid=M90v677&FilesData=Reading+Comprehension+And+Skills+Grade+4.pdf | 2024-10-09T00:39:50+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253565.32/warc/CC-MAIN-20241008232729-20241009022729-00849.warc.gz | 739,160,676 | 3,322 | eng_Latn | eng_Latn | 0.996509 | eng_Latn | 0.996741 | [
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Chemical Reactions Chapter Review Answers Anshunore
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Chemical Reactions Chapter Review Answers Anshunore
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JACOBY PATRICIA
ChemistryWest Group
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The Eighth Edition of Zumdahl and DeCoste's best-selling INTRODUCTORY CHEMISTRY: A FOUNDATION combines enhanced problem-solving structure with substantial pedagogy to enable students to become strong independent problem solvers in the introductory course and beyond. Capturing student interest through early coverage of chemical reactions, accessible explanations and visualizations, and an emphasis on everyday applications, the authors explain chemical concepts by starting with the basics, using symbols or diagrams, and conclude by encouraging students to test their own understanding of the solution. This step-by-step approach has already helped hundreds of thousands of students master chemical concepts and develop problem-solving skills. The book is known for its focus on conceptual learning and for the way it motivates students by connecting chemical principles to real-life experiences in chapter-opening discussions and Chemistry in Focus boxes. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. CliffsNotes AP Biology, 5th Edition Simon and Schuster
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Teach the course your way with INTRODUCTORY CHEMISTRY, 6e. Available in multiple formats (standard paperbound edition, loose-leaf edition, digital MindTap Reader edition, and a hybrid edition, which includes OWLv2), this text allows you to tailor the order of chapters to accommodate your particular needs, not only by presenting topics so they never assume prior knowledge, but also by including any necessary preview or review information needed to learn that topic. The authors' question-and-answer presentation, which allows students to actively learn chemistry while studying an assignment, is reflected in three words of advice and encouragement that are repeated throughout the book: Learn It Now! This edition integrates new technological resources, coached problems in a two-column format, and enhanced art and photography, all of which dovetail with the authors' active learning approach. Even more flexibility is provided in the new MindTap Reader edition, an electronic version of the text that features interactivity, integrated media, additional selftest problems, and clickable key terms and answer buttons for worked examples. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
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An accessible, student-friendly introduction to chemistry, the newest edition of this popular text helps students tackle the basics of chemistry. It has been revised to improve the logical and flexible flow of topics and to give more of an emphasis on chemical reactions. Extensive math reviews, unique to this text, include worked-out examples and exercises with answers provided to help students review necessary topics. Easy-to-follow examples help students develop the problemsolving skills necessary for chemistry. Frequent testing reinforces these concepts and study skills. The easy-to-read writing style and important pedagogical aids are continued in this edition to help instructors and students cover the basics.
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Chemical Reactions Chapter Review Answers Anshunore
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Maths
Year 3:
- Recognise the place value of each digit in two and three-digit numbers and to read, write, order and compare numbers up to 1000.
- Count in steps of 2, 3, and 5 from 0 and in tens from any number, forward and backward.
- To count from 0 in multiples of 4, 8, 50 and 100.
- To find 10 or 100 more or less thana given number.
- Recall and use addition and subtraction facts to 20 fluently and to derive and use related facts to 100. Solve addition and subtraction problems using concrete and pictorial representations.
- To add and subtract numbers mentally.
- Add and subtract two and three-digit numbers using formal written methods.
- To recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
- To be able to write and calculate statements for multiplication and division using the multiplication tables that they know, including for 2-digit numbers time one-digit numbers, using mental methods.
- To multiply 2-digit numbers by ones.
- To divide 2-sigit numbers by ones using practical apparatus.
- Fractions
Year 4:
- Recognise the place value of each digit in a four-digit number and to read, write, order and compare numbers beyond 1000.
- Count from 0 in multiples of 4, 8, 50 and 100 and to find 10 or 100 more or less than a given number.
- To count in multiplies of 6, 7, 9, 25 and 1000.
- To find 1000 more or less than a given number.
- Add and subtract numbers mentally.
- Add and subtract numbers with up to four digits using formal written methods and to apply these methods when solving problems.
- Multiply two and three-digit numbers by ones using the formal written method of short multiplication.
- To round any number to the nearest 10, 100 or 1000.
- To divide 2 and 3-digit numbers by ones using short division.
- Fractions
PSHE
Being me in my world
-Developing teamwork
-Becoming a responsible class citizen
English
Writing:
The children will focus on the book Krindlekrax by Philip Ridley and will write a selection of letters of persuasion, narratives, and recounts. They will then focus on the book Hello Lighthouse by Sophie Blackall and will write narratives, newspaper reports and diary extracts.
Spelling:
Children will continue to be taught new rules using the scheme from Spelling Shed.
Punctuation and Grammar:
- Nouns and expanded noun phrases
- Adverbs and fronted adverbials
- Punctuating direct speech
- Coordinating and subordinating conjunctions
- Expressing time, placed and cause using conjunctions
- Fronted adverbials
- Using the correct form of 'a' or 'an'
Geography
Mapping and the unique features of the UK
-Know the location of many of the UK's counties.
-Know the names of many of the UK's main cities.
-Understand why so many of the UK's unique places are attractive to tourists.
-Know the location of many of the UK's unique places, such as the Lake District and Stonehenge.
-Know what is meant by a rural location -Know what is meant by an urban location
PE
PE will be taught by coaches from CUFC on a Thursday. Tag rugby will be taught by me every Wednesday.
Science
What do we mean by a force?
-Know about and describe how objects move on different surfaces.
-Know how a simple pulley is used to lift an object.
-Give examples of how some forces require contact, and some do not.
-Know about and explain how magnets attract and repel. -Predict whether magnets will attract or repel and give a reason.
History
What did the Ancient Greeks bring to the world?
-To know where Greece is
-To know that the Ancient Greeks were an advanced civilization -To know that Ancient Greeks believed in a number of Gods
-To know that Spartans and Athenians often battled for supremacy
-To know that the Ancient Greeks were responsible for starting the Olympic -To know that Ancient Greeks have been associated with the birth of democracy.
movement
Computing
- Internet Safety
Coding
-To create a simple computer program.
-To begin to understand selection in computer programming.
-To understand how an IF statement works.
-To understand how to use co-ordinates in computer programming.
-To understand what a variable in programming is.
Design and Technology
Structures and mechanisms
Design and make a lighthouse and small boat with jetty and pulley system to pull or load a boat.
French
Going to school
-Recap basic vocabulary to greet people and to introduce themselves
-Learn numbers to 20
-To name common classroom objects and describe the position of classroom objects -To learn the name of school subjects and to be able to create sentences to express likes and dislikes.
RE
What do Christians learn from the Creation Story.
-To become familiar with Christian texts, especially the genesis creation story. -Consider how the Christian faith impacts how Christians behave,
-Have the opportunity to experience awe and wonder.
-Reflect on their own creativity and on how we can all care for our world.
-Become familiar with the concepts of stewardship of the earth; looking after something God created. | <urn:uuid:6eb5a1a4-c780-4767-81b7-50b7075aac7d> | CC-MAIN-2024-42 | https://boltons.cumbria.sch.uk/wp-content/uploads/2024/09/Year-3-and-4-Curriculum-Overview-Autumn-Term.pdf | 2024-10-09T01:28:19+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253565.32/warc/CC-MAIN-20241008232729-20241009022729-00853.warc.gz | 111,347,900 | 1,122 | eng_Latn | eng_Latn | 0.998084 | eng_Latn | 0.998084 | [
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Monday 16 March 2020
Kids Helpline urge parents to get behind National Day of Action Against Bullying and Violence
"Bullying causes enormous distress and anxiety to children and young people. It is important that communities and parents work together to provide an environment that is safe from harassment, aggression, violence and bullying," said yourtown Chief Executive Officer Tracy Adams.
"We have identified that bullying is a concern discussed primarily in contacts to Kids Helpline from 5–12 year olds, with 15% or one in seven of all contacts from this age group discussing bullying in 2019. It is worth noting, however, that teens in the 13–18 year old age group are a major audience for bullyingrelating content on the Kids Helpline website. Children and young people aged 5–25 registered a total of 314,126 page views for help-seeking about bullying in 2019 up from 85,106 page views in 2018, with 3,557 direct counselling contacts. Bullying of children and young people can happen in person and online via digital devices, particularly outside school hours.
"The National Day of Action against Bullying and Violence (Friday March 20) is an opportunity to share antibulllying strategies and 'take a stand together', beginning with how we behave particularly around our children," continued Ms Adams.
Kids Helpline, a service of yourtown, stated that evidence suggests bullying is a learned behaviour and it is critical that parents role model positive behaviours to break the cycle of bullying.
"The National Day of Action is an important opportunity to reaffirm to adults to be positive role models within their family unit as bullying or violence in any form can have immediate and long-term effects on children and young people. Young children bystanders may feel uncomfortable witnessing bullying or violence but may be unsure of how to stop it from happening," she said.
Parents should be aware of how their behaviour is being observed by their children, not just at home but when watching their kids on the sports field or driving them to school.
"During 2019, Kids Helpline had 576 counselling contacts from children and young people relating to exposure to family violence.
"Kids Helpline delivers child-specific support to those experiencing exposure to family violence. If we can intervene early with targeted therapy, a child who has been traumatised by this exposure may have significant positive outcomes.
"Without early intervention, young children may carry the trauma of that family violence well into adulthood. This can include difficulties in developing positive relationships, and a heightened risk of alcohol misuse, drug dependence and criminal behaviour later in life. The cost to these children and the community is immeasurable. We cannot afford not to ensure we do everything we can to prevent this happening," Ms Adams continued.
yourtown is a charity with services young people can access to find jobs, learn skills, become great parents and live safer, happier lives. For over 59 years, we've been tackling the issues impacting young people in Australia – like mental health and unemployment, and taking on issues like family and domestic violence.
If you or someone you know is impacted by domestic or family violence contact DV Connect on 1800 811 811.
If young people want to talk to someone they can call Kids Helpline on 1800 551 800, 24 hours a day, 7 days a week or use WebChat or email services www.kidshelpline.com.au
ENDS
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How did Shenandoah County get into the slavery business? Nancy B. Stewart
Ownership of land sparked the early eighteenth century rush into the Shenandoah County area, including what is now Page and part of Warren counties. Lord Fairfax made large grants of 10,000, 20,000, and 50,000 acres to developers . 1 Land grants also attracted settlers, who often acquired 400 acres for themselves from Lord Fairfax. Large land holders, such as Jacob Stover at Massanutten, Jacob Funk at Tumbling Run near Strasburg, or Benjamin Allen, Riley Moore and William White in the area near and later called Allen's or Meem's Bottoms, could neither farm the land, gather the crops, nor process grain into flour without "hands" to work. Undoubtedly influenced by the large plantations to the east, these business-oriented, Shenandoah County land owners saw a labor force for increased production in the slavery business, here defined as the buying and selling of human beings for free human services. Miners saw the same potential for profit. The more productive the land, the more money and wealth the owners could acquire.
Although established as Dunmore in 1772, this Shenandoah County area had almost forty-two years of white settlements that had begun in the 1730s. An unknown number of African Americans lived in the early white settlements, but a 1775 Census of Dunmore County lists twenty-nine African Americans, twelve of whom were women. Evidence that African Americans were present at the beginning of the county appears in Court Minutes, which, on 24 November 1772, state that a Bill of Sale for slaves from Jacob Holeman to William Cathy and Rebecca, his wife, was acknowledged and ordered to be recorded. Court Minutes on 30 September 1773 mention Margaret Long, widow of Nicholas Long, "also set apart said Margaret her dower in the slaves and their increase...." According to Court Minutes on 28 September 1776, Jackson Allen was summoned to the next court because he had set some of his Negroes free and the county wished to sell them. Apparently the business of slavery for African American men and women, begun on Shenandoah County land when its was still named Dunmore County, continued until 1863.
Based on race, the business of slavery in Virginia considered the black person to be chattel, property, on which Virginia state taxes could be levied against the person holding the slave. The number of slaves is listed on census records beside the number of horses owned by a white citizen, and taxation was based initially upon these possessions. The 1783 census shows that 111 heads of households held 367 African Americans as chattel, but by the 1790 Virginia Tax List Census, seventy-seven individuals, including William Williams, a slave trader, and groups of from 2-6 persons, held 134 African Americans as slaves. This coming and going of slaves in the county was established through the buying and selling of human beings, the morality of which was questioned by many, including Benjamin Franklin and John Adams, before the First Continental Congress and the Revolution.
The presence of some free African Americans who were not slaves caused problems in the state. Various plans for colonization of free African Americans in Africa were proposed in the eighteenth century, but one directed by Quaker Paul Cuffee transported thirty-eight settlers to Sierra Leone. His arguments for colonization prepared the 1817 American Colonization Society to send free African Americans back to Africa instead of emancipating them. 2 Although the colonization idea received recognition in The Woodstock Herald on 28 January 1818, evidence of direct participation by free African Americans in Shenandoah County has not been located. In fact, some citizens of Shenandoah County did write a petition to the General Assembly on 3 January 1838, asking for a reversal of the Act of March 1835 to colonize the free black population in Africa. 3 It appears that some people in Shenandoah County wanted the slaves to be emancipated instead. Abolition had a local leader in resident saddle maker George Rye of Edinburg and Woodstock. 4 Even Thomas Jefferson, who penned the Declaration of Independence, stating that all men are created equal, in ambivalence, would not emancipate the slaves who worked his personal businesses at Monticello or his farms. In essence, the African American people who worked for others, without rights or pay, were thought by the people who held them, under the laws of the Commonwealth, to be mortgage lifters, debt insurance or a cash crop, who could be profitably and quickly sold. The underlying reason that most white Americans entered the slavery business was to acquire wealth, land and position quickly. These values gripped the new capitalistic culture in Virginia, revealing its dark side, that established a slaveholding class, a non-slaveholding class, a free African American class, and a slave class.
The laws of the Commonwealth allowed a slave to become a free person by emancipation and free birth. If emancipated, an African American received a surname in records kept in Court, and taxes were levied against his/her personal property or land. In the Shenandoah County Court Minutes a slave is identified by only a first name. In reality, African Americans slaves had surnames that were ignored by the slaveholders as a psychological technique of dehumanization and control. 5
Birth was the way most African Americans became free. An African American child born of a free mother became free by birth. According to a 1765 law, the Churchwarden of Beckford Parish in 1774 was responsible for "binding out "bastard children, including free children of free African American women. 6 By 1788 the Overseer of the Poor in Shenandoah County had assumed the responsibility . Free black children, identified in Court Minutes as ages two and a half to sixteen, were legally bound out to white families, a separation that effectively isolated black family members. The Court instructed the person who accepted a free African American child to teach him or her farming, sewing and/or spinning, weaving, sewing, knitting, cooking, or blacksmithing. The child remained with the family until the age of twenty-one if male and eighteen if female, and the family profited from the child's labor. 7 Food, clothing and a place to sleep were provided by the white family.
Birth or emancipation were the only legal way whereby a black person could become free in the Commonwealth. "Giving time" was a customary, though illegal way of emancipation by which the slaveholder avoided having to make a request to the legislature or county court to allow the enslaved person to remain in the state, according to Annette Gordon-Reed in The Hemingses of Monticello. 8 The free African Americans, who had
learned how to perform special work through their indenture, were mostly able to seek employment and hire themselves to county residents who did not want to hold slaves. The emergence of a large free African American population early became a constant fear of the land owners and of the legislature of the Commonwealth, which passed more and more Black Laws as the years passed to control the free black population.
Free African Americans had and used surnames. In Shenandoah County, 17741830, free African American surnames appear among the 142 names of bound free children and include: Anderson, Blanham, Brown, Cook, Cyrus, Dugan, Forrer, Frank, Frazier, Goff, Johnson, Johnston, Lockwell, Pattison, Robertson, Robinson, Rolls, Seller, Sett, Smith, Wallage, and Weldon. 9
One of the Black Laws stated that if emancipated, the African American had to leave the Commonwealth within one year after emancipation, unless he or she received permission by the court to remain in his county of residence. 10 On 10 January 1837, Ben, former slave of Adam Dirting, wrote a petition to the General Assembly asking permission to remain in Virginia and included his certificate and deed of emancipation. 11 Court records show that sixty-three African American slaves were manumitted in Shenandoah County. 12
An "1819 List of Free Black Men," by Daniel Bly in Shenandoah County Circuit Court papers, lists eighteen free African men: James Bird, Jerry Bowden, Ben Burriss, Willis Grieg, Jack Herbert, Davis Johnson, William Jones, Ed Lasker, Daniel Lett, Ephriam Lett, William Loller, Elias Lorny, John McKissey, Peter Mudd, Jesse Paine, Lani Pani, Joseph Robinson, and Robinson Sandpie. 13 The 1819 date suggests that this list may have been compiled to ascertain eligibility for colonization in Africa by the American Colonization Society. This 1819 list of nineteen black men is quite different from the number given by the Historical Census Browser at The University of Virginia. In 1820, the Historical Census Browser shows 143 free African American males or 1.5% of the population. It enumerates 174 free black females, 1.8% of the population. 14 This contrast suggests that not all free African Americans in Shenandoah County were surveyed in the 1819 list. The 1810 U.S. Census shows 101 free blacks and the U.S. 1820 census shows 317 free persons of color living in the county. These numbers suggests also that free African American men and women remained in the county to work. The number of free African Americans tripled during this decade. The 1820 U.S. Census shows that males headed forty-one households with free African Americans only and that females headed twenty-one households with free African Americans only. 15 Their names, recognizable as African American, indicate sixty-two heads of households.
Most of the 537 households with African Americans in 1820 show enslaved people, in number from 1- 47. The largest numbers of slaves, 47, 46, 39, 27, 24, identifiable by name of slaveholder, worked in the iron industry. Twenty plus or minus slaves often worked on large farming operations throughout the county, identifiable by name of the slaveholder, but as land grants were divided by wills among white sons and daughters, smaller numbers of slaves were needed to work the smaller farms.
Without question, slavery was a business in Shenandoah County. In a county that needed "hands," young females were used in farm work and production of textiles. One expects young, strong males to predominate as they did in other age groups. But not here. The linchpin in the 1820 U.S. Census, the first to break down ages, shows an unexpected 43.7% female slaves to age 14, a figure never again so high:
43.7% female slaves to age 14 in contrast to 37.7% male slaves
26.9% female slaves ages 14-25 in contrast to 34% male slaves
18.5 % female slaves ages 24-44 in contrast to 20% male slaves 16
These young African American girls, undoubtedly bought to become breeders, would increase the number of slaves and, consequently, the income of the slaveholder. Although the age groupings in the 1820 and 1830 censuses do not coincide, females exceeded males in the under 14 age group. At least 402 women were of childbearing ages in the 1820 U.S. Census. In the 1830 U.S. Census, females continued to exceed males under age 10 and at least 555 women were of childbearing age. Beyond understanding, female
African American children were bought and kept with the intention of their producing children who could be sold to slave dealers. 17 Clearly, the female African American slaves were producing children who would be sold for profit. The 1830 U.S. Census reveals the peak decade of slaves, numbering 2,423, in Shenandoah County. Raising an African American child, having his/her help from the age of six, feeding and clothing him/her during early years and having a female ready to reproduce by age fourteen was cheaper to the slaveholder than having to buy a slave at a local auction or from a slave trader from Winchester,
Alexandria or Richmond. The future children could then be sold for profit as prices increased yearly.
The following chart shows that although Shenandoah County had the smallest population of four Valley counties, it held more slaves than Rockingham County during this 1830 decade only.
The decade dates also reveal another picture of African Americans in Shenandoah County. In this chart free African Americans are included with slave population, which increases the number of African Americans living in Shenandoah County.
In 1860, with a total county population of 13,896, 753 slaves, and 316 free blacks, the African American population totaled 1,069, 7.7% on the eve of the Civil War. Not a large number in comparison with the rest of the Valley or Virginia, but the African American
people in Shenandoah County are the focus of this research: who they were, where they lived and what work they contributed to building the county.
John W. Wayland, a son of the Shenandoah County, believes the small number of slaves in Shenandoah can be attributed to the German background of many settlers in the county and to their religious denominations. He says: "The Germans as a rule were not extensive slaveholders" and were "opposed to slavery," 20 possibly because of their European persecutions. 21 Wayland also admits that many instances of slave holding Germans can be identified, although, he says, they never became strong advocates of slavery.22 How can one hold even one slave and not be a strong advocate of slavery? The German Mennonites and Dunkers expressed their opposition to slavery as did the Methodist and Baptists. Today we see that, though small in number among the population, the presence of African Americans did change the population mix of the county, and they changed business dealings among human beings. Wherever in Shenandoah County one lived before 1863, as a slaveholder or non-slaveholder, one would have seen African Americans living and working as another class, or being auctioned and sold.
At the right age and time of year, the young slave could be sold to a slave dealer, sent by Anthony Spengler's weekly wagons to Alexandria 23 or driven overland by foot, in shakles, to the Southern cotton fields. 23 The Shenandoah River may also have taken some slaves from the county. One has only to examine the census records from decade to decade to see that most slaveholders did not have slaves of the same sex ten years older in the next census, a revelation that some had been bought, some sold. Census records from 1772-1860 show that very few people in Shenandoah County continued to hold the same African Americans for a lifetime or even a number of years. 24 When slaveholders died, most of their wills directed their estates to auction African American slaves or divide them among the children and widow.
Depressions occurred and Court Minutes show that many slaveholders lost their
possessions, including their "chattel." After 1834, when Cyrus McCormick invented the horse-drawn reaper, the horse, always highly valued for plowing and logging in Shenandoah County, became even more important to farmers. This new machine replaced many field "hands," increased the yield, and lowered costs of producing wheat, the main crop of Shenandoah County during this period. In fact, by 1860, the census was reporting frequent rental of slaves, although this practice had occurred previously. The bottom line of the slavery business being profit, many small slaveholders changed to industrial operations as the Virginia economy was becoming the commercial and manufacturing center of the South. Like other Virginia counties in 1850, Shenandoah County feared insurrection and did not know what to do with the free African American population that had escalated.
In 1793 state law required the free Negro and mulatto population to be registered in a book at the County Court. Following a planned slave uprising in Richmond by Gabriel Prosser in 1800, one duty of the Commissioners of Revenue in 1801 was to annually return a complete list of all free Negroes within their districts with name, sex, place of abode and trade. The law held that a copy of the list should be fixed at the courthouse door. Court Minutes show that Harry Howard became the first free African American registered in Shenandoah County on 14 June 1803. Only the previously mentioned 1819 List of Free Black Men has been located. The Black Laws again multiplied after the 1831 Nat Turner slave rebellion in Southampton County, and they prohibited the education of slaves as well as their freedom of movement and assembly. Several lists of free African Americans were found in Shenandoah County Circuit Court papers by Daniel Bly. "A List of Free Negroes with in the District of James Allen, one of the Commissioners of Revenue for Shenandoah County for the Year 1835" names 315 free Negroes whose surnames, among others, include Allen, Brown, Bullett, Burner, Carpenter, Cully, Dagan, Fadeley, Ford, Gaskins, Grant, Green, Hackney, Henry, Holeman, Joy, Lee, Lett, Lucas, Mingo, Moore, Newman, Ozburn, Penaday, Robbinson, Ross, Spencer, Suekes, Thompson, Tusing, Wandser, and Weldon. 25 "A List of Free Negroes within the District of Daniel Stickley, one of the Commissioners of Shenandoah County for the No. 2 for the Year 1835" names 119 with
included information. Family surnames with multiple members include, among others, Allensworth, Banks, Blanham, Burns, Cook, Ditcher, Gasker, Hubboard, Johnston, Jones, McKoy, Mitchell, Noye, and Robertson. 26
Also found wrongly shelved in the Library of Virginia by Daniel Bly were lists of free blacks for the year 1843. From Abraham Stickley's "List of Free Negroes with their ages within the Commissioners District No. 2 of Shenandoah County for the year 1843" appear, among the 110 named, family surnames of Allensworth, Ball, Banister, Burns, Griggs, Gumby, Henry, Hubbard, Johnston, Jones, Lee, Moore, Morris, Newman, Payne, Roberston, Smith, Spencer, Strother, Suckers, Tasco, Thompson, Wondsor, Wunders. In the other list for the same year, "A List of Free Negroes & Mulattoes remaining in the county of Shenandoah, the District of Jacob Noel, one of the Commissioners of the Revenue for the year 1843," appear, among others, 103 family surnames, including: Allen, Balls, Bird, Bullett, Burns, Craig, Ford, Harrison, Hubbert, Johnson, Lett, Mares, McGruder, Moon, Moore, Newman, Paine, Peck, Pointdexter, Robeson, Rolls, Smith, Thompson, Weldon, Wells, Wilson, and Wonser. 27
The "Register of Free Negroes," required: "free negroes or mulattos to be registered and numbered in a book kept by the town clerk, which shall specify age, name, color, status and by whom, and in what court emancipated." 28 Such a book has not been found in the Shenandoah County Court House, but the Minutes of the Shenandoah County Court show 402 African Americans registered, including names of nine African Americans who were emancipated. Unfortunately some names and numbers have not been located in the Court Minutes. The entries cover 1803-1854. 29
All free African Americans in Shenandoah County sought their own employment, worked for others and made their own way in life. The 1810 Census identifies 101 free African Americans working with white heads of households, a number that increased by decades. 30 A letter in the Shenandoah County Archives from Fortune Stepto to Master
William reveals much about one African American man.
Woodstock, Virginia April 1st, 1858
Master William
I understand that Jacob Sumer wrote to you to rent the lot and garden. I have cleaned up the lot and garden and have planted some peas and beans in it and if anyone rents the house they can have it. I hope you will not leve Jacob have it. He has his hogs and chickens at the stabel and the chickens will take anything out that we plant. If you say so I will make him move them as they will ruin all that we plant. I do not want him to have the garden as I have cleaned it up and he will go to the spring and let it run up in haus. I have also cleaned up the lot. Please let me know all about it by return mail. I want you to write to Isaac Haas as he will see us righted and tell him what must be done as he is kind to us and will do what is right.
Yours with respect,
Fortune Stepto
31
"Master William" may be a polite address rather than an address to a slaveholder, because Fortune knows and trusts this man. 32 Fortune Stepto is possibly free; he uses his surname. He can write and spells "haus" with the German spelling. One notes that he appeals for justice from Master William by using reasonable argument, courtesy, and business acuity.
Seasonal farm work and odd jobs in county towns called for "hands," and those who did not approve of slavery often hired the free African Americans. Sometimes free African Americans also worked for slaveholders, as shown in the census records. Often the males had no work, while the women who washed, cleaned, cooked, and nursed rented an old house to provide shelter for family and boarders. 33
By 1850 more free African Americans were living in Strasburg, Woodstock and
New Market. Free African Americans were walking to and from their employment and
10
some African American slaves were being sent to a store or from one place to another by the slaveholder. By law each slaveholder needed to provide the slave sent abroad with a pass to avoid arrest, resale or abuse by authorities. In the 1850s the Town of New Market passed two ordinances regarding African Americans slaves in town.
December 19, 1853: The trustees requested that slave holders in the vicinity give their slaves "suitable passes when they send them to town on business at night and on Sabbath days" 34
Two years later the Town of New Market made another ordinance regarding slaves who were hiring themselves out after January 1, the traditional day for the yearly hiring of slaves by slaveholders.
December 29, 1855: The trustees resolved that "whereas the citizens of New Market and vicinity having been very much annoyed for the last several years by Negro hirelings being permitted to go at large and hire themselves, keeping house," etc., they will begin to enforce the laws "against all Negroes so offending" after January 1. 35
This ordinance aimed toward slaveholders appears to concern short term employment by the slaves, permitted by the slaveholders, as a means to relieve the slaveholders of the responsibilities of food, clothing and supervision. By 1855 the presence in towns of many African Americans, free and slave, was frightening the townspeople who always feared assembly and insurrection beneath the complaint of "annoyance."
Passed by the General Assembly in 1848, one Black Law forbid slaves from hiring themselves out for fear of theft, free trading and going at large in the community, a repeated variation of the laws passed in 1769, 1782, 1792, and 1801. The slaveholder was held responsible for the actions and conduct of his slaves; his slave could be sold and he fined $20. to $50., if found guilty of negligence. The New Market ordinance aimed to enforce this law in order to prevent the assembly of African Americans in New Market, but two years later, African Americans were congregating on the streets not only on Sunday but also on weekdays. In January 1857 Kate Cline, daughter of Rev. J. P. Cline and a student at the New Market Seminary, wrote to her cousin Naason Painter: "Yesterday (Tuesday) there
was a great many persons in town. It was lined with Negros." 36 On a winter Tuesday, these African Americans were probably free people rather than slaves who would have had tasks to perform. This situation suggests that the population of free African Americans had exploded in towns, in spite of the numbers having actually decreased slightly in the census records. Although no occurrence of uprisings in Shenandoah County has beeen found before the Civil War, the slaveholders may have lost control of the slavery business. Surely some slaveholders were trusting their people to go, come and hire themselves out. Possibly African Americans were being treated with more liberty as free men and women in Shenandoah County, but the threat of sale by the New Market Town Ordinance verifies that the last suggestion had not happened.
Thus Shenandoah County entered the slavery business one slave and one Black Law at a time. Money being made and lost affected the slaves directly; loss motivated the sale of slaves, action that destroyed the African American families, dispersing father, mother and children. Get rich quick schemes have come and gone, but the slavery business, one of these, corrupted those involved, led to a Civil War and left a shameful residue in history that neither African Americans nor white citizens in Shenandoah County will ever forget.
Notes
Chapter 1
1. John W. Wayland, A History of Shenandoah County (Baltimore: Regional Publishing Company, 1980) 7-9.
2. "The African-American Mosaic," The Library of Congress Exhibition 1.
3. Library of Virginia Reel 181 Box 231 Folder 2.
4. See "George Rye and the Abolitionist Movement in Shenandoah County," Book #III.
5. Annette Gordon-Reed, The Hemingses of Monticello: An American Family. (New York: W.W. Norton, 2008) 79.
6. June Purcell Guild, Black Laws of Virginia. Comp. Karen Hughes White & Joan
Peters. (Lovettsville, VA: Willow Bend Books, 1996) 27.
7. See Book #I and #III for names.
8. 657.
9. Compiled from Daniel Bly, Records of Indentures and Guardianships in
Shenandoah County, Virginia, 1772-1831.
10. Guild 72, 117.
11. Library of Virginia microfilm Reel 181 B230 F81.
12. See Book #III for "Emancipation/Manumission in Shenandoah County" for namesof emancipated people of color.
13. Book # I.
14. (2004). Historical Census Browser. Retrieved from the University of Virginia, Geospatial and Statistical Data Center:
http://fisher.lib.virginia.edu/collections/stats/histcensus/index.html.
15. Book #I.
16. Books #I, #II, #III furnish census results, statistics and comparisons with Frederick, Rockingham and Augusta counties.
17. Henkel-Renalds Connection with Ancestral Scripts and Collections. Comp. Mildred Renalds Wittig. (Harrisonburg: Custom Printing, 2007) 142.
18. (2004). Historical Census Browser. Retrieved from the University of Virginia, Geospatial and Statistical Data Center:
http://fisher.lib.virginia.edu/collections/stats/histcensus/index.html.
19. (2004). Historical Census Browser. Retrieved from the University of Virginia, Geospatial and Statistical Data Center:
http://fisher.lib.virginia.edu/collections/stats/histcensus/index.html.
20. Wayland 35.
21. John W. Wayland, German Element of the SV of VA 1907 179-80.
22. Wayland, German Element 180.
23. Henkel-Renalds Connection with Ancestral Scripts and Collections 142.
24. Book #i, #II, #III.
25. Book #II.
26. See complete list of the names in Book # II.
27. Book #II.
28. Guild 95.
29. Book #III for names.
30. Books #i, #II, # III, for 1820-1860 census entries.
31. Shenandoah County Archives Collection 36 Reel #2 1298-1299.
32. Book #III for "One African American Man's Appeal for Justice."
33. Book #I, #II, #III.
34. "Trustee/Council Minutes of the Town of New Market," 10.
35. The Government of the Town of New Market: A Brief Synopsis 17961996, 10.
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Activity Type
Grammar and Speaking Game: forming questions from prompts (group work)
Focus
Question words
Wh questions
Aim
To form Wh questions from sentences.
Preparation
A copy of the game sheet
Level
Pre-intermediate (A2-B1)
Time
25 minutes
Introduction
This engaging ESL quiz game is ideal for practicing Wh questions. In the game, students form questions from sentences.
Procedure
Divide the class into four teams.
Each team then chooses a team name.
Draw a seven-by-seven table on the board.
In the first column, put points 100 to 1000 (see next page).
Put question words in the other column headings.
Tell the students that the question words represent the types of questions and the points represent the difficulty.
Explain that you are going to read a sentence and that the students must try to guess what the question is.
Choose a question word and point value, and start the quiz off with that sentence, e.g. Where? 300.
Read the corresponding sentence from the game sheet twice at a natural speed.
The first student to put up their hand and form the correct question wins the square for their team and the points assigned to that square.
Students only get one try and may not write the sentence or get any help from their teammates.
If a student makes a mistake, a student from another team can put up their hand and try to form the question.
Write the winning team's name in the square.
The winning team gets to choose the next question word and point value for all the teams to try to answer.
If the teams get stuck, repeat the sentence again.
If no one asks the correct question, move on to another square and try to come back to it later in the game.
The game continues until all the squares have been used.
The team with the most points wins the quiz.
Teach-This.com © 2021 Permission granted to reproduce for classroom use.
Game sheet
| 100 | I'm reading the newspaper. | The school is down the street. | He came to the United States in 2015. | They wake up early because they have to go to work. | They're twelve inches long. |
|---|---|---|---|---|---|
| 200 | She had a sandwich for lunch. | I put the chicken in the freezer. | She's going to be there in a few hours. | I was late because of traffic. | The movie was very good. |
| 300 | He doesn't know what he's going to do. | She's going to go to the store. | Sophia is coming over right now. | He's laughing because he heard something funny. | Tom is feeling a little tired. |
| 400 | We'll be having fish for dinner. | I was living in London last year. | She'll graduate in the spring. | He's going to be late because his car has broken down. | I'm going to take the bus to work. |
| 500 | Kim has been helping her mother. | I've been working at a mall. | They're going to finish the project by next week. | The teacher was getting angry because the students were talking. | I wasn't feeling very well yesterday. |
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Manor Park First School - Long Term Planning English - Year 3
| Autumn 1 | | Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 |
|---|---|---|---|---|---|---|---|---|
| | | 4 days | | | | | | Author visit |
| | The Tortoise and the Hare Aesop | | | Stone Age Boy Satoshi Kitamura | | | | |
| | | Writing outcome | | Writing outcome Fiction: A diary entry written in the role of a historical character. Include feelings and questions of the character to show insight into character. Show rather than tell! | | Writing outcome Non-Fiction: A newspaper report based on the events of history (building of Stonehenge). Include an interview with a Neanderthal. | | Oracy outcome |
| | | Fiction: | | | | | | Non-Fiction: |
| | | A new fable to convey a moral. | | | | | | Write and perform |
| | | | | | | | | a spoken news |
| | | Consider what makes a Fable, who the | | | | | | report of unfolding |
| | | characters are and what the associated | | | | | | events. Include |
| | | morals are. | | | | | | detail expressed |
| | | | | | | | | to engage the |
| | | Oral retelling of the story and story | | | | | | reader. |
| | | mapping | | | | | | |
| Grammar Focus: | Extend the range of sentences with more than one clause by using a wider range of conjunctions (when, if, although, however). SPAG starters (will help to achieve using conjunctions, adverbs, preposition for cause and time depending on genre) Use display in classroom to aid children. Use and punctuate direct speech Write in paragraphs. | | | Start to establish a viewpoint (start using feelings). Use lots of adverbials of time, place and cause. Link the sentences in my paragraph using cohesive devices Start to use commas for lists, subordinate clauses and fronted adverbials. | | I do not change my ideas or bunch different ideas within my paragraph. (non-fiction and in narrative for a new location in story) Stick to the style of the genre. | | |
| Week 1 | | Week 2 | | Week 3 | Week 4 | Week 5 | Week 6 |
|---|---|---|---|---|---|---|---|
| After the Fall: How Humpty Dumpty Got Back Up Again Dan Santat | | | | Jim and the Beanstalk Raymond Briggs | | The Snowman Raymond Briggs | |
| | Writing outcome | | Writing outcome | Writing outcome Fiction: A sequel to another traditional tale, using ideas from the previous two texts. | | Writing outcome Fiction: A setting description – using effective vocabulary | Writing outcome Fiction: Write part of the story incorporating vocabulary from the week before. |
| | Non-Fiction: | | Fiction: | | | | |
| | A letter of advice to | | A diary from | | | | |
| | Humpty Dumpty | | Humpty’s | | | | |
| | about what he should | | perspective, including | | | | |
| | do next (only read up | | his feelings on what | | | | |
| | to ‘They always do’). | | has happened. | | | | |
| | Start to | | Start to | Ensure all sentences are written in the correct tense with no words missing (proofread). Use adverbials of time, place and cause. Use lots of relevant and imaginative vocabulary and use noun phrases, e.g., a loud wailing sound. Include details to add an element of humour, surprise or suspense. | | Use lots of relevant and imaginative vocabulary and use noun phrases, e.g., a loud wailing sound. Include details to add an element of humour, surprise or suspense. SPAG starters (will help to achieve using conjunctions, adverbs, preposition for cause and time depending on genre) Use I-space display in classroom to aid children. | |
| | establish a | | establish a | | | | |
| | viewpoint. | | viewpoint. | | | | |
| | Ensure all | | Embed the use of | | | | |
| | sentences | | feelings – show | | | | |
| | are written | | rather than tell……. | | | | |
| | in the correct tense | | | | | | |
| | with no words | | | | | | |
| | missing (proofread). | | | | | | |
| | Use lots of | | Ensure all sentences | | | | |
| | adverbials | | are written in the | | | | |
| | of time, | | correct tense with no | | | | |
| | place and cause. | | words | | | | |
| | | | missing | | | | |
| | Start to use | | (proofread). | | | | |
| | commas for lists, | | | | | | |
| | subordinate | | | | | | |
| | clauses and | | | | | | |
| | fronted adverbials. | | | | | | |
Spring 1
Grammar Focus:
Week 1 4 days
Week 2
The Boy Who Grew Dragons Andy Shepherd
Writing outcome Non-Fiction:
Writing outcome Non-Fiction:
A letter to Mrs Sterck persuading her to let us hatch the class dragon eggs.
Stick to the style of the genre.
I do not change my ideas or bunch different ideas within my paragraph.
Link the sentences in a paragraph using cohesive
devices
Start to use commas for lists, subordinate clauses and fronted adverbials.
An explanation text on how to tame a dragon.
Stick to the style of the genre.
I do not change my ideas or bunch different ideas within my paragraph.
Link the sentences in a paragraph using cohesive devices
Start to use commas for lists, subordinate clauses and fronted adverbials.
Use lots of adverbials of time, place and cause.
Week 3
Week 4
Writing outcome Fiction:
Week 5
Writing outcome Fiction:
Week 6
Writing outcome Fiction:
A description of a dragon using effective vocabulary. Create a Wanted Poster.
A setting description based on the book, using the four senses and effective vocabulary.
Own story opening for a sequel based on the book.
Use lots of relevant and imaginative vocabulary and I use noun phrases, e.g., a loud wailing sound
Include details to add an element of humour, surprise or suspense.
SPAG starters (will help to achieve using conjunctions, adverbs, preposition for cause and time depending on genre) Use display in classroom to aid children.
Stick to the style of the genre.
| Spring 2 | | Week 1 | Week 2 | | Week 3 | Week 4 | Week 5 |
|---|---|---|---|---|---|---|---|
| | The Barnabus Project The Fan Brothers | | | | | | |
| | Writing outcome Fiction: A diary entry from the perspective of Barnabus, using the present perfect tense. | | | Writing outcome Non-Fiction: A brochure advertising a new shop to help the characters find new homes. Include a description of the pets and quotes from other customers. | | | |
| Grammar Focus: | Stick to the style of the genre. Start to establish a viewpoint. All sentences are written in the correct tense with no words missing (proofread). Link the sentences in a paragraph using cohesive devices. | | | I do not change my ideas or bunch different ideas within my paragraph. All sentences are written in the correct tense with no words missing (proofread). Link the sentences in a paragraph using cohesive devices Use lots of adverbials of time, place and cause. Use and punctuate direct speech Stick to the style of the genre. | | | My writing suggests insight into character |
| | | | | | | | development through describing how |
| | | | | | | | characters look, react, talk or behave. |
| | | | | | | | Develop ideas with some imaginative |
| | | | | | | | detail. |
| | | | | | | | Expanded noun phrases with |
| | | | | | | | prepositional phrases. |
| | | | | | | | I do not change my ideas or bunch |
| | | | | | | | different ideas within my paragraph. |
| | | | | | | | Link the sentences in my |
| | | | | | | | paragraph using |
| | | | | | | | cohesive devices |
| | | | | | | | Use commas for lists, subordinate clauses |
| | | | | | | | and fronted adverbials. |
| Week 1 | Week 2 | Week 3 | Week 4 |
|---|---|---|---|
| 3 days | | 4 days | |
Guess Who's Coming For Dinner? John Kelly and Cathy Tincknell
Writing outcome Non-Fiction:
A letter to the victims persuading them to come to Eatem Hall.
Stick to the style of the genre.
I do not change my ideas or bunch different ideas within my paragraph.
Link the sentences in a paragraph using cohesive devices
Use commas for lists, subordinate clauses and fronted adverbials.
Start to manipulate my writing to create an impact on the reader. E.g., unconscious choice of formal and informal language.
Writing outcome Non-Fiction:
A newspaper report about the events that occurred at Eatem Hall.
Stick to the style of the genre.
I do not change my ideas or bunch different ideas within my paragraph.
Link the sentences in a paragraph using cohesive devices
Use commas for lists, subordinate clauses and fronted adverbials.
Writing outcome Fiction:
Character description and create an effective wanted poster for the owner of Eatem Hall.
Develop my ideas with some imaginative detail. Expanded noun phrases with prepositional phrases.
Ensure that all sentences are written in the correct tense and words are not missed out (proofread).
Grammar Focus:
Grammar Focus:
Stick to the style of the genre.
Use lots of relevant and imaginative vocabulary and use expanded noun phrases.
Link the sentences in a paragraph using cohesive devices.
Use commas for lists, subordinate clauses and fronted adverbials.
Use detail to clarify information.
Stick to the style of the genre.
I do not change my ideas or bunch different ideas within my paragraph.
Link the sentences in a paragraph using cohesive devices.
Start to establish a viewpoint.
Ensure all sentences are written in correct tense and words are not missed out.
Use commas for lists, subordinate clauses and fronted adverbials.
Use and punctuate direct speech (embedding) (start varying speech sentences).
Use lots of relevant and imaginative vocabulary and use expanded noun phrases.
Include details to add an element of humour, surprise or suspense.
SPAG starters (will help to achieve using conjunctions, adverbs, preposition for cause and time depending on genre) Use I-space display in classroom to aid children.
Stick to the style of the genre.
I do not change my ideas or bunch different ideas within my paragraph.
Link the sentences in a paragraph using cohesive devices.
Use commas for lists, subordinate clauses and fronted adverbials.
Use detail to clarify information. | <urn:uuid:aaaa3601-198b-4d07-b479-4b7e12d7abfa> | CC-MAIN-2024-42 | https://www.manorpark.dorset.sch.uk/_site/data/files/files/curriculum-2025/B34C53D764BAAC10348FB3D464DAC3C2.pdf | 2024-10-09T00:11:15+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253565.32/warc/CC-MAIN-20241008232729-20241009022729-00851.warc.gz | 754,363,857 | 2,810 | eng_Latn | eng_Latn | 0.997018 | eng_Latn | 0.996983 | [
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931 The Probable n-Ascendants
In the biological autosomic inheritance, each characteristic of one individual is determined by a pair of genes (a gene is a part of a chromosome). When a pair of genes presents different information for one characteristic, the dominance of one gene over the other naturally influences the way an individual externally presents that characteristic.
In the case of total dominance, a dominant gene imposes the external appearance of its information over the other gene of the pair. The information of a recessive gene (the dominated gene) is only externally shown if there is no dominant gene in the pair. The information of a dominant gene is represented by a capital letter, while the information of a recessive gene is represented by a small letter. One individual that possesses a pair of genes with equal information for the same characteristic is called homozigotic, otherwise it is called heterozigotic.
In the guinee-pigs, the gene for the black colour (B) is dominant over the gene for the white colour (w). The descendants' genetic types (composition of the pair of genes) of two parents are obtained by generating the different possible combinations of the 4 genes of the parents. Each ascendant contributes with only one gene to the pair of genes of the descendant. For instance, one heterozigotic guinee-pig (Bw) presents the same colour of one black homozigotic guinee-pig (BB). The descendants of two black homozigotic guinee-pigs (BB) have 100% probability of also being black homozigotic individuals. An analogous situation occurs with the descendants of two white homozigotic guinee-pigs (ww), i.e., they have 100% probability of also being white homozigotic individuals. The descendants of one black homozigotic guinee-pig (BB) and one white homozigotic guinee-pig (ww) have 100% probability of being black heterozigotic individuals. The figure above illustrates this description.
Imagine that you don't know, for a particular guinee-pig, who were its parents (1-ascendants), or its grand-parents (2-ascendants), or its great-grand-parents (3-ascendants). Your task is to write a program that lists the genes of the possible n-ascendants (ascendants of level n) of that individual and the associated probability of each pair of possible n-ascendants. Assume the maximum value of n is 35.
Input
The input will contain several test cases, each of them as described below. Consecutive test cases are separated by a single blank line.
The first line of the input contains the genes of the guinee-pig for whom you want to know the probable n-ascendants. The second line contains the value of n, i.e., the level of ascendant generation that you want to study.
Output
For each test case, the output must follow the description below. The outputs of two consecutive cases will be separated by a blank line.
The output is a list of lines, each one containing the concatenated genes of each member of the possible pair of n-ascendants, followed by the corresponding probability, truncated to 2 fractional digits. The concatenation of the 2 pair of n-ascendant genes must ensure that the resultant string is the biggest one, considering BBBB > BBBw > BBwB > . . . > wwwB > wwww. The output must be sorted in descending order by value of the concatenation of the 2 pair of n-ascendant genes.
Note: Before printing any floating point value add 10 − 11 to avoid round offerror.
Sample Input
Bw
1 ww
8
Sample Output
BBBw 20.0%
BBww 40.0%
BwBw 20.0%
Bwww 20.0%
BBBB 15.58%
BBBw 16.12%
BBww 16.67%
BwBw 16.67%
Bwww 17.21% wwww 17.75% | <urn:uuid:cf853f56-3e23-4b5b-a0aa-b4ef5a188465> | CC-MAIN-2024-42 | http://reh101.hpc.lsu.edu/uva/9/931.pdf | 2024-10-08T23:53:10+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253565.32/warc/CC-MAIN-20241008232729-20241009022729-00858.warc.gz | 29,062,878 | 869 | eng_Latn | eng_Latn | 0.99622 | eng_Latn | 0.996528 | [
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Activity Type
Vocabulary Game: guessing, gap-fill (pair work)
Focus
Transport vocabulary
Aim
To practice transportrelated verbs, adjectives, and nouns.
Preparation
Make one copy of the game board and cards for each pair of students. Cut the cards out as indicated.
Level
Pre-intermediate (A2)
Time
25 minutes
Introduction
In this transport vocabulary game, students complete sentences with transport-related verbs, adjectives, and nouns.
Procedure
Before starting the game, preview the vocabulary on the game board and pre-teach some of the less familiar words, such as due or customs, if necessary.
Next, divide the students into pairs (Student A and B).
Give each pair a copy of the game board and a set of cards.
Ask the students to shuffle the cards and place them face-down on the table.
Students then take turns picking up a card and reading out the gap-fill sentence to their partner using the word 'blank' for the missing word.
Their partner then has one chance to guess the missing word by choosing a transport-related verb, adjective or noun from the game board and saying it in its correct form.
If the student guesses the correct transport word in its correct form, they give themselves one point and write it in the appropriate column on the game board.
If the student guesses the wrong word or gives the wrong word form, no points are awarded for that turn.
Play continues until all the cards have been read out and guessed.
Afterwards, students add up their points.
The student with the most points wins the game.
Note: There are a few extra words in the word boxes to make the game more challenging.
Teach-This.com © 2023 Permission granted to reproduce for classroom use.
| Student A | |
|---|---|
| Turn | Score |
| 1. | |
| 2. | |
| 3. | |
| 4. | |
| 5. | |
| 6. | |
| 7. | |
| 8. | |
| 9. | |
| 10. | |
| 11. | |
| 12. | |
| 13. | |
| 14. | |
| Total: | |
Teach-This.com © 2023 Permission granted to reproduce for classroom use.
Teach-This.com © 2023 Permission granted to reproduce for classroom use.
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TEAM UP FOR ENERGY SAVINGS
Waste-Heat Recovery
Saving the environment and saving money can be as easy as re-using hot exhaust air. That means you're on the front line for energy-savings opportunities. Team up with co-workers to spot ways to recover waste heat – it's good for the environment and good for your bottom line.
Uncover energy savings
Check out your waste-heat recovery. Proper maintenance will save energy by capturing and re-using rejected heat, instead of buying more energy. To conserve energy and cut costs, consider three main areas:
1. Housekeeping
-
Identify sources of waste heat.
- Eliminate as many sources of waste heat as possible.
- Inspect and maintain equipment to minimize the production of waste heat.
- Reduce the temperature of the remaining waste heat.
2. Low-cost opportunities
- Capture waste heat from a clean waste stream that normally goes into the atmosphere or down the drain, and then pipe the waste stream to where it can be used.
- Use waste-process water as a heat source for a heat pump.
- Use the heat of the plant effluent being treated in a wastewater treatment plant as a heat source for a heat pump.
- Re-use hot exhaust air for drying.
- Re-use heat from cooling hydraulic oil (e.g. within moulding machines and the injection moulds themselves). This also reduces the electrical load on the production process.
- Install automatic controls.
3. Retrofits
- Install waste-heat reclamation equipment (e.g. replace a cooling tower circulation loop with a shell-and-tube heat exchanger).
- Upgrade or replace outdated waste-heat reclamation equipment.
- Combine a flue gas heat recuperator with a heat pump.
- Use an absorption heat transformer, which reclaims waste heat by using a solution of lithium bromide.
- Use a low-grade chiller, which can convert low-grade heat to spare cooling.
- Integrate a compact heat exchanger with other processes.
- In a large computer centre, capture generated heat by using thermal storage.
- Recover heat generated through refrigeration and upgrade the heat by using a heat pump.
- Consider converting high-temperature flue gas heat (e.g. from metallurgical furnaces) into superheated steam for electric power generation.
Evaluate the potential for your waste-heat recovery
1. Is your furnace or boiler fitted with an economizer or air heater to capture waste heat from the flue gases?
❏ Yes At the next shutdown, make sure the unit is operating efficiently; check fins and tubes for damage, especially from corrosion; and remove accumulated soot.
❏ No Install heat-recovery equipment or an economizer.
Done by: ______________________________________
Date: _________________________________________
2. Does your heating, ventilation and air-conditioning (HVAC) system exhaust a lot of air at room temperature or higher?
❏ Yes Install a heat-recovery system to preheat and pre-cool make-up air.
❏ No No action required.
Done by: ______________________________________
Date: _________________________________________
3. Can a ground-source heat pump be used to condense refrigerant, instead of using cooling-tower water?
❏ Yes Hire an engineering consultant to evaluate the use of a ground-source heat pump.
❏ No No action required.
Done by: ______________________________________
Date: _________________________________________
4. Can exhaust fan air be ducted directly into another area for space heating?
❏ Yes Install ducts and a blower to move air into the area to be heated.
❏ No Preheat make-up air or recover heat with an air-to-air heat exchanger.
Done by: ______________________________________
Date: _________________________________________
5. Is any process water warmer than 38°C when it leaves your facility?
❏ Yes Install a heat exchanger to recover heat for use in process or space heating.
❏ No If the wastewater flow is large enough, a heat pump or an absorption heat transformer may be a good idea – consult an engineer.
Done by: ______________________________________
Date: _________________________________________
6. Is any cooling process water dumped down the drain?
❏ Yes Use the warm water directly in another process. Or use a heat exchanger to recover heat for another process.
❏ No If cooling water is sent to a cooling tower, replace the cooling tower with a heat exchanger to recover heat from the water for other processes.
Done by: ______________________________________
Date: _________________________________________
7. Does any equipment exhaust a large amount of water vapour?
❏ Yes Use either mechanical or thermal vapour compression to upgrade the exhaust vapour into a more useful energy source.
❏ No No action required.
Done by: ______________________________________
Date: _________________________________________
For more information
: oee.nrcan.gc.ca/industrial
Natural Resources Canada's Office of Energy Efficiency
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Active Children Children's Parliament
On 16th March 2016, Members of Children's Parliament (MCPs), Youth Ambassadors and adult decision makers from across Scotland met at the second National Sitting of Children's Parliament. The Active Children Mural was the focal point of this event, looking at how Scotland's children can be supported to lead active lives. Some of their key messages are included in this leaflet.
What can adults do to help?
* Ask children about their views and experiences, whether about the sport they would like to play or how a community centre could be better or what support they need to participate and compete.
* Ensure that children have a choice of what sport and physical activities they want to take part in.
* Highlight opportunities to get active to children and families.
* Create more opportunities for children with disabilities to get involved in sport and physical activities (i.e. swim sessions for children with autism, adapted sports for wheelchair users, etc.).
* Provide more training for coaches so they are positive, supportive and knowledgeable and do not shout at children.
* Make sure that parks are cleaner and safer so that children can play there without worries.
* Ensure schools have adequate space and quality equipment for sports and other physical activities.
* Make sport free or cheaper so more children and families can participate.
* Be active as adults, so children see it as a normal and fun part of life. Be a role model!
What helps children to lead active lives?
1. When you have the confidence to try.
"Sometimes you worry that you're not good enough. Your friends can help and encourage you. When you work together it's better because you have someone to look after you and help you learn more." "It's important to believe in yourself because it helps you achieve your goals, you feel good inside, and it helps you push harder and not give up. If you have more confidence from sport, it will help you in your life, like if you don't get a job, you keep trying until you find something."
2. When children have a choice in what sports and activities they participate in.
"If you don't like football and you were forced to do it, you wouldn't enjoy it. Adults should encourage children to do what they want. Adults should give children lots of options."
"We don't have certain sports and we don't have a running track at our school. Sometimes the activities are only for little kids and not us. You need time to learn how to do things and the wee ones need space to do that away from big kids."
"It's frustrating if you aren't listened to. If you give an idea and they say they will do it, but they don't."
3. When it's fun and social.
"Sometimes you don't have a place where you feel like you can talk to people, but when you're doing sports you can make new friends. When you do sports in a team you feel like you belong because you all win together."
"I would have felt better if I knew people when I moved up to the next swimming group."
4. When children have support from their families and parents/carers.
"When I'm doing my swimming lessons, my dad just sits on his phone. I feel quite unhappy – I'd like him to cheer me on."
"When my dad comes to pick me up from tennis, he leaves work 10 minutes early so he can watch me play. It's my favourite part of the week, having my dad watch me play tennis on a Monday."
"You feel better when your family is supporting you. They can encourage you or cheer when you do well. It's also good when they join in and play with you."
5. When coaches are positive and encouraging.
"When adults yell and use their power to make you feel embarrassed or bad, that's not supportive. You don't want to play when that happens."
"It's better to have a good coach because it makes it more fun. A good coach is happy and listens to you."
6. When your teammates are respectful and supportive.
"It feels good when you're playing together + having fun. I like it when people are honest, helpful + polite." "It's not fun when people are being mean and bullying you or when they don't include you or pass to you." "My picture is about a girl who thinks she's better than everyone else so she can be mean. The other girl is really upset and angry and she doesn't want to try because she was put down."
7. When everyone is included, regardless of disability, age or gender.
"Everyone should be able to join in. If you are a boy or a girl or if you are from a different country, no one should say you can't join in or stop you from playing."
"Everyone should get a shot even if they're not good. You can change the rules slightly to make sure everyone can be included, even people with disabilities."
"My picture is a drawing of a basketball court and a girl is happy because now she can play because she's got a special wheelchair which means she doesn't have to sit on the sidelines."
8. Having easy access to programmes and activities that help children to develop their skills.
"Every time I do football I have to go up to Inverness and it takes ages to get there. I have to do homework too so I don't have free time."
"My picture is about a girl at her first week of gymnastics and she didn't know how to do anything, but her coach was really nice and encouraged her. She got really good and people saw her and said she could go far. In the end she got in the Olympics!"
9. Playing with quality equipment and in safe, up-to-date venues.
"I don't feel supported at the park when there are people who don't make you feel safe – it's really scary when there are people drinking + yelling. It's dirty and yucky at the park + there's swears written on things." "If you don't have the right kit, it could stop you from having fun. Schools should provide the right kit or the kits should be cheap in the shops, so everyone can afford it or people in high school should give away their old kits to younger children."
"Getting new kit can motivate you to do sports. You feel like you can play better."
10. Making sport and physical activity affordable.
"For my highland dancing you need to pay really dear fees. And you have to pay to go swimming but sometimes it's free and that's good – they should make it clear to children and parents when you can do sport for free."
"I wanted to go to a running club but it's too dear, so I go out with my mum and my sister in her pram and go for a wee run.”
Childrens Parliament
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For more information please contact email@example.com
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The Active Children Project explored children’s views and experience of sport and physical activity in Scotland. The mural highlights the children’s key messages around five project themes.
Forty children aged 8-11 from Angus, Highland, East Dunbartonshire, Falkirk and Edinburgh took part and then met with adults to explore the subject further at the 2016 National Sitting.
By embedding children’s voices in discussions of policy and practice
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The Children’s Parliament Active Children
project was delivered in partnership with
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HEADTEACHER: MISS GURDIP KAUR
DEPUTY HEADTEACHER: MRS LISA GIBBS
Y6 Project 2 Learning Journey: Britain at War
In the Britain at War project, your child will learn about the main causes of the First World War and which countries were the major players. They will investigate why so many men volunteered to fight and then sequence the events at the start of the war. Using various sources of evidence, the children will learn about life in the trenches and the consequences of new weaponry. They will listen to first-hand accounts of life on the home front and evaluate the impact of war on everyday life. They will also discover the events that led to the Allied Powers' victory and the consequences of the Treaty of Versailles. The children will also learn about the causes and main events of the Second World War. They will find out how Britain prepared itself for war and the war's impact on civilian life. They will learn about the Battle of Britain and how it proved to be a key turning point for the Allied Powers. They will also hear about Anne Frank and discover what her story tells us about the treatment of Jewish people by the Nazi Party. The children will research the causes and consequences of the end of the Second World War and investigate the legacy of the wars in Britain. Closer to home, the children will research the life of a local First World War hero who sacrificed their life fighting for Britain. They will also investigate the legacy of these global conflicts in the post-war period.
| English English: Narrative – Characterisation focus Project writing: Instructions Class read: When the Sky Falls | Maths Miss Watt’s group: division, BODMAS, factors and multiples, percentages of amounts, x ÷10, 100 and 1000 Mr Carter’s group: BODMAS, percentages, fractions, equivalents Mrs Robert’s group: Division, x ÷10, 100 and 1000, multiples and factors, fractions |
|---|---|
| History World War I & II Causes & consequences; human impact of war; compare & contrast leadership; remembrance; & post-war Britain BIG Q: Had Hitler have won, what would my life be like now? | Computing Online Safety Creating media |
| PSHE Celebrating Difference: Why is empathy important? Value: Courage Anti-bullying Week | |
Please see the knowledge organiser sent with this document to find out what skills, knowledge and understanding your child is expected to have by the end of the project.
You could pop along to the library and see if they have any of these titles:
* The World Wars by Paul Dowswell
* World War I (DK Eyewitness) by DK
* Horrible Histories: Frightful First World War by Terry Deary and Martin Brown
* The Story of World War One by Richard Brassey
* World War II (DK Eyewitness) by DK
* Horrible Histories: Woeful Second World War by Terry Deary and Martin Brown
* War Horse by Michael Morpurgo
* The Skylarks' War by Hilary McKay
* Stay where you are and then Leave by John Boyne
* War is Over by David Almond
* Archie's War by Marcia Williams
Regular home learning
Home learning will be set every week for Year 6 pupils, and those who participate will not only be rewarded through House Points and Merits, but will reap the benefits of regular practice and revision of skills that are needed across curriculum areas and in many walks of life:
Reading: Your child should read on a daily basis for at least 30 minutes and record this in their reading record. Parents are asked to sign the reading record on a Sunday to confirm the reading home learning that has taken place that week. Times tables : For optimum progress, pupils should play on TT Rockstars for at least 5 minutes every day. This can be accessed at https://play.ttrockstars.com/auth/school/student . There is also a free downloadable app for mobile devices. All pupils have a log on to TT Rockstars.
COMPULSORY Spelling: Pupils must practise online using the Spelling Shed website (https://play.edshed.com/engb/login ) and the log on details provided to them. They are required to play 15 games each week.
Maths: In Year 6, pupils will be given weekly home learning. This will usually be sent home with them in a home learning book.
Grammar: This term we will also begin to set weekly grammar home learning. This will usually be sent home with them in a home learning folder or spag.com
Optional home learning challenges
If after completing their compulsory homework, your child would like to complete additional home learning challenges, here are some ideas of projects they could attempt and bring in to share with their class teacher for bonus merits:
* Britain and its inhabitants have fought in or endured several significant conflicts throughout history. Use a range of sources to find out about the conflicts listed and Britain's involvement. Record your findings in a table. Include the following column headings: name of conflict, date, countries or people involved, one major cause and one major consequence of the conflict.
o Norman Conquest of England
o English Civil War
o Napoleonic Wars
o First World War
o Second World War
* Discuss with a family member what the words 'conflict' and 'war' mean and look up their meaning in a dictionary. Then use a dictionary to write definitions for the terminology below.
* Write a report about the First World War. Record information as notes on a mind map first, under headings such as causes, warring nations, key events, front line, home front and how the war ended. Use your mind map to help you write your report. Include a title, an opening paragraph, a timeline of key events, subheadings, detailed facts, precise topic vocabulary and images with captions.
* Experts developed different weapons, innovations and technology during the First and Second World Wars to help each side defeat their enemies. Examples include artillery, aircraft and radar. Find out about the weapons, innovations, and technology developed, then create an information poster about one development that interests you.
* Use a range of sources to find out about the following important events, which involved Britain during the Second World War: Battle of Britain, the Blitz and D-Day. Use bullet points to write a list of key findings about each event. | <urn:uuid:5350cd3b-7b82-421a-a271-4bc2084b4878> | CC-MAIN-2024-42 | https://www.southendjunior.com/_site/data/files/learning/year-groups/year6/CDE6BAF66BCF558525439773201DDD0D.pdf | 2024-10-09T00:18:44+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253565.32/warc/CC-MAIN-20241008232729-20241009022729-00862.warc.gz | 856,138,050 | 1,324 | eng_Latn | eng_Latn | 0.998866 | eng_Latn | 0.99881 | [
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Activity Type
Vocabulary Exercises: matching, sentence completion
Speaking Activity: guided discussion, guessing (pair work)
Focus
Hobbies and free-time activities
Likes and dislikes
Aim
To learn to talk about things you like and dislike doing and how they correspond to hobbies and free-time activities.
Preparation
Make one copy of the worksheet for each student.
Level
Pre-intermediate (A2)
Time
25 minutes
Introduction
In this hobbies worksheet, students learn to talk about things they like and dislike doing and how they correspond to hobbies and leisure activities.
Procedure
Give each student a copy of the worksheet.
Students begin by matching pictures to hobbies.
Exercise A - Answer key a. 7
b. 8
c. 1
d. 2
e. 6
f. 3
g. 4
h. 5
Next, divide the students into pairs. Have the pairs read the three sentences and discuss which hobbies from the first exercise the three people would enjoy doing.
Possible answers
1. social networking, playing music
3. cycling, playing golf, keeping pets
2. exercising, painting, gardening
Working alone, the students then choose two hobbies from Exercise A that they would enjoy doing the most.
The students write the two hobbies on the worksheet, without showing anyone what they have written.
The students then use the words and expressions in the box on the worksheet to complete sentences about their likes and dislikes and how they correspond to the two hobbies.
When the students have finished, they go around the class reading their sentences to their classmates.
Their classmates' task is to guess which two hobbies they have chosen from the sentences.
Afterwards, review the students' sentences as a class and give feedback.
Teach-This.com © 2021 Permission granted to reproduce for classroom use.
A. Match the pictures to the hobbies by writing the picture number next to the hobby.
1.
2.
3.
4.
5.
6.
7.
8.
a. cycling
b. gardening
c. playing music
d. keeping pets
e. social networking
f. exercising
g. painting
h. playing golf
B. In pairs, read the three sentences and discuss which hobbies from the first exercise the three people would enjoy doing.
1. I don't mind being on my own or staying at home. I also like chatting online, using computers, and I can play the guitar really well.
2. I like staying healthy. I am also quite artistic and I love plants and flowers.
3. I don't like staying at home. I prefer being outside and doing sports. I also really like taking care of animals.
C. Which two hobbies from Exercise A would you most doing enjoy? Write them below but don't show anyone what you have written.
1. ............................................................. 2. .............................................................
D. Now, use the words and expressions in the box to complete sentences about your likes and dislikes and how they correspond to the two hobbies.
staying at home doing things outdoors music being creative artistic staying healthy being on my own animals using computers
1. I love ......................................................................................................................
2. I enjoy ....................................................................................................................
3. I don't mind .............................................................................................................
4. I don't like ...............................................................................................................
5. I hate .....................................................................................................................
E. Read the five sentences to your classmates. Can they guess the two hobbies?
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Session Management and Training Evaluation
Uwe Wieckenberg
(c) Institut fuer Bildungstransfer, Germany 2014. All copying, reprint, or storage in electronic media – including extracts - require the
written permission of the Institut fuer Bildungstransfer.
Contents
IV
Brief Information on the Author
Mr. Wieckenberg holds M.A. in Political Science and Education from the University of Heidelberg, Germany. After his studies he worked as scientific employee at the „Distance Study Center" of the University of Karlsruhe. In this position he was responsible for the development of distance learning courses in several subjects. In this period he integrated electronic media into the development of these courses and combined both the classical approach through correspondence learning and the modern approach through computer mediated communication – the „e-learning" approach.
In 1997 he changed to the "Center for Distance Studies and Continuing Education" at the University of Kaiserslautern, which is managed and directed by Prof. Dr. Arnold. At the Center he developed and implemented distance education certificate courses.
Mr Wieckenberg has relevant experience in international development cooperation for e-learning, distance learning and teacher training programmes.
Learning Objectives
After going through this module you will be able to
‐ know about the different components of session management
‐ know about the importance of motivation and how students can be motivated
‐ know the steps to develop students' motivation
‐ know about styles of teaching and leadership and know more about your own teaching style
‐ know the different levels of communication and the factors that influence the interaction between students and teacher
‐ plan a training session
‐ know about appropriate definitions of „evaluation"
‐ know about the purpose of training evaluation
‐ know about different evaluation types
‐ know the evaluation approach of Kirkpatrick
‐ know different evaluation methods.
Bibliography
Arends, Richard I.: Classroom Instruction and Management. Columbus/Ohio 1997.
Bennett, Judith: Evaluation Methods in Research. London/New York 2005.
Cangelosi, James S.: Classroom Management Strategies. Gaining and Maintaining Students' Cooperation. New York/London 1988.
DiGiulio, Robert: Positive Classroom Management. Thousand Oaks/Ca. 1995.
Emmer, Edmund T. et al: Classroom Management for secondary teachers. Needham Heights/MA 1997.
Florida Department of Education. Bureau of Exceptional Education and Student Services: Instructional & Classroom Management Strategies. Tallahassee/ Florida 2006. http://www.floridainclusionnetwork.com/Uploads/1/docs/CTSessionE-AtAGlance.pdf
Froyen, Len A.: Classroom Management. Empowering Teacher-Leader. Columbus/ Ohio 1988.
Hunting, Gordon/Zymelman, M./Godfrey, M.: Evaluating Vocational Training Programs. A Practical Guide. Washington D.C. (The World Bank) 1986.
Kirkpatrick, Donald L.: Evaluating Training Programs. The Four Levels. Second Edition. San Francisco/CA. 1998.
Lemlech, Johanna K.: Classroom Management. Methods and Techniques for Elementary and Secondary Teachers. White Plains/N.Y. 1988.
Merriam, Sharan B.: Case Study Reseach in Education. A Qualitative Approach. San Francisco/CA. 1988.
Patton, Michael Quinn: Utilization-Focused Evaluation. The New Century Text. Thousand Oaks/Ca. 1997.
Phillips, Jack J.: Handbook of Training Evaluation and Measurement Methods. Houston/Texas 1983.
Taylor-Powell, Ellen: Questionnaire design: Asking Questions with a Purpose. College Station/Texas 1998.
Glossary
| Empirical research | Empirical research involves data collection through direct interaction with the data sources via questionnaires, interviews and observation. |
|---|---|
| Interaction | Interaction in our connection means that teachers/trainers and learners relate and supplement each other in their behaviour. |
| Motivation | In a simple translation, motivation is similar to “readiness”. According to various theories, motivation may be rooted in a basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, etc. |
| Motivation to learn | This term describes to what motivation aims or refers to. |
| Motivation to performance (Readiness to make an effort) | These two concepts are linked to each other, because an action (or a result of an action) is only recognized as performance when a certain degree of effort has been necessary for it to be completed/achieved |
| Reliability | Data are said to be reliable if repeating the technique gives the same result again. |
| Qualitative data | Qualitative data are non-numeric in nature, making use of words in the form of descriptions. Such data are normally gathered through interviews, focus groups or observations. |
| Quantitative data | Quantitative data make use of numbers, which can be analysed by statistical techniques if drawn from a wide sample. Such techniques allow evaluators to establish the extent to which their findings are statistically significant. Quantitative data are normally gathered by questionnaires and from test results or existing databases. |
| Triangulation | In the strictest sense of its meaning, triangulation involves gathering data from three different sources, and often using more than one method, to strengthen claims resulting from an evaluation. |
Preface
"Session management" and "classroom management" is basically the same. A comprehensive definition comes from Lemlech (1988, p. 3):
"Classroom management is the orchestration of classroom life: planning curriculum, organizing procedures and resources, arranging the environment to maximize efficiency, monitoring student progress, anticipating potential problems."
In order to complete this line of thought, here is a definition of "management" to be found on www.businessdictionary.com:
"Management is the organization and coordination of the activities in accordance with certain policies and in achievement of defined objectives."
The purpose of this module is to devide "classroom/session management" into its analytical components in order to give a clear understanding about important issues and to provide you with some implementation tools.
Furthermore we have to deal with another concept: When teachers or trainers hear the word "evaluation", very likely they think of "control", "check-up", "performance measurement", "review", "rating" and recall old and unpleasant memories from their own schooldays.
No teacher and trainer like his/her own performance being evaluated. But on the other hand teachers permanently have to evaluate the performance of their students. This module provides you with an overview of definitions, levels and types of evaluation which are used in vocational education and training. Only when we are able to measure the degree to which the learning objectives have been achieved by the students, we are able to modify our own teaching and training input and behaviour and see at a later stage, if the modifications are bearing fruit.
1. Components of session management
The following table provides an overview of the components of "session management" deriving from different sources. They all have in common that three areas of session management have to be regarded:
a) The environment of training/teaching (classroom, workshop, company)
b) The way of teaching/training (types of instruction)
c) The interaction and conduct of students and trainers/teachers.
| | Authors/Source | | Components | | |
|---|---|---|---|---|---|
| | Florida Depart- | Motivation | | Instruction | Discipline |
| | ment of | | | | |
| | Education | | | | |
| Emmer et al. | | Managing student work | | ‐ Organizing class- room and materi- als ‐ Planning and con- ducting instruction | ‐ Maintaining appropriate stu- dent behavoiour ‐ Managing prob- lem behaviours ‐ Managing special groups |
| Froyen | | Context management | | Content management | Conduct management |
In other words:
a) we have to prepare and manage the environment of teaching or training as well as the students (motivation)
b) we have to plan, implement and manage the learning process
c) we have to ensure that our target group remains open for learning and is focussing the learning process.
2. The environment of training and teaching
The environment of teaching or training is – beside the place of learning – essentially determined by the motivation of the students and the teaching style of the teacher/trainer. Also to be considered are the different teaching and training methods (see study text "Modern Training and Teaching Methods" by Uwe Wieckenberg).
2.1 Motivation
One of the most important issues in preparing a good environment for teaching and training is to motivate the students.
"Motivation" is a very common and frequently used concept. A football coach motivates his team before the match, superiours motivate their employees, a teacher his students and a trainer his trainees.
How different these situations may be, there is one common feature: somebody wishes to cause another person to do something which this person would apparently not do by himself, or at least not in the desired manner. This means that this behaviour involves a special effort to which this person is initially not willing to do.
Consequently, a special incentive must be given, very often in the form of a promised consequence for fulfilling or not fulfilling the desired performance and the associated effort. Such forms of incentive usually consist of various types of rewards (praise/compliments, gifts, "chocolate", ...) or various types of punishments (additional duties, reprimand, ...).
This everyday understanding of motivation restricts to a great extend the understanding prevalent in practical teaching and training: rewarding and punishing, praising and reprimanding are without a doubt those measures which are most frequently employed to cause students to adopt a specific mode of behaviour.
Such measures can – under certain circumstances – be potential modes of action which are suited to the situation but all these measures can be indicated as "extrinsic motivation" or "secondary motivation" (motivation from outside) because the readiness to make the effort does not come from the task itself to be fulfilled but is transmitted via a system of incentives which normally has no connection to the task.
To produce „intrinsic motivation" or „primary motivation" (motivation from inside) we have to produce those conditions which enable the development of an independent readiness of the students to approach and complete tasks which are set from outside.
Before we proceed to the next sections to finally give hints and recommendations, we should first be aware of several concepts and terms which are connected to motivation itself:
‐ Motivation
‐ Motivation to learn
‐ Readiness to make an effort
‐ Motivation to performance.
The definitions and explanations of all these concepts are to be found in the glossary at the beginning of this module.
We assume that students (and all learners) generally are active and ready to deal with their environment. This process of „dealing with the environment" can be regarded as learning process in which new experience is collected and processed. When this learning process is constructed and organised in a systematical way according to didactical principles, we call it training or teaching.
How to develop motivation to learn at the beginning of a training session:
| | No. | | Step | Explanation |
|---|---|---|---|---|
| 1 | | Establishing transparency | | |
| 2 | | Establishing a relationship to the world in which we live | | |
| 3 | | Enable orientation | | |
| 4 | | Give information which can be grasped | | |
Activity 1:
Read again chapter 2.1, think of one of a „typical sessions" you have participated as student and then answer the questions:
How did the teacher promote students' „motivation to learn"?
How did the teacher support their „readiness to make an effort"?
How did the teacher promote students' „motivation to performance"?
2.2 Styles of teaching and leadership
In the behaviour of every trainer and teacher dealing with the students certain principles or basic forms can be established. These forms can be named as "styles of teaching" or "styles of leadership".
These styles can be characterized by the following features:
| | Features of teaching styles | | Guiding questions |
|---|---|---|---|
| Control of teaching | | ‐ Who determines what happens in class? ‐ Are suggestions, wishes and needs of students noted and adopted? ‐ Do students have room for free expression in tasks or do they exactly have to work as the teacher said? ‐ How closely are the actions of students controlled by the teacher? ‐ Who is predominantely active in class? | |
| Respect | | ‐ Does sympathy or antipathy exist between teacher and students? ‐ Are students treated as equal or subordinate by the teacher? ‐ What expectations does the teacher have? | |
Every trainer or teacher should consider how his own pedagogical behaviour is to be categorized in terms of these three behavioural features.
Usually we can distinguish two teaching styles: a more democratic style and a more autocratic teaching style. Every teacher/trainer tends more to the one or the other style in a teaching situation.
Characteristics of teaching styles:
| | | | Teaching style | |
|---|---|---|---|---|
| | Feature | | autocratic | democratic |
| Control | | ‐ Teacher alone determines what is done in class ‐ No/few self-responsible activities by students ‐ Predominantly teacher- centered methods are used (lectures, chalk & talk, question-answer teaching) | | |
| Respect | | ‐ Students are not seen as partners of the trainer ‐ The trainer does not consider students to be capable of very much (with respect to readiness to learn) and he has little confidence in them | | |
| Praise/reprimand | | ‐ Trainer critisises harshly, reprimands, threatens and punishes if his instructions are not followed | | |
| effects | | ‐ A passive learning behaviour is promoted ‐ Personal initiative, independent thinking and creativity are suppressed | | |
A decision for one of the two teaching styles cannot be taken independently of the particular situation in which the teaching activity is embedded.
There are three groups of factors influencing the educational behaviour:
‐ the personality of the trainer/teacher
‐ the society
‐ student behaviour.
Beside these factors every teacher/trainer is affected (consciously or unconsciously) by models which he has acquired as a result of previous experience (with his own parents, in school, etc.).
Self-reflection 1:
Try to describe your own teaching or training behaviour in terms of the named features „control", „respect", and „praise/reprimand". What behaviour occurs more often? What behaviour less often?
3. The way of teaching and training
This component of „session management" refers to teaching and training methods which are subject of Module 2 and will not be discussed here again.
The only thing which should be mentioned here is the fact that teaching methods do not represent neutral mediating techniques, but that they themselves have a training and an educative effect. In contrast – the subject matter does not have a training and an educative effect (e.g. concerning the acquisition of key competencies) by itself.
In other words, teaching and training methods have a strong influence on objectives and the subject matter in the training process.
Methods always have to be regarded in interrelation with the learning objectives, the subject matter itself and the general goal-orientation of the training.
To enable orientation (see chapter 2.1) teachers and students should always be aware in what stage of the learning process they are.
Stages of the learning process:
| | No. | | Stage | Explanation |
|---|---|---|---|---|
| 1 | | Stage of motivation | | |
| 2 | | Stage of difficulties | | |
| 3 | | Stage of solution | | |
| 4 | | Stage of action and execution | | |
| 5 | | Stage of retention and practice | | |
| 6 | | | | |
4. The interaction of students and teachers
4.1 Levels of communication
In the previous chapters we have seen that motivation of students at the beginning of the learning process is very important. But whether a student learns anything in the training session is not only depending on what the trainer/teacher is teaching or training in terms of the subject matter. Above all, successful learning is also depending on the atmosphere in the learning group or class and on the relationship between trainer/teacher and the students.
Any form of teaching gives both factual information and also an indication of the relationship between trainer and students (relational information).
We can name these two levels of communication
Content-level versus relationship level
or
Factual level versus personal level.
In other words: people always regard not only what is beeing said, but as well how it is said (e.g. in a friendly or unfriendly way).
Now please consider whether the behaviour of a trainer/teacher contains anything which hinders students from learning or which particularly motivates them to cooperate and learn.
Teaching/learning processes do not consist of active teaching by the trainer on the one hand and passive learning by the students on the other hand. On the contrary: both patterns of behaviour are mutually related, e.g. the students ask questions - the teacher answers, the trainer sets an exercise – the students solve it.
This, the students react in a specifiy way to what the trainer is saying or doing, and vice-versa. The reaction of students can lead to a change of behaviour in the trainer, because it forces him to have new insights of himself and of his effect on others.
It once happened in class that the trainer was not able to answer questions by students. The trainer did not want to admit this, and tried to conceal his lack of knowledge by ignoring the question, by throwing the question back at the students, or by setting it as homework. In time, however, the students recognized the tactics of the trainer. As he again shirked answering a question, he overheard one student saying quietly to his neighbour: „Did you hear, he's back to his old trick; he doesn't know the answer either". The trainer felt caught. He resolved to say so in future if he does not know the answer.
This harmless example illustrated that the way of communication influences the interaction between students and trainers or teachers.
Interaction means that teachers/trainers and students relate and supplement each other in their behaviour.
Self-reflection 2:
Think of situations similar as decribed in the case study above. How did you as teacher or trainer react in similar situations? What different ways of reaction are possible? Please write three different ways how a trainer/teacher can behave in situations like this.
4.2 Factors influencing interaction
The relationship between teacher and students is influenced by multiple factors which can be summarized in two groups:
a) Personal factors (factors lying in the person of the trainer and/or the students)
b) Environmental factors (factors lying in the training environment).
Personal factors
Both trainer and students have quite different experiences with several types of people (family members, peer group, superiors, etc.). These different experiences and expectations influence their behaviour. For example, trainers who themselves have been able to learn quickly and easily assume that students find it easy to learn as well. In the view of these trainers, students who cannot keep up in training might occur lazy.
Trainers and teachers trend to have a different behaviour towards students with a high or a low level of performance. The behaviour of the teacher/trainer might have an encouraging or discouraging effect on students. Their self-confidence and thus their work performance is reinforced or weakened.
Trainers are often not aware of this interaction between their expectations and behaviour in the teaching process and the respective performance of the students. For these teachers/trainers the reasons for failure of students lie exclusively in their individual characteristic features.
Environmental factors
Training always takes place within a framework of a specific institution, and under certain social conditions. These factors transport not only knowledge in certain subject matters but as well the respective values and attitudes of the institution.
Further environmental factors are the behaviour and expectations of colleagues and superiors, etc.
These environmental influences, together with personal factors, influence the trainer's understanding of his role as trainer, i.e. his behaviour within the teaching/learning process. The reaction of the students to this behaviour then acts for the trainer either as confirmation or as an indication thatstudents behave in a wrong way.
The fact that the teaching/learning process consists of a process of interaction can be of use for the trainer/teacher with respect to his task of teaching in two ways. It can
‐ support and/or organize the formation of social relationships to promote learning
and
‐ promote interactive learning.
5. Session planning
Many training institutions and vocational schools require trainers/teachers to write daily session or lesson plans in a prescribed format. Normally, daily plans outline content to be taught, motivational techniques to be used, specific steps and activities for students, needed materials, and evaluation prosesses. The amount of details can vary.
Daily plans can take many forms. The features of a particular session often determine the form of the plan.
The following session plan is to be regarded as an example that should be extended or changed according to the respective institution and subject matter.
Conclusion about „session management"
All in all, there are many factors which influence teaching and learning processes and one core competence of teachers/trainers is to be able to manage all of them.
Although we have devided session management only in three components, this topic is quite comprehensive. Of course, we have not mentioned one important factor of session management which enables us to optimize this competence during our professional life: experience. But unreflected experience alone will not improve professional behaviour. You will improve the quality of teaching and training if you always think about and reflect "How did I deal with certain situations and how can I improve my performance in a similar situation in the future?"
6. What is Evaluation?
Many people working in the educational sector are likely to agree that evaluation and that this information should be linked to decisision-making. The information which has been gethered might include the scores students have achieved in tests, measures of cognitive abilities, measures of attitudes, data from observations, questionnaires, and interviews from students, teachers and other people associated with the training programme.
The following statement has been collected to show the broad area of evaluation (see Bennett 2005, p. 5 and Kirkpatrick 1998).
Evaluation is ...
- „ ... the process of determining to what extend educational objectives are being realized by the programme of curriculum and instruction"
- „ ... the collection and use of information to make decisions about an educational programme"
- „ ... concerned with securing evidence on the attainment of specific objectives of instruction."
- „ ... the process of delineating, obtaining and providing useful information for judging decision alternatives."
- „ ... the assessment of merit or worth."
- „ ... an approach to determine the effectiveness of a training programme."
On a more abstract as well as comprehensive level we can define:
„Evaluation means ...
‐ the methodological acquisition of data and
‐ the justified assessment of procedures and results in order to
‐ understand and design a training measure in a better way through results monitoring, control and reflection (Reischmann 2003, p. 18).
The evaluation of a training programme or other educational programmes should be embedded in the systematical composition of ten factors which must be considered carefully to get effective results (see Kirkpatrick 1998):
| | No. | | Factor | Description |
|---|---|---|---|---|
| 1 | | Determining needs | | |
| 2 | | Setting objectives | | |
| 3 | | Determining subject content | | |
| 4 | | Selecting participants | | |
| 5 | | Determining the best schedule | | |
| 6 | | Selecting appropriate facilities | | |
| 7 | | Selecting appropriate instructors | | |
| 8 | | Selecting and preparing teaching aids | | |
| 9 | | Coordinating the programme | | |
| 10 | | Evaluating the programme | | |
As trainers and teachers we can only influence some of these factors because most of the factors are set by the curriculum or the training institution/vocational school. On the other hand it is obvious that evaluation is only one step of the systematical design of a training programme. If the (learning) objectives are not given in a precise manner, we cannot expect the evaluation giving good results.
7. Levels of Evaluation
The US-american research about evaluation, which is characterized by the findings of Kirkpatrick (1998), distinguishes four different approaches with different scopes:
a) Reaction
b) Learning
c) Behaviour
d) Results
| Approach | | Meaning, |
|---|---|---|
| | | Object(s) of |
| | | research |
| Reaction | “Reaction” means “opinion” of parti‐ cipants about the programme; how participants “react” to the pro‐ gramme; in the purpose of “customer satisfaction” | |
Learning
Behaviour
"Learning" means knowlede and skills which have been acquired during the training programme; "Learning" can be defined as the extend to which participants change attitudes, improve know‐ ledge, and/or in‐ crease skills as result of attending a training pro‐ gramme; what is the output of the programme or course?
"Behaviour" or "application" is aiming to define the application of the newly acqui‐ red skills and knowledge e.g. at the workplace or in the respective application situation.
To know if students have acquired knowlede, skills, attitudes you have to check if they really have acquired certain knowlede, skills and attitudes.
To check you can use tests, examinations, simulations, sample works, tasks etc.
You should not ask them what they have learned, you should let them show what they have learned.
Advantage:
This approach gives both the trainer and the students a realistic assessment of the students' abilities after a training course.
Disadvantage:
The preparation of respective tests and examinations etc. is very often very time‐consuming.
Complex learning objectives e.g. in the field of "generic skills" (see Modules 1 and 2) are hardly be evaluated.
Furthermore, the evaluation of knowledge and skills at the end of a training does not give any information, whether students apply these new knowledge and skills at the workplace.
It is one thing to know something or to be able to perform a certain skill; another thing is, whether this knowledge or these skills are being applied in practice.
We only can measure "behaviour" if we go to the respec‐ tive application situation (workplace, ...) some time after the end of the course and examine, whether the skills/knowledge is being applied by the former parti‐ cipant.
Advantage:
Here we really can determine if the course/programme has led to a different behaviour.
Disadvantage:
It is very time‐consuming and costly to collect necessary data when (former) participants are placed in different locations.
Moreover:
The non‐application of skills and knowledge does not automatically mean that the learner has not acquired these skills/knowledge in the training programme/ course; we all know the situation that we have the certain know‐ ledge ("smoking is dangerous to your health") and we do not apply this knowledge (we keep on smoking). Another reason for non‐application of skills and knowledge might be that participants have learned skills which they do not need at the workplace (the acquired skills do not match to the needed skills).
Results
"Results" can be defined as the fi‐ nal results that occured because the participants attended the pro‐ gramme. These fi‐ nal results can in‐ clude e.g. increa‐ sed production, improved quality, decreased costs, higher profits, ...
Usually these "results" are the reason for implementing training programmes.
Sometimes there is no difference between "behaviour" and "results", e.g. when the objective of a training programme is the acquisition of skills to apply a certain software package.
In other cases, "results" are aiming to the effectiveness, e.g. the effect of the correct application of the software package (because now certain work processes are finished in less time).
Advantage:
Another word for "results" is "effects" or "impact".
This approach is aiming to the "real" reason why (vocational) training programmes are conducted.
Disadvantage:
"Results" are usually not easy to measure.
As teachers and trainers we usually are concerned only about the first two approaches of evaluation "reaction" and "learning". One reason for this is the fact that in our case the application situation (and location) is different from the training situation (and location) which usually is in the vocational school or training institution.
Activity 2:
Name three advantages of an evaluation on the level „reaction“
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
Name three disadvantages of an evaluation on the level „reaction“.
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
8. Types of Evaluation in TVET
The purpose of this chapter is to provide you with information about several different types of evaluation and to enable you to select the appropriate type of evaluation for your specific purpose in school.
8.1 Summative and formative evaluation
Summative evaluation refers to the evaluation of the learning process and summarizes the development of students at a particular time, e.g. after a specific training course or after a school year. After this period of training, the student sits for a test and then the teacher marks the test and assigns a score or a grade. The test aims to summarize learning up to that point. The test may also be used for diagnostic assessment to identify any weaknesses and then build on that using formative assessment.
In other words, summative evaluation seeks to monitor educational outcomes, often for purposes of external accountability.
In addition to this, summative evaluation (or assessment) is commonly used to refer to assessment of teachers/trainers by their respective supervisor to measure all teachers on the same criteria to determine the level of their performance. The evaluation usually takes the shape of a form, and consists of check lists and occasionally narratives. Areas evaluated may include classroom climate, instruction, professionalism, and planning and preparation of the lesson.
Formative evaluation is typically contrasted with summative evaluation. Formative evaluation is a range of formal and informal evaluation procedures employed by teachers or trainers during the learning process in order to modify teaching and learning activities to improve student performance. It typically involves qualitative feedback (rather than scores) for students. The feedback focuses on the details of content and performance.
Feedback on their performance enables students to restructure their understanding and/or skills and build more ideas and capabilities.
Purposes of formative evaluation:
- to provide feedback for teachers and trainers to modify subsequent learning activities and experiences;
- to identify and remediate group or individual deficiencies;
- to move focus away from achieving grades and onto learning processes, in order to increase self efficacy and reduce the negative impact of extrinsic motivation;
- to improve students' awareness of how they learn.
- ongoing formative evaluation allows both for improvement of instruction and student focus on progress.
8.2 Comparative and non-comparative evaluation
Every evaluation has a comparative element: an actual value is being compared with a target value and the discrepancy is going to be evaluated. But this is not within the focus of comparative evaluation. Comparative evaluation collects data from a target group at a certain moment and compares these data with the data of a different group of people. This means that you need two comparable data records.
As teachers and trainers we usually are not involved in comparative evaluations.
If there is no similar target group to compare certain data with, you collect data from one target group only and you evaluate these data. This is the "normal case" for teachers and trainers.
8.3 Internal and external evaluation
Doing an evaluation it is often not admissable or it "looks bad" if you are evaluation a your own work and if possible, you should avoid this. This would be the case if you ask students to evaluate their performance by themselves. The results of this "self-assessment" are usually different from the assessment/evaluation of the teacher or trainer. You find a similar case if you remember situations when you as teacher or trainer are evaluated or assessed. In most educational systems we have a system of evaluating the teacher performance by "supervisors" who come e.g. once a year or when a promotion is pending. They observe your behaviour and actions in classroom and evaluate your performance. It would be an "internal" evaluation when you evaluate your own performance by yourself and deliver the results to the supervisor. Now we can see that "internal evaluation" sometimes might be funny because every student and teacher most probably would rate his own performance at least as "sufficient".
So, a "neutral" person seems to be more appropriate for this duty. In this case – if somebody who is not involved in the project or programme is doing the evaluation – we call it "external evaluation".
But now we enter "conflicting areas". On the one hand we – as teachers and trainers – have to evatuate students' performance, and on the other hand we have to qualify prospective skilled workers who are able to plan and execute their work processes by themselves and finally are able to control the outcomes of these work processes. These three items are the core of "vocational competence" within German vocational training regulations. Even if there are different approaches worldwide we can say that the ability to plan, to execute and to control is substantial for the competence of a skilled worker.
This is conflicting because we have to train the students to be able to control their outcomes reliably (internal evaluation) and at the same time we have to control their performance according to the respective regulations (external evaluation). We must let the students get used to internal evaluation (= self-evaluation).
To get students accustomed to evaluate their own work we can comply to the principle:
Internal evaluation (by students) as often as possible, and external evaluation (by teacher) as often as needed.
Vocational competence in German TVET
8.4 Quantitative and qualitative evaluation
Whenever we want to measure or evaluate students' performance we have to collect and analyse data. These data come from tests, questionnaires, observations or probably from other sources (e.g. documents) which are relevant.
The collected data can be classified as quantitative or qualitative data.
Quantitative data make use of numbers, which can be analysed by statistical techniques (e.g. arithmetic mean). Quantitative data are normally gathered by questionnaires (see below) and from test results or existing databases.
If we want to see the performance of a whole school class, we can collect the marks of all students (= quantitative data) and calculate the arithmetic mean to get an indicator of the the average performance of the class.
An evaluation can record quantitative data. Mostly these are
‐ number of items
‐ number of faults or errors
‐ number of solved tasks
‐ number of participants
‐ number of training sessions
‐ number of training hours
‐...
Even infomation about the quality can be collected quantitatively.
Quantitative example:
In this example the assessment is "translated" into numbers that can be counted and further processed.
Qualitative data are non-numeric in nature, making use of words in the form of descriptions. Such data are normally gathered through interviews or observations.
Qualitative evaluations collect statements in the form of words without any given response option (e.g. like "very good").
Qualitative examples:
How did you find the training programme?
..............................................................................
..............................................................................
..............................................................................
Another example for the collection of qualitative date would be if you ask the students within a test:
..............................................................................
Describe the lever action in general and give a practical example.
..............................................................................
..............................................................................
..............................................................................
In this case the students have to answer this open question in their own words. The problem here is that we have to spend more time in evaluating the answers and that students must have a certain written ability of expression – in other words: they must be able to form correct sentences.
An advantage of quantitative evaluations is that we easily can ask many people, collect data and evaluate the results within a short period of time. You easily can imagine that the evaluation of data collected with the help of a questionnaire where students only have to tick boxes is much more convenient than reading the sometimes long-winded answers.
Disadavantage of quantitative evaluations is that the variety of answers is small and you only get answers on what you have asked and that you do not get answers on what people want to tell you and not on what they are particularily interested or want they really want to tell you (as it is the case in qualitative evaluations).
Of course qualitative evaluations need much more time to be analysed.
Activity 3:
Define the following terms in your own words:
a) Comparative evaluation
b) External evaluation
c) Qualitative evaluation
9. Methods of evaluation in TVET
An evaluation requires the collection of data. This collection of data must take place in a systematical way. When implementing an evaluation, we have to be accountable for the chosen method and for its advantages and disadvantages.
The most common methods to collect data in TVET are
‐ Examinations and tests
‐ Observation
9.1 Examinations and tests
This is the most widespread evaluation method in schools and training institutions. Usually we are not differenciating between "examination" and "test". Examinations and tests can be written, oral or practical. In contrast to an observation, written or oral examinations/tests should be used, when behaviour, feelings, attitudes or the way, how people are considering and interpreting the world can not directly be observed or when students have to perform certain skills after attending a certain course or training programme. The grade of their performance will be checked by the evaluator (teacher/trainer).
Tests should normally be validated by a third party (this means not by the teacher or by the student) to become a „standardized test". An example for a standardized test is in many countries the way how knowledge is tested before you get a drivers licence. Using a standardized test, you can be sure that you measure knowledge or skills that you really intend to measure.
Of course, we often use tests which are not standardized, but at least the final exams should fulfill this quality criteria.
You can implement examinations using a questionnaire (written) or using interviews (oral), which can be highly structured, less structured or not structured.
| | Less structured |
|---|---|
| Oral | Narrative interview |
Example of a question from a highly structured questionnaire with closed questions:
(Please tick one box)
How do you assess the amount of the study materials?
Too large appropriate too short
This example makes sense when we already know in advance what answers are possible.
But: If a student for instance wants to tell us that he found Module 1 of the study materials „too large", and Module 3 „too short", he is not able to give us the appropriate answer because we have asked about the „study materials" as a whole and not about every module of the study material.
Another example from TVET:
| A lever is in balance if the total left side torque is equal to the total right side torque. Which statement is correct? | (Tick one box only) |
|---|---|
| „A lever remains in balance when the sum of working powers is zero“ | |
| „A lever remains in balance when the sum of working powers is not equal to zero“ | |
| None of the statements above is correct. | |
In this case the eavluation is easy because only one statement (the first one) is correct.
You can clearly see one of the disadvantages of this method.
If you use closed questions in a highly structured way, you will get answers according to the view of the interviewer.
If you use open questions, you will get answers according to the view of the respondent.
| Advantages and disadvantages of oral and written examinations/tests | | | | |
|---|---|---|---|---|
| | | Advantages | | Disadvantages |
| written | ‐ A great number of people can be asked ‐ You quickly get the answers in written form ‐ You are sure that all people have got the same questions | | ‐ Not everyone wants to be asked like this and will not return the questionnaire ‐ Good literacy is needed and a certain amount of motivation to spend time in answering questions ‐ We cannot react on hints of the respondents, e.g. when they say that a certain question should be asked as well | |
| oral | ‐ People can speak as they like and they are not hampered through writing ‐ Sitting eyeball to eyeball with the interviewer answers usually are not refused ‐ The interviewer can react quickly on suggestions of the interviewed person | | ‐ Spontaneously answered questions not necessarily are true ‐ Interviews are time-consuming ‐ Analysis of data is time-consuming as well | |
| | Advantages | | Disadvantages |
|---|---|---|---|
| ‐ Knowledge and skills have to be „demonstrated“; the results are obvious ‐ The quality of data collection can be checked by others ‐ When using standardized tests the results can be compared to other target groups ‐ The construction of tests might support the didactical planning and the design of a training measure | | ‐ There are few standardized tests available ‐ Tests are always geared to specific contents; when you modify the contents you have to modify the test as well ‐ Tests are not suitable for all learning objectives (generic skills!) ‐ Tests are always connected with a certain „exam stress“ | |
Practical examinations will be also a topic of Module 7.
9.2 Observation
Not every „watching" is observation! Observation is a method of evaluation when these four items are applicable:
‐ A question or problem to be evaluated is given
‐ The observation is planned systematically
‐ It will be documented
‐ The quality of conclusion is checked and tested.
Observation collects data at that place where they occur, in their normal context, not „filtered" by the interviewer or respondent.
„Observation is the best technique to use when an activity, event, or situation can be observed firsthand, when a fresh perspective is desired, or when participants are not able or willing to discuss the topic under study" (Merriam 1988, p. 89).
Observation is one of the evaluation or assessment methods which is frequently used in TVET because it is very useful for evaluation skills and attitudes. We will go deeper into that topic in Module 7.
Activity 4:
Name three advantages of an „observation“.
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
Name three disadvantages of an „observation“.
_______________________________________________________________________ _______________________________________________________________________ ______________________________________________________________________
10. Hints for designing a questionnaire
When designing a questionnaire we have to consider at least three things:
I. The particular target group for whom the questionnaire is being designed
II. The particular purpose of the questionnaire
III. How questions will be placed in relation to each other in the questionnaire.
The following suggestions are compiled mainly from Taylor-Powell 1998:
a) Use simple wording
b) Avoid the use of abbreviations, jargon or foreign phrases
c) Be specific
d) Use clear wording
e) Include all necessary information
f) Avoid questions that are too demanding and too time-consuming
g) Avoid making assumptions
h) Avoid bias in the question
You can find an example coming from the "Copper Development Association" in the United Kingdom to test the skills further and work towards gaining a "City and Guilds qualification in Industrial and Commercial Copper Tube Installation":
http://www.ukcopperboard.co.uk/education/quest.shtml
Another sample questionnaire for the evaluation of a workshop (Workshop Questionnaire.pdf) is to be downloaded in our online-seminar.
11. Conclusion
Many professionals in the education sector are frequently talking about evaluation and you hardly can find a training programme without evaluation. Evaluation is very popular. But - as easy it is to speak about evaluation, as difficulty it may be to implement it.
Doing a good job in this respect we have to take care of these things:
‐ we need clearly defined learning objectives which are testable; if the learning objective is not clearly defined, we are not able to evaluate the achievement of this objective;
‐ we must specify what exactly we want to measure (skills, knowledge, attitudes);
‐ we must select an appropriate instrument which is suitable to measure exactly what we want to measure;
‐ we finally should avoid subjectivity.
If we take these recommendations seriously we can step-by-step improve our professional competence as teachers and trainers because evaluation forces us to reflect our teaching and training behaviour in order to improve students' learning progress and competence.
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Suggested activities for directing the play
1. Identify and practise key movements
Key movements in 'What Would You Like to Be?'
a. Listening to music
b. Pointing at a picture
c. Shrugging shoulders
d. Showing someone a picture
e. Waving hands to get someone's attention
f. Looking at something with no interest
g. Covering ears and making an unpleasant face
h. Posing like a reporter with a camera
i. Doing an action of putting out a fire with a big hose
j. Whistling and cheering for someone
k. Handing someone something
l. Singing and moving the body to the music
Here is the story that incorporates all the key movements in the play.
'Tom's Birthday Party'
Tom is celebrating his birthday party with his friends at home. Mary is listening to her favourite music (key movement a) on an MP3 player. Joe likes drawing and shows a picture book to Kitty (key movement d). He points at the picture of a monkey (key movement b). She shrugs her shoulders (key movement c) to show that she is not fond of that picture. Susan, sitting next to her, does not like the painting either and looks at it with no interest (key movement f). Meanwhile Tom is playing his guitar in an awful way. His sister, Tami, covers her ears and makes an unpleasant face (key movement g). Jimmy pretends to spray water on Tom as though he were a fireman putting out a fire with a big hose (key movement i) while Tim poses like a reporter taking photos of Jimmy with his camera (key movement h). Suddenly there is a silence in the room as a handsome boy walks into the room. He is Alan Lam, a famous singer on TV and a cousin of Tom. Tom's friends are excited to see him. They wave their hands to get his attention (key movement e). They also whistle and cheer (key movement j). One of them finds a microphone and hands it to Alan (key movement k). Alan starts to sing and move his body to the music (key movement l).
2. Identify and practise key dialogues
a. Dialogues which convey the meaning of the play to the audience
e.g. Kitty: Come on, Joe, sing a song for us.
Jill: (Handing the microphone to Joe) Yeah, Joe. Give it a try.
(Joe starts singing into the microphone. Everyone is amazed at how well Joe can sing and move his body to the music.)
This dialogue shows us that very often we do not know what we want to be in the future until we try to do what we would like to do.
b. Dialogues which convey the nature of the characters
e.g. Peter: I'd like to be a fireman. I want to put out fires and save people. (Doing an action of putting out a fire with a big hose)
Kitty: I'd like to be a nurse because I like to help sick people. How about you, Joe?
Joe: I've no idea but I like listening to music. But I'll probably follow my dad and be a baker.
This dialogue shows that some children, like Peter and Kitty, know what they would like to be in the future even when they are very young. But others, like Joe, are not sure and have to discover for themselves what they would like to be.
Dialogues which include the language focus e.g.
Kitty: Do you know what you'd like to be, Jill?
Jill: Well, my parents would like me to be a doctor because I'm good at Maths and Science. But I want to be a painter. How about you?
Kitty: I'd like to be a nurse because I like to help sick people. How about you, Joe?
This dialogue helps pupils to practise using modals to express preferences, and connectives to give reasons.
c.
3. Prepare the sets, props and sound effects
Scene 1 and Scene 3 are set in Kitty's house. Scene 2 is set in a classroom. If the play is performed in the school hall, the simplest way of setting these two scenes is to define these areas by the furniture. Kitty's living room can be easily suggested by borrowing 2 sofas and a coffee table and if possible, a TV set (for Scene 3's karaoke party). If these are not available, any chairs or table found in the hall would do. An empty carton could suggest the TV set. The classroom area could be marked out by ordinary desks and chairs put together.
If the play is to be performed in a classroom, the desks and chairs should be cleared to the sides of the classroom. Again the two areas can be suggested by putting chairs facing some desks (in place of the coffee table) for Kitty's living room. And the classroom arrangement can be desks put together for project work.
In this play, the important props are the microphone and the karaoke equipment. It would be fun if a TV and a video/VCD player can be borrowed from the school and a real karaoke tape/VCD played as accompaniment to Joe's song at the end of Scene 3. But if that is not possible, just borrow a microphone or roll a magazine into a cone and use it as a microphone.
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Oreo Lunar Models
: 6-8
Target Grade
Time Required: 15-20 minutes
Standards Covered:
MS-ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
Central Focus:
In this activity, students will have a hands-on experience that allows them to create visualizations of the phases of the Moon. They will be identifying not only what the moon likes like from earth, but also where each phase occurs relative to the Moon's position with the Earth and Sun.
Background Information:
While the moon revolves around the Earth constantly, it is also rotating at a rate in which the same side of the moon is facing the Earth at all times. The phases that we see from Earth are apparently changing because the sun is lighting up a different half of the moon, based on its position relative to the Earth. From the Earth, we see a different portion of the lit side of the moon depending on the moon's position relative to the Earth. For example, on a New Moon, the moon is positioned in between the sun and Earth, so the lit portion of the moon is facing away from the Earth. On a Full Moon, the Earth is positioned between moon and sun, so the entire lit part of the moon is facing Earth and it appears to be totally lit. The lunar cycle is completed every 29.5 days.
Materials
* 8 Oreo cookies
* 1 butter knife or spoon
* 1 paper plate
* Markers
Instructions
1. Obtain a paper plate. Draw a model of Earth in the center of the plate, and a model of the Sun on the right-hand side of the plate (if the plate were a clock, the Sun would be positioned at about 3:00).
2. Twist off the top of one of the Oreo cookies. With a butter knife, scrape the icing completely off of one side and place it on the paper plate in between the Sun and Earth. With a marker, write "New Moon" underneath the cookie.
3. Twist off the top of another cookie. Scrape off all but about a quarter of the icing from the LEFTHAND side of the cookie as shown below. Place it on the paper plate at around the "2:00 position," and write "Waxing Crescent" underneath the cookie.
4. Twist off the top of a third cookie and scrape half of the icing off of the LEFT-HAND side as shown in the picture below. Place it in the "12:00 position" on the paper plate, and write "Waxing Half, First Quarter" underneath the cookie.
5. Twist off the top of a fourth cookie and scrape about a quarter of the icing off of the LEFT-HAND side of it. Place the cookie at about the "10:00 position" on the paper plate, and write "Waxing Gibbous" underneath the cookie.
6. Twist off the top of a fifth cookie, but this time, don't scrape ANY of the icing off at all. Place the cookie at about the "9:00 position" on the paper plate, and write "Full Moon" underneath the cookie.
7. Twist off the top of a sixth cookie and scrape about a quarter of the icing off, this time from the RIGHT-HAND side. Place it at about the "7:00 position" on the paper plate, and write "Waning Gibbous" underneath it.
8. Twist off the top of a seventh cookie and scrape half off the icing off from the RIGHT-HAND side. Place it at the "6:00 position" on the paper plate, and write "Waning Half, Last Quarter" underneath it.
9. Finally, twist off the top of the last cookie and scrape about three-quarters of the icing off from the RIGHT-HAND side. Place it at about the "4:00 position" on the paper plate and write "Waning Crescent" underneath it.
10. The lunar models are now complete! Eat the other half taken off of each cookie and observe the model!
Closure
Have the students answer the following questions:
1. What does the icing on each cookie in the model represent?
a. The icing represents the lit portion of the moon that we see from Earth.
2. What does the actual cookie part of the model represent?
a. The cookie represents the unlit portion of the moon that is facing the Earth.
3. How are the waxing phases different than the waning phases?
a. During the waxing phases, the lit portion of the moon seen from Earth is getting larger each night. During the waning phases, the lit portion of the moon seen from Earth is getting smaller each night.
4. How do moon phases relate to the Sun and to what we see on Earth?
a. The portion of the moon that we see as lit from Earth is a reflection of the sun's light on the moon. While the moon is always half lit and half dark, the moon's position relative to the Earth is what causes us to see different phases from Earth. | <urn:uuid:66af83b8-1bfc-4717-b0ae-2dacdcaeb926> | CC-MAIN-2024-33 | https://orise.orau.gov/k12/documents/lesson-plans/oreo-lunar-model.pdf | 2024-08-09T11:23:04+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640763425.51/warc/CC-MAIN-20240809110814-20240809140814-00112.warc.gz | 355,212,891 | 1,073 | eng_Latn | eng_Latn | 0.998435 | eng_Latn | 0.99867 | [
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Newton Bluecoat Church of England Primary School Accessibility Plan
Policy Owner; Curriculum, Standards and effectiveness Committee
Document History; Reviewed September 2023
Next review; September 2024
Purpose of the Plan The purpose of this plan is to show how Newton Bluecoat CE Primary School intends, over time, to increase the accessibility of our school for disabled pupils.
Definition of Disability A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day to day activities.
Legal Background From September 2002, the Disability Discrimination Act 1995 outlawed discrimination by schools and LA`s against either current or prospective disabled pupils in their access to education. It is a requirement that the school's accessibility plan is resourced, implemented and reviewed and revised as necessary. This plan sets out the proposals of the Governing Body of the school to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA:
* increasing the extent to which disabled pupils can participate in the school curriculum, which includes teaching and learning and the wider curriculum of the school, such as participation in after school clubs, leisure and cultural activities or school visits;
* improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services, which includes improvements to the physical environment of the school and physical aids to access education.
*improving the delivery to disabled pupils of information, which is provided in writing for pupils who are not disabled. eg. Hand-outs, timetables, textbooks and information about school events.
The information should take account of the pupils` disabilities and the preferred format of pupils and parents and be made available within a reasonable timeframe. Newton Bluecoat C E Primary School aims to treat all stakeholders, including pupils, prospective pupils, staff, governors and other members of the school community favourably and, wherever possible, takes reasonable steps to avoid placing anyone at a substantial disadvantage. The school aims to work closely with disabled pupils, their families and any relevant outside agencies in order to remove or minimise any potential barriers to learning, which puts them at a disadvantage, but allows them to learn, achieve and participate fully in school life. The school is active in promoting positive attitudes to disabled people in the school and in planning to increase access to education for all disabled pupils. As part of the school's continued communication with parents, carers and other stakeholders we continually look at ways to improve accessibility through data collection, and parental discussions.
Contextual Information The majority of the school building and playground is accessible for a child in a wheelchair, and all building work and plans for extensions and modifications have taken disability into account.
The Current Range of Disabilities within School The school has children with a limited range of disabilities which include Autistic Spectrum Disorder, and serious medical conditions with related susceptibility to infections. When children enter school with specific disabilities, the school contacts the LA professionals for assessments, support and guidance for the school and parents.
We have a few children who have asthma and all staff are aware of these children. Inhalers are kept in the classrooms and a record of use is noted.
A number of pupils have speech difficulties and receive help to learn how to form words.
Some children have allergies or food intolerances/cultural food choices.
All medical information is collated and available to staff in the school office.
We have competent First Aiders who hold current First Aid certificates.
All medication is kept in a central safe and secure place which has easy access for First Aiders and staff members.
Administration of Medicines consent forms are filled in by parents outlining the illness and amount and time of medication. All medication that is given is recorded.
The schools inclusion manager/Senco, Mrs Watson, is committed to achieving the best outcomes for the pupils who attend our school and is always amenable to assisting staff and parents and other professionals as they seek the same.
Newton Bluecoat C E Primary School Accessibility Plan 2023-2022
| Targets | Strategies | Outcomes | Timescales |
|---|---|---|---|
| Equality & Inclusion | | | |
| To ensure that the accessibility Plan becomes an annual item at the FGB meetings | The plan is updated, put on the website and Clerk to governors to add to list for FGB meetings. | Adherence to legislation | Annually |
| To improve staff awareness of disability issues. | Review staff training needs. Provide training for members of the school community as appropriate. | Whole school community aware of issues. ASD training. Speech therapy training | On-going First aid renewals Aut 2016. Aut 2015, Aut 2016. Summer 2016 Autumn 2019 & ongoing. |
| To ensure that all actions & policies consider the implications of disability access. | Consider during review of policies. | Policies reflect current legislation. | Ongoing |
| To ensure children recovering from serious medical condition has minimal risk of contracting infections. | Parents to be reminded of need to inform school about infections that might cause problems. | Relevant children continue to make good recovery. | Half termly |
| PHYSICAL ENVIRONMENT | | | |
| To ensure that, where possible, the school buildings and grounds are accessible for all children and adults and continue to improve access to the school’s physical environment for all. | Audit of accessibility of school buildings and grounds by Governors. Suggest actions and implement as budget allows. | Modifications will be made to the school building to improve access. | Incorporated into termly premises monitoring. |
| To ensure that all children are able to access all out-of school activities. eg. clubs, trips, residential visits etc. | Review of out of school provision to ensure compliance with legislation. | All providers of out-of-school education will comply with legislation to ensure that the needs of all children are met. | On-going. | All activities are accessible to all children currently on roll. 2023 |
|---|---|---|---|---|
| To provide specialist equipment to promote participation in learning by all pupils. | Assess the needs of the children in each class and provide equipment as needed. eg. special pencil grips, headphones, writing slopes etc | Children will develop independent learning skills. | Reviewed termly by SENCo. | 2023 |
| To meet the needs of individuals during statutory end of KS2 tests. | Children will be assessed in accordance with regular classroom practice, and additional time, use of equipment etc. will be applied for as needed. | Barriers to learning will be reduced or removed, enabling children to achieve their full potential. | Annually. | 2023 |
| WRITTEN/OTHER INFORMATION | | | | |
| To ensure that all parents and other members of the school community can access information. | Written information will be provided in alternative formats as necessary. | Written information will be provided in alternative formats as necessary. | As needed. | 2023 |
| To ensure that parents who are unable to attend school, because of a disability, can access parents’ evenings. Christmas productions Sports events etc. | Staff will endeavour to facilitate a face to face meeting within school. (or by phone if more convenient) | Parents are informed of children’s progress. | Termly | 2023 | | <urn:uuid:08da4f7f-1ca6-4ae5-ba55-a8295aca9506> | CC-MAIN-2024-33 | https://www.newtonbluecoat.lancs.sch.uk/attachments/download.asp?file=89&type=pdf | 2024-08-09T12:01:20+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640763425.51/warc/CC-MAIN-20240809110814-20240809140814-00112.warc.gz | 707,208,336 | 1,530 | eng_Latn | eng_Latn | 0.998682 | eng_Latn | 0.998678 | [
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Jigsaw PSHE Year 4 Progression Map and Overview
Jigsaw, the mindful approach to PSHE, is a progressive and spiral scheme of learning. In planning the lessons, Jigsaw PSHE ensures that learning from previous years is revisited and extended, adding new concepts, knowledge and skills, year on year as appropriate. The table below draws out the spiral knowledge and skills progression within all six Puzzles (units of work) including the key vocabulary used in each year group; explicit links to the DfE statutory Relationships and Health Education outcomes have been made in each Puzzle.
INTENT: Jigsaw holds children at its heart, and its cohesive vision helps children understand and value how they fit into and contribute to the world. With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw 3-11 properly equips schools to deliver engaging and relevant PSHE within a whole-school approach. Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness, concentration, focus and self-regulation.
IMPLEMENTATION: Jigsaw 3-11 offers a comprehensive programme for Primary PSHE, including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others.
IMPACT: This can be established through assessment identified in the key learning.
Puzzle overview Being Me in My World
Taught knowledge
(Key objectives are in bold)
Social and Emotional skills
(R14) the conventions of courtesy and manners
(R15) the importance of self-respect and how this links to their own happiness
(R16) that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority
(R19) the importance of permission seeking and giving in relationships with friends, peers and adults.
Online relationships
(R21) that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online, including when we are anonymous
Being safe
(R25) what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)
(R32) where to get advice e.g. family, school and/or other sources.
Physical Health and Well-Being – By end of primary, pupils should know:
Mental well-being
(H2) that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations
(H3) how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others' feelings
(H4) how to judge whether what they are feeling and how they are behaving is appropriate and proportionate
(H7) isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support.
In this Puzzle (unit), the children explore being part of a team. They talk about attitudes and actions and their effects on the whole class. The children learn about their school and its community, who all the different people are and what their roles are. They discuss democracy and link this to their own School Council, what its purpose is and how it works. The children learn about group work, the different roles people can have, how to make positive contributions, how to make collective decisions and how to deal with conflict. They also learn about considering other people's feelings. They refresh their Jigsaw Charter and set up their Jigsaw Journals.
* Know their place in the school community
* Know what democracy is (applied to pupil voice in school)
* Know how groups work together to reach a consensus
* Know that having a voice and democracy benefits the school community
* Know how individual attitudes and actions make a difference to a class
* Know about the different roles in the school community
* Know that their own actions affect themselves and others
* Identify the feelings associated with being included or excluded
* Be able to take on a role in a group discussion / task and contribute to the overall outcome
and experiences and support with problems and difficulties
(R9) that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded
(R10) that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right
(R11) how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed.
Respectful relationships
(R12) the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs
(R13) practical steps they can take in a range of different contexts to improve or support respectful relationships
(R14) the conventions of courtesy and manners
(R16) that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority
(R17) about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help
(R18) what a stereotype is, and how stereotypes can be unfair, negative or destructive
(R19) the importance of permission seeking and giving in relationships with friends, peers and adults.
Online relationships
(R20) that people sometimes behave differently online, including by pretending to be someone they are not
(R21) that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous
(R22) the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them
(R23) how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
Being safe
(R25) what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)
(R29) how to recognise and report feelings of being unsafe or feeling bad about any adult
(R30) how to ask for advice or help for themselves or others, and to keep trying until they are heard
(R31) how to report concerns or abuse, and the vocabulary and confidence needed to do so
(R32) where to get advice e.g. family, school and/or other sources.
Physical Health and Well-Being – By end of primary, pupils should know:
Mental well-being
(H2) that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations
Puzzle overview Of Celebrating Differences
Taught knowledge
(Key objectives are in bold)
Social and Emotional skills
(Key objectives are in bold)
Vocabulary
(H3) how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others' feelings
(H4) how to judge whether what they are feeling and how they are behaving is appropriate and proportionate
(H7) isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support
(H8) that bullying (including cyberbullying) has a negative and often lasting impact on mental well-being
(H9) where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else's mental well-being or ability to control their emotions (including issues arising online).
Internet safety and harms
(H13) how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private (H14) why social media, some computer games and online gaming, for example, are age restricted
(H15) that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health
(H17) where and how to report concerns and get support with issues online.
In this Puzzle (unit), the children consider the concept of judging people by their appearance, of first impressions and of what influences their thinking on what is normal. They explore more about bullying, including online bullying and what to do if they suspect or know that it is taking place. They discuss the pressures of being a witness and why some people choose to join in or choose to not tell anyone about what they have seen. The children share their own uniqueness and what is special about themselves. They talk about first impressions and when their own first impressions of someone have changed.
* Know that some forms of bullying are harder to identify e.g. tactical ignoring, cyber-bullying
* Know the reasons why witnesses sometimes join in with bullying and don't tell anyone
* Know that sometimes people make assumptions about a person because of the way they look or act
* Know there are influences that can affect how we judge a person or situation
* Know what to do if they think bullying is or might be taking place
* Know that first impressions can change
* Be comfortable with the way they look
* Try to accept people for who they are
* Be non-judgemental about others who are different
* Identify influences that have made them think or feel positively/negatively about a situation
* Identify feelings that a bystander might feel in a bullying situation
* Identify reasons why a bystander might join in with bullying
* Revisit the 'Solve it together' technique to practise conflict and bullying scenarios
* Identify their own uniqueness
* Identify when a first impression they had was right or wrong
Character, Judgement, Surprised, Different, Appearance, Accept, Influence, Opinion, Attitude, Secret, Deliberate, On purpose, Bystander, Witness, Problem-solve, Cyber bullying, Text message, Website, Troll, Physical features, Impression, Changed
resorting to violence is never right
(R11) how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed.
Respectful relationships
(R12) the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs
(R13) practical steps they can take in a range of different contexts to improve or support respectful relationships
(R14) the conventions of courtesy and manners
(R15) the importance of self-respect and how this links to their own happiness
(R16) that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority
(R19) the importance of permission seeking and giving in relationships with friends, peers and adults.
Online relationships
(R20) that people sometimes behave differently online, including by pretending to be someone they are not
(R21) that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous
(R22) the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them
(R23) how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met
(R24) how information and data is shared and used online.
Being safe
(R25) what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)
(R26) about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe
(R27) that each person's body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact
(R28) how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know
(R29) how to recognise and report feelings of being unsafe or feeling bad about any adult
(R30) how to ask for advice or help for themselves or others, and to keep trying until they are heard
(R31) how to report concerns or abuse, and the vocabulary and confidence needed to do so
(R32) where to get advice e.g. family, school and/or other sources.
Physical Health and Well-Being – By end of primary, pupils should know:
Mental well-being
(H1) that mental well-being is a normal part of daily life, in the same way as physical health
(H2) that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations
(H3) how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others' feelings
(H4) how to judge whether what they are feeling and how they are behaving is appropriate and proportionate
(H5) the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental well-being and happiness
(H6) simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests
Puzzle overview Of Healthy Me
(H7) isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support
(H8) that bullying (including cyberbullying) has a negative and often lasting impact on mental well-being
(H9) where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else's mental well-being or ability to control their emotions (including issues arising online)
(H10) it is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough.
Internet safety and harms
(H11) that for most people the internet is an integral part of life and has many benefits
(H12) about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others' mental and physical well-being
(H17) where and how to report concerns and get support with issues online.
Physical health and fitness
(H18) the characteristics and mental and physical benefits of an active lifestyle
(H19) the importance of building regular exercise into daily and weekly routines and how to achieve this; for example, walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise
(H20) the risks associated with an inactive lifestyle (including obesity)
(H21) how and when to seek support including which adults to speak to in school if they are worried about their health.
Healthy eating
(H22) what constitutes a healthy diet (including understanding calories and other nutritional content)
(H23) the principles of planning and preparing a range of healthy meals
(H24) the characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health).
Drugs, alcohol
(H25) the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking.
Health and prevention
(H26) how to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body
(H28) the importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn (H30) about personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing
(H31) the facts and science relating to allergies, immunisation and vaccination.
Basic first aid
(H32) how to make a clear and efficient call to emergency services if necessary
(H33) concepts of basic first-aid, for example dealing with common injuries, including head injuries.
In this Puzzle, the children look at the friendship groups that they are part of, how they are formed, how they have leaders and followers and what role they play. The children reflect on their friendships, how different people make them feel and which friends they value the most. The children also learn about smoking and its
Relationships & Health Education outcomes
Puzzle overview Of
Caring friendships
(R7) how important friendships are in making us feel happy and secure, and how people choose and make friends
(R8) the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties
(R9) that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded
(R11) how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed.
Respectful relationships
(R12) the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs
(R13) practical steps they can take in a range of different contexts to improve or support respectful relationships
(R14) the conventions of courtesy and manners
(R15) the importance of self-respect and how this links to their own happiness
(R16) that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority
(R19) the importance of permission seeking and giving in relationships with friends, peers and adults.
Online relationships
(R21) that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online, including when we are anonymous
Being safe
(R25) what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)
(R32) where to get advice e.g. family, school and/or other sources.
Physical Health and Well-Being – By end of primary, pupils should know:
Mental well-being
(H2) that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations
(H3) how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others' feelings
(H4) how to judge whether what they are feeling and how they are behaving is appropriate and proportionate
(H7) isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support.
In this Puzzle (unit), the children explore being part of a team. They talk about attitudes and actions and their effects on the whole class. The children learn about their school and its community, who all the different people are and what their roles are. They discuss democracy and link this to their own School Council, what its purpose is and how it works. The children learn about group work, the different roles people can have, how to make
& Health Education outcomes
(R1) that families are important for children growing up because they can give love, security and stability
(R2) the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other's lives
(R3) that others' families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children's families are also characterised by love and care
(R4) that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children's security as they grow up
(R5) that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong
(R6) how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed.
Caring friendships
(R7) how important friendships are in making us feel happy and secure, and how people choose and make friends
(R8) the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties
(R9) that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded
(R10) that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right
(R11) how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed.
Respectful relationships
(R12) the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs
(R13) practical steps they can take in a range of different contexts to improve or support respectful relationships
(R14) the conventions of courtesy and manners
(R16) that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority
(R17) about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help
(R18) what a stereotype is, and how stereotypes can be unfair, negative or destructive
(R19) the importance of permission seeking and giving in relationships with friends, peers and adults.
Online relationships
(R20) that people sometimes behave differently online, including by pretending to be someone they are not
(R21) that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous
(R22) the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them
(R23) how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
Puzzle overview Of Changing Me
Taught knowledge
(Key objectives
Being safe
(R25) what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)
(R29) how to recognise and report feelings of being unsafe or feeling bad about any adult
(R30) how to ask for advice or help for themselves or others, and to keep trying until they are heard
(R31) how to report concerns or abuse, and the vocabulary and confidence needed to do so
(R32) where to get advice e.g. family, school and/or other sources.
Physical Health and Well-Being – By end of primary, pupils should know:
Mental well-being
(H2) that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations
(H3) how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others' feelings
(H4) how to judge whether what they are feeling and how they are behaving is appropriate and proportionate
(H7) isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support
(H8) that bullying (including cyberbullying) has a negative and often lasting impact on mental well-being
(H9) where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else's mental well-being or ability to control their emotions (including issues arising online).
Internet safety and harms
(H13) how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private (H14) why social media, some computer games and online gaming, for example, are age restricted
(H15) that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health
(H17) where and how to report concerns and get support with issues online.
In this Puzzle (unit), the children consider the concept of judging people by their appearance, of first impressions and of what influences their thinking on what is normal. They explore more about bullying, including online bullying and what to do if they suspect or know that it is taking place. They discuss the pressures of being a witness and why some people choose to join in or choose to not tell anyone about what they have seen. The children share their own uniqueness and what is special about themselves. They talk about first impressions and when their own first impressions of someone have changed.
* Know that some forms of bullying are harder to identify e.g. tactical ignoring, cyber-bullying
* Know the reasons why witnesses sometimes join in with bullying and don't tell anyone
* Know that sometimes people make assumptions about a person because of the way they look or act
* Know there are influences that can affect how we judge a person or situation
* Know what to do if they think bullying is or might be taking place
* Know that first impressions can change
SMSC Links: Every Jigsaw lesson from Early Years to upper primary offers opportunities for children's spiritual, moral, social and cultural (SMSC) development, and this is clearly mapped and balanced across each year group. Likewise, Jigsaw is designed to provide structured opportunities in every lesson to practise and enhance the five skills associated with the emotional literacy (self-awareness, social skills, empathy, motivation and managing feelings). At Jigsaw, we believe that these opportunities are vital for children's development, their understanding of themselves and others and in increasing their capacity to learn.
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QUAKER STUDIES 11/2 (2007) [224-236]
ISSN
1363-013X
YEALAND MANOR SCHOOL
Susan Vipont Hartshorne
York, England
ABSTRACT
In 1939 a small group of Manchester Friends set up a school for Quaker children evacuated from the northern cities for the duration of the war. It was open from September 1939 to July 1944 and during this time 183 children, aged between three and twelve years, passed through the school. In addition a number of refugees, mainly Jewish children, came to the school. The maximum number at the school at any one time was 76. It was staffed almost entirely by volunteers.
In this article I focus on several of the more unusual aspects of this school. These include the way it was set up and the reasons for its foundation; the way it was financed; the staffing and the use of volunteers and conscientious objectors to military service; the curriculum; and the pupils at the school-where they came from and their educational achievements.
KEYWORDS
Y ealand, evacuation, overseers, refugees, education, Elfrida Vipont Foulds
In the Spring of 1938 there were shadows over Europe-war was believed to be imminent and air attacks on major UK cities were predicted. The Government decided to implement an evacuation scheme and about 4000 children ( mainly from London) were sent out into the country.1 Insufficient preparations had been made, either for accommodation or for schooling, and the result was chaotic. Fortunately Chamberlain's Munich Agreement2 meant that the likelihood of war receded for the time being and those children returned home. However, most people thought that war, alas, was inevitable, and three Manchester Friends, Elfrida Vipont Foulds, Margery Wilson and Christine Sutherland, wanted to be prepared and to set up an evacuation scheme that would be better organised and more suitable for the children in their Meeting. The Munich Agreement gave both the Government and these Friends time to plan for evacuation.
Their first priority was to find some suitable place in the country not too far from Manchester where an evacuation school could be established. Some of the group had stayed in a Quaker Guest House (Y ealand Manor) in North Lancashire in the village of Y ealand Conyers-between Camforth and Kendal. The house, formerly the home of the Ford family, 3 had been left to Friends and they had decided to convert it into a guest house. It was managed by a company called Y ealand Manor Ltd and Marion Jones was the then current warden. The group therefore spoke first with the company who, thinking, no doubt (as proved to be the case), that their ordinary guests would immediately leave if war broke out, agreed that if such an emergency arose, Friends could have the guest house for the duration of the war-provided they restored it to its original condition at the end of the occupation. Following this agreement, in the autumn of 1938, the group consulted with families in the Manchester area to see if there was any demand for an evacuation school.4 Having received an encouraging response, they then took their ideas to Hardshaw East Monthly Meeting (MM) Overseers who approved the scheme in May 1939.5
Although the impetus for founding the school came because of the need to evacu ate Quaker children from the cities, it is clear that Friends also had other motives. For at least some, it was a golden opportunity to try out some new educational theories. At a special meeting of Overseers on 14 February 1940 it was minuted:
It was pointed out that the scheme was never meant as an emergency measure--but as an educational and social experiment where children could have a home away from warmindedness and the adults share in the refreshment and interest of the work. It had been intended that this should last as long as the demand for it and the need should remain.
Elfrida regarded it as an 'Experiment in Evacuation'6 and believed that 'our schools may well prove to be the testing houses for new ideas capable of revolutionising and revitalising our national and international life' .7 For others it was important to 'liberate parents for whatever service may be required of them'8 in time of war.
It is surprising to me that this major concern was not taken to Monthly Meeting but was authorised and in fact almost wholly dealt with by Overseers during the whole time the school was in existence. The first time there is any reference to it in MM minutes is in June 1940-when MM endorsed the actions of 0verseers.9 It is most unusual for Overseers to take on such a major responsibility, particularly as the concern had not been taken to the Monthly Meeting. Overseers do, of course, have responsibility for the pastoral care of children in the Meeting and their parents, but this usually only means visits, financial support or counselling.
In July 1939 application forms were sent out to parents who had said they would be interested; supplies were ordered by Marion Jones-payment having been author ised by Overseers; 10 Y ealand Friends were consulted; and there was an appeal for beds and bedding and so on. There was correspondence with the Manchester Education Offices, the Regional Transport Commissioner, the Evacuation Office, the Chief Constable and the Town Clerk.11 They hoped that help with transporting the children would be available, but the scheme was viewed by the authorities as a private evacuation arrangement so this assistance was not forthcoming. Thus, they had to rely on private cars.
In the last week of August the news was grim and it seemed that war was inevita ble. The Manor guests al left and the trek to Yealand began. War was declared on 3 September. Several of the children remember the journey as difficult and traumatic:
Standing outsi de the gates was a large black car. There was a tall woman in dark clothing standing next to it. My mum told me I was to go with this lady. I was being evacuated to a nice place up north. Why? Why must I go now? Because War is coming, and I'll be safe up there in the countryside. This made no sense to me and was as bad as no explanation at all. I was too frightened to cry. I felt wooden and stiff with shock ... As an only child my parents were my only close family, and my mum had stuffed me into a car with a complete stranger who was taking me God knows where. This is one of the scariest and most unpleasant things that had ever happened to me. Peter Roberts
Fortunately life did get better for that frightened little boy and he also has some good memories of Y ealand. Those who came to the school with one of their parents felt quite differently. Jim Putz comments that 'it must have been easier for me than for others because my mother was helping to run it', and Anthony Wilson remembers his time at Yealand as 'a time of total security'. Even some who came without am having a nice time here. All is OK and I am not wanting anything. I am the eldest parents managed to cope. Peter Moore wrote home on 3 September 1939, 'I boy, being the only boy over 10'.
It is clear that the first few weeks were chaotic. Luckily the weather was good and the children were able to play outside. However, a guest house is not necessarily the most suitable place to house forty to fifty small children. Carpets were quickly removed. After one child fell out of a window12-fortunately not sustaining serious injuries-blocks were fitted to the windows to prevent them opening too far and the lower halves were covered with wire netting. There was a dearth of suitably sized furniture and to begin with the children sat cross legged on the floor and washstands were used as desks. Luckily an auction in Arnside (of equipment from a closed school) yielded Kindergarten sized chairs and tables, folding desks, forms and garden benches. A good library was formed from gifts of books from Friends al over the country. A lot of the hard labour necessary to adapt the guest house and grounds was done by volunteers-for example, by work parties from Ackworth and The Mount (both Quaker secondary schools), by Boy Scouts from Manchester and by work camps organised by Jack Hoyland.
At the end of September Overseers formally set up theY ealand Manor Executive
Committee.13 Elfrida was to act as clerk and the committee was given full respon sibility for the running of the school but had to report monthly to Overseers.
From the beginning the committee were determined that the school would be open to everyone, not only to those who could afford to pay high fees-and who could therefore afford boarding school fees. However, it was soon found that some parents could not afford even the minimal fees charged. Appeals for funds were sent out-including to American Quakers (on 21 December 1940)14-and various chari ties were successfully approached for funds, including the Joseph Rowntree Charita ble Trust, the Witting Trust, the Frith Charity and the Jewish Aid Committee. Eventually a bursary fund was set up.15
Most of the staff, who offered their services voluntarily, were parents of children at the school. Elfrida was Headmistress and, like many of her staff, she had children at the school. Fortunately sufficient parents had relevant qualifications and/ or experience -either in teaching, arts and crafts, music, housekeeping, cooking or nursing.16 There were also a number of conscientious objectors to military service (COs) on the staff and these were paid pocket money. Many of the 18 COs who worked at the school during its existence came for only a very short time-some just for a few months while waiting for their Tribunal Hearing. Several came back from their hearing saying that they could not continue to work at the school but would have to work on the land. Some were sentenced to prison. Ann (Gerrard) Burton17 remembers 'cheering George when he returned from prison as a C0'.18 One CO who taught at the school for much longer-four years-was James Goynes. He had previously taught Geography for three years but was dismissed from his Darlington school because he was a CO. Fortunately his Tribunal gave him exemption condi tional on teaching so he came to Y ealand Manor School (YMS). Another was Frank Burgess, crafts master, who was there for a similar length of time and who had been given absolute exemption by his Tribunal. So unlike many schools during wartime whose younger staff had been conscripted into the forces, YMS always had a number of young men on its staff It was unusual at that time to have male teachers for primary school age children. It was also unusual to have married women teachers. Most women at that time were expected to give up work when they had a family and many education authorities would not employ married women teachers.
It cannot have been easy to weld this interesting collection of staff together so that the children could get a good education, and there are indications that there were sometimes tensions between those staff who had teaching qualifications and those who had none. However, the standard of education, although unorthodox, was certainly high. Over the course of the school's existence 27 scholarships were obtained-mainly to Friends' Schools-and the school passed inspections by HMis (Her Majesty's Inspectorate) and others with flying colours. In April 1944 the HMI's report said:
The school work is planned on sound lines, approximating very closely to, and indeed in some ways going a little further than, the work done by children of these ages in a public elementary school. .. There is a family spirit in the school. The various forms are small in number and thus every opportunity is afforded for close attention to individual needs and the children make progress at their own pace. It can confidently be said at the outset that the children are receiving sound instruction and that, in general, their attainments are very creditable ... They have acquired a good command of language and are able to talk about their work with ease. 19
Interestingly very few of my correspondents mention anything about their academic lessons though they have plenty to say about music, art and other extra curricular activities. However, the HMI's report and the number of scholarships gained make it clear that the children had a good all round education.
Today many schools have a School Council and the schools listen to their pupils' opinions. Sixty-five years ago this was certainly not normal practice. The Y ealand School Council was established from the beginning and everyone aged nine and over was entitled to go to the weekly meetings. The Council elected prefects and also the headboy and headgirl. It discussed a wide range of subjects such as food, chores, walks, clubs and so on. Although Elfrida chaired the Council, she allowed the young subcommittees independence and encouraged the children to write reports on the staff Some of them clearly had fun with old Quaker terminology. One letter to Elfrida, written after a meeting on 27 February 1940, reads:
At our meeting held 4th 3rd day of 2nd month, we have suggested that each person after grace, should pick up his or her plate, knife, spoon and mug, and at a signal from a member of the staff, lead out in their table order.
We also think that as some of the older boys will not do as the prefects tell them, prefects should have the power of saying that the offender should not be allowed tuck.
Yours very sincerely RP Moore CC Foulds
Of course, there were some rules, but these were kept to a minimum. A minute of the Staff Meeting on 26 November 1941 reads
We reaffirm our original policy with regard to corporal punishment which we regard as incompatible with the spirit of Quakerism which underlies our ideal of family life. Equally we regard the punishment of deprivation of essential food as one which in these days cannot rightly be administered. 'No seconds' and 'no jam' for tea are allowed.
This policy was clearly different from what had been experienced by some before coming to Y ealand, and Peter Roberts writes:
The Y ealand experience was imbued with Quaker values, and these did not include violence to children, and discouraged fighting amongst ourselves. Somehow this seemed to work. If we fought it was a rare occurrence and required heavy provocation.
Time and again former pupils comment on what they gained from the non academic subjects. Margery Wilson taught nature study and art as well as French. For many city children the nature study lessons were a revelation and opened their eyes to another world. Margery wrote:
It wasn't until our first spring at Y ealand that I began to realise the complete ignorance of most of our town children about the wild life of the countryside. Few of them had ever seen a bird's egg in a nest, few could recognise even the commonest birds or wild flowers or trees. 20
She taught them to identifY plants, trees, birds and animals and as a result, many kept an interest in nature study all their lives. One writes:
At Y ealand I learned to walk about with my eyes and ears open to my surroundings, something which has never left me. Now, in retirement, one of my pleasures is to be able to walk round the golf course twice a week, watching the seasons unfold. Michael Ellis
And others:
I there acquired the beginning of an interest in wild flowers that has lasted all my life. Peter Moore
I became very keen on birds. I now write a regular bird column in the local newsletter and am known in the village as the Bird Man! )aspar Kay
Many remember the red squirrels that came to the windowsills to be fed, the expe ditions after dark to see foxes and badgers, watching the herons building their nests, and stalking the deer in Dalham Park. Jill (Tallant) Sykes still remembers 'finding a young kestrel in a rock crevice on Farleton Fell'. Sheila (Lord) Johnson enjoyed 'the hours spent sitting outside with Margery Wilson, drawing and painting the country side, with Ingleborough usually in the background'. Margery submitted one of Sheila's paintings to an exhibition of paintings by refugee/ evacuee children held in New York-reviewed by the New York Herald Tribune on 25 February 1942.
The dramatic performances, produced by Glyn Richards, are also fondly remembered:
Perhaps my most abiding memory of the Y ealand community is of the performances each summer of A Midsummer Night's Dream. Everyone it seemed came together to work on lines, music, movement and costumes. Sheila (Lord) johnson
That performance was the main subject ofTricia Hamilton's letter home in which she wrote: 'In Midsummer Night's Dream I am going to be a fairy and Kate Ward is Moth and Margaret Birkett is going to be Cobweb. And Marianna is Peaseblossom'. Jaspar Kay 'was Philostrate, master of the revels and I can still remember some of the lines'. Jill (Tallant) Sykes played Puck and treasures a sketch of her made by Elizabeth Brockbank which was reproduced in a review of the play by the Lancaster Guard ian.21 Elizabeth Brockbank lived in the village and, like most of the Yealand Meeting Friends, she helped out when needed by the school. Barbara (Lyon) Clarkson recalls that 'when beds became short, with the influx of more children coming, another girl and I slept at the house of Elizabeth Brockbank'.
The children didn't only perform plays by well-known authors; Elfrida herself wrote many of the plays and pageants produced at the school, and they were often based on the history of Yealand and its Quaker connections. 'None Shall Make Them Afraid' was one such pageant.
Arthur and Winnie Percival came to the school in 1940 to take care of the music-and managed to achieve miracles. Arthur continued to play first violin in the Halle Orchestra though he was based at Y ealand-he was later to become deputy leader. Winnie was a concert pianist. They worked on the principle that every child could be taught some instrument-even if they never progressed beyond banging an improvised drum. Jim Putz remembers that 'When Arthur and Winnie arrived I started to learn the violin. Playing in Arthur's orchestra was a great joy', Michael Ellis that he 'even got to play the triangle in the orchestra', and Jane (Kemp) Denney that she enjoyed, 'playing a tambourine with coloured ribbons attached'. For many, such as Richard Jennings, this was the beginning of an interest in music that lasted all their lives.22
Gifts of instruments were received-including a violin and a recorder from the Halle23-and bamboo pipes were made in craft lessons. Arthur's amusing stories about the Halle and its conductors are remembered by many and whenever the orchestra played in Morecambe a party of Y ealand children were taken to the concert. The YMS orchestra gave several concerts including some to local schools24 and one in Manchester (Mount Street Friends Meeting House) on 27 March 1942 during a lull in the bombing, in aid of war victims.
Arthur was not only an excellent musician, he was also an entertainer, and many, like Jill (Tallant) Sykes, remember his ventriloquist's doll, Freddie, who had us all 'in stitches'. Winnie Percival wrote:
He used to sit on Arthur's knee and say the most preposterous things about everyone- from Elfrida to the tiniest tot in the gathering. Children shrieked and squealed and rolled over with delight. 25
Another entertainer was Percy Foulds (Elfrida's husband) who managed to get hold of old films to show on Saturday evenings-Mickey Mouse, Donald Duck and others. He would also show recent films he had taken of the school. He continued to work in Manchester but came back to Y ealand every weekend.
Soon after the school was opened, Jim Goynes established a workshop in the cellar so that woodwork and craft lessons could be taught, and he was soon joined by Frank Burgess. At first there was a lack of suitable tools but then Jack Tims offered to lend his own collection for the duration of the life of the school. His wife Dorothy Tims was a staff member, helping with laundry and bedroom duties, and both their girls (Barbara and Joan) were at the school. Peter Roberts recalls
Mr. Goynes taught us elementary carpentry and my class made small model steam ships-a simple hull shape with a pointed bow, a superstructure with bridge, a funnel and a mast. I think I still have it somewhere.
It became a custom to hold an Arts and Crafts Exhibition at the school just before the end of each term to which members of Y ealand Meeting and other visitors came.
At the end of term there was a change in the population of the school. Some parents were able to come and take their children on holiday somewhere away from their city homes. Others were unable to do this and the children stayed at Y ealand for the holidays--sometimes their parents came to stay at the school to give the staff a holiday. In addition the older 'boarding school' children came to Y ealand for the holidays-joining their younger brothers and sisters. These older children were expected to help with general chores, with putting the younger children to bed and reading to them. Robin (Foulds) Greaves remembers
One memorable holiday I spent a lot of time supervising the youngest children who had whooping cough. I was instructed to put newspaper on the floor so that it was easy to clear up after any child was sick. The best job I had to do once a year was to test the attic fire escape; this involved climbing out of the window with a rope round my middle, scrambling down the roof and lowering myself down to the ground.
In addition to the city children, there were also a number of refugees from war torn Europe-fifteen refugees from six countries. Some came with their mothers (Ariel Pfitzinger, Lorelinde Einstein, Marianne Lask, Joachim Litteck) and their mothers were incorporated into the staff. Others had arrived in the UK on Kinder transport on their own, or had been interned before coming to Y ealand. Many had had horrific experiences and took some time to adjust. In one report, Elfrida wrote:
The dark haired little Czech girl who was quite clearly going to be brilliant (she won a scholarship to secondary school when she was only nine) had very loving kindly foster parents who cared for her very tenderly. But in class she needed much reassurance, feeling conscious of the language difficulty, and of the many subtle little ways in which she was different from these English children-she, for example, didn't know their weights and measures, and used a different style of writing. And out on walks she always wanted to hold the grownup's hand.
This little girl (Renata Polger) came to Britain on Kindertransport and had left both her parents behind. Although she was only eight years old she was sensitive enough to write happy letters to her parents when feeling anything but happy. She writes:
Never once did they convey the desperate feelings of homesickness, the yearning for a familiar face or sound, or the longing that my nights, which were accompanied by dreams of home, my parents, and friends (all very realistic and convincing), would never end. 26
Fortunately her parents survived and they were reunited, though alas Renata had to learn Czech again. She fulfilled Elfrida's prophecy and went on to become Professor of Paediatrics and Medical Genetics at the U niversity of Wisconsin and writes enthusiastically about the school: 'It was one of the most impressionable and unfor gettable years of my childhood. I loved the countryside, the winter, and Elfrida Foulds. It is there I learned to speak English like everyone else!'
Several other refugees also did well, though some, sadly, were never able to come to terms with the horrors they had experienced. Marianne Lask came to Y ealand after having spent some time in an internment camp on the Isle of Man. Elfrida said:
She was subject to dramatic outbursts of fury which at first did not fail to attract the attention of which the poor child subconsciously felt that she had been deprived. She was a brilliant, handsome, delicate little girl, with an outstanding dramatic talent which found full vent in her temperamental tantrums, as she raged and screamed and spat. 27
Marianne soon settled into the school's secure structure, but some had to move on to more specialised education elsewhere.Z8
If this life in the country sounds idyllic, indeed it was for most of the children, most of the time, and John Holt writes 'I have always been grateful for being brought up in the country'. However, there were also problems. It was not easy, though fairly straightforward, for Annie Holt, John's mother and the matron, to deal with whooping cough and 'flu epidemics when 75 per cent of the children were ill at the same time. Not surprisingly a number of those who have written to me still remem ber being ill:
I'll never forget Whooping Cough. I coughed and coughed, deep wracking expulsions that left me starved for air. I coughed until I ached. It went on for two weeks. During that time I couldn't keep any food down. I started out as thin as a rail and must have looked alarming by the time it ran its course. It was a potential killer, and I'm damn sure it nearly got me. Peter Roberts
One of my earliest memories must be of your grandfather [a GP]laying me out on the dining table to remove my tonsils! Michael Ellis
Many remember Annie Holt with affection as someone to comfort them when homesick or when afraid of what might have happened to their families. Meryl (Lewis) Newbigin remembers the 'homesickness when my parents returned home, but Annie Holt took me to "help bath the babies" and my tears disappeared!'
Jaspar Kay notes that 'it was not for me a happy time. Yealand was a million miles away from home'. Jill (Tallant) Sykes remembers 'seeing the red glow in the southern sky when Liverpool was ablaze after bombing'. Two even tried to run away in the early days but didn't get very far and were picked up by a responsible motorist who took them to the nearest police station. Fortunately they soon came to terms with life at Y ealand and as Peter Moore says 'many of the restrictions to which we objected melted away'. Most of those who wrote about problems said that the posi tive far outweighed the negative memories.
More difficult and stressful were the problems with staff, with control of expendi ture and with the 'lease' of the Manor. There were difficulties at first sorting out a working arrangement as to who was in control of expenditure and of the original guest house staff-whether the school had to continue to pay them or whether they could replace them with volunteers. If they stayed on who could tell them what to do and to whom would they go to ask for an increase in salary? There was even some suggestion from Y ealand Manor Ltd that they should have control over who was appointed to the teaching staff29 A letter written in November 1939 by Chris tine Sutherland (one of the original three Friends who founded the school) made it clear that they would be unable to continue to run the school unless these points were cleared up. Sadly, Christine died in 1941. She was an invaluable link between the school and Manchester Friends in the early days. Some of the volunteer staff found they could not afford to work without payment and they left to get a paid job.
Most of these difficulties were sorted out fairly soon, but it proved next to impos sible to draw up a suitable lease of the building. Countless drafts were produced and not agreed by either the Overseers, the School or Y ealand Manor Ltd. This went on until November 1941 when at last there was some agreement. This document was forwarded to the legal experts who only then said that Overseers were not the sort of body that could enter into this sort of agreement anyway. 30 (Perhaps it might have been better to go to MM after all!) Everyone said they would continue with the working arrangement they had agreed on-perhaps too exhausted to take this any further!
In addition there were minor disagreements as to who would do what proportion of the chores, or take responsibility for this or that unpleasant task. Probably because they were volunteers, a few of the staff thought they could decide what they would or would not do. And this was even more the case with visiting parents who were welcome to come and stay if they helped in the running of the school-giving the staff a much needed rest. The staff committee minutes are full of references querying how to coerce visiting parents into helping with household chores:
29 December 1941: It has been suggested that a notice should be displayed prominently in the staff room, encouraging all visitors to take their share in community service, e.g. washing up, mending, etc.
December 1942: Visitors at Christmas should make their own beds, clean their own rooms, bath their own children and help with washing up.
Some of these problems no doubt surfaced because of the uncertainty under which they were all working. At first they had thought that the war would be over in six months31-no doubt they had visualised that camping out in the Manor for that length of time with volunteer staff would be quite easy to manage. And the Manor Committee thought they would soon get their guest house back. It soon became obvious that this was a much longer term project and that a different mode of working had to be sorted out.
None of the above problems were apparent to the children. They were kept busy and happy for most of the time and this included many walks in the beautiful sur rounding countryside. Blackberrying was an autumn activity-coming back joyfuly with brimming baskets of fruit which were handed in to the kitchen. Peter Gerrard remembers 'a wood in which grew wild gooseberry bushes and I would in season follow the "gooseberry run" to collect the fruit'. This was fun for the children but was also useful to give variety to a rather plain diet. Although the children never went hungry and the vegetable gardens were a godsend, it cannot always have been easy to feed everyone on the minimal available rations. On 3 March 1943 the Staff Committee Minutes read: 'We agree to go without sugar in tea and coffee to save sugar for jam making'.
Many remember the winter times; the walks in the snow combined with tracking animals, and sledging down the hill on Big Bertha-a sledge capable of carrying six children at once and which clearly gave many thrilling and memorable rides. Christ mas at Y ealand was the climax of the winter celebrations when every child received a present given to them off the tree by Father Christmas. His coming was waited for with anticipation and when all were gathered together in the hall a staff member peeping through the window would see him coming up the drive and al would hear his sleigh bells ringing.
I have left till the last to talk about Elfrida and about religious education. She writes (in an unpublished report on the Religious Education at the school) :32
From the very first, religious education was thought to be the centre of life at Y ealand. Actually it formed the basis of the concern from which the whole work sprang .. . Y ealand was envisaged as a place where as many children as possible might be gathered together during the war years and trained, however imperfectly, to live in that spirit 'which takes away the occasion of al wars'. Moreover, it was realised that children who had suffered during their early impressionable years, whether in England or on the continent, might find new life in such an atmosphere and so be set free to give of their best in service to the community.
Each day began with School Assembly which was attended by all the children. Elfrida herself taught Scripture throughout the school-from stories for the very youngest to detailed work on the meaning of the Lord's Prayer to the oldest chil dren. On Sundays all the children, except the babies, joined Y ealand Meeting after Sunday School and, as Elfrida says:
The meeting house door would open and they would pour in, filling up every empty seat and even spilling into the elders' gallery. Always the meeting had a welcome for them: the silence was friendly, the ministry adapted to their needs whilst linked up with what had gone before. At the close of Meeting, some would rush out into the sunshine again whilst others would hurl themselves joyfully upon the presiding Elder, John Robson. 33
Uohn Robson was well known to the children as he often entertained groups of them at his house in Silverdale.34] Sunday ended with Evening Meeting at the school and there were always hymns, often a reading, a talk or story and sometimes a prayer. Often visiting Friends gave the talk or sometimes this was replaced with some music played by the Percivals or visiting musicians.
There is no doubt that Elfrida was an inspiration to most of those who passed through the school. Peter Moore (now a Church of England Reader) says:
Elfrida Foulds was the life blood of Y ealand. We adored her, and she inspired us in every sense of the word ... In particular I remain eternally grateful for the spiritual awakening I experienced at her hands ... I greatly valued Elfrida's simple exposition of scripture.
Meryl (Lewis) Newbigin writes that 'Yealand was one of the happiest experiences of my life: an experiment in education and an act of faith'. Sandy Parker feels that the school has influenced him 'profoundly-providing a vision of the possibilities of a true community school, nourishing me and sustaining me through my teaching career, and my work with teenage Friends in the UK'.
Sadly Elfrida put so much into the school that her health suffered. The Testimony that was written after her death said:
Elfrida drove her body beyond its capabilities and with the closure of the School in the autumn of 1944 she suffered a severe breakdown. She was occasionally to be seen at that time in the corridors of Friends House, almost haggard in appearance and making her way slowly with a stick 35
Fortunately she soon recovered and in a number of the children's books she wrote subsequently it is possible to see glimpses of her Y ealand experiences.
The school closed before the end of the war because at the beginning of 1944 it was clear that a large number of children (mostly from the North of England where bombing was not by that time so frequent) were going to go home at the end of the summer term36 and that six members of staff-some who were parents of those chil dren-were also leaving. It was therefore .not economic to keep the school open. Probably also Elfrida's failing health contributed to the early closing.
The closing minute of Yealand Manor School Committee (22 October 1944) notes that 'the study of Quakerism was introduced, not only as a subject in the curriculum, but as an integral part of the everyday life of the school'. It was due not only to Elfrida but also to all the other members of her staff that this was felt to be a reality by the pupils at the school, and is something that many of them remember to this day.
The school was only open for a very short time and it is not possible to evaluate fully its influence. Elfrida herself was clear that 'experiments along these lines can be of great value to the wider educational community however imperfect they may
be'.37 It is certain that the school has had a long-lasting influence on many of those city children who spent some of their early years at that Quaker evacuation school in North Lancashire. Some aspects of the curriculum at Y ealand were certainly experi mental and since a number of those pupils opted for a teaching career it would not be unreasonable to assume that some at least of Elfrida's hopes were fulfilled.
ACKNOWLEDGMENTS
I have had access to the records of Y ealand Manor School in the Lancashire Records Office at Preston, the relevant Quaker Minute Books held at Mount Street Meeting House, Manchester, and the 25 replies to a questionnaire I sent to the 54 former pupils whose addresses I was able to trace. Quotations in the text with names attached refer to survey responses-participants consented to their names being used. I have also been greatly helped by access to various unpublished writings about the school by Elfrida Vipont Foulds and by conversations with Elfrida's daughters (Robin Greaves and Carol Shaw) and with Margery Wilson. The Overseers' Minute Books referred to are not available for general public access due to the confidential nature of some of their material.
NOTES
1. Brown, M., Evacuees: Evacuation in Wartime Britain 1939-1945, Stroud: Sutton Publishing, 2000, p. 6.
2. 30 September 1938.
3. The house formerly belonged to]. Rawlinson Ford, owner of a silk mill at Bentham. It opened as a guest house in 1936 and had about 16 bedrooms. Information obtained from Robin Greaves, daughter of Elfrida V. Foulds.
4. Letter sent 28 September 1938 to parents in Hardshaw East Monthly Meeting. Sample letter in Lancashire Records Office at Preston, DDX 1340 Ace 4499.
5. Minute 5 ofHardshaw East Monthly Meeting Overseers, 22 May 1939.
6. Foulds, E.V., Education for Adventure, unpublished, p. 7 (copy in author's possession).
7. Foulds, Education for Adventure, p. 4.
8. Correspondence held in Lancashire Records Office at Preston, DDX 1340 Ace 4499.
9. Minute 20 ofHardshaw East Monthly Meeting, 13 June 1940. These minutes are held in a safe at Manchester (Mount Street) Meeting House.
10. Minute 4 ofHardshaw East Monthly Meeting Overseers, 26 July 1939.
11. Correspondence held in Lancashire Records Office at Preston, DDX 1340 Ace 4499.
12. Information obtained from conversations with Robin Greaves and Carol Shaw (Elfrida's daughters).
13. Minute 4 ofHardshaw East Monthly Meeting Overseers, 27 September 1939.
14. Article by Rufus Jones in 'The Intelligencer'.
15. Minute 5 of Hardshaw East Monthly Meeting Overseers, 26 June 1940.
16. For example, Margery Wilson BA, Oxon; Muriel Putz BA, Teachers Certificate; James Goynes (CO) Certificated Teacher; Ruth Wohlvill, Nursery Trained Teacher; Florence Burn, Frobel Certificate; Mary and Burtt Meyer previously wardens of the Penn Club; Annie Holt SRN.
17. Gerrard is Ann Burton's maiden name. AllY ealand Manor School married Old Scholars are referred to in this format-as used in other Quaker Schools.
18. Reply to questionnaire.
19. Report in Lancashire Records Office at Preston, DDX 1340 Ace 4499.
20. Wilson, M., report on Nature Study at Yealand, Lancashire Records Office at Preston DDX 1340 Ace 4499.
21. Summer 1940.
22. Reply to questionnaire.
23. Given in May 1941.
24. Visit to Skerton School reported, orchestra consisted of 45 children between the ages of 5 and 12.
25. Report in Lancashire Records Office at Preston, DDX 1340 Ace 4499.
26. Laxova, R., Letter to Alexander: A Family's Kindertransport Experience, Cincinnati, OH: Custom Editorial Productions, 2001, p. 79.
27. Elfrida is quoted in Diamant, K., Kafka's Last Love: The Mystery if Dora Diamant, London: Seeker & Warburg, 2003, p. 239.
28. Professional psychological advice was available from Miss Celia Cook MA who lived locally.
29. Correspondence in author's possession and in Lancashire Records Office, DDX 1340 Ace 4499.
30. Minute 10 of Hardshaw East Monthly Meeting Overseers, 26 November 1941.
31. See special meeting of Hardshaw East Overseers on 14 February, 1940.
32. Lancashire Records Office, DDX 1340 Ace 4499.
33. Report by Foulds, E.V., Religious Education at Yea/and Manor School, unpublished, in Lancashire Records Office, DDX 1340 Ace 4499.
34. Personal happy memories.
35. Testimony to the Grace of God in the life of Elfrida Vipont Foulds.
36. Minute 2(b) ofHardshaw East Monthly Meeting Overseers, 23 February 1944.
37. Foulds, Education for Adventure, p. 4.
AUTHOR DETAILS
Susan Vipont Hartshorne lived in Manchester, and had been a member of Manches ter Meeting for the whole of her life, until she retired to York six years ago. She is currently co-clerk of Y orkshire General Meeting, a Trustee of the Joseph Rowntree Foundation, an Overseer of New Earswick Preparative Meeting and deputy chair of York Association for the Care and Resettlement of Offenders. She was a pupil at Y ealand Manor School and Elfrida Vipont Foulds was her aunt.
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Heating up with Soda Cans – Solar Energy Heaters
Submitted by Kelli Harvey, Language Arts/Science Petross-Joyner Elementary School, Oliver Springs, Tennessee
Target Grade: 4 th grade
Time Required: 97 minutes
Standards:
* 4.ESS3: (Earth and Human Activity) 1) Obtain and combine information to describe that energy and fuels are derived from natural resources and that some energy and fuel sources are renewable (sunlight, wind, water) and some are not (fossil fuels, minerals).
* 4.W.TP.2 Write informative/explanatory texts to examine a topic, convey ideas, and information.
Lesson Objectives:
Students will:
* Know what solar energy is and how we use it.
* Understand that there are advantages and disadvantages that come with using solar energy.
* Be able to research the different ways to use solar energy and create a model structure to demonstrate the practical use of solar energy by building a soda-can bottle heater.
* Be able to present their design to the class.
Central Focus:
This lesson integrates two content areas: Earth and human activity and English/language arts. In this lesson, students will discuss within their table groups, what solar energy is and how it is used. They will be taught about the advantages and disadvantages that accompany the use of solar energy. By the midpoint of this lesson, students will be asked to research the different ways to use solar energy, specifically focusing on residential uses. When they determine the different uses of solar energy, they will create a model by building a soda-can solar heater to demonstrate the practical use of solar energy. This lesson integrates ELA because students will then be asked to write informatively about solar heaters and how they can benefit our everyday lives.
Background Information:
Students should be aware of how to write informative/explanatory texts prior to this lesson. The teacher can refer back to famous inventors learned in social studies, focusing on Benjamin Franklin. The teacher will discuss his discovery and how electricity works and could be used by experimenting during a thunderstorm. In the days leading up to this activity, the teacher needs to introduce the definition of solar energy and how the population uses it. To be sure students fully understand solar energy, they should write an informative/explanatory one-page paper describing what solar energy is and we use it.
Materials
Teacher
* Smartboard (Video will be played as lesson introduction)
Students
* Each group of students will have a set of supplies given to them.
o Black paint
o Cardboard boxes
o Scissors
o Aluminum foil
o Glue
o Duct tape
o Empty soda cans
o Plastic tubing
* Poems assigned to each student
* Chromebook, iPad, etc. (for research purposes only)
Instruction
Introduction (Around 15 minutes)
* Motivator: Today we will begin our unit on solar energy! This video is a quick Bill Nye introduction of how solar energy
works. https://www.youtube.com/watch?v=av24fEMhDoU
* The teacher will show visuals aids to help students better understand how solar energy works. The teacher will also show images of DIY solar soda-can projects, so the students have a clear picture of what to create. See page 5.
* Hook: The teacher will display a Venn-Diagram on the whiteboard. The teacher will lead a class discussion and have the students compare the pros and cons of solar energy.
Guided Practice (10 to 15 minutes)
* Split students into their assigned groups: You will now brainstorm with your group the different ways that solar energy can be used. Focus on how solar energy is used in residential areas. After you brainstorm with your group, get out a Chromebook and research the different uses of solar energy. You also need to research designs for building solar energy heaters. Remember, take notes and gather as much information as possible. You will be presenting at the end of this lesson, as well as turning in an informative essay.
* Ask questions: Throughout the lesson, the teacher will give students opportunities to answer questions regarding solar energy as it is used today. The questions will get the students to think about how they can use solar energy more frequently in their daily lives.
o What is solar energy? What are the benefits of solar energy?
o Where would you use your soda can solar heater? How would it improve your life?
o How is solar energy used now, and how could it be used more?
Activity part 1 (30 to 45 minutes):
* Call a team representative from each group to collect their needed materials: Take some time to collaborate your group's ideas for making your solar heater. When you have a plan, you may begin building.
* Students will begin the design process.
* During independent work: The teacher will move around the classroom and monitor the group's discussions. The goal is to see the groups work together and solve issues they may encounter with their designs.
Activity Part 2 (10 to 15 minutes):
* As groups begin to finish their models, the teacher will instruct the students to begin organizing and writing their essay: You will all gather the notes you took from your research at the beginning of this lesson and use it to write your essays. In your writing, include information about solar heaters and how they can benefit our everyday lives.
Conclusion/Presentations (3 to 5 minutes):
* Groups will present their final project: Each group will get a chance to present their model. Be sure to tell the class what it's purpose is, how you chose to build it, and how it is beneficial residentially.
Differentiation
Grouping: Will be based on high-low performance. The teacher will place students who struggle and progress at slower rates with students who are high-performing. This way, the high-performance students can help re-explain instructions to their group members when the teacher isn't present.
Assessment
Formative:
* The final project will be graded using a standard project grading rubric.
* Students will turn in their essays that they wrote after building their solar heater model. This essay will inform the teacher if the students were able to grasp the information about solar energy correctly.
* Students will also complete a peer review assessment of each member in their group that will be added to their final project grade.
* Questions: Throughout the lesson, the teacher will give the students opportunities to answer questions regarding solar energy. The questions are aimed to get the students to think about how we could use solar energy more often in our lives.
o Application and Analysis: How is solar energy used now, and how could it be used more?
o Knowledge/comprehension: What is solar energy? What are the benefits of solar energy?
o Creation and Evaluation: Where would you use your soda can solar heater? How would it improve your life?
Image Examples:
Obtained from:
https://goo.gl/images/NnXBbg
Presentation Rubric
| | CATEGORIES | | Mastered (4) | | Developing (3) | | Emerging (2) | Not observed (1) |
|---|---|---|---|---|---|---|---|---|
| CATEGORIZATION | | | Student was able to | | Student was able to | | Student understood | |
| | | | categorize the | | categorize only a | | solar energy but was | |
| | | | importance of solar | | portion of the | | unable to categorize | |
| | | | energy in residential | | importance of solar | | the importance in a | |
| | | | areas | | energy | | residential area. | |
| DRAWING CONCLUSIONS/ JUSTIFYING SOLUTIONS | | | | | | | | |
| GENERATING IDEAS | | | Student was able to | Displayed ability to generate ideas about how to build solar heater but was unable to share thoughts with class. | | Displayed little to no ability to generate ideas about how to build a solar heater for their residential model. | | |
| | | | share and make ideas | | | | | |
| | | | about how to build | | | | | |
| | | | their solar heater for | | | | | |
| | | | their residential design | | | | | |
| | | | model. | | | | | |
| PREDICTING OUTCOMES | | | | | | | | |
| OBSERVING AND EXPERIMENTING | | Able to explain how they built their solar heater through experimentation | | | Explained how they | Displayed ability to observe, little to no experiments conducted | | |
| | | | | | built their solar heater | | | |
| | | | | | but did not include | | | |
| | | | | | how they | | | |
| | | | | | experimented. | | | |
| IMPROVING SOLUTIONS | | | | | | | | |
| IDENTIFYING RELEVANT INFORMATION | | | Students shared | | Students shared some | | Students went off | |
| | | | relevant information | | relevant information | | topic when presenting | |
| | | | about their solar | | about their solar | | their solar heater. Did | |
| | | | heater when | | heater when | | share little relevant | |
| | | | presenting. | | presenting. | | information. | |
| CREATIVITY | | | | | | | | |
Essay Rubric
ESSAY RUBRIC
BASED ON THE STUDENT’S ABILITY TO MEET THE CRITERIA GIVE A SCORE OF 3,2, OR 1.
PROVIDED INFORMATION ABOUT SOLAR HEATERS PROVIDED REASONS AS TO WHY SOLAR ENERGY IS IMPORTANT.
PROVIDED REASONS/EXAMPLES AS TO WHY SOLAR HEATERS AND SOLAR ENERGY ARE IMPORTANT IN RESIDENTIAL AREAS.
Peer evaluation:
Students will fill out a peer evaluation for their group. The teacher will inform the class that 3 points indicate the student participated 100%, 2 points indicate that the student participated 50% in the activity, and 1 point indicate the student did not participate in the activity.
Peer evaluation
Group member names:
3
2
1
| Group member names: | 3 | 2 | 1 |
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WALKING NEIGHBORHOOD SURVEYS
Subject: Social Studies, Mathematics
Skills: Analysis, Application, Classification, Description, Drawing, Gathering, Graphing, Investigation, Mapping, Media Construction, Observation, Public Speaking, Reporting, Small Group
Duration: Several class periods (5-9)
Setting: Classroom and Neighborhood
Materials:
— neighborhood maps/enlarged photocopies of the study area
— a different neighborhood walk survey sheet for each group of students (Land Use, Natural Features, Traffic and Streets. Architecture and Historic Resources, and Diversity and Culture)
— adult volunteers, one per group
— poster board and art supplies for presentations
— clip boards, pencils, and notebooks for sketches
— OPTIONAL: cameras for the students to take pictures
Michigan Curriculum Framework Content Standards and Benchmarks:
— Social Studies II.2.LE.3: Strand II. Geographic Perspective, Standard 2. Human/Environment Interaction, Benchmark 3. Describe the major physical patterns, ecosystems, resources, and land uses of the state, region, and country and explain the processes that created them.
— Social Studies II.1.LE.2: Strand II. Geographic Perspective, Standard 1. Diversity of People, Places, and Cultures, Benchmark 2. Locate and describe diverse kinds of communities and explain the reasons for their characteristics and locations.
—Social Studies V.1.LE.1: Strand V. Inquiry, Standard 1. Information Processing, Benchmark 1. Locate information about local, state and national communities using a variety of traditional sources, electronic technologies, and direct observations.
—Social Studies V.1.LE.3: Strand V. Inquiry, Standard 1. Information Processing, Benchmark 3. Interpret social science information about local, state, and national communities from maps, graphs, and charts.
—Social Studies V.1.LE.2: Strand V. Inquiry, Standard 1. Information Processing, Benchmark 2. Organize social science information to make maps, graphs and tables.
—Social Studies V.1.MS 2: Inquiry, Standard 1. Acquire information from books, maps, newspapers, data sets and other sources. Benchmark MS 2. Use traditional and electronic means to organize social science information and to make maps, graphs, and tables.
—Mathematics III.1.E.2: Strand III. Data Analysis and Statistics, Standard 1. Collection, Organization and Presentation of Data, Benchmark 2. Organize data using concrete objects, pictures, tallies, tables, charts, diagrams and graphs.
—Mathematics III.1.E.1: Strand III. Data Analysis and Statistics, Standard 1. Collection, Organization and Presentation of Data, Benchmark 1. Collect and explore data through counting, measuring and conducting surveys and experiments.
—Mathematics III.1.E.3: Strand III. Data Analysis and Statistics, Standard 1. Collection, Organization and Presentation of Data, Benchmark 3. Present data using a variety of appropriate representations and explain the meaning of the data.
—Mathematics III.1.MS 2: Data Analysis and Statistics, Standard 1. Collect and explore data. Benchmark MS 2. Organize data using tables, charts, graphs, spreadsheets and data bases.
—Mathematics III.1.MS 4: Data Analysis and Statistics, Standard 1. Collect and explore data. Benchmark MS 1. Collect and explore data through observation, measurement, surveys, sampling techniques and simulations.
—English 11.MS 3: Inquiry and Research, Standard 11. Define and investigate important issues and problems using a variety of resources. Benchmark MS 3. Organize, analyze, and synthesize information to draw conclusions and implications based on their investigation of an issue or problem.
We discover the unique features of our community by making an intentional effort to observe them. These features can to an identified audience. Examples include election ballots, hypertext, and magazines and booklets including graphics.
Kent County Collaborative Core Curriculum (KC 4 )
4:1, 4:2, 4:3, 4:4, 4:6, 4:7, 4:8, 4:9, 4:10
5:4, 5:5, 5:9
6:1, 6:3, 6:4, 6:5, 6:8, 6:10
7:1, 7:3, 7:4, 7:5, 7:8, 7:9, 7:10, 7:12
8:1, 8:2, 8:3, 8:4, 8:6, 8:8, 8:9, 8:10, 8:12
— Social Studies: 3:3, 3:5
OVERVIEW
Groups of students engage in a neighborhood walk, surveying community land use, natural features, traffic and streets, architecture and historic resources, and diversity and culture. The students report their findings.
OBJECTIVES
After participating in this activity, students will be able to:
* Locate and gather community information by making direct observations.
* Recognize and describe characteristics that make their neighborhood unique.
* Collect and explore social science data by conducting surveys.
* Work together in a small group to organize and present data and survey information.
* Interpret and organize social science information to create maps, graphs, and charts.
BACKGROUND
Every community is unique. Neighborhoods that comprise a community are unique and valuable places. Sometimes, an intentional effort is required to notice and appreciate the unique features of one's own neighborhood. If we can learn to notice and identify the components and elements that create our environment, we can begin to understand and appreciate our surroundings, changing them for the better.
—English 11.MS 4: Inquiry and Research, Standard 11. Define and investigate important issues and problems using a variety of resources. Benchmark MS 4. Use different means of developing and presenting conclusions based on the investigation of an issue or problem
UNITED GROWTH FOR KENT COUNTY • MICHIGAN STATE UNIVERSITY EXTENSION
be classified into five general aspects of our environment that define the character of our neighborhoods and give us a valuable "sense of place."
2. Materials refer to built or natural substances that make up an object or building; descriptions can include texture, density, detail, color, and weight.
1. Order, proportion, and scale refer to the organization, ratio, and apparent size of the physical elements that make up the environment.
3. Pattern refers to the placement of the elements of a community (i.e. buildings and streets) into an organizational form such as an axial pattern, a ring plan, focal point, network, grid, or radial pattern.
5. Bounds refers to the visual limits of a community, such as buildings or railroad tracks, that act as visual edges. (Beatley and Manning, 1997; Dunn Foundation, 1996)
4. Context refers to development that is visually congruent with historical architecture and natural location.
The general aspects of a community are not the same as the visual components that make it unique. All successful communities abide by certain principles and contain specific elements that can be observed visually. The ten primary elements that comprise a highly successful community and contribute to a healthy "sense of place" are:
2. Human Scale — The community should exist to enhance the quality of life of humans. Unsuccessful communities tend to overlook the needs of humans as they accommodate those of automobiles or commerce.
1. Distinctiveness — A community with a positive sense of place has defined boundaries and distinctive visual character, which differentiates it from other communities.
3. Self-Sufficiency — Nearly all of the goods and services required for daily life should be available within the community and should be accessible to pedestrians. Work areas, schools, and commercial establishments ought to be within walking distance of residential neighborhoods or on transit routes in order to decrease reliance on the automobile.
5. Transportation — The community should be provided with transportation alternatives so that residents can be mobile within the community, even without owning an automobile.
4. Diversity — The community should have a diversity of people living within it. It should be a place populated by different ages and income groups. A variety of housing types and employment opportunities should be available. One should be able to live in a community through all stages of life, regardless of economic condition.
6. Trees — The community should have trees. Shade trees enhance quality of life in all areas of a community, including commercial and industrial zones. Shade trees along the community's residential streets provide a sense of enclosure, privacy, and security. Here, the street becomes an outdoor room, part of the public realm. In combination with street furniture, shade trees within commercial districts help create enjoyable outdoor environments in which to stroll and shop.
7. Visual Appeal — Attractive streetscapes are created by
placing garages and other parking areas on alleyways and service ways behind buildings. The front of a building should be the primary entryway —the public presentation of the house or building. The visual clutter of modern life, such as garbage cans, cars, and basketball hoops, should be placed behind the building or house.
9. Open and Green Spaces — The community should have outdoor spaces, parks, and recreational areas that are defined spatially and add to the overall design of neighborhoods or the community. These spaces could be linked by green ways or tree-lined streets for walkable access and to provide essential habitat for wildlife.
8. Context — The architecture of a community should be responsive to its regional physical context and geography. Humane architecture is accessible and responsive to people and uses materials that humans find visually appealing and friendly. The architecture of the community should not be littered with visual "pollution," such as incongruous signs, billboards, and tangles of overhead utility wires.
10. Maintenance — The appearance of the community should be carefully maintained. The cleanliness and condition of community facilities, buildings, and parks should be regularly attended to. The community should enforce litter and graffiti laws, and public order must be kept. (Beatley and Manning, 1997; Dunn Foundation, 1996)
Visual surveys offer a method of thorough observation. Data is systematically collected, organized, and analyzed. This process often reveals information and insights that might otherwise have gone unnoticed. The variety of survey tools and inventory lists presented in this lesson allow students to observe and analyze both the general aspects and visual components of their own community. The techniques (inventories, traffic counts, etc.) are also used by professionals in the fields of planning, architecture, transportation, natural history and more.
The residents of a community must step forward and take a close look at their neighborhood to determine which specific elements of a successful community are present.
With this lesson, students will organize and interpret data and other social science information they collect to construct a thorough representation and develop a better understanding of their own neighborhood.
Survey
PROCEDURE
1. Customize the neighborhood walk survey sheets for Land Use, Natural Features, Traffic and Streets, Architecture and Historical Resources, and Diversity and Culture to reflect your specific neighborhood by filling in blank spaces with the names of local sites and/or adding your own questions.
2. Explain to the students that they are going to take a neighborhood walk and that exploring a neighborhood can be fun. Explain the purpose of the neighborhood walk and describe each set of neighborhood features:
* Natural Features
* Land Use
* Traffic and Streets
* Diversity and Culture
* Architecture and Historical Resources
3. Divide the students into groups. Each group will observe and analyze one set of neighborhood features. Provide each group with a clipboard that holds a copy of their assigned survey sheet, a neighborhood map for students to follow and draw on, and a pen or pencil.
4. Give the students these instructions:
* Complete the survey sheet assigned to the group on the walk. (Adult supervisor can lead discussion and help complete the survey for younger students.)
* Lead your parent or teacher on a walk around the study neighborhood by following the map.
* Draw a sketch of something in the neighborhood on the back of the study sheet and explain the drawing.
* Stop moving now and then and think about something in this neighborhood that would be cool to see. Go to those places.
* Note good or bad things that you observe in the neighborhood.
* We must respect others by staying off private property and by staying with an adult at all times.
* Take pictures of the things you like or do not like about the neighborhood.
If possible:
* Buy ethnic food to share with the class while conducting the cultural survey.
5. Back at school, allow the groups time to organize, draw, and sketch their survey information onto a poster. Encourage or require them to graph or chart data. When the posters are complete, have the groups make presentations to the rest of the class about their survey topic. The listening students can also take notes to learn about their neighborhood from the other group presentations. Hang the survey posters in a cluster to show that all the features of the neighborhood are necessary to make up their neighborhood.
ASSESSMENT OPTIONS
1. Have the students write a short essay about the things they learned about their neighborhood while on their walk.
3. Evaluate the group presentations and posters, and look for participation from each student.
2. Have the students brainstorm a list of things they learned about their neighborhood from the other students' presentations. Or, assess students' survey sheets and notes.
Adaptations/Extensions
* Land Use: Neighborhood, Community, Zone, Residential, Civic building, Survey, Inventory.
1. Build the study of vocabulary terms into the lesson by having students use the library, Internet, dictionary, or encyclopedia to discover the meaning of difficult words or phrases before conducting the surveys. Each survey group can look up relevant terms for their survey:
* Natural Features: Environment, Habitat, Landform, Meadow, Nature, Natural, Slope, Survey.
* Architecture and Historical Resources: Historic, Architecture, Architect, Masonry, Stucco, Adobe, Deteriorated, Survey, Inventory.
* Traffic and Streets: Pedestrians, Traffic, Vehicle, Survey, Infrastructure, Inventory.
* Diversity and Culture: Community, Diversity, Culture, Ethnicity, Survey, Urban, Rural.
3. If transportation is possible, conduct the surveys near your downtown or historical district.
2. If transportation is possible, have each group study a different location in their community — the downtown, historical areas, old neighborhoods, new neighborhoods, natural areas or parks, new shopping areas, etc.
4. Have each group study a transect of the city by completing a survey sheet as they ride a bus across the city.
6. Invite the principals, school board members, parents, and business owners to observe the presentations or display of the community posters.
5. While on the neighborhood walk, tour the inside of a building or restaurant.
7. Make a group booklet of photos and sketches with captions.
Computer Extensions:
2. ProTeacher.com. Neighborhood/Community. 2002. 30 May 2002. <http://www.proteacher.com/090004. html> There are over 20 different lesson plans and units to teach about neighborhoods and communities. Student worksheets are provided. Excellent resource.
1. City of Rancho Cucamonga Planning Division. Kids Neighborhood Workshop. Sept. 2000. 30 May 2002. <http://www. kidsplan.com> Kids Neighborhood Workshop is a complete online unit for the study of a community.
TEACHER MEMOS
SOURCE
Adapted with permission from Kids Neighborhood Workshop, "Part 3: Neighborhood Walk," by the City of Rancho Cucamonga Planning Division, 20 September 2000, 7 March 2002. <www.Ci.rancho-cucamonga.ca.us/planning/kidsplan. htm> Lesson and surveys adapted by Anne Williamson, curriculum consultant for United Growth for Kent County, a project of Michigan State University Extension.
ADDITIONAL RESOURCES
Architecture in Education (AIE) by The Foundation for Architecture
Contacts:
Center for Understanding the Built Environment (CUBE)
Local Community Center
Local Chamber of Commerce
Local Historical Society
United Growth for Kent County
Neighborhood Watch
References and Teacher Resources:
Place: Planning for Environment, Economy, and Com-
Beatley, Timothy and Kristy Manning. The Ecology of munity. Washington, DC: Island Press,1997.
Architecture.
Blumenson, John and W.W. Norton. Identifying American
Dunn Foundation. Viewfinders: A Visual Environmental Literacy Curriculum. Elementary Unit: Exploring Community Appearance and the Environment. Warwick, RI: The Dunn Foundation, 1996. Phone (401) 941-3009.
Harker, Donald F. and Elizabeth Ungar Natter. Where We Live: A Citizen's Guide to Conducting a Community Environmental Inventory. Washington, DC: Island Press, 1995.
Graves, Ginny. Walk Around the Block. Prairie Village, Kansas: Center for Understanding the Built Environment,1997.
Kunstler, Howard. The Geography of Nowhere: The Rise and Decline of America's Man-Made Landscape. New York, NY: Simon and Schuster, 1993.
Additional Lessons:
Walk Around the Block: Visual Survey Form, Pg. 46-47. Viewfinders: Neighborhood Detective: Exploring the Local Community, Pg. 21-24; Check Out the Neighborhood: A Second Look, Pg. 49-52.
CONCEPTUAL FRAMEWORK REFERENCE
IB3,IB4,IB6,IIIA4,IIIB2,IIIC2,IVA,IVB,VG
Survey: Land Use
DO THIS: On the attached Land Use Data Collection sheet, tally land uses that you see on your neighborhood walk by making a hatch mark (|) each time you see one of the listed buildings. Add the marks for each category and answer the questions on this page. Back in the classroom, make graphs to explain your data.
Important: Adult supervision is required. Stay with your parent or teacher and do not go on private property.
DEFINITIONS:
Zone(s): Areas which allow only certain land uses.
Land Use: The way that land is used by humans.
Commercial Zone: An area of businesses that sell goods and services to local citizens (retail) or other businesses (wholesale).
Residential Zone: An area of structures in which people live (homes, apartments).
Industrial Zone: An area of highly developed factories, warehouses, or plants that produce mass quantities of a product.
Public/Semi Public (Civic) Zone: An area that serves or is used by all people.
Agricultural Zone: Land used for livestock, growing crops, and required farm buildings (barns and farmsteads).
Parks/Recreation Zone: A piece of land reserved for public use and recreation.
6. Look again at the first five questions. If it is not possible to walk to school, work, stores, offices or the park, are there bus services/stops available to go to those places? Which places can you get to by bus?
7. Is there a range of housing types available in the neighborhood to meet the needs of different types of people? (Hint: Look at your Residential Zone data) What is the most common type of housing?
8. Do you think this neighborhood is pedestrian friendly? Can you easily walk to get the things you need? Explain why you think yes or no.
Land Use Data Collection
| Commercial | |
|---|---|
| Land Use | Observation Hatch Marks |
| Bank | |
| Office | |
| Gas Station | |
| Restaurant | |
| Movie Theater | |
| Drug Store | |
| Grocery Store | |
| Motel/Hotel | |
| Agriculture | |
| Vacant Building | |
| Vacant Lot | |
| Undeveloped Land | |
Total Hatch Marks=_______
| Industrial | |
|---|---|
| Land Use | Observation Hatch Marks |
| Waterworks | |
| Factories | |
| Power Plant | |
| Trash/ Recycle Center | |
| Airport | |
| Bus Station | |
| Vacant Building | |
| Vacant Lot | |
| Undeveloped Land | |
Total Hatch Marks=_______
| Residential | |
|---|---|
| Land Use | Observation Hatch Marks |
| Single Family Homes | |
| Duplexes | |
| Apartments | |
| Condominium | |
| Retirement Home | |
| Mobile Home | |
| Agriculture | |
| Vacant Building | |
| Vacant Lot | |
| Undeveloped Land | |
Total Hatch Marks=_______
| Parks/Recreation | |
|---|---|
| Land Use | Observation Hatch Marks |
| Park | |
| Public Trail | |
| Green Belt | |
| Golf Course | |
| Public Garden | |
| Wildlife Refuge | |
| Undeveloped Land | |
| Public/Semi-Public | |
|---|---|
| Land Use | Observation Hatch Marks |
| City Hall | |
| Courthouse | |
| Police Dept. | |
| Jail | |
| Fire Station | |
| Library | |
| School | |
| Museum | |
| Hospital or Health Care | |
| Church or Synagogue | |
| Music/Sports Stadium | |
| Vacant Building | |
| Vacant Lot | |
| Undeveloped Land | |
Total Hatch Marks=_______
Total Hatch Marks=_______
UNITED GROWTH FOR KENT COUNTY • MICHIGAN STATE UNIVERSITY EXTENSION
ÇSurvey: Natural Features
DO THIS: Walk around the neighborhood and notice the natural environment. Answer the questions and complete the drawing on a blank page.
Important: Adult supervision is required. Stay with your parent or teacher and do not go on private property.
1. What natural open spaces can you find in this neighborhood? (Mark the location on your neighborhood map.)
2. What natural features can you see? (Trees, meadows, rock outcroppings, unusual landforms, streams, rivers, lakes...)
3. How many trees can you see from where you are standing? Circle one answer. Many (more than 20) Some (10-20) Few (less than 10) None
4. Where do children or adults play? What are they playing? (Mark the location on your neighborhood map.)
5. Do the trees look healthy? (Look for trees that are missing leaves in spring or summer, broken or split trunks, fallen branches, insect damage...) Circle one: Yes No Sometimes
6. What wildlife do you see or hear? List them all.
7. What kind of habitats do the animals live in? (aquatic, forest, prairie...)
8. What looks, sounds, or smells bad? (Piles of trash, dead plants, areas where soil is exposed, smelly water, graffiti, noisy equipment...) Note the location on the map.
9. Are parks maintained with trashcans and lawn services?
Circle one: Yes No Sometimes
UNITED GROWTH FOR KENT COUNTY • MICHIGAN STATE UNIVERSITY EXTENSION
10. Where are the best views in this neighborhood (either the most expansive view from the highest point in the neighborhood or the most pleasant view)? What do you see from there? Why is it pleasant? Note the location on the map.
11. Describe one of the most unpleasant views in the neighborhood? What is unpleasant about it? Note on map.
12. Have each person in the group pick up a piece of litter and throw it in a garbage can. Sign your name here and write down the item you threw away. Is there a lot more litter on the ground, or is the area relatively clean?
Group Drawing-
As a group, decide on a natural scene that you can observe and draw it on a blank sheet of paper. The scene can be as small as a portion of a lot or yard. Observe it carefully and allow each person to add different details to the picture. Give each person at least two turns to draw on the picture. Continue taking drawing turns until you feel that the picture is complete. When drawing the natural scene, do not eliminate things you do not like or add things that are not there.
1. What is the title of your landscape picture?
2. Give an explanation of the drawing and describe some of the items in the natural scene.
Survey: Traffic and Streets
Important: Adult supervision is required. Stay with your parent or teacher and do not go on private property.
PART ONE: Traffic
As you walk around the neighborhood, notice where the cars go. Fill in your data on the graphic organizer below and answer the questions on the next page.
Study #1
Stand at the intersection of two streets at the edge of the study neighborhood. Count the number of vehicles and pedestrians that pass by for 10 minutes. Record your data in the graphic organizer.
Intersection (List road names):___________________________
Number of Vehicles
Number of Pedestrians
Are there sidewalks present? (Circle one) Yes No Some
Study #2
Stand at another intersection of two streets at the edge of the study neighborhood. Count the number of vehicles and pedestrians that pass by for 10 minutes. Record your data in the graphic organizer.
Intersection (List road names):___________________________
Number of Vehicles
Number of Pedestrians
Are there sidewalks present? (Circle one) Yes No Some
PART ONE Continued: Answer these traffic questions from the data collected in the graphic organizers.
1. Which intersection did the most cars drive through?
2. How many pedestrians walked by at this same intersection during the same time period?
3. Which streets had sidewalks for people to walk on? Which streets had NO sidewalks for people to walk on?
4. At an intersection where you counted cars, watch the car movement. At the stop sign or when the light was 'red‛, how far back from the intersection were the vehicles stopped? Did the cars block another intersection, major driveway, or crosswalk?
5. Do you see any locations where accidents have happened? Look for broken glass, tire "skid" marks, damaged trees, bent or broken street signs. List the clues that you see.
6. Is there a bus stop in the area? If yes, on what street is it located?
7. In your opinion, is it possible to be mobile in the community without a car? For example, could you get to the grocery store without a car?
PART TWO: Streets
Walk around the neighborhood and make observations about street characteristics. Answer the questions in the space provided.
1. Add the name of the street and then write "Yes" in the following spaces if you see the listed street component. Do at least two streets.
| Street Name | Asphalt | Sidewalk Gutter | Curb and Lights | Street Trees | Street Signs |
|---|---|---|---|---|---|
2. Do the streets need to be narrower to slow traffic down to the speed limit? Circle YES or NO
Do the streets need to be wider to prevent traffic jams? Circle YES or NO
Do most vehicles seem to drive the correct speed limit? Circle YES or NO
3. Where does water drain? Look for catch basins, openings in curb face, sewers, flood control channels, or streams. Locate and draw at least ____ on the map. Does the sewer show a “water flows to stream” symbol?
4. Is there any evidence of erosion (places where water has washed away soil or created potholes)? Locate and draw at least _____ on the map.
5. Is there any evidence of a sump condition (low spot where water ponds)? Look for standing water in gutters or on the ground. Also look for muddy areas or water and mud stains on street asphalt. Locate and draw one of these areas on the map.
Survey: Diversity and Culture
DO THIS: Walk around the neighborhood and notice the sights, sounds, tastes and smells. Answer the questions below. Also, conduct an interview with a resident of this neighborhood or with someone who works here.
Important: Adult supervision is required. Stay with your parent or teacher and do not go on private property.
Sights -
1. What goods are in storefront window displays? Describe or draw the goods for sale in ____ different stores.
2. What billboard advertisements or signs do you see? Describe or draw____ different advertisements.
3. Do you see graffiti? Record any that are appropriate to discuss in school.
4. How many children, teenagers, adults, and senior citizens are out in the neighborhood?
____ Children ____ Teenagers ____ Adults ____ Senior Citizens
Sounds -
5. List all the different sounds that you hear.
6. How do the sounds change as you walk around the block?
7. What languages do you hear spoken, hear in music, or read in the signs?
8. What is the loudest, most constant sound in the neighborhood?
Smells -
Close your eyes and notice the smells of the neighborhood. Some are subtle, such as certain plants, while others are stronger, such as foods being cooked in homes or restaurants.
9. What smells good? Name ____ smells.
10. What smells bad? Name ____ smells.
Tastes -
11. What types of food are sold at neighborhood restaurants?
12. Are there fast food restaurants? List any in the neighborhood.
Overall Mood -
13. What creates the mood of the neighborhood? Is it busy, noisy, exciting, quiet, peaceful, or calm?
14. How is the mood different from the neighborhood where you live?
15. What can you tell about the people who live, shop or work in the neighborhood from your observations?
Neighborhood Diversity -
16. What is the predominant culture in the neighborhood?
17. Is there a nearby neighborhood that is close enough to walk to that has a different predominant culture? If yes, what is that culture?
18. List the types of people that give this neighborhood diversity. (Senior citizens? Children? Mexican ethnicity? African-American ethnicity? Anglo-Saxon ethnicity?)
Interview a Person -
Conduct at least two interviews with a neighborhood resident, business owner, or employee. Be polite when asking people if they are willing to be interviewed for a class project. Ask them the following questions, and write down their answers.
Interview Number One -
1. What is your name? _______________________________________
2. How old are you? _________________
3. Do you live or work in this neighborhood? _________________
4. What is your ethnicity? _________________
5. What is the predominant ethnicity in this neighborhood? _________________
6. Name one positive characteristic of this neighborhood.
7. Would you like to tell us a story or interesting neighborhood fact?
Interview Number Two -
1. What is your name? _______________________________________
2. How old are you? _________________
3. Do you live or work in this neighborhood? _________________
4 What is your ethnicity? _________________
5. What is the predominant ethnicity in this neighborhood? _________________
6. Name one positive characteristic of this neighborhood?
7. Would you like to tell us a story or interesting neighborhood fact?
Survey: Architecture and Historic Resources
DO THIS: Walk around the neighborhood and conduct the Architecture and Historic Resources inventories. Lastly, complete the Sense of Place worksheet.
Important: Adult supervision is required. Stay with your parent or teacher and do not go on private property.
Architecture
DO THIS: Walk around the neighborhood and try to find examples of houses with different architectural styles. Look for different building shapes or materials. Complete the survey chart for two or more house examples.
Architecture Inventory Survey Questions:
2. List the scale: 1 story, 2 story, or 3 story.
1. List the street address for the house.
3. List the primary exterior material: Wood, Stucco (plaster or cement coating), Rock, Concrete, Masonry (brick or block), Glass, or Metal.
5. Describe the colors.
4. List one or two accent materials: Wood, Rock, Masonry (brick or block), Glass, or Metal.
6. Is the garage or service parking to the rear, side, or front of the house?
8. Describe any unique architectural or cultural features.
7. List any visual "pollution" such as obnoxious billboards, unnecessary or outlandish signs, tagles of overhead utility wires, graffiti, or abundant trash.
| 1. Street Address | 2. Scale | 3. Exterior Material | 4. Accent Materials | 5. Colors | 6. Garage Location | 7. Visual Pollution |
|---|---|---|---|---|---|---|
Historical Resources
DO THIS: Choose two or more buildings (not necessarily houses) that appear older than 50 years. Complete the survey chart for two or more historic examples.
Survey Questions for Historic Resource Inventory:
2. List the common name for the building (i.e., Ted‛s Repair Garage).
1. List the street address for the building.
3. List the present use of the building: Residence, Commercial, Industrial, Public or Vacant.
5. List the current condition of the building: Excellent, Good, Deteriorated (Needs Repair).
4. List the scale: 1 story, 2 story, 3 story, etc.
6. List the primary exterior building material: Stone, Brick, Stucco (plaster or cement coating), Adobe (clay), Wood, Metal, Concrete, or Other.
8. Describe any unique architectural features.
7. Is the garage or parking lot located to the rear, side, or front of the building?
SENSE OF PLACE: What makes your neighborhood unique?
DO THIS: Answer the questions from direct observations and the information that you recorded in your Architecture and Historic Resource inventories.
Unique Historical Resources -
1. Are there any fountains, statues, or monuments that look over 50 years old? If yes, explain what you see.
2. Are there any plaques in the cement noting a famous spot? If yes, explain what you see.
3. Are there any famous trees in the area? If yes, explain what you see.
Unique Architectural Resources -
1. What types of architectural features are very common? (For example, one story brick homes) Explain your observation.
2. What unique architectural feature stands out in your mind? (For example, a big front porch) Explain your observation.
3. Are there any architectural features that do not match the surrounding architecture? (For example, a log cabin on a city block) Explain your observation.
Sense of Place (My Unique Neighborhood) -
1. What types of boundaries define your neighborhood? (Which road? Railroad tracks? What building? A stream?)
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I can make marks using a variety of materials.
I can make marks that I identify as communication.
I make marks that represent writing. I can make marks that relate to my play. I can write some letters in random order.
I can write some letters from my name. I can experiment with letters and try to write my own words.
I can write to express my ideas.
I can write in a range of contexts.
I am developing an effective pencil grip.
Mark making-can you recognise your name? Can you try to make the letters of your name? Can you try to make the letters of your family members' name? Write/draw a letter/card for a friend or family member. Write a recipe book for making play dough or a meal you have made. Write/draw your own story. Plan a meal; write/draw a shopping list/menu. Share your ideas with an adult. Ask an adult to date and scribe your ideas.
I can give and follow simple instructions.
Help with a chore. Follow a recipe. Follow instructions to make a craft.
St Mary's ELC Home Learning-Literacy
I can make myself understood. I can talk to my friends and adults about myself, my family and my experiences. I can make myself understood. I can talk about what happened.
I show an interest, take part in and engage with songs and rhymes. I can keep the beat within songs and rhymes.
I regularly choose to look at books and other texts. I engage with books and other texts and can share my ideas.
Telephone/video call a friend or a member of your family, tell them about your day.
I can use language for a variety of purposes. To: Describe/Explain/ Ask questions/Give relevant answers.
I can take turns in conversations.
Watch/read a new movie/ book and discuss.
I can share my ideas with a wider audience.
I can listen to and talk about stories and other texts.
Tweet your home learning or share your thoughts and ideas about a book/ movie your have seen.
I can identify words that rhyme. I can generate rhyming words. I can make funny/nonsense rhymes of my own.
Practise rhymes and songs. Make up new actions or dances to go with the songs and rhymes. Make musical instruments to play along to the songs and rhymes. Look for the rhyming words and experiment by making up your own rhyming words or rhymes. Play 'I Spy' (recognition of simple letter sounds).
I can find the starting point for reading and know that text is read from left to right. I understand that the written words tell you what to say. I can handle books with care and hold them appropriately.
Read/re-tell a well known story to your teddy bear, or family member.
I have a growing awareness that books have different purposes.
Go on a book hunt; find books which are different from story books. Look for nonfiction books e.g. recipe books, books about different countries etc.
Choose a book you have not read before. Read a free ebook on the Oxford Owl website. Look on Words for Life website for book activities. Share what your think about the books, whether you enjoyed it or not, share your favourite part, what you would change, what you did not like, share your thoughts and ideas with your family and friends.
Links to website on our school website page: https://standrews.mgfl.net/
I can use a variety of sources to find out information about new thing. I engage purposefully with books and other texts on my own.
Go on the internet and find out about a different animals or different countries. Use Google maps to find where different countries are located.
I can tell a story through my drawing.
Paint or draw your favourite part of story/ movie or something that has inspired you.
I can listen actively to a whole story. I can retell a familiar story in different ways. I can make and tell my own stories through a variety of medium. I am beginning to tell real or imaginary stories in a logical order.
I can answer questions relating to a story or text.
I can ask relevant questions about a story. I can talk about what I think will happen. I can talk about the characters in a story. I know the difference between: print/pictures, letters/words and numbers/letters
Read a story together, change the ending of the story.
Make up a story, make a book mark, make a paper puppet or use old socks to make a puppet. Put on a puppet show to retell the story. Answer questions using questions starters such as Who...?, What..?, Where...?, When...?, How...?, Why...?
What might happen next?
What was your favourite part of the story and why?
Create your own questions about the story. Share your favourite character and explain why they are your favourite character.
Talk about the pictures, look for numbers, and look for letters in the book that are the same
letters in your name.
Making marks
I make random marks on the page. My pencil often does not leave the paper.
(1)
Bodies
I now draw bodies, and sometimes add hands and feet.
(6)
Beginning to control
I am making marks with greater control and shapes or patterns may appear.
(2)
More detail
My drawings are becoming more representational of many things in my world.
(7)
(12)
Stages of Mark Making at Early Level
Shapes
Recognisable shapes are beginning to appear in my drawings.
Beginning to represent
(3)
Drawings are detailed
(8)
I use my knowledge of sounds and letter to write words.
(13)
I am beginning to represent the world around me.
(4)
I make marks to represent writing.
Faces
(5)
I write long strings of letters in random order.
(10)
(9)
I am beginning to write common words. I am starting to form sentences in my writing.
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Western Technical College
10104119 Selling Principles
Course Outcome Summary
Course Information
Description
Selling is a part of a firm's marketing activity and is a professional business process. Topics included are identification of sales prospects, determination of client needs, after-sales customer support, legal and ethical obligations of sales professionals, development of oral and written communications for selling, analysis of organizational structure, and making a sales presentation.
Career
Cluster
Business Management and Administration
Instructional Level
Associate Degree Courses
Total Credits 3
Total Hours 54
Textbooks
Sell 6: Student Edition with MindTap. 6th Edition. Copyright 2020. Ingram, Thomas N., Raymond W. LaForge, and Ramon A. Avila. Publisher: Cengage Learning. ISBN-13: 978-1-337-40800-4. Required.
Success Abilities
1. Cultivate Passion: Enhance Personal Connections
2. Cultivate Passion: Expand a Growth-Mindset
3. Cultivate Passion: Increase Self-Awareness
4. Refine Professionalism: Act Ethically
5. Refine Professionalism: Improve Critical Thinking
6. Refine Professionalism: Practice Effective Communication
Program Outcomes
1. Develop strategies to anticipate and satisfy market needs.
2. Promote products, services, images, and/or ideas to achieve a desired outcome.
3. Prepare selling strategies.
Course Competencies
1. Investigate selling as a professional career.
Assessment Strategies
1.1. Interview
1.2. Written Product
Criteria
You will know you are successful when
1.1. you conduct an interview with a professional sales person.
1.2. you identify potential challenges and opportunities of a career in sales.
1.3. you describe the sales person's business and product.
1.4. you summarize learning in a brief (2-5 minute) oral presentation.
Learning Objectives
1.a. Explore the varying careers related to professional selling.
1.b. Identify the traits and skills necessary to become a selling professional.
1.c. Describe the variety of work environments for sales people.
1.d. Outline common challenges of sales careers.
1.e. Outline common advantages of sales careers.
2. Demonstrate relationship selling techniques.
Assessment Strategies
2.1. Presentation
2.2. Performance
Criteria
You will know you are successful when
2.1. you respond to buyer's business concerns.
2.2. you address buyer objections.
2.3. you propose a solution that addresses buyer need.
Learning Objectives
2.a. Compare and contrast the relationship selling model vs. the traditional model
2.b. List the key attributes of relationship selling
2.c. Conduct a selling presentation for B2B sales
3. Examine the psychology of seller and buyer behavior.
Assessment Strategies
3.1. Drawing/Illustration
Criteria
You will know you are successful when
3.1. you map 6-8 psychological factors that can impact a sales meeting.
3.2. you differentiate between seller and buyer behavioral cues.
3.3. you outline the possible impact of seller and buyer behavior.
3.4. you represent ideas with visual appeal.
Learning Objectives
3.a. Describe the various buyer motives
3.b. Identify the steps in the consumer decision making cycle
3.c. Develop strategies to use in the selling cycle that reflect buyer psychology
3.d. Develop strategies to use in the selling cycle that reflect buyer personality
3.e. Understand the components of the communication process
3.f. Develop a communications strategy using verbal and non-verbal communication
4. Identify ethical selling techniques.
Assessment Strategies
4.1. Demonstration
4.2. Presentation
Criteria
You will know you are successful when
4.1. you respond to objections with honesty.
4.2. you accurately represent product and/or service.
4.3. you identify prospects values.
4.4. you respect buyer concerns.
Learning Objectives
4.a. Describe the ethical selling checklist
4.b. Role play ethical selling and buying situations
4.c. Determine how and where ethical selling standards have been adapted
4.d. Explain the effects of ethics regarding the relationship selling model
5. Practice the process of prospecting.
Assessment Strategies
5.1. Written Product
Criteria
You will know you are successful when
5.1. you describe methods to generate leads.
5.2. you outline an appropriate target market.
5.3. you identify web and directory resources.
5.4. you determine realistic criteria.
Learning Objectives
5.a. Describe the importance of prospecting
5.b. List the components of the prospecting pool
5.c. Explain the varying contact strategies
5.d. Construct a phone script
5.e. Use a phone script to contact and set up a meeting with potential prospect
6. Conduct a needs assessment.
Assessment Strategies
6.1. Performance
Criteria
You will know you are successful when
6.1. you use an effective opening question.
6.2. you apply active listening techniques.
6.3. you dress in a professional manner.
6.4. you use spin questioning techniques.
6.5. you adjust to meet buyer objections.
Learning Objectives
6.a. Explain the different types of questions that can be asked to determine prospect/client wants and needs
6.b. Role play using the 4 main question categories
6.c. Conduct a selling presentation asking different levels of questions
6.d. Explain the importance of listening
6.e. List the various strategies to improve listening
7. Construct a sales proposal that meets the prospects needs.
Assessment Strategies
7.1. Written Product
7.2. Presentation
Criteria
You will know you are successful when
7.1. you use professional formatting.
7.2. you include an executive summary.
7.3. you summarize the prospects needs.
7.4. you craft a pricing agreement.
7.5. you address solutions.
7.6. you dress professionally.
Learning Objectives
7.a. Describe the process of matching customer's needs/wants to product/service features, attributes, and benefits
7.b. Construct bridge statements that link features and benefits
7.c. Determine the appropriate presentation techniques and/or methods based on the situation.
8. Negotiate prospect objections .
Assessment Strategies
8.1. Performance
Criteria
You will know you are successful when
8.1. you recognize the business challenge behind the objection.
8.2. you ask clarifying questions.
8.3. you ask closed and open ended questions.
8.4. you use active listening.
Learning Objectives
8.a. Determine the difference between buyer objections and buying questions
8.b. List the steps in the negotiating process
8.c. Role play a negotiating situation
8.d. Establish a system to reconcile prospect objections
9. Practice closing techniques.
Assessment Strategies
9.1. Performance
9.2. Presentation
Criteria
You will know you are successful when
9.1. you ask open and closed ended questions.
9.2. you address prospect concerns.
9.3. you summarize buyer concerns.
9.4. you craft a proposal that addresses objections.
9.5. you outline next steps once objections are met.
Learning Objectives
9.a. Explain the different types of closing strategies
9.b. Role play closing techniques
9.c. Identify and determine when closing opportunities arise | <urn:uuid:db86d271-6e3d-4a34-951b-6c80bd473be1> | CC-MAIN-2024-33 | https://archie.westerntc.edu/webprograms/course_outcomes_summaries/10104119.pdf | 2024-08-09T11:26:38+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640763425.51/warc/CC-MAIN-20240809110814-20240809140814-00126.warc.gz | 76,218,835 | 1,547 | eng_Latn | eng_Latn | 0.95356 | eng_Latn | 0.981413 | [
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Ethos, Culture and
Relationships
LIFE at Moorfoot
Introduction
Moorfoot Primary School seeks to create an environment that promotes and respects the rights of learners, provides for the health and welfare of those using the school and encourages and reinforces positive behaviour of all.
This will be an ongoing process, from our Early Learning and Childcare to Primary 7, developing the Personal, Social and Emotional Development of each child.
Their progress will be regularly monitored by staff, who will use this information to improve the environment, learning and teaching, and resources.
Our Ethos, Culture and Relationships ambition aims to work within the above principles of the 'Rights of the Child':
Aim
❖ To develop strong, mutually respectful relationships which create a cohesive community, focused on;
* Genuineness - honesty, openness, sincerity.
* Positive regard for all individuals - valuing the person for who they are.
* Empathic understanding – being able to understand another's experience.
* Individual responsibility and shared accountability.
* Self-actualisation - the human capacity for positive growth.
* Optimistic perspectives on personal development - that people can learn and can change for the better
School Ethos
Adults have an important influence on the children within their care. Therefore, it is essential that we model the kinds of behaviour that we wish to promote.
As adults we aim;
* To create a positive climate.
* To provide a caring and effective learning environment.
* To show appreciation of the efforts and contribution of all.
* To emphasise the importance of being an individual.
* To promote, through example, honesty and courtesy.
* To encourage relationships based on respect, kindness and the understanding of the needs of others.
* To ensure fair treatment, regardless of age, race, ability, gender & disability.
Learning and Teaching
Clear and effective planning enables us to provide a stimulating and interactive environment.
At Moorfoot, forward planning is done on several levels.
In doing this we provide an appropriate, differentiated and exciting curriculum, taking account of the needs and interests of the children.
Reporting on the success of the plans helps to highlight the next steps in learning, ensuring that children remain busy, happy and challenged. These are vital components in the success of creating a positive ethos.
Moorfoot Primary and ELC aim to be welcoming to all, organised to develop independence and personal initiative.
The children are actively involved in making decisions about their play, learning and their day to day life at school.
Children and parents' wishes are respected and their opinions actively sought.
This is achieved through conversation, small group time, questionnaires, emails, a range of techniques such as 'thumbs up, thumbs down', 'Circle Time', focus groups, Mind Mapping Books, Emotion Talks Boards etc. We also have focused Pupil Groups and an active Parent Teacher Group.
Materials and resources are carefully arranged to aid accessibility, reduce uncertainty or disruption while providing a wide range of choice and open-ended play and learning opportunities.
Adults encourage and praise children's efforts, good behaviour and participation.
LIFE at Moorfoot
At Moorfoot our core values of Learning, Inspiration, Friendship and Enjoyment guide our practice.
The school asks all children to be;
* READY
* RESPECTFUL
* SAFE
These 3 considerations allow classes to discuss and develop codes of conduct or class expectations.
Children are consulted and their ideas recorded and displayed.
Children coming to school demonstrate different behaviour patterns based on their age and stage of development, home values, and life experiences.
At Moorfoot we work towards standards of behaviour based on the concepts of honesty, respect, consideration and responsibility.
It follows that acceptable standards of behaviour are those that reflect these principles and our LIFE values.
Celebrating
Praise is the most widely used form of positive reinforcement at Moorfoot.
It is used informally and formally, publicly and privately, to groups and individuals.
Praise is given for all kinds of involvement in school LIFE, ranging from acts of kindness, enthusiastic participation, helping others and thoughtfulness.
House points and Gold Stars are used as a way of celebrating, as are certificates. Displays in school celebrate these achievements.
We also use group times to discuss issues arising and to seek children's opinions and give praise.
Communication
Positive partnership with our parents is crucial in promoting and maintaining a welcoming ethos and culture with high standards of behaviour.
Daily verbal feedback to carers, newsletters, written reports, email, photographs, parents' evenings, information boards. Seesaw and forward planning formats are all ways of keeping parents informed of their child's progress and their successes and what is happening in school.
Managing Behaviour
Taking a Restorative Approach
While praise and celebration and modelling are central to the establishment of a positive climate, there is also a need to address challenging behaviour. Challenging behaviour is almost always a means of communication. It can be a child's way of telling us there is a problem, and they may be feeling some big emotions. We aim to handle situations like this with compassion and sensitivity.
When the time is right we would look to adopt a restorative approach with the child or children involved.
Those affected are invited to share:
1. What has happened.
2. What the impact has been on those involved: i.e. who has been affected and in what ways they have been affected.
3. What needs to happen to put things right or to make things better in the future.
This approach is based on sound learning theory regarding how people relate to each other and how best to meet the different needs that can arise from conflict or harm.
To facilitate such a process requires the ability to:
* establish a respectful rapport with people;
* listen and respond calmly, empathically and without interruption or judgement to all sides of an issue;
* inspire a sense of safety and trust;
* encourage people to express their thoughts, feelings and needs appropriately;
* appreciate the impact of people's thoughts, feelings, beliefs and unmet needs on their behaviours;
* encourage those involved in the problem to find their own solutions.
What is being restored?
This depends on the context and on the needs of those involved. What is being restored is often something between the individuals involved such as:
* Effective communication;
* Relationship, and even friendship;
* Empathy and understanding for the other's perspective;
* Respect;
* Understanding the impact of one's own behaviour on others;
* Reparation for material loss or damage.
However, something may also be restored within an individual – for example:
* A sense of security;
* Self-confidence;
* Self-respect;
* Dignity.
Overall, the process often results in the restoration of someone's sense of belonging to a community.
Staff, children and parents/carers who work restoratively report that this way of working leads to:
* A more respectful climate;
* A shift away from sanction-based responses that aim to 'manage' behaviour, toward a more relational approach;
* Better relationships amongst children and staff;
* People being more honest and willing to accept responsibility;
* People feeling more supported when things go wrong;
* A calmer, quieter and more productive learning environment.
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COURSE DESCRIPTION
This course provides students with the skills needed to be successful in a business organization. Students will study common business correspondence, including the correct form and use of business applications, information management, information technology, and telecommunications. Reading and writing of business documents, such as routine letters and emails, specialized letters, memoranda, brochures, articles, workplace and management books, and reports, should be emphasized. Students will develop skills in the practical principles of
| TITLE | CREDITS |
|---|---|
| Business English (Vocational) | 1 |
grammar, punctuation, and vocabulary needed in business transactions. They will also gain skill in and practice speaking, listening, and communicating nonverbally in a business environment. Suggested teaching approaches include the use of group discussion, role play, case studies, guest speakers from various business fields, and business-oriented application exercises. This course can be taught at the local high school or through dual enrollment at selected Louisiana community and technical college campuses.
For more information on dual enrollment opportunities, visit the Louisiana community and technical college in your area.
The Louisiana Student Standards for English Language Arts Grade 11-12 are the foundation for this course as they apply to business organizations, particularly the standards for speaking and listening (pages 56-57), language (pages 57-58), and reading and writing standards which apply to work in a business organization (i.e., RI.11-12.1, 3, 5, 6, 7, 8, and 10 (pages 53-54), RST.11-12.2 and 4 (page 134), W.11-12.1a-e, 2a-f, 4-8, and 10 (pages 54-56). Course activities, written products, presentations, and assessments should be aligned to these standards.
SUGGESTED BUSINESS ENGLISH TOPICS
RESOURCES
* Assessing career interests and skills
* Developing career goals
* Understanding e-business principles and practices
* Understanding other cultures and global business practices
* Demonstrating professionalism and workplace ethics
* Developing interpersonal skills
* Increasing productivity using technology and business applications
* Understanding principles of effective communication (e.g., branding, scaling ideas) and management (e.g., leadership, change management)
ASSESSMENT
Students enrolled in this course will receive a grade based on teacher-created assignments and assessments and can earn Carnegie credit based on local policies. Additionally, it is suggested that the course include preparation for a successful performance on the WorkKeys Reading for Information assessment. WorkKeys is a career-readiness assessment measuring reading, math, and locating information as a way to build an understanding of how to improve skills and increase prospects for securing high-demand, high-wage jobs in today's 21st century workplace. The state funds the WorkKeys exam for all students on a Jump Start pathway pursuing a Career Diploma.
Visit the ACT website for more information on WorkKeys preparation, sample items, and assessment.
* Louisiana Student Standards
* Louisiana's Community and Technical Colleges
* Instructional strategies
* All Things Jump Start-Graduation Requirements
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RAINFOREST TOPIC: ART & DESIGN
fever jungle
Transform your classroom into a rainforest and encourage children to think globally using these art activities from Susan Ogier...
Exotic locations, such as the Amazonian rainforest, cannot help but spark children's imaginations at all ages and stages. A jungle theme will provide an opportunity to investigate a visual feast of lush, green vegetation and extraordinary creatures of all shapes and sizes, and this can be a wonderful starting point for art projects. In turn, this will encourage children begin to appreciate the great beauty of such environments whilst considering their own impact on our fragile natural world.
ACTIVITY ONE
Jungle Fun
RECREATE THE RAINFOREST IN YOUR CLASSROOM... By including children in making changes to the classroom environment you will discover an exciting and motivating way to develop their interest in the rainforest theme. You might begin by researching aspects of tropical rainforests on the internet and in books (see Arthur Kelly's article on the next page). Follow this up by organising a class visit to a botanical garden where children can gain first hand experience of the atmosphere, sights and smells of their surroundings which they can record through taking photographs and sketching.
Once back at school, you might borrow as many living plants as you can to begin to create your installation. Encourage a recycling culture by covering cardboard tubes (from carpet or fabric rolls) with paper-mache to create a textured surface, which can then be painted to look like tree trunks. Shape chicken-wire, or garden net, into huge leaf shapes and introduce weaving techniques using fabric and coloured paper strips to make gigantic jungle plants. These will act as a shady canopy in your room.
Army camouflage nets from surplus retailers also make an excellent support for weaving or displaying items that the children have made. Teach the children the art of knotting and macramé to make ropes that dangle from your jungle. (Look at www.wikihow.com/Macrame for instructions). Play some watery sounds on a tape, or leave rainsticks for
the children to use, as background music. Don't forget to include a selection of photographs and sketches from the children's research activities in the display in order to demonstrate to them, and to visitors to your jungle, that these preliminary activities are highly important and valued.
ACTIVITY TWO
Little Monkeys!
EXPLORE YOUR SIMIAN SIDE...
Ask children to explore the plight of the Howler monkey by collecting visual material – such as information and photographs from magazines and the internet – and pasting these into their sketchbooks.
Study the expressions and facial features of the monkeys, particularly observing different shapes and lines that help to define the expressions, and make sketches of these using 2B or 4B pencils and charcoal.
The children might look in the mirror and compare human faces with those of the monkeys. What emotions do the children feel? What similarities and differences do they notice between their expressions and those of the monkeys?
Develop the sketches into designs for masks, perhaps by combining human and animal attributes. For mask-making techniques try the following website: www.allspecies.org/edu/maskmaking or take a look at the book Maskwork by Jennifer Foreman, (1999, Lutterworth Press) for more ideas.
ACTIVITY FIVE
Mix it up
EXPERIMENT WITH RAINFOREST COLOURS...
Challenge the children to mix as many shades and tones of greens and browns as possible using the 'double primary system' and to paint the results onto leaf shaped paper of their own designs. Use these colour experiments to add foliage to the classroom jungle environment or display. Encourage the children to make visual notes in their sketchbooks with some of these experiments: which colours did they mix together to create the tone? How might they make a darker or brighter version?
WHAT IS THE DOUBLE PRIMARY SYSTEM?
For the best results you will need to use the double primary system. This consists of the three primary colours; red , yellow and blue - one 'cold' and one 'hot' tone of each:
Blues – Turquoise and Ultra marine (bright blue) (or Prussian blue for really dark tones)
Yellows – Lemon yellow and Cadmium yellow (bright yellow) Reds – Crimson and Scarlet (bright red)
Combinations of these six primary colours will allow the children to successfully mix a vast range of colours and tones, which can then be used during any art project.
ACTIVITY FOUR
Examine extinction
USE ART TO CONFRONT
CHALLENGING TOPICS...
Making art can often lead to a deeper understanding of the
more difficult concepts that may be introduced through the curriculum. A good example being examining mankind's destruction of the rainforest, how this has lead to the extinction of various species and the consequences we face because of this. The sensory and practical nature of art activity enables children to have space and time to think in a more considered way and to respond to challenges individually.
Finding out about already extinct creatures could be one way to begin considering this idea, and the children might create their own imaginary fossilised creature or plant by using recycled materials, tape and glue, to make a relief design of a skeleton on to a piece of cardboard.
Make sure the shapes are tightly secured so that the outlines are very clear. Cover this carefully with Art-Roc (plaster bandage) and rub sandcoloured paint over the top when this is dry. Create a display that resembles a museum to highlight the dangers of the rainforest's destruction.
ACTIVITY THREE
Flora and Fauna
CREATE FANTASTIC FLOWERS AND PLANTS...
Begin by offering an inspiring array of plants and flowers and ask pupils to study them in detail, recording their observations in sketchbooks.
(This might link well with a science topic on 'growing'.) Encourage the children to invent their own imaginary flowering plant that might grow in the rainforest using a selection of materials, such as pencils, charcoal and chalk, soft or oil pastels and watercolours. What will be special about their flower? It might have the most beautiful scent or be the home of a rare insect, or have leaves with magical powers!
These ideas can then be recreated in three dimensional form using laminated paper. Ask the children to create a structure that resembles their imaginary plant by bending lengths of wire, which is then covered in tissue and taped or glued into place. Use card or foam pieces to create new shapes for petals and leaves before adding beads and other small, interesting found objects.
Apply PVA glue and tissue paper to add layers to the structures and, when this is dry, paint extra detail with poster paint mixed with PVA. Plant the final sculptures in flowerpots filled with compost and exhibit them alongside the colourful drawings for a stunning display.
ACTIVITY SIX
Think global
CREATIVE RESPONSES TO DIFFERENT WAYS OF LIFE...
Understanding the many ways in which other people who share our planet live their lives is an important aspect of developing children's respect for fellow human beings. Enabling them to study and research a very different way of life from our own and make a response through art can encourage children to engage intellectually and emotionally.
The children might investigate the lives of the rainforest's indigenous people and make items of food, medicine or clothing using clay, papermache or weaving techniques and place them into an installation.
How will the children comment on the impact of European explorers on the indigenous people's lives? Perhaps the sculptures could be painted in a way that shows that many of them became sick and died after being in contact with Western visitors. Or children might place the objects in a way that shows how communities have been scattered and divided by timber and oil companies and the destruction of their land. | <urn:uuid:6c212f33-36c8-4616-9192-943fba8a484f> | CC-MAIN-2024-33 | https://www.teachprimary.com/resource_uploads/jungle-fever.pdf | 2024-08-09T11:46:44+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640763425.51/warc/CC-MAIN-20240809110814-20240809140814-00126.warc.gz | 770,269,388 | 1,571 | eng_Latn | eng_Latn | 0.997763 | eng_Latn | 0.997821 | [
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Plan
t a tree or flowers in a public space
Donate toys or clothes to a charity
Connect with somebody you have not spoken to in a while Volunteer to do an extra household chore
Write a poem about bullying 1.
Include someone who is left out 2.
Social Media Group Share 3.
Improv Game 4.
Create a 30-second PSA (Public Service Announcement) 5.
Write a poem about bullying 6.
Include someone who is left out 7.
Social Media Group Share 8.
Improv Game 9.
Create a 30-second PSA (Public Service Announcement) 10.
Watch a movie/TV show about bullying/being an upstander 11.
Share a social media post to raise bullying awareness 12.
Enter in the Spring BAFP T-Shirt Design Contest 13.
Complete the Kindness Word Search 14.
Hold a Be A Friend Project fundraiser 15.
INSPIRE a new Kindness Club to register 16.
Anonymous “You Are Not Alone” Activity 17.
“Stand Up If” Activity 18.
Bullying Prevention “Book Club” 19.
Compliment Clothespins Challenge 20.
Create and share posters that INSPIRE 21.
Paint kindness rocks 22.
Give someone a gift 23.
Compliment 5 people 24.
Thank 5 people 25.
Do a favor 26.
Post-It Polooza 27.
Surprise a peer with a reward for their kindness 28.
Volunteer at a local charity (i.e. food pantry, animal shelter) 29.
Clean up your school or community 30.
Write a “thank you” letter to an adult 31.
Gift a Kindness Jar/Box of Inspiration 32.
Connect with someone new 33.
Give flower(s) to a deserving stranger or acquaintance 34.
Hold the door open for someone 35.
Create a “club handshake” with members 36.
Listen actively 37.
Cook or bake for others 38.
challenges can be completed individually or as a group!
59.
Create a Personal Affirma tion Board 60. Begin a gratitude jo
urnal 61. Putnam A
cademy "Dance It Ou t“ Video 62. Reframe a worry 63. Relax your mind and body by trying some yoga, meditation, or tai chi 64. Make sleep a priority 65. Inspire someone new to write a Friend Mail letter 66. Friend Mail Letter/Video 67. Friend Mail Letter/Video 68. Friend Mail Letter/Video
43. Create a group uplifting playlist 44. "Take What You Need" Bulletin Board 45. Make a kindness mural 46. Join a friend doing a hobby they enjoy and find out why they love it 47. Be Kind Online
Email questions to email@example.com
39. Send a kind/motivational text message
40. Make and give a friendship bracelet
41. Offer someone a hug, just because
42. Let someone go ahead of you in line
43. Create a group uplifting playlist
44. “Take What You Need” Bulletin Board
45. Make a kindness mural
46. Join a friend doing a hobby they enjoy and find out why they love it
47. Be Kind Online
48. Invite a guest speaker
49. Gifts for Furry Friends
50. Acrostic Word Activity
51. Chalk on the sidewalk
52. Create a custom Bullying Prevention & Kindness Pledge
53. Friendship Speed Chat
54. Make and distribute stress relief kits
55. Create a Wall of Heroes
56. Become a homework helper for a day
57. Write a positive review for a local business or restaurant
58. Do an Act of Kindness for yourself
59. Create a Personal Affirmation Board
60. Begin a gratitude journal
61. Putnam Academy "Dance It Out" Video
62. Reframe a worry
63. Relax your mind and body by trying some yoga, meditation, or tai chi
64. Make sleep a priority
65. Inspire someone new to write a Friend Mail letter
66. Friend Mail Letter/Video
67. Friend Mail Letter/Video
68. Friend Mail Letter/Video
69. Friend Mail Letter/Video
70. Friend Mail Letter/Video
71. ______________________________________________________
72. ______________________________________________________
73. ______________________________________________________
74. ______________________________________________________
75. ______________________________________________________
49. Gifts for Furry Friends 50. Acrostic Word Activity 51. Chalk on the sidewalk 52. Create a custom Bullying Prevention & Kindness Pledge 53. Friendship Speed Chat 54. Make and distribute stress relief kits 55. Create a Wall of Heroes 56. Become a homework helper for a day 57. Write a positive review for a local business or restaurant
CHECKLIST | <urn:uuid:dfc4914e-f15c-4841-84bc-9cc07cd943af> | CC-MAIN-2024-33 | https://www.beafriendproject.org/_files/ugd/d947b4_a696ac38c16b49d4985d1fd0d12d93c9.pdf | 2024-08-09T12:21:48+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640763425.51/warc/CC-MAIN-20240809110814-20240809140814-00124.warc.gz | 532,743,383 | 1,019 | eng_Latn | eng_Latn | 0.966137 | eng_Latn | 0.972728 | [
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Studying Loneliness Feeling Ratio in Hyperactive Children and Children with Autism
Farideh Oliaei
Abstract--- Loneliness feeling in children indicates the failure and weakness of interpersonal relationships with peers, which leads to dissatisfaction with social relationships with other children. The main purpose of the present research is to investigate the difference between loneliness feeling ratio in hyperactive children and children with autism. The present research is applied in terms of purpose. Also, the present research is descriptive of causalcomparative researches type that compares the ratio of frustration, social acceptance and loneliness feeling in hyperactive children and children with autism in Bandar Abbas. The statistical population of the research includes all hyperactive children and children with autism in Bandar Abbas. With regard to access to the sample size, the number of sample size of the research is 30 people that were divided into two hyperactive and autism groups of 15 people. To test the hypotheses, by applying SPSS software, mean difference tests were used. The obtained results showed that the significance level of loneliness feeling variable is lower than 0.05, and this indicates a significant difference of these variables between hyperactive children and children with autism.
Keywords--- Loneliness Feeling, Hyperactive Children, Children with Autism.
I. INTRODUCTION
One of the psychological problems of children in the field of social development is the feeling of loneliness. In most of the definitions presented about loneliness feeling, it has been talked about the unpleasant feeling and negative emotions that most people avoid (Wright, 2005). A lonely child cannot have the effective presence of parents or other important people in his/her social world and thinks that in the event of a problem, there are no other supportive people to help him/her in a certain situation (Lyn Shartel, 2008; quoted from Sanatnegar et al. 2012). Loneliness is an unpleasant state that stems from the difference in interpersonal relationships that people want and the relationships they have with others in real conditions. This feeling is important because it is correlated with both the emotional states of people and social poverty, behavior and health in adults, adolescents, and children (Qualter, Brown, Rotenberg, Vanhalst, Harris et al., 2013).
Loneliness feeling is associated with many cognitive, emotional, exciting, and social variables. During the presentation of these images and problems such as disorders like autism and hyperactivity, one may face the loneliness and frustrated feeling because of the difference he/she has with other normal people, and his/her hope and frustration may be affected by this difference. Attention Deficit Hyperactivity Disorder is one of the most common childhood disorders that can have adverse effects on a person during childhood and adolescence and their family and social relationships.
Attention Deficit Hyperactivity Disorder is one of the most common childhood disorders that can have adverse effects on a person during childhood and adolescence. This disorder is a special type of behavior in children, in a way that they
Farideh Oliaei, Department of Psychology, Faculty of Humanities, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.
focus on a specific subject only for a short time and suddenly show uncontrolled movements and behavior. In addition, one of the most common disorders in pediatric psychiatry is autism.
Children with autism have difficulty dealing with others. As these children get older, some of them may be more interested in relationship with others and less likely to be distressed. Some others have a lifestyle close to the safe and normal lifestyle. However, other children still have problems in language and social skills, and their adolescence and puberty periods make their illnesses more severe. Most children with autism are slow to learn science and skill, and some of them show signs of low intelligence. Other children with autism have no difficulty in learning, but have difficulty in social, and verbal communication, and normal life. A small number of children with autism potentially have high abilities and demonstrate exemplary skills of themselves in certain skills such as art, music, or mathematics (Behbahani et al., 2015).
It is said that children with hyperactivity have difficulty in understanding emotional signs and cannot understand emotions according to what is being expressed. He refers to hand and face movements as the symbols of emotion and says: We do not see anything as excitement in the outside world, excitement is not separate from the individual, but we see clues that lead us towards the excitement. If we don not understand the clues according to the situation, we cannot express the proper excitement or have the proper response to the excitement. The point that is proposed is that children with hyperactivity may not be reached maturity to understand the excitement symptoms and cannot understand the happiness, sadness or any other feeling from the surrounding people. Unlike autistic children who have no understanding of excitement, they understand excitements, but cannot adjust their behaviors in proportion to the excitement situation. Sometimes they may have an extreme and excessive reaction towards the excitements around themselves, and for this reason, they cannot appropriately react in proportion to environmental signs and stimuli (Badri, 2016). Due to the increasing prevalence of hyperactivity and autism disorders in children and the fact that the desired components have already been studied alone and no specific research has been done in this regard for these children under the relevant title, the present research seeks to answer this question that "Is there a significant difference between loneliness feeling ratio in hyperactive children and children with autism?
II. RESEARCH THEORETICAL FOUNDATIONS
Attention Deficit Hyperactivity Disorder
Attention Deficit Hyperactivity Disorder is a situation that emerges in some preschool children or in the early years of school. It is difficult for these children to control behavior or to pay attention. It has been estimated that between 3 and 5 percent of children, or nearly two million children in the United States, have this disorder, meaning that there is one child with ADHD in each class of 25 to 30 people (Mohammadzadeh, 2007). A child with ADHD is of careless type, clinically slow, uninterested, dreamer, and has problem to complete school homeworks due to learning difficulties (in these children, low-dose medication works). Hyperactive type children have aggressive and antagonistic behaviors, and antisocial behavior, and poor adaptability. A group of experts believe that this group has more chance for recovering and reducing symptoms (Loney, 1978, quoted from Kakavand, 2006).
Most children with ADHD are also emotionally unstable, which means that their mood suddenly changes. The parents state how their child changes quickly from good to bad and again to good. Therefore, it seems that children with ADHD, in addition to having behavioral problems, are very sensitive and are easily upset.
In recent years, significant progresses have been obtained in recognizing the nature of this disorder. Molecular and behavioral studies show that genes have a role in this disorder. Although progresses have been made in understanding the cognitive and biological nature of this disorder, no systematic and decisive theory and research regarding its social and interpersonal aspects has been presented yet.
Children's attention is observed in visual/auditory activities and affairs that require mental effort. These children do not have any difference from other children when they watch television, play video games, or participate in activities that they are interested in or can afford them, because these activities do not require much mental effort. The behavioral distinction between these children and their peers emerge in tasks that require more focus and attention, such as school homeworks. They also have difficulty remembering various topics due to distraction, because their minds are too busy with sensory information.
Currently, through educational and school aid resources related to the ADHD disorder students are helped by a new role and a new sense of self-confidence to succeed in their personal, social, and scientific goals during the academic year. These educational aid resources are in the form of a national guide journal and a free internet line that provides access to basic knowledge and specialized instructions for the adults and teachers of children with ADHD and learning disability.
Autism:
Autism has been defined as a disorder that its emergence begins basically before the age of 30 months. Autistic children lack the power of communication.
More than four decades have passed since Connor introduced autism. Much information has been obtained about these symptoms. Autism occurs in about 4.5 out of 10,000 live births. Among autistic children, boys take the lead from girls by 3 or 4 to 1. Autism has been characterized by severe isolation, effective shortages in language, social behavior and attention, and the appearance of strange or repetitive behaviors. Autism is usually diagnosed between the ages of 2 and 5 (Kendall Philip, translated by Najarian, 2005).
Many researches have been conducted about attention disorder in autistic children. In a learning situation, many autistic children show extreme attention or focus only on the component or the sign of the collection of signs existing in a stimulus (Lovaas, 1979). Even those autistic children who have superior or moderate and near-moderate intelligence actions also have difficulties in moving attention from one stimulus to another. They may show more attention to the outstanding aspects of a stimulus than other dimensions of it, and also by the involvement of irrelevant stimuli, can be easily distracted. The inability in over selectivity of stimuli is a term to describe this phenomenon that people with autism pay attention to one aspect of a stimulus, and neglect to pay attention to other aspects (Lovaas, 1971).
In the field of the etiology of autism phenomenon, numerous hypotheses and models have been proposed. In new theories, autism is classified as a disorder that has a neurological biology base that involves neuroanatomical and neurochemical changes in the brain (Rafeie, 2006). Researchers and theorists have focused their attention on three basic mechanisms:
1. Relationships between autistic children and the social environment of their life,
2. Neuro-cognitive weaknesses and abnormalities,
3- Basic biological-chemical currents.
Many of the early thoughts related to the causes of autism have focused on the obvious anomalies in the life and family experiences of autistic children. Environmental variables that may be used to explain autism have been investigated by many researchers. Connor doesn't really believe that "cold parents" are the only cause of autism. He does not believe in a single specific causal mechanism, stating that either autism is viewed as a social, biological phenomenon, in which a prone
ISSN: 1475-7192
body status and adverse social conditions affect each other, or that the suffering that autistic children feel due to their exaggerated perception of family tendencies toward social isolation.
Loneliness Feeling in Hyperactive Children and Children with Autism
The feeling of loneliness is the result of being deprived of the basic human need for intimacy. Loneliness feeling is a person's feeling of the lack of interpersonal intimacy. Loneliness feeling is an unpleasant experience that emerges in response to quantitative or qualitative deficiencies in social relationships.
The three main components in these definitions are recognizable: first, the social component of loneliness feeling which is probably the most obvious and the most important dimension of loneliness feeling, because this feeling clearly reflects the failure of satisfying social relationships. Trying to separate loneliness feeling and seeking isolation leads to the second component of loneliness feeling. Loneliness feeling is an active feeling that is not necessarily the same as external reality. In other words, while some people have limited social relationships, they do not experience the loneliness feeling. Therefore, the feeling of loneliness requires a person's perception or evaluation of his/her social relationships and comparing the current situation with his/her desired and ideal situation. However, instead of viewing loneliness feeling as merely a negative emotion, some researchers consider it to be associated with some negative emotions such as anxiety, depression, and being not likable, and so on (Rayte, 2005).
Psychoanalytic literature considers the roots of loneliness feeling in childhood needs. The period when a child's first needs for communication fails (Kelain, 1990; quoted by Berghono et al., 2004), and experiences tension and anxiety, highrisk behaviors such as smoking and drug use, school drop out, depression, and drug addiction.
Based on the findings, lonely people show less adaptability and progress of themselves, have less social and intellectual competence, are less selected as a friend by others, have less honest behaviors, and act passively. There is a link between loneliness feeling and psychological and social problems such as alcoholism, suicide, depression, anxiety, addiction, lack of self-confidence, negative citations, delinquency, and academic failure and decline. Conducted studies consider that young people are more at the risk of loneliness feeling due to a combination of personality traits, identity crisis, being at adulthood threshold, and various social conditions.
Joonse and Karpenter (1985) have considered the role of cultural factors and social structures different and think that social structures, under the influence of time and also culture, may create various kinds of loneliness.
One of the most common ways to measure and investigate social relationships among children has been the use of group assessment methods to measure the popularity ratio of people in specific classrooms or groups. Existing investigations have shown that people with loneliness feeling have characteristics among which low satisfaction and happiness, low self-esteem, self-alienation, feelings of embarrassment, nostalgia, feelings of emptiness, little attraction, avoidance of social communication, few friends, pessimism, inability to express oneself, and other escapism and introversion can be mentioned.
Contrary to the behavioral disorder of loneliness feeling is the social self-efficacy of people that its increase results in more productivity, a higher empowerment sense, and better quality and performance in life. In other words, the selfefficacy by making a person's active perspective suitable about his/her abilities impacts on self-changing behaviors and in this way creates a readiness to act in the individual. This psychological readiness, then leads the person towards social activities and relationships and reduces the feeling of loneliness by engaging in social activities.
III. RESEARCH METHOD
The research method is descriptive of causal-comparative type that compares the ratio of despair, social acceptance and loneliness feeling in hyperactive children and children with autism in Bandar Abbas.
The statistical population of the research has included all hyperactive children and children with autism in Bandar Abbas. Considering that access to eligible people for the present research is only 30 people; thus, the samples included 30 people who were divided into the two hyperactive and autistic groups of 15 people.
Data Collection Method
Standard questionnaires have been used to collect data related to the hypotheses test.
Data Collection Tools
Asher and Wheeler Child's Loneliness Feeling Questionnaire
This questionnaire is presented to measure loneliness feelings in late childhood and pre-adolescence and has 24 questions and a five-degree response scale (I completely disagree = 1, to I completely agree = 5). This scale has 8 questions, because the respondent expresses his/her attitudes about various topics with a sense of more comfort and relaxation, and the directional answers are avoided. They are included as irrelevant questions related to children's favorite topics and not considered in the calculation of scale scores. In addition, a number of questions of this scale are scored in reverse.
Scoring Procedure
This questionnaire has 24 questions and its purpose is to investigate the child's loneliness feeling ratio. The scoring procedure was based on the Likert's four-option spectrum.
To get the overall score of the questionnaire, calculate the sum of the scores of each of the questions with each other (except 8 irrelevant questions). The lower scores on each dimension indicate a greater loneliness feeling of the respondent in that dimension, and vice versa.
Validity and Reliability
In the research of Azadfarsani et al. (2013), the validity and reliability of this questionnaire have been tested. Confirmatory factor analysis (CFA) was performed to investigate the validity of this scale. The results showed that there was a negative and significant relationship between loneliness feeling and self-esteem. Also, the fitness index of Asher and Wheeler's child's loneliness feeling scale was in proper status. The Cronbach's alpha coefficient was also used for its reliability and the value of this coefficient for this questionnaire was obtained 0.75, which indicates the good reliability of this scale. The Cronbach's alpha table is as follows:
Table 1: Cronbach's Alpha Table
| No. | Index |
|---|---|
| 1 | Loneliness Feeling |
Method of Data Analysis and Statistical Methods
After collecting the data, they were analyzed by SPSS software version 20. To describe the statistical sample's views regarding the questions, frequency distribution and percentage, mean, and variance tables were used; then the research hypothesis was investigated based on the results obtained from the examination of the questions using inferential statistics and using the analysis of covariance test and independent t-test.
IV. RESULTS AND FINDINGS:
Gender
Table 2 has shown the frequency distribution of respondents in terms of gender. As it is observed in Table 2, the majority of the research samples (80 people) that is 80% are "female", and (20 people) that is 20% are "male".
Table 2: Frequency Distribution of Respondents in Terms of Gender Variable
| Respondents' Gender | Frequency | Percentage |
|---|---|---|
| Boy | 19 | %63. 3 |
| Girl | 11 | %36. 7 |
| Total Sample Size | 30 | %100 |
Investigating Descriptive Statistics
Table 3: Descriptive Statistics Related to Hyperactive Children and Children with Autism
| Variable | Mean | Standard Deviation | Variance | Total |
|---|---|---|---|---|
| Loneliness Feeling (Hyperactive Children) | 50 | 7.24076 | 52.429 | 300 |
| Loneliness Feeling (Children with Autism) | 20.5333 | 10.7893 | 116.41 | 758 |
Significance Level of Normality Tests
Table 4: Significance Level of Parenting Style Variable Normality Test
Hypothesis Test
There is a difference between loneliness feeling in hyperactive children and children with autism.
In this section, in order to investigate whether there is a significant difference between loneliness feeling in hyperactive children and children with autism, the independent groups comparison test (T-test) has been used.
Table 5: Results Obtained from the T-Test to Compare the Loneliness Feeling in Hyperactive Children and Children with Autism
| Variable | | F | Sig. | t | df | Sig. (2-Tailed) |
|---|---|---|---|---|---|---|
| Loneliness Feeling | Between Groups | 3.761 | 0.063 | -9.101 | 28 | 0 |
| | Within Groups | | | -9.101 | 24.484 | 0 |
Table 5 shows the results. In the independent sample test table, we use the first row of the results if the Levene's test for the equality of two variances shows that the two variances are equal to each other. However, if the Levene's test shows that the variance of the two samples is not equal to each other, the second row of the results should be used. In this example, the Sig. value which represents the significance level of the Levene's test is 0.063, which indicates that the two samples have the same variance (whenever the Sig. number is less than 0.05 at the 5% level, and whenever this number is less than 0.01 at the level of 1%, the variance of the two samples is not equal to each other), hence we use the first row. In this research, the T-value shows: -9.101, and the Sig. value shows: 0.063, that since the Sig. value is higher than 0.05, it is concluded that the two samples statistically have significant difference with each other and the H0 hypothesis is rejected. As a result, there is a difference between loneliness feeling in hyperactive children and children with autism.
V. DISCUSSION AND CONCLUSION
In the present research the difference between loneliness feeling in hyperactive children and children with autism was investigated.
According to the results, it was specified that there is a difference between loneliness feeling in hyperactive children and children with autism.
The results, based on the independent t-test showed that according to the calculated T (-9.101) and the significance level, the value of which was (0.000) which is lower than 0.05, the hypothesis zero was therefore rejected and the research hypothesis is confirmed. In other words, there is a difference between loneliness feeling ratio in hyperactive children and children with autism. In this regard, as far as the researcher explored, he did not find any research evidences to confirm or reject this conclusion, but in explaining it, empirical evidences can be used. Loneliness feeling is a disgusting, distressing, and unpleasant experience that causes the child to experience feelings of inferiority and distressing emotional and mood states as well.
Children and adolescents with Attention Deficit Hyperactivity Disorder experience many difficulties in being accepted by peers and social interactions. And compared to their peers who do not have this disorder, they experience more loneliness.
Thus, regarding the feeling of loneliness in children with attention deficit/hyperactivity disorder, the main disorder in children with attention deficit/hyperactivity disorder is probably in social skills, and also in most of them the deficit in communication skills is related to cognitive styles weakness.
The obtained results are consistent with previous researches; Moayed Ghaedi and Ghorban Shiroodi (2016) in their research addressed the efficacy of group hope therapy on depression, loneliness feeling, and self-efficacy of female students. The present research was experimental and of pre-test, post-test type with a control group, and the statistical population included all female students of 10 th and 11 th grades of the schools in District 1 of Rasht in the academic year of 2014-2015. For sampling, 200 female students were selected as cluster and randomly and answered the Beck's Depression Inventory (1971), the Asher's Loneliness Feeling Scale (1983), and the Sherer and Adams Self-Efficacy Scale (1985) in the pre-test phase. After scoring and screening, 30 people with the lowest scores were selected and randomly assigned to two experimental (15) and control (15) groups. The control group did not receive any intervention, and for the experimental group, eight 90-minute sessions of group hope therapy training were performed. The results of one variable analysis of covariance after controlling pre-test values showed that depressed mood scores and loneliness feeling in the experimental group were significantly lower than that of the control group, but there was no difference between post-test scores of these two groups in terms of self-efficacy.
Azadfarsani et al. (2013) studied the psychometric properties of a child's loneliness feeling scale in guidance school students in Tehran. The research method was correlation, and the statistical population included guidance school students, 410 of whom were selected by cluster random sampling. The research results showed that there is a negative and significant relationship between loneliness feeling and self-esteem.
Rahimzadeh, Pouretemad, Asgari and Hojjat (2011) in their research studied the conceptual foundations of loneliness feeling. Their research was formed with the aim of identifying the conceptual components of loneliness feeling in Iranian students based on qualitative research and content analysis. The content information of loneliness feeling was collected in three steps: First, the research history of loneliness feeling and its measurement tools were comprehensively reviewed. Then 10 counselors (four women and six men) and 10 students (six women and four men) were interviewed and their opinions regarding loneliness feeling were recorded. Finally, 135 students (94 women and 41 men) completed an openanswer questionnaire of loneliness feeling. The content analysis of the research history revealed seven components of loneliness feeling, namely, emotional, social, family, sensational, friends, larger groups (group linking) and existentialism. Through content analysis of the interview with counselors, five components (emotional/individual, communication/social, communication/family, existentialism, and religious/spiritual), and the interview with students, four components (emotional/individual, communication, emotional, and religious/spiritual) and the open-answer questionnaire, three components (emotional/individual, communication (communication with others, family, friends, larger groups) and religious/spiritual) were identified. The unique finding of this study was religious/spiritual loneliness, which should be considered in measuring the feeling of loneliness in Iranian samples.
Based on these findings, a tool for measuring the feeling of loneliness based on Iranian culture can be prepared and expanded.
In a research, Dickers et al. (2017) examined loneliness feeling and other social variables in young people with autism spectrum disorders.
Qualter, Rotenberg, Barrett, Henzi, Barlow et al. (2013) concluded in their research that people who have loneliness feeling have a different pattern of social reaction than people who do not have this feeling, and feel more threat in social confrontation.
Schinka, Van Dulmen, Bossarte and Swahn (2012) in their research concluded that loneliness in childhood predicts low emotional health in adolescence.
Considering that research findings show that loneliness feeling is higher among hyperactive children than children with autism group, hence it is suggested to compile strategies for the parents and teachers of these children to prevent these factors.
It is also suggested that in future researches, in addition to the questionnaire, other assessment methods such as observation and interview are used.
REFERENCES
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[3] Kendall, Philip C. (2005), "Childhood Disease Psychology", Translated by Bahman Najarian and Iran Davoodi. Tehran: Roshd
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[5] Lovaas, O. I., Koegel, R. L., & Schreibman, L. (1979), "Stimulus Overselectivity in Autism: A review of Research", Psychological Bulletin, 86, 1236-1254
[6] Rafeie, Talat (2006), "Autism, Evaluation, and Treatment" Tehran: Danjeh
[7] Bejerholm U, Eklund M. "Time Use and Occupational Performance among Persons with Schizophrenia", OTMH 2004; 20 (1): 27-47
[8] Johnson CB, Deitz JC. "Time Use of Mothers with Preschool Children: A Pilot Study", AJOT 1985; 39 (9): 578-583
[9] Qualter, P., Brown, S. L., Rotenberg, K. J., Vanhalst, J., Harris, R. A., Goossens, L., Munn, P. (2013) "Trajectories of Loneliness during Childhood and Adolescence: Predictors and Health Outcomes", Journal of Adolescence, 36, 1283–1293, doi: 10.1016 / j.adolescence.2013.01.005
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[15] Kakavand, Hamid (2006), "Great Transformation, Political and Economic Origins of Our Time", Publication of Pardis Danesh
[16] Moayed Ghaedi, Tahereh, and Ghorban Shiroodi Shohreh, "The Effectiveness of Group Hope Therapy on Depression, Loneliness Feeling, and Self-Efficacy of Female Students" 65-75
[17] Schinka, K. C., Van Dulmen, M. H. M., Bossarte, R., & Swahn, M. (2012), "Association between Loneliness and Suicidality during Middle Childhood and Adolescence: Longitudinal Effects and the Role of Demographic Characteristics", The Journal of Psychology, 146 (1–2), 105–118, https://doi.org/10.1080/00223980.2011.584084. | <urn:uuid:f8fc0e56-3d0e-4c5c-99c5-dfcd97d9d83a> | CC-MAIN-2024-33 | https://www.psychosocial.com/api/download/34951 | 2024-08-09T12:31:45+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640763425.51/warc/CC-MAIN-20240809110814-20240809140814-00126.warc.gz | 720,176,237 | 6,257 | eng_Latn | eng_Latn | 0.911378 | eng_Latn | 0.995627 | [
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PUBLISHER QUESTIONNAIRE
Bid ID: 3081, 3082, 3083, 3084, 3085
Title: Voices in Concert, Gr. 6-12
Course: M/J Chorus 1, M/J Chorus 2, M/J Chorus 3, Chorus 1, Chorus 2
Copyright: 2016
Author: Crocker et al
Grade Level: 6-12
Authors & Credentials: List full name of author(s), with major or senior author listed first. Briefly provide credentials for each author.
Emily Crocker
Emily Holt Crocker taught public school music at all levels for 15 years in Texas. In 1989, she joined the music publishing industry and is now Vice President of Choral Publications for Hal Leonard Corporation in Milwaukee, the largest publisher of choral and classroom music publications in the world.
She founded the Vocal Arts Academy of Milwaukee in 2009, a youth choir for grades 7-12, dedicated to the performance of outstanding choral literature of all eras and styles and conducted that group until 2015. Previously, in 1994 she founded the Milwaukee Children's Choir and was artistic director of the group until 2009. While under her leadership, the choir grew from 35 members to over 400 and received acclaim for performances with the Milwaukee Symphony Orchestra, the Milwaukee Chamber Orchestra, the Milwaukee Youth Symphony Orchestra, the American Choral Directors Association, and internationally at festivals around the world. In addition, she established the MCC Harmony Program, with music instruction offered through the Boys and Girls Clubs of Greater Milwaukee and the Milwaukee Public Schools.
As a composer, Ms. Crocker's works have been performed around the world and she has received ASCAP awards for concert music since 1986. She is well known for her work in developing choral instructional materials and is an author of Experiencing Choral Music, choral textbook series for grades 6-12 and Spotlight On Music, music textbook series for grades K-8, both published by McGraw-Hill/Glencoe and Essential Elements for Choir, choral textbook series for grades 6-12, published by Hal Leonard.
The Civic Music Association of Milwaukee awarded her the Excellence in Youth Music award in 2002 and in 2009 the Distinguished Citizen Award – Professional in the Arts. She was named Distinguished Alumna for 2009 by the University of North Texas College of Music.
Rollo Dilworth
Rollo A. Dilworth is Professor of Music and Director of Choral Activities and Music Education at the North Park University School of Music in Chicago, Illinois. He also serves as director of the Music Institute of Chicago Children's Choir. In 2003, the University awarded Dilworth with the prestigious Zenos Hawkinson Award for Teaching Excellence and Campus Leadership. He holds a Bachelor of Science degree in Music Education from Case Western Reserve University, and a Master of Education Degree in Secondary Education from the University of Missouri-St. Louis, where he studied composition and choral music with Robert Ray. He received the Doctor of Music degree in conducting performance at Northwestern University where he studied conducting and composition with Robert A. Harris.
Additional composition teachers include Pauline Oliveros and Marta Ptaszynska. His choral compositions are a part of the Henry Leck Creating Artistry Choral Series with Hal Leonard Corporation and Colla Voce Music Company. He has also published pieces with the Santa Barbara Music Publishing Company as part of the Mary Alice Stollak Choral Series. Dilworth is a contributing author for the Essential Elements for Choir and the Experiencing Choral Music textbook series, both published by the Hal Leonard Corporation/Glencoe/McGraw-Hill Publications, and for
Music Express! Teachers Magazine. He has authored a book of choral warm-ups for elementary and secondary choral ensembles entitled Choir Builders: Fundamental Techniques for Classroom and General Use. Dilworth has taught choral music at all levels, and he has appeared as a guest conductor for numerous honors and all-state choirs.
In addition to composing music in the choral genre, his research interests are in the areas of African-American music and music education curriculum and instruction. Dilworth is an active member of the Music Educators National Conference (MENC), the National Association of Negro Musicians (NANM), the American Choral Directors Association (ACDA), and Chorus America. He is a member of the American Society of Composers, Authors and Publishers (ASCAP).
Lynne Gackle
Lynne Gackle currently is Professor of Ensembles and Associate Director of Choral Activities at Baylor University (Waco, TX) where she conducts the Baylor Bella Voce and the Baylor Concert Choir. Dr. Gackle is an active clinician, conductor and adjudicator for choral clinics, honor choirs, workshops and festivals throughout the United States and abroad. Dr. Gackle has conducted All-State choirs in 28 states, several divisional ACDA honor choirs and two ACDA national honor choirs. She has served as president of ACDA-Florida and the ACDA's Southern Division. She is the author of Finding Ophelia's Voice, Opening Ophelia's Heart: Nurturing the Adolescent Female Voice, published by Heritage Music Press and was a contributing author to the GIA publication, Conducting Women's Choirs: Strategies for Success. Dr. Gackle received her BME from Louisiana State University and her MM and Ph.D. from the University of Miami in Coral Gables, Florida.
Kari Gilbertson
Kari Gilbertson has been teaching choral music for the last 24 years and has teaching experience at the elementary, middle school, and high school levels, currently serving as Head Choir Director at Lake Highlands High School in Richardson ISD. In addition to being teacher mentor, Ms. Gilbertson is an active performer and soloist in community, church, and professional choirs. She was a contributing author for the Glencoe textbook series Experiencing Choral Music and the McGraw-Hill Elementary series Spotlight on Music. Ms. Gilbertson is an active staff development presenter, adjudicator, clinician, and honor choir conductor throughout the country. She holds a graduate degree from Southern Methodist University.
Henry Leck
Henry Leck is the Director of Choral Activities at Butler University and also the Founder and Artistic Director of the Indianapolis Children's Choir. He earned his bachelor's degree at the University of Wisconsin and his master's in choral conducting at Indiana University. He has been honored as the Outstanding University Music Educator of the Year (1992) and with the Indiana Arts Commission Governor's Arts Award (2007). He has been published by Colla Voce, Hal Leonard, and McGraw-Hill on several series including Experiencing Choral Music, Vocal Techniques for the Young Singer, and The Boy's (Changing) Expanding Voice: Take the High Road. He specializes in vocal techniques for the young singer, the boy's changing voice, and children's choirs.
Michael O'Hern
Michel O'Hern taught choral music at the High School and the Jr. High Level for 31 years. He retired from Lake Highlands High School as Director of Choral Activities in May of 2013. A graduate of West Texas State University, Mr. O'Hern is a past president of the Texas Choral Directors Association, and has served as choral vice president of the Texas Music Adjudicators Association. He was a contributing author for the Hal Leonard textbook series, "Essential Elements for Choir" and was a lead high school author of "Experiencing Choral Music" and for "Voices in Concert."
Students: Describe the type(s) of students for which this submission is intended.
Voices in Concert is designed to build music literacy and promote vocal development for all students, Grades 6-12, and voice categories. It is a carefully sequenced program that provides students with opportunities to gain knowledge of musical literature and its place in history and culture. It also allows students to develop their musical skills and conceptual understanding and encourages the refinement of listening skills to improve individual and group performances.
1. IDENTIFY AND DESCRIBE THE COMPONENTS OF THE MAJOR TOOL.
The Major Tool is comprised of the items necessary to meet the standards and requirements of the category for which it is designed and submitted. As part of this section, include a description of the educational approach of the submission.
Educational Approach (The information provided here will be used in the instructional materials catalog in the case of adoption of the program. Please limit your response to 500 words or less.)
Voices in Concert (Grades 6-12) is a new choral program embodying the latest in choral music education research, trends, and pedagogy—all anchored on choral music literature from a wide range of composers and publishers representing many genres, periods, styles of music. The series was developed by Hal Leonard Corporation, the world's largest print music publisher and recognized market leader in choral music publishing for schools. The author team consists of nationally-recognized leaders in the field of choral music education who brought years of experience in teaching, supervising, performance practice, and music research to the development of the program.
Voices in Concert provides students with a meaningful, motivating choral music experience, while assisting teachers with teaching the fundamentals of choral music knowledge and skills. Voices in Concert is designed to enhance student learning while reducing teacher preparation time. It is also designed to build music literacy and promote vocal development for all students and voice categories. The series is comprised of beginning, intermediate, proficient, and advanced-level choral literature for various voice groupings: unison, 2-Part/3-Part mixed, treble, and tenor/bass. This comprehensive choral music program includes student texts, sequenced lesson plans, sight-singing lesson plans and texts for students, and rehearsal and performance audio recordings.
Students are exposed to high-quality, challenging musical literature. The range of composers and publishers ensure variety and allows for various skills and concepts to be developed with each new piece. The selections are chosen to motivate and excite students. In addition, the pieces are presented in a sequential manner, providing students with a developmental process for learning to read music.
The lessons in Voices in Concert inform the students of the objectives at the beginning of each lesson and provide evaluation activities at the end. In these activities, students create rubrics and critique their own performance to determine what level of success has been achieved. Through this process, students also identify their next challenge.
The vocal and theory exercises develop skills that are necessary for successful performance. Rhythmic, melodic, and articulation skills are developed as needed. To further that growth, the program offers Artistic Expression opportunities for students explore interpretive aspects of music making. Students are encouraged to suggest their own ideas for phrasing and dynamics. Conceptual understanding is built throughout the teaching/learning sequence, as a performance is prepared.
Throughout the series, students are encouraged to develop listening skills and to use those skills to improve individual and group performance. Through careful listening and constructive critique of their own work, students gradually become more discriminating about the quality of performance and the impact on the audience.
Sight-Singing lessons are provided at each level and voicing, and present students with basic skills of music notation and sight-singing. These Sight-Singing activities facilitate the learning of new concepts through exercises, combinable lines, speech choruses, and original sight-singing practice songs.
Major Tool - Student Components
Describe each of the components, including a format description.
Student Experience
- Include a multitude of pieces of choral literature and listening selections in a variety of styles
The online Student Experience offers a wealth of octavos, listening selections, and other music activities in a student-engaging, 21 st Century format.
- Include a multitude of sight-singing pieces at each level and voicing
- Lessons, presentation slides, activities, and media can be accessed by the student anywhere through ConnectED
- Presentation slides are connected with the online student narrative
Student Choral Music and Sight-Singing Books
- Include octavo notation
Leveles 1-4, all voicings
8.5" x 11"; softbound; black and white pages, also included as interactive eBooks
Major Tool - Teacher Components
Describe each of the components, including a format description.
Teacher Experience
- Feature an abundance of teaching strategies for reaching special learners, curriculum links, movement extensions, program ideas, and in-depth lesson planners
The Teacher Experience is organized for flexibility and easy planning
- Lessons, presentation slides, activities, and media can be accessed anywhere through ConnectED
Features delivered through the Music Studio platform:
Teachers can easily plan across grades with the Cross-Grade Calendar. The Planning wizard is built to accommodate unique teaching schedules.
- Cross-Grade Calendar
- Teacher and Student Dashboards
- Assessment Engine
The dashboards give teachers and students easy access to materials that have been assigned, planned, or returned for review.
The assessment engine gives teachers access to pre-made quizzes, question pools, an assignment builder, and a digital Gradebook.
Review correlations by standard groupings and immediately access correlated content through links
- Correlations
- Resource Menu
Access and filter classroom presentation slides, eBooks, recordings, and many other assets
2. IDENTIFY AND DESCRIBE THE ANCILLARY MATERIALS.
Briefly describe the ancillary materials and their relationship to the major tool.
Ancillary Materials - Student Components
Describe each of the components, including a format description.
Ancillary Materials - Teacher Components Describe each of the components, including a format description.
Music Studio Marketplace
Additional materials to supplement your curriculum, such as: Pop and Contemporary, Movement, Folk and Traditional, Developing Music Reading and Literacy Skills, Patriotic and Holiday Songs, Music from Around Our World, Music Theatre International Musicals.
3. HOW MUCH INSTRUCTIONAL TIME IS NEEDED FOR THE SUCCESSFUL IMPLEMENTATION OF THIS PROGRAM?
Identify and explain the suggested instructional time for this submission. If a series, state the suggested time for each level. The goal is to determine whether the amount of content is suitable to the length of the course for which it is submitted.
Each course in this program is intended to be taught over two semesters. Since there is an increasing nonconformity of minutes per week that fine arts classes are taught, the program is designed to be flexible. The organization of choral literature allows teachers to teach lessons/literature in any order to match any schedule or curriculum.
The Student Experience in Voices in Concert is organized within the context of typical school year.
4. WHAT PROFESSIONAL DEVELOPMENT IS AVAILABLE? Describe the ongoing learning opportunities available to teachers and other education personnel that will be delivered through their schools and districts as well as the training/in-service available directly from the publisher for successful implementation of the program. Also provide details of the type of training/in-service available and how it may be obtained. (The information provided here will be used in the instructional materials catalog in the case of adoption of the program.)
McGraw-Hill Education is an established company in music education with a history of providing the finest products and service. We are committed to assisting teachers, administrators, and district leaders in achieving their music curriculum goals. Our comprehensive plan includes both program in-service and professional staff development.
- McGraw-Hill Education professional staff development focuses on best pedagogical practices, current issues/trends in music education, classroom management, and various workshops and interactive trainings of interest to teachers.
- McGraw-Hill Education in-service allows teachers to learn the program philosophy, components, instructional methods, how to plan and pace, how the program meets state and local standards, and so on.
- McGraw-Hill Education offers online resources for continuous, independent development of skills and program comprehension
McGraw-Hill Education's dedicated sales representatives will work one on one to:
- Stay in touch to monitor the success of the in-service and staff development and to answer questions and solve any problems.
- Plan and arrange in-service and staff development with district personnel.
- Provide schools and districts with implementation training so that teachers are trained in using the new program.
McGraw-Hill Education's authors and consultants are a comprehensive team of nationally recognized music educators who bring many years of experience as teachers, supervisors, and scholars to the development of the program. These authors/practitioners contributed pedagogical, cultural, and professional music industry expertise to the development process and will be available to you for in-service and professional staff development.
Upon the adoption of McGraw-Hill Education's Music! Its Role and Importance in Our Lives, an initial meeting can be scheduled with district curriculum leaders and the McGraw-Hill Education's team to discuss the specific needs and objectives of the district. The purpose of the Planning Meeting is to collaborate on a comprehensive plan for the initial implementation of McGraw-Hill Education's Spotlight on Music and the on-going staff development options.
5. WHAT HARDWARE/EQUIPMENT IS REQUIRED? List and describe the hardware/equipment needed to implement the submission in the classroom. REMEMBER: Florida law does not allow hardware/equipment to be included on the bid! However, schools and districts must be made aware of the hardware/equipment needed to fully implement this program.
Computer or tablet with access to the Internet. There are countless ways teachers can deliver instruction using Music Studio products, including:
Presenting using a projector and whiteboard or SMART Board
Presenting in a 1:1 environment
Presenting in a computer lab
Music Studio products are built on HTML5 technology, and work on any device, 7" or larger.
6. WHAT LICENSING POLICIES AND/OR AGREEMENTS APPLY? If software is being submitted, please attach a copy of the company's licensing policies and/or agreements.
See attached for reference.
7. WHAT STATES HAVE ADOPTED THE SUBMISSION? List some of the states in which this submission is currently adopted.
None – Music Studio: Voices in Concert is new to the market.
8. LIST THE FLORIDA DISTRICTS IN WHICH THIS PROGRAM HAS BEEN PILOTED IN THE LAST EIGHTEEN MONTHS.
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Winter Paralympics
Submitted by: Lisa Hill, Physical Science Grainger High School, Rutledge, TN
Target Grade: Physical Science
Time Required: three 75 minute class periods
Standards:
3202. T/E.2 Apply the engineering design process to construct a prototype that meets developmentally appropriate specifications.
Lesson Objectives:
Students will design a luge sled prototype for a Paralympic athlete.
Central Focus:
Society benefits when engineers apply scientific discoveries to design materials and process that develop into enabling technologies. Because there currently is not a luge event offered for Paralympic athletes, students are challenged to design a novel luge sled that meets an athlete's specific classification.
Background Information:
The 2018 PyeongChang Olympics will have the following events available to Paralympic athletes: Alpine Skiing, Biathlon/Cross Country Skiing, Ice Hockey, Snowboarding, and Wheelchair Curling. Currently, there is not a Luge event for Paralympic athletes.
Materials
* student tablets/devices with internet connection
* teacher computer and projector
* writing utensil and notebook paper
* large sheets of paper for final drawing
* list of 2018 Winter Olympic events
* list of 2018 Paralympic events
* individual performance in group work evaluation form
* portfolio handouts
* colored pencils and markers
Day 1 (75 minutes)
Introduction (15 minutes)
Teacher will:
1. announce the objective and distribute the Engineering Design Process Hand-out (see end of lesson)
2. explain that the class will compare and contrast the sporting events available to athletes for the 2018 Winter Olympics and the 2018 Winter Paralympics games as part of the research phase of the Engineer Design Process
Students will:
1.) list sporting events of 2018 Winter Olympics in their portfolios without aid from the internet; then use their devices to verify and add additional events via Internet search
2.) list sporting events of 2018 Winter Paralympics in their portfolios without aid from the internet; then use their devices to verify and add additional events via Internet search
Teacher will lead class discussion comparing and contrasting the events in the 2018 Winter Olympics and Paralympics. Students should notice that there is not a luge event in the Paralympics.
Activity (30 minutes)
Teacher will assign groups and assign a topic to each group. (Listed below, a-h)
a.) History of Paralympics/ What is the IPC?
b.) Classification of athletes
c.) Para alpine skiing (include specialized equipment needed)
d.) Para ice hockey (include specialized equipment needed)
e.) Para biathlon (include specialized equipment needed)
f.) Para Snowboard (include specialized equipment needed)
g.) Para cross-country skiing (include specialized equipment needed)
h.) Wheel chair curling (include specialized equipment needed)
Students will research the Paralympics (paralympic.org) according to their assigned topics and will write a summary of their research to collect in their portfolios.
Closure (30 minutes)
Students will present their summary to the class and lead a discussion about presentations. Students will ask each other questions and discuss personal relevancy. Teacher will scaffold students using questions: What specialized equipment is used and why is it important? Do you think there are other paraplegic sports events need specialized equipment? Who designs this equipment? How do you think they design it?
Day 2 (75 minutes)
Introduction (15 minutes)
Teacher will refer back to the objective from 1 st class period.
Students will recap previous day's presentations, focusing on the classification of athletes.
Teacher will pose the guiding question for the day: How can you design a luge sled for a Paralympic athlete?
Procedure (35 minutes)
Teacher will explain that student groups will select a hypothetical classification of a Paralympic athlete. Classification must be detailed. Then, students will design a luge sled for this athlete. In order to do this, students must research both classifications and the luge sled before they can design the sled. From the EDP, this will be the questioning, research, and brainstorm phase.
Individually, students will use their tablets to:
1. research and choose a hypothetical classification
2. research the luge sporting event
3. brainstorm ideas for a luge sled
4. collect their research and write their ideas down to put into their portfolios
Closure (25 minutes)
Groups will review their research with each other and discuss ways to design a luge sled for their chosen Paralympic classification. Students are encouraged to continue their research and to brainstorm outside of class.
Day 3 (75 Minutes)
Introduction (10 minutes)
Teacher will restate the objectives as from 1 st class period. Groups will review and discuss their previous day's Luge research.
Procedure (35 minutes)
Teacher will introduce the challenge of producing a schematic drawing of a luge sled.
This drawing must meet the requirements of the selected classification of athlete.
Teacher will explain that the High School Project Poster Rubric can help guide the presentation of the drawing. Teacher will explain we are now in the planning phase of EDP.
Students will spend 30 minutes creating a schematic drawing of their sled based on their designs and research. Students will be reminded that the sled must meet specific requirements.
Closure (30 minutes)
Students will
1. tape their drawings around the classroom
2. spend 10 minutes looking at the other group's drawings
3. spend 15 minutes writing a 1 page summary and reflection about the entire lesson
4. make sure all documents are included in their portfolios
5. evaluate their own portfolios (see "2018 Paralympics Luge Sled Design Portfolio Table of Contents" below)
6. summit their portfolios for teacher evaluation
Differentiation
Students will be grouped in mixed ability levels. Individuals are assigned specific assignments- recorder, materials manager, researcher manager, EDP supervisor.
Assessment
1. Formative assessment throughout the lessons. Teacher will evaluate via questioning to determine if students are associating their work with the engineering design process.
2. Performance based assessment of individual student portfolios. Students will be scored based on the quality of work collected. High quality work includes in depth research and notes. Students will also be scored on the completion of the portfolio.
3. Summative assessment of the lesson summary/reflection paper. Teacher will evaluate whether students have applied the engineering design process to construct a schematic drawing that meets developmentally appropriate specifications.
4. Summative assessment of schematic drawing where judges evaluate each design using the High School Project Poster Rubric. Teacher will assess whether students have designed a luge sled that meets specific requirements.
2018 Paralympics Luge Sled Design Portfolio Table of Contents
| Date | Page Number | Content Description | Student Evaluation |
|---|---|---|---|
| | 1 | List of 2018 Winter Olympics and Paralympics Events | |
| | 2 | Notes and summary of Paralympic assigned topic | |
| | 3 | Research notes on the luge event including references | |
| | 4 | EDP step by step design reference handout with design notes | |
| | 5 | Copy of group’s final design | |
| | 6 | Lesson summary/reflection | |
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COOPERATIVE OF TEAM GAMES TOURNAMENT TO ENHANCE LEARNING OUTCOMES IN ENGLISH LEARNING
Faidah Yusuf 1) , Hikmawati Usman 2) , Muhammad Irfan 3) , Latri Aras 4) , Hardianto 5)
Rahman 1) 2) 3)4)5) Universitas Negeri Makassar
SUBMISSION TRACK
ABSTRACT
Submitted: 27 December
2022
Accepted : 21 February 2023
Published: 18 March 2023
KEYWORDS
Cooperative Learning Learning Outcomes of English Team Games Tournament
CORRESPONDENCE
E-mail: firstname.lastname@example.org
The challenge of teaching English to students with low academic achievement is what inspired this line of inquiry. The purpose of this research was to provide an explanation of how the Team Games Tournament was implemented Elementary class in order to improve the English learning outcomes of the pupils. The type of action research that was conducted in the classroom for the purpose of this study was approached from a qualitative point of view. A total of 24 students took part in this research project, both as instructors and as research subjects. As means of collecting data for the purpose of this investigation, observation reports, learning progress examinations, and documentation were utilized. The findings of the research are that the implementation of the Team Games Tournament was generally carried out in an effective manner. Less teacher activity was recorded during Cycle I Meeting I, which sufficient category, however, more teacher activity was recorded during Meeting II, which rated as "good." Because of this, the student's results in learning English have iincreased. The implementation of the Team Games Tournament learning model in an educational of elementary school to improve the learning outcomes for students has been shown to be beneficial.
Introduction
The learning process tends to be monotonous in teaching (Ma & Coogler, 2020). The teacher is not just conveying the material, but the teacher must be able to help a lesson be more effective and interesting by choosing a learning model that is applied to students so that the material or teaching material delivered makes students interested in learning the material, which will have an impact on increasing learning activity. students in the learning process.
In the process of learning activities, the teacher has not used a learning model that can stimulate students to be active and interested in participating in learning activities (Kaybiyaynen & Kaybiyaynen, 2015). Centered learning student" Based on the results of observations of the learning process carried out in elementary school, it is still centered on teachers during the learning process, and there are still many teachers using the lecture method to explain the material presented (Hu et al., 2021). The activity that occurs is that students only hear and see when learning takes place, so the condition of obtaining watching, seeing while teaching, even the teacher Classes to only give assignments to get subject scores.
While the results of interviews with teachers of Elementary class, researchers obtained data on student learning outcomes that were classified as low in English subjects. It was found that the minimum completeness criterion for English subjects was 70. The results of learning English from 24 students were 17 students who did not reach the minimum mastery criteria. This can happen because of several things including Teacher aspects (1) the teacher does not involve students in learning; (2) the teacher's lack of
habits in using learning models. Student aspects (1) students' ability to understand the material is still very difficult; (2) students find it difficult to focus during learning. Based on these problems, a learning model is needed that is able to make the classroom atmosphere fun and make students interested in learning material so that it can increase student activity in the learning process (Prencipe & Tell, 2001). One of the learning models that can be used is the Team Games Tournament learning model. which places students in study groups consisting of four to five students who have different abilities, genders, and ethnicities.
According to Tseng et al., (2016), the Team Games Tournament learning model is a type of learning that is easy to apply and involves the activities of all students without any difference in status. This learning model includes 5 stages namely class presentation, games, tournament, and awarding (Williamson, 2007). Team Games Tournament learning model will change the learning from that was teacher-centered to the student. This is relevant to previous research conducted by mBakla & Mehdiyev, (2022) regarding the learning process of the Team Games Tournament, entitled "Application of the Team Games Tournament Learning Model to Increase Student Learning Activity for learning English vocabulary (Susanto et al., 2021), which showed the result that the application of the model learning for the Team Games Tournament can increase student learning activity in the learning process. Implementing team games tournaments in elementary schools can have a positive impact on students' physical, social, and emotional well-being, and can help them develop valuable skills that can benefit them in the future.
Based on the problems that have been formulated, the purpose of this research is to describe the application of the Team Games Tournament to improve student learning outcomes. as a theoretical reference and provide information about the application of the Team Games Tournament learning model to improve student learning outcomes. For prospective researchers, as scientific experience, and as relevant reference material for other researchers. This study's findings should benefit students by making them smarter, piquing their interest in learning, and helping them perform better in English classes. The research questions, what are cooperative of team games tournament to enhance learning outcomes in English learning? Therefore, this study should help teachers figure out how to use creative and new ways of teaching and learning to help students do better in school.
Literature Review
Learning Model Team Games Tournament
When it comes to learning, the model plays a crucial role. (Steinkuehler, 2009) says that the learning model is "a strategy or pattern that is used as a guide to planning learning in the classroom." The learning model specifies how knowledge will be acquired. This document explains the course's goals, activities, how the classroom is set up, and how to teach (Veloo et al., 2016). The learning model gives teachers a guideline to follow when making lesson plans and giving lessons. It is a set of ideas that explain how to organize learning experiences in a way that helps meet certain learning goals.
The learning model can be seen as a pattern that is used to put together a curriculum, organize materials, and tell teachers what to do in class. The learning model can be thought of as a set of ideas that explain how to organize learning experiences in a way that helps you reach your learning goals. "cooperative learning" is a way for students to learn in which they work together in small groups to solve
problems (Erickson & Sammons-Lohse, 2020). "A cooperative learning model is a set of learning activities that students do in groups in order to reach the learning goals that have been set. The cooperative model is a way of learning that is done in groups of eight people who work together and help each other reach learning goals."
The Team Games Tournament learning model encourages students to learn while playing. This learning model is great for elementary schools because it makes it easier for students to work together and helps them learn more (Elizabeth, 2020). TGT is an easy-to-use learning model that teachers and students can use as peer tutors in the classroom to help students learn in a variety of ways. In addition, TGT also contains elements of a game. "Team Games Tournament" is a way to learn in which students are put into study groups of five to six people with different skills, genders, and backgrounds (Firdaus et al., 2020). Sibomana stated that "in the team game tournament, students play games with members of other teams to get scores for their respective teams." whereas "the TGT (Team Games Tournament) learning model is a learning model that involves students in learning activities by being formed in groups that have different abilities." In group work, the teacher assigns tasks to each group. If there are group members who do not understand the tasks assigned, then other group members are responsible for providing answers or explaining (Williamson, 2007). Based on some of these experts' opinions, we can say that the Team Games Tournament learning model is a way for students with different skills to learn Gamest together in a study group. steps for using the Team Games Tournament, namely: presentation in class, teams, tournament, award.
Learning Outcomes
are abilities that children acquire after going through learning activities. Students will get the results of the learning process in the form of values or behaviors. In learning activities, the teacher usually sets learning goals. Students who are successful in learning are those who succeed in achieving instructional goals. "Learning outcomes are the culmination of a process that has been carried out in learning." The conclusion will be followed by a follow-up or improvement. Changes in student behavior can be seen as indicators of the achievement of learning outcomes. Factors that affect learning outcomes (Nazaruddin & Rahmawati, 2020) include internal and external factors.
Instrumental considerations the existence and application of instrument factors are determined by the anticipated learning results. These factors are anticipated to contribute to the achievement of the planned learning objectives. These elements consist of curriculum facilities and instructors.
Research Method
This study employed a mixed method (Dawadi et al., 2021). Through observation, researchers get an idea of what all the teacher and student activities are during the learning process. Classroom action research (CAR) is the research approach employed for this study such as planning, implementing; observing; and reflecting (McDonald, 2005). These four stages become one part that is interrelated to form a cycle. In class action research, the goal is to find solutions to problems that come up in class, increase teacher activity and the quality of how learning is put into practice in class, boost self-confidence and motivation to learn, and improve how well students learn. Action research in the classroom can also help students learn different ways to learn, how to run a class, and how to use the right media and learning resources.
Sample
This study focuses on a elementary class in grade 3 with 24 students. The setting in this study was an elementary school in Makassar, with the aim of improving student learning outcomes in English subjects. The use of learning models that are still not applied by teachers to increase student activity and learning outcomes, so it becomes a consideration for researchers to conduct research in elementary schools in Makassar
Research Design
Depending on the type of research, which is action research, the action plan has two cycles, and so on, until the goals set for two cycles are met. Park, (2021) suggests "there are four stages in carrying out a class action, namely: 1) planning (planning), 2) implementation (acting), 3) observing (observing), and 4) reflection (reflection). This planning stage is a preparation for learning English using the Team Games Tournament Learning Model. Researchers develop action plans with class teachers, to prepare learning materials, review lesson plans that have been submitted, compile student worksheets, prepare observation sheets regarding teacher activities and student activities during learning activities, and compile evaluations for each end of the cycle to find out student learning outcomes.
During the planning stage, the teacher and researcher talk about what needs to be done to get ready for this research. The researcher discusses with the class II teacher the description of the application of the model learning Team Games Tournament in learning English. Make a Learning Implementation Plan that needs to be prepared using the Team Games Tournament learning model. Compiling Student Worksheets (worksheets) and evaluation questions that will be given to students. Researchers prepared observation sheets regarding teacher activities and student activities during the learning process. Develop an evaluation tool for the end of each cycle to find out student learning outcomes.
The implementation of the plan that has been prepared by the researcher and the class teacher. This action is meant to improve situations or ways of learning in class that hasn't been up to par. During the implementation stage, the Team Games Tournament Learning Model is used to help people learn English. The researcher talks about the learning implementation plan that has been made, as well as the actions that teachers, students, and researchers take. The researcher watches the teachers and students do everything they do that has to do with the Team Games Tournament learning model. At this stage, the researcher watches the teachers and students do everything they do that has to do with the Team Games Tournament learning model. The researcher came up with a format for the implementation technique, which is made up of teacher-made teaching activity sheets and student-made learning activity sheets. The last stage of the cycle. At this stage, the teacher and researcher talked about the results from the observation stage, which were collected and then analyzed. If, at this point, the Team Games Tournament isn't helping students learn what they need to, the teacher and researcher can decide whether to keep going or not in the next cycle.
Data Collection
Observation, testing, and documentation were used in this classroom action research. The Team Games Tournament (TGT) learning model is a way to collect data by watching the steps a teacher takes during the learning process. According to Karl Weich (Bundu, 2016, p. 86), "observation" is defined as "selecting, changing, and recording a
series of behaviors and situations with respect to something or someone." Questionsbased tests are administered at the conclusion of the learning process. These questions are used in a direct question-and-answer system between the teacher and students. Documentation is a technique that is used while teaching and learning. It takes the form of pictures of what students are doing while they are learning, the results of what they are learning, and other documents that are used for research.
Data Analysis
The technique used is a qualitative data analysis technique. Qualitative research data were obtained through observation. Observations were made on student learning activities and teacher performance. In the observation of the results of this observation, which is the qualitative data from this study, observations will be made and written down. This data can be in the form of information in the form of sentences about the observations made. Quantitative data is in the form of student learning outcomes and In this study, indicators of success were looked at from two different points of view: the learning process and the results of the learning process. In this study, indicators of success were looked at from two different points of view: the learning process and the results of the learning.
Result and Discussion
The researcher playing the role of the doer and the teacher of grade 3 playing the role of the observer, which consisted of 24 students. While the goal of this study is to teach English to class elementary school students, the learning process is carried out using the Teams Games Tournament Learning Model. This study talks about the research results that show an improvement in learning outcomes, actions taken by researchers, and student learning activities after using the Team Games Tournament learning model to teach English.
Learning activities
Fun and competitive games can increase students' activities to learn and actively participate in learning. By incorporating game elements into learning, students will feel more interested and involved in learning activities. In cycle 1 Student Activities are still less focused on paying attention to learning, and lack of discussion of product design problem solving with their group mates. Student activity in the learning process using the Team Games Tournament learning model in cycle II has increased and is in the good category, because students are used to and understand the application of the Team Games Tournament learning model so that students are actively involved in learning and active in solving problems. The results of student observations in the implementation of English learning with the application of the Team Games Tournament learning model can be described qualitatively in student learning activities as follows:
Activities at the class presentation stage, namely introducing classical learning material. At this stage there are 3 indicators, namely students listening to the objectives and procedures for learning activities to be carried out, students listening to the subject matter, and students reading the subject matter in turn. The results obtained at the first meeting were in the good category, while the second meeting was in the good category.
Activities at the stage of forming groups or teams. At this stage there are 3 indicators, namely the teacher divides students into five groups consisting of five to six students, each group is heterogeneous and distributes learning sheets, the teacher observes
each discussion group activity, and the teacher guides students in working on the sheets. student work. The results obtained at the first meeting were in the adequate category while at the second meeting the category was good.
Activities at the stage of implementing games. At this stage there are 3 indicators, namely students listening to the steps and rules of games, students preparing to play games, and students carrying out games. The results obtained at meeting I were in the sufficient category while at meeting II it was also in good category.
Activities at the tournament stage. At this stage there are 3 indicators, namely students listening to the tournament rules explained by the teacher, students carrying out tournaments (tournaments are held simultaneously with the implementation of games), and students playing tournament games in accordance with teacher guidance. The results obtained at meeting I were in the sufficient category. while at the second meeting it was also in the good category.
Activities at the group appreciation stage. At this stage there are 3 indicators, namely students listening to group score announcements, students receiving awards or prizes (prizes are given to the group that gets the highest score), and students listen to motivation for groups that get low scores or have not received awards. The results obtained at the meeting I category less. while at the second meeting it was also in the good category.
Learning Outcomes
The TGT model can improve student learning outcomes because students learn actively and participate in learning. In addition, the TGT model also allows students to help and teach each other, thereby increasing the overall understanding and skills of students.
Table 1. Recapitulation of Cycle I and II Test Results
Student learning outcomes in cycle I show that the research that has not been carried out has achieved the expected not success before. The class average value in cycle I was 59.76% and was in the sufficient category. However, this achievement has exceeded the previously established research success indicator, namely the percentage of classical learning completeness is 59%. The learning outcomes obtained from 24 students, namely 6 students with a percentage of 59%, can be said that the learning process and student learning outcomes have not increased. However, the researchers come to the next cycle, Student learning outcomes in cycle II show that the research that has been carried out has achieved the expected success before. The class average value in cycle II was 82.14% and was in the Good category. However, this achievement has exceeded the previously established research success indicator, namely the percentage of classical learning completeness is 80%. The learning outcomes obtained from 24 students, namely 21 students with a percentage of 82.14%, can be said that the learning process and student learning outcomes have increased.
Discussion
Two cycles of Classroom Action Research (CAR) procedures were used to conduct this study. Based on observations of teacher teaching activities and student learning activities using the Team Games Tournament learning model for elementary school students in Makassar, analysis of test data on student learning outcomes from meetings I and II, what transpired during the teaching and learning process can be recorded to be used as a reflection in cycle I, specifically as follows: The teacher's use of the Team Games Tournament learning model still has some flaws that are either not fixed or are forgotten. The teacher still struggles to guide and direct students in games and tournaments, which causes commotion in the classroom. Students' activities continue to be less focused on paying attention and to lack group discussions about how to solve problems with product design. Student learning outcomes indicate that I did not meet the cycle's desired outcome criteria. In cycle I, teacher teaching activities at meetings I and II fall under the "less" category, while meetings I and II fall under the "sufficient" category. Based on what was said above, the research results from cycle I have not been finished yet. Thus, cycle II will see the research team continue.
Based on the results of the analysis of the student learning outcomes test data from meetings I and II and the observations of teacher teaching activities and student learning activities through the application of the Team Games Tournament learning model in the English subject. It was found in cycle II that, in accordance with the learning strategy the teacher employed, the teacher had mastered the Team Games Tournament learning model, which has improved and is in a good category. The teacher is also able to teach students how to complete the tasks of the Team Games Tournament learning model by guiding and counseling them as they go through the learning process. The teacher is also able to help students carry out the steps of the Team Games Tournament learning model by directing and advising them. Student activity in the learning process using the Team Games Tournament in cycle II has increased and is in a good category because students
are used to and understand the application of the Team Games Tournament learning model so that students are actively involved in learning and active in finding and solving problems. problem. Student learning outcomes in cycle II show that the research that has been carried out has achieved the expected success before. By using the Team Games Tournament learning model in English classes, it is possible to say that both the learning process and the students' learning outcomes have improved. This means that there is no need to use the model in the next cycle.
Implementing team games tournaments in elementary schools can be beneficial such as first, encourages teamwork which is team games tournaments can help students learn the importance of working together to achieve a common goal. Students can learn how to communicate effectively with their team members, delegate tasks, and trust one another. These skills can be beneficial both in and out of the classroom. Second, promotes physical activity that team games tournaments can provide a fun and engaging way for students to engage in physical activity, which can help promote a healthy lifestyle. Regular physical activity can help reduce the risk of obesity and improve overall physical and mental health. Third, develops sportsmanship that participating in team games tournaments can help students develop good sportsmanship. They can learn how to win and lose gracefully, respect their opponents, and follow the rules of the game. Fourth, enhances social skills that team games tournaments can provide opportunities for students to interact with their peers and develop their social skills. They can learn how to make friends, work as a team, and develop leadership skills. Lastly, increasing motivation and engagement that team games tournaments can be a fun and exciting way to engage students in learning. They can provide a break from traditional classroom activities and motivate students to participate in physical activity and teamwork.
Overall, implementing team games tournaments in elementary schools can have a positive impact on students' physical, social, and emotional well-being, and can help them develop valuable skills that can benefit them in the future.
The results obtained in cycle I have not been carried out properly. This is because there are still some deficiencies in both teacher activities and student activities. These include the fact that the teacher still doesn't tell students to listen and pay attention, that the teacher still has trouble guiding and directing students during games and tournaments, which causes chaos in the classroom, and that students don't talk with their group mates about how to solve problems in product design. Team Games Tournament learning model's flaws or weaknesses are that not all students contribute their own money to learning activities and that there is a chance of chaos if the teacher can't keep the class under control. These flaws are similar to what they said. good. Based on the results of observations of teacher teaching activities and student learning activities, as well as the fact that student learning outcomes improved from cycle I to cycle II, it can be said that the application of the Team Games Tournament learning model to improve English learning outcomes.
Therefore, studying team games tournaments as a means of learning English in elementary school can have several positive outcomes. By engaging in team games and competitions, children can develop their English language skills in a fun and interactive way. This can help make learning English more enjoyable and encourage children to practice their language skills more frequently. Participating in team games tournaments can also provide a more immersive environment for language learning, where children are forced to communicate with each other in English. This can help them improve their speaking, listening, and comprehension skills, as well as expand their vocabulary and
knowledge of English grammar. Additionally, team games tournaments can help children develop important social skills such as teamwork, communication, and cooperation, which are essential for success in both academic and professional settings.
Conclusion
This study is cooperative of team games tournament to enhance learning outcomes in English learning. The Team Games Tournament learning model of student learning outcomes has increased. The findings of this research found, first learning activities and learning outcomes for applying cycle I and cycle II. In conclusion, using team games tournaments as a method for learning English in elementary school can have many benefits for children those are it can make learning English more enjoyable, provide a more immersive learning experience, and help children develop important language and social skills that can benefit them in their future academic and professional endeavors. Based on what the researchers found, the authors make suggestions for teachers who use the Team Games Tournament learning model, to help students learn more. Things should also get better for future researchers and those who want to study the Team Games Tournament learning model. as well as nesting researchers to conduct research with a wider range of references.
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Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-Methods Research: A Discussion on its Types, Challenges, and Criticisms. Journal of Practical Studies in Education, 2(2), 25–36. https://doi.org/10.46809/jpse.v2i2.20
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Firdaus, F., Subchan, W., & Narulita, E. (2020). Developing STEM-based TGT learning model to improve students' process skills. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(3). https://doi.org/10.22219/jpbi.v6i3.12249
Hu, Y. H., Asistido, R. L., & Villanueva, M. J. O. (2021). Influencing variables and implications in the teacher-student relationships. European Journal of Educational Research, 10(3), 1317–1327. https://doi.org/10.12973/EU-JER.10.3.1317
Kaybiyaynen, D.-A., & Kaybiyaynen, A. (2015). University as a center of project-based learning of school students. 2015 International Conference on Interactive Collaborative Learning (ICL). https://doi.org/10.1109/icl.2015.7318168
Ma, J., & Coogler, K. (2020). Learning-by-Doing: Development of Project-Based Manufacturing Courses. 2019 ASEE Annual Conference & Exposition Proceedings. https://doi.org/10.18260/1-2–33055
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Steinkuehler, C. (2009). Games, Learning and Society. E-Learning and Digital Media 6(1), 1–3. https://doi.org/10.2304/elea.2009.6.1.1,
Susanto, H., Tinggi, S., & Bontang, T. (2021). An Analysys About Students' Troubles in Acquisition English Vocabulary. Journey: Journal of English Language and Pedagogy , 4(2), 46–50. http://ejurnal.budiutomomalang.ac.id/index.php/journey
Tseng, T.-L., Akundi, A., Wu, T., Lin, Y., & Jack, H. (2016). Evaluating Individual Learning Effectiveness on Project-Based Learning Methodology by Comparing Team-Based and Individually Assigned Projects. 2016 ASEE Annual Conference & Exposition Proceedings. https://doi.org/10.18260/p.26753
Veloo, A., Md-Ali, R., & Chairany, S. (2016). Using Cooperative Teams-GameTournament in 11 Religious School to Improve Mathematics Understanding and Communication. In Malaysian Journal of Learning and Instruction (Vol. 13, Issue 2). http://mjli.uum.edu.my
Williamson, B. (2007). Viewpoints: Teaching and learning with games? Learning, Media and Technology, 32(1), 99–105. https://doi.org/10.1080/17439880601141492 | <urn:uuid:fe69b8b8-fcab-42fd-8677-c4ee065baf39> | CC-MAIN-2024-33 | http://ejurnal.budiutomomalang.ac.id/index.php/journey/article/download/2559/1634/ | 2024-08-09T12:30:23+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640763425.51/warc/CC-MAIN-20240809110814-20240809140814-00127.warc.gz | 8,577,620 | 6,380 | eng_Latn | eng_Latn | 0.935925 | eng_Latn | 0.997752 | [
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Plant Pest Factsheet
Karnal Bunt
Tilletia indica
Background
Karnal bunt (also known as partial bunt) is a quarantine disease that infects wheat, durum wheat and triticale. It is caused by the fungal pathogen Tilletia indica Mitra. The disease was first formally reported on wheat in the Karnal district of northern India in 1930. Karnal bunt has the potential to reduce grain quality and marketability. Introduction of this pathogen to the UK could cause economic damage by limiting potential export markets. Official eradication measures would be required in the event of an outbreak occurring.
Geographical Distribution
Tilletia indica was first described in India and is widespread in the North-east of the country. It is endemic in Afghanistan, Iran, Iraq, Nepal and Pakistan, and has been introduced to Brazil, Mexico, South Africa and the USA. The pathogen is not present in the UK or Europe, but interceptions of contaminated grain have occurred in the UK and in Italy.
Host Plants
Wheat (Triticum aestivum), durum wheat (T. durum) and triticale (x Triticosecale), although the latter is only rarely infected.
Symptoms
The pathogen is sometimes referred to as a member of the smut fungi group because affected grains have a black, sooty appearance. Infection begins at the germ end of the seed, then spreads within the periderm layer, reducing the seed to a mass of black spores (teliospores) known as sori. The infection may be limited to just the germinal end of the seed (point infection) or may spread along, and outwards, from the groove. During harvest and handling, the seed and sori ruptures, disseminating the teliospores and leaving behind a seed which is broken or hollow at the germ end, or eroded along the groove.
The disease is not readily detected in the field as typically only a few seeds in an ear become infected and infected grains are usually concealed within the glumes. Karnal bunt is more easily found when inspecting grain after harvest, either by visual inspection of a seed sample or, more reliably, by conducting a seed wash test for teliospores, in a laboratory (Fig 3).
Symptoms of Karnal bunt on wheat can be confused with other seed diseases including common bunt (Tilletia caries), which is present in the UK. It can also be very difficult to differentiate Tilletia indica morphologically from other Tilletia's including T. walkeri and T. horrida (Fig 4). To confirm a diagnosis of Tilletia indica characteristic features of at least 10
teliospores are recorded. This can take several seed washings, and consequently laboratory tests to differentiate these species take some time.
How does it develop and spread?
The primary route of introduction of Karnal bunt to new regions is on contaminated seed for planting. Grain for animal feed or human consumption also poses a potential risk, as it is imported in large volumes and, depending on transport conditions, teliospores could escape the consignment and enter wheat production areas. Spread could be facilitated by secondary contamination from conveyances such as rail freight carriages, trucks or trailers which have carried contaminated grain or contaminated field equipment. Air borne spread has also been considered, especially at a local level.
The cycle of disease starts when infected seed is harvested. The mechanical action of harvesting causes infected seeds and sori to rupture, liberating the teliospores. The teliospores fall to the ground, together with infected or contaminated seed and plant debris, where they remain viable until conditions are appropriate for their germination.
Under warm (15-25°C) and moist conditions, teliospores on or near the soil surface germinate to produce sporidia which are spread by wind or rain onto new seedlings. During flowering these sporidia invade the floret tissues and then enter the developing seed to produce a mass of black teliospores within the seed's pericarp. When these teliospores are liberated during harvest onto the soil surface, or dispersed on or in the seed, the cycle begins again. These very specific conditions required for germination and infection are believed to occur around once in 4 years in Tilletia indica's native range. Teliospores can survive in the soil for at least 3 years or on stored seed for longer periods.
Economic Impact
Karnal bunt can reduce both yield and grain quality. Bunted kernels smell of fish due to the trimethylamine that is produced. If more than 3% of the grains used to make flour are 'bunted' then, the flour can have a distinct fishy odour. However, such infection levels are rare and have never been recorded in the field in the USA. Bunted kernels present no risk to animal or human health.
Many countries will not accept imports of grain unless they originate from areas designated free from Karnal bunt. Outbreaks can, therefore, lead to significant export losses, and the main economic impact is due to export sanctions. After the introduction of Karnal bunt to the USA, phytosanitary measures implemented in Texas between 2001 and 2002 were estimated to cause economic losses of $25 million. The USA implemented a National survey for Karnal bunt at a county level so that wheat growing areas could be declared free of Karnal bunt thus allowing export from these areas. This National survey for Karnal bunt is estimated to prevent an average annual loss of 15.1% of the export market.
Potential economic impacts of the introduction of Karnal bunt to the EU have previously been assessed and concluded that the pest could have moderate impacts on yield but a massive impact on quality, especially given the potential lack of resistance to the pathogen in European cultivars of wheat.
Pest Management and Reporting
Suspected outbreaks of Tilletia indica or any other non-native plant pest should be reported to the relevant authority:
For England and Wales, contact your local APHA Plant Health and Seeds Inspector or the PHSI Headquarters, York.
Tel: 0300 1000 313 (please select option 3 when calling)
Email: firstname.lastname@example.org
For Scotland, contact the Scottish Government's Horticulture and Marketing Unit:
Agricultural crops contact the local RPID officer:
http://www.gov.scot/Topics/farmingrural/Agriculture/AOcontacts/contacts
For non-agricultural crops, email: email@example.com
For Northern Ireland, contact the DAERA Plant Health Inspection Branch:
Tel: 0300 200 7847 Email: firstname.lastname@example.org
Web: https://www.daera-ni.gov.uk/topics/plant-and-tree-health
For additional information on UK Plant Health please see:
https://planthealthportal.defra.gov.uk/pests-and-diseases/uk-plant-health-risk-register/
https://planthealthportal.defra.gov.uk/
https://www.gov.uk/plant-health-controls http://www.gov.scot/Topics/farmingrural/Agriculture/plant/PlantHealth/PlantDiseases
https://www.daera-ni.gov.uk
Authors
Victoria Barton (Fera) and Katie Lacey (Defra) Date: September 2021
Updated 2023
© Crown copyright 2023 | <urn:uuid:a023a1ae-0d45-46fb-8216-d2e5fe9bebd2> | CC-MAIN-2024-33 | https://media.eppo.int/media/communication_campaigns/GB/145/1024x0/1753.pdf | 2024-08-09T11:14:35+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640763425.51/warc/CC-MAIN-20240809110814-20240809140814-00123.warc.gz | 318,105,454 | 1,548 | eng_Latn | eng_Latn | 0.901742 | eng_Latn | 0.995073 | [
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Instructions for Home Respiratory Isolation
How tuberculosis is spread
Tuberculosis is spread from person to person through the air. TB germs are put into the air when you have TB germs in your lungs or throat and you cough, sneeze, laugh or sing. People who are near you can breathe in the TB germs and become infected. TB germs can live in the air for up to 6 hours, even after you have left the room. TB is not spread on clothing, linen, furniture or toilets or by shaking hands. You can not spread TB on eating utensils, plates or cups.
About home isolation
Your doctor is sending you home on "home isolation". This means you are not sick enough to need hospital care, but you are still contagious (able to spread tuberculosis (TB) to other people). Home isolation helps prevent the spread of TB because you stay home and away from other people while you are contagious.
Home isolation is different for each person. Home isolation may last days, weeks, or months.
Taking every dose of your TB medicine kills the TB germs and will help you get off isolation sooner. That is why taking your medicine is so important! Your doctor will check sputum samples at least every two weeks to see how well the medicine is working. Your doctor or nurse will tell you when it is safe to go back to your normal routine.
While you are on home isolation
* Stay at home unless you need medical care. You should put off all non-emergency appointments (dentist, hairdresser, etc.) until you are no longer contagious.
* If you must go to the doctor, wear a mask and tell the doctor's office staff you have TB.
* If you have to be picked up by ambulance, tell the paramedics you have TB.
* Do not have visitors. Stay away from people who do not live with you. Babies, young children, and people with weak immune systems (cancer patients, people with HIV, people who have had an organ transplant) can catch TB very easily.
* If you must be around other people while inside, wear a mask at all times.
* You may be outside without a mask. It is harder for TB germs to infect others outside. TB germs are killed by sunlight.
* You may not ride in taxis, buses, trains, or airplanes.
* You may not go to school, work, church, the store or any other public place .
* Cover your mouth with a tissue when you cough, sneeze, or laugh. Throw the tissue in the trash.
* Sleep alone in a separate room.
* Air out the room you are staying in by opening the window if the weather allows. You can also put a fan in the open window backwards so that the air is blown outside.
IF YOU HAVE ANY QUESTIONS, CALL THE TB NURSE AT
____________________________.
INSTRUCTIONS FOR HOME RESPIRATORY I | <urn:uuid:41092430-d000-410c-8aef-707a5869a906> | CC-MAIN-2024-33 | https://epi.dph.ncdhhs.gov/cd/tb/docs/Home_Isolation_Instructions.pdf | 2024-08-09T12:22:01+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640763425.51/warc/CC-MAIN-20240809110814-20240809140814-00130.warc.gz | 188,953,219 | 600 | eng_Latn | eng_Latn | 0.999658 | eng_Latn | 0.999658 | [
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Topic: National, regional, ethnic and religious cultures
Lesson 3
Students to discuss their displays, then they are asked to make a number of suggestions about actions the school could take in an imagined scenario of refugees joining the school.
Starter
The groups put up their displays.
Main activity
Activity 1
Students move around the classroom looking at one another's displays. They take turns so that there is someone from each group to discuss the display with people from other groups. If there is time, students could explain their display to the rest of the class. Follow with a class discussion about whether the findings from their research changed their understanding of and views about refugees?
Activity 2 - Assessment opportunity.
Explain to students that you want them to imagine that a number of refugees are going to join the school. Ask them to individually produce ideas for actions that the school
We left because we had to
should take before, when and after the refugees arrive. This piece of work should include:
* an outline of their suggestions
* explanation of why they have chosen them
* the consequences of the actions they have suggested – short and long term
* what might happen if the school doesn't adopt the suggestions.
Explain that this piece of written work will be assessed and outline the assessment criteria.
This work could inform policy and practice within the school (a contingency plan could be made as a result of pupil suggestions). To enable students to achieve the higher levels, they need the opportunity to put their plans forward to key members of the school community and work collaboratively with them. For example, a meeting could be arranged between students and the member of staff responsible for the welfare of students, or students could take their suggestions to school council.
Plenary
Students to reflect on the progress they have made, evaluate what they have learnt, what went well, the difficulties encountered and what they would do differently.
Aim high
* Research how the media depicts refugees/asylum seekers and consider whether or not you think the media coverage is fair and accurate (ask your teacher for some sample headlines).
* Explain what an illegal immigrant is and answer the question 'What is the difference between an asylum seeker and an illegal immigrant?'
* Explain what an economic migrant is.
* Explain the legal status of refugees in this country.
* Find out what % of the world's refugees come to Britain.
Assessment
* Taking informed and responsible action:
* Level 2 – students describe how things might be improved through the actions that they or others might take.
* Level 3 – students identify what could be done to change things and plan some action.
* Level 4 – students plan and undertake a course of action to address significant citizenship issues.
* Level 5 – students work collaboratively with others from the wider community, to negotiate, plan and carry out action aimed at making a difference to the lives of others and explain the impact of actions taken.
* Level 6 – students negotiate their role and plan and undertake the course of action with others.
* Level 7 – they work with others to initiate, negotiate, plan and carry out appropriate courses of action in the community to bring about change. | <urn:uuid:b7ac4d34-9754-478e-a79e-ebe29ef0a334> | CC-MAIN-2021-49 | https://citizenshipresources.aqa.org.uk/attachments/10106.pdf | 2021-11-27T00:06:58+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358074.14/warc/CC-MAIN-20211126224056-20211127014056-00136.warc.gz | 262,474,655 | 648 | eng_Latn | eng_Latn | 0.998982 | eng_Latn | 0.999062 | [
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Grade 6 Past Exam Papers Western Cape
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6th Grade Geography MCQsHarper Trophy
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Binary
Humans count using a number system based on tens, probably because we have ten digits, but because computers are two state devices, it prefers a number system based on two digits, the binary number system.
| | Denary digits | Binary Digits |
|---|---|---|
| 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 | | |
In both systems you can count things:
| | Objects | | Denary | | Binary |
|---|---|---|---|---|---|
| | | 0 | | 0 | |
| | | 1 | | 1 | |
| | | 2 | | 10 | |
| | | 3 | | 11 | |
| | | 4 | | 100 | |
| | | 5 | | 101 | |
| | | 6 | | 110 | |
| | | 7 | | 111 | |
| | | 8 | | 1000 | |
| | | 9 | | 1001 | |
| | | 10 | | 1010 | |
| | | 11 | | 1011 | |
| | | 12 | | 1100 | |
| etc | | etc | | etc | |
Dena
ry
| 5672 | 5 thousand | 6 hundred | 7 seventy |
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| 2013 | 2 thousand | 0 hundred | 1 ten |
| 465 | 0 thousand | 4 hundred | 6 sixty |
| 9903 | 9 thousand | 9 hundred | 0 tens |
Binary
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ARBETSBLAD
PEDAGOG: NINA OLIVIER
PROJEKTLEDARE: EVA BLOMBERG
KORTFILMSKLUBBEN ENGELSKA Bruce Lee played badminton too
Before watching
Discuss in class:
* What do you think the title means? What does it make you think of? Just based on the title – what do you think the movie is about?
While watching
* This movie is Australian. Try and see if you can notice differences/similarities between the environment in which the movie takes place and the environment where you live.
After watching
Discuss in groups of 4-5:
* Why do you think Nic's parents are worried that Nic will be disappointed for having invested so much time and effort into practicing for the tournament?
* During the breakfast conversation, Nic's father says he doesn't think badminton is a sport for a man. Why do you think he says that? Are there sports that have traditionally been thought of as more for men or women? Which can you think of? Problematize around the concept of dividing sports into male/female and discuss possible problems or advantages in doing so.
* Nic tells his father "Bruce Lee played badminton too". Why do you think it is important for him to make a point of this to his father? Why do you think he has chosen Bruce Lee to be his hero instead of a badminton player?
* Nic's father is worried that they will be the only Anglo-Saxons on the street. What are AngloSaxons? Why do you think Nic's father sees himself as an Anglo-Saxon? Why do you think he is worried about it?
* Nic's mother tells him "Sometimes the champion is someone who clears the way for the triumph of an idea". What do you think she means by it? Can you think of people who can be seen as champions for having cleared the way of an idea?
* Do you think Nic would have won the tournament if he hadn't met Jenny in it? Support your arguments.
* In analyzing a movie, the protagonist is often described as someone who starts his/her journey in one direction and then completely changes point of view/lifestyle/idea thanks to the influence of another character. Knowing this, who would you say is the true protagonist of the movie and for what reasons?
* Look at the statements below. Why do you think Nic's father said them? What do you think he wanted to achieve by saying them? In what situations do you think he said them? What could he have said instead?
"That uniform should be for a champion"
"It's not a sport for men"
"This neighbourhood isn't what it used to be"
"Sometimes life doesn't give you what you want. Sometimes you're just not good enough."
* Choose the statement/-s you think is/are more fitting to describe the movie and present some arguments to why you think so;
…about badminton
- This is a movie…
… about a teenage boy
… about a father
… about relationships between people
… about accepting who you are
… about pursuing your dreams
… about teenage love
Continue the work:
* What do you know about badminton? Do some research and see what you can find out about the sport. When was it invented? How do you play it? How many practitioners are there? Which country has the most practitioners etc?
* Who was Bruce Lee? When did he live? What was he famous for? Do you think he ever played badminton?
* Nic's first opponent in the badminton tournament calls him Chuck Norris. Find out more about Chuck Norris. Who is he? Why is he famous? What are Chuck Norris facts?
Vocabulary:
(Australian English)
* (to) invest
* conjecture
* tennis gear
* half-breed
* passionate
* bin
* club tournament
* opponent
- att investera, att satsa på
- antagande
- tennisutrustning
- halvblods-
- passionerad, här: brinna för
- papperskorg
- klubbturnering
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Sociology Mr. Stoddard Dare Friday, April 3, 2020
I hope everyone is adapting to this challenging time. There will come a day when I will be having students examine the sociological impact of the Coronovirus Pandemic, and I may be contacting you to be a guest speaker!
Today you will be watching a short video that will help reinforce the various theories on deviance. Additionally, you will be introduced to the four main functions deviance serves in society according to the legendary Functional Analysis, Emile Durkheim. Told you he would show up in every unit. Even a pandemic can't stop Durkheim!
1) Follow the link to access the video clip "Theory and Deviance: Crash Course Sociology #19
https://www.youtube.com/watch?v=06IS_X7hWWI
2) Complete the video worksheet as you view the video clip.
Enjoy,
Mr. Stoddard Dare
Stoddard Dare – Sociology – 1 st Period – Off-Site Learning Packet Day 9
Name _______________________
Theory and Deviance: Crash Course Sociology #19 Video Worksheet
Complete each question/statement on this worksheet as you view the video clip reviewing the main theories of social deviance.
1) Emile Durkheim argues that deviance serves four main functions in society:
a. Deviance helps form cultural ____________________ and ____________________.
b. Society’s response to deviance clarifies ____________________________________.
c. Social reactions bring _______________________ together.
d. Deviance can encourage _________________________________________________.
2) __________________________________ developed Strain Theory which focuses
on whether or not society provides sufficient _____________ to achieve culturally defined ___________________.
a. What is Conformity?
b. There are four main deviant paths according to Strain Theory:
1. ______________________ is using illegitimate means to achieve societies goals.
Stoddard Dare – Sociology – 1 st Period – Off-Site Learning Packet Day 9
2. ______________________ is a deep devotion to the rules, thus resulting in giving up on society’s goals.
3. ______________________ results in dropping out of society.
4. ______________________ is rejecting social goals, but seek to establish new goals.
3) Many Symbolic Interactionists apply ___________________________ to explain deviance. How people label the deviant act impact the consequences.
a. ________________________ is a negative sort of master status that impacts a person’s self-concept, social identity and social interactions.
b. For example, how has the stigma of drug abuse impacted society’s reaction to addicts?
4) _____________________________________ states that who you associate with makes deviant acts more or less likely.
5) _____________________________________ focuses on your self-control as a way of avoiding deviance.
6) Conflict Theorists point out that social deviants are not necessarily the most dangerous,
but rather the least ________________________ in society.
a. Provide an example to explain Conflict Theorists view on deviance. | <urn:uuid:e2c0f746-0ebe-43f5-ae75-923150f603bc> | CC-MAIN-2021-49 | https://www.mwood.cc/hs/wp-content/uploads/sites/3/2019/02/Sociology-Day-9-1.pdf | 2021-11-27T00:07:12+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358074.14/warc/CC-MAIN-20211126224056-20211127014056-00139.warc.gz | 1,042,648,133 | 611 | eng_Latn | eng_Latn | 0.994652 | eng_Latn | 0.997505 | [
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Reduce Reuse Recycle – Where does our Recycling go?
It is important to do the three "R"s in the order they are. First Reduce, second Reuse and thirdly, Recycle.
Many people feel cynical about recycling, concerned that recycling just ends up in the landfill. It makes us feel that the effort may not be worth it.
It is justified to feel cynical especially about plastic recycling as the latest statistics show that Canada recycles just 9 percent of its plastics, with the rest dumped into the landfill and incinerators or thrown away as litter. (source Recycling council of Ontario). This means that no matter how good intentioned we are, we still are very imperfect at recycling plastic.
There are a number of reasons we find that plastic recycling is wasted. First, many people don't even bother to recycle plastic or find it so soiled that they don't feel inclined to clean it and just toss it in the bin. What is very disturbing though is that around 25% of plastic that is recycled is dirty and contaminates the rest of the recycled materials, so the effort is entirely wasted. All of this ends up in landfills.
Some plastic, such as pop bottles and milk jugs can be repurposed into the same things that they started as.
Our electronic waste, if properly disposed of, is mostly truly recycled. Components are taken apart and remade into new items. Batteries are a good example, they are sorted (there are four sorting facilities in Canada), they are sent to the processing destination that deals with the materials the batteries are made of, metals are extracted from the batteries, and sold back on the market.
Electrical waste, such as appliances are collected at local recycling centres, shipped to reprocessing plants where they are taken apart, useful parts reused, the metal shredded into small pieces. Metal pieces are melted and sold, and non-useful parts (such as plastic) go into recycling when possible.
As you can see, electronic and electrical items contain many materials that can be reused or recycled. Reusing these items saves energy and resources.
When electrical and electronic items end up in the landfill, hazardous substances can leak out and cause water and land contamination.
Paper mills within BC and Canada take our bales of cardboard and paper to recycle into new paper products.
Steel and aluminum materials are melted down and made into wire and other materials. There is no limit to the amount of times that metal can be melted and recycled. It could be an answer to many of our plastic containers.
Glass, as metal can be recycled again and again. It is taken, sorted per colour, melted down, and made into new products.
As you can see, when you are choosing what to purchase, if possible, purchasing products without plastic is the best way to recycle. Also, taking proper care to clean items thoroughly and recycled properly is important.
Please feel free to email me at firstname.lastname@example.org to give me feedback on this article and share your ideas and questions regarding Reduce, Reuse, Recycle. | <urn:uuid:8a58a097-0dc9-4d6c-a169-ee38164fda4c> | CC-MAIN-2021-49 | https://d1tfm8vclpltjj.cloudfront.net/wp-content/uploads/2020/01/RRR-where-does-our-recycling-go.pdf | 2021-11-27T00:22:06+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358074.14/warc/CC-MAIN-20211126224056-20211127014056-00140.warc.gz | 278,260,838 | 616 | eng_Latn | eng_Latn | 0.998693 | eng_Latn | 0.998813 | [
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Read Online Chapter 14 Work Power And Machines Wordwise Answer Key
Chapter 14 Work Power And Machines Wordwise Answer Key
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ME 274: Dynamics: Chapter 14.1 - 14.3
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Chapter 14 Work Power And
Start studying Chapter 14 Work Power and Machines. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Chapter 14 Work Power and Machines Flashcards - Questions ...
For a force to do work on an object, some of the force must act in the same direction as the object moves. If there is no movement, no work is done. • Work is the product of force and distance. • Work is done when a force moves an object over a
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Read Online Chapter 14 Work Power And Machines Wordwise Answer Key
(PDF) Chapter 14 Work, Power, and Machines Summary 14.1 ... Chapter 14 Work and Power. STUDY. Flashcards. Learn. Write. Spell. Test. PLAY. Match. Gravity. Created by. Mfinnell. Terms in this set (49) Work. the product of force and distance /work is done when a force acts on an object in the direction the object moves. Work Requires Motion.
Chapter 14 Work and Power Flashcards | Quizlet
Physical Science Chapter 14 - Work, Power, and Power. STUDY. PLAY. Force. In science work is done when a(n) _____ acts on an object in the direction the object moves. Because in order for work to be done on an object, the object must be moving.
Physical Science Chapter 14 - Work, Power, and Power ...
Chapter 14 Work, Power and Simple Machines Work Input Because of friction, the work done by a machine is always less than the work done on the machine! – A free PowerPoint PPT presentation (displayed as a Flash slide show) on PowerShow.com - id: 4e1f44-YTY4Z
PPT – Chapter 14 Work, Power and Simple Machines ...
Chapter 14 Work, Power, and Machines. Physical Science; 2 Work and Power 14.1. Work done when a force acts on an object in the direction the object moves ; Requires Motion ; Man is not actually doing work when holding barbell above his head ; Force is applied to barbell ; If no movement, no work done ; They do no work. He does work. 3 Work and Power 14.1. Work Depends on Direction
PPT – Chapter 14 Work, Power, and Machines PowerPoint ... Chapter 14 Work and Power 49 Terms. Mfinnell. Work and Power 49 Terms. therichards. ch 14 work, power, and machines prentice hall physical science concepts in action 54 Terms. abbyjean002. OTHER SETS BY THIS CREATOR. Train Station 36 Terms. roniziv1. English Final Exam Literary Terms 18 Terms.
Chapter 14: Work, Power, and Simple Machines Flashcards ...
Chapter 14 Work and Power Chapter 14 Learning Objectives-Study this for TEST. 1. Chapter 14 Work and Power. Level Scale. 4design and conduct experiments that demonstrate work, power, and simple machines. 3compare and contrast work and power qualitatively and quantitatively. 2Identify the formula involved in calculating work and power problems.
Chapter 14 Work and Power Chapter 14 Learning Objectives ... HCS Created Date: 10/11/2012 1:57:00 PM Other titles: Chapter 14: Work, Power,
Title: Chapter 14: Work, Power, and Machines Author: Borders Last modified by: and Machines
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Read Online Chapter 14 Work Power And Machines Wordwise Answer Key
Chapter 14: Work, Power, and Machines
UNIT 3: Chapter 14 Work, Power & Machines Test Review – Answer Key. SPS8. Students will determine relationships among force, mass, and motion. e. Calculate amounts of work and mechanical advantage using simple machines. Answer the following questions: Define force. Force is a push or a pull on an object. What is the equation for force? (I. dentify ea
Henry County School District
Chapter 14 Work, Power, and Machines 130 Physical Science Guided Reading and Study Workbook Chapter 14 © Pearson Education, Inc., publishing as Pearson Prentice Hall.
Chapter 14 Work, Power, and Machines Calculating Work and ...
Physical science chapter 14 - Work & Power. law of conversation of energy. Machines. Input force/distance. work input. Energy cannot be created or destroyed; it may be transformed f…. devices that changes a force. the force you exert on a machine... the distance that the input f….
chapter 14 work power physical science Flashcards and ...
CHAPTER 14Work, Power and Machines 2. 14.1 Work and Power• Work requires motion.• Work is the product of force and distance.• Figure 1 work is only being done when the weight lifter is lifting the barbell.•
Chapter 14 work and power power point kremkus
Displaying top 8 worksheets found for - Chapter 14 Work Power Machines. Some of the worksheets for this concept are Chapter 14work power machines, Chapter 14 work power and machines wordwise, Chapter 14work power machines word wise, Chapter 14 work answer, Chapter 14work power machines word wise, Work and power work calsdtech home, Work and machines chapter test answers, Chapter 14work power ...
Chapter 14 Work Power Machines Worksheets - Learny Kids
Chapter 14 Work Power Machines - Displaying top 8 worksheets found for this concept.. Some of the worksheets for this concept are Chapter 14work power machines, Chapter 14 work power and machines wordwise, Chapter 14work power machines word wise, Chapter 14 work answer, Chapter 14work power machines word wise, Work and power work calsdtech home, Work and machines chapter test answers, Chapter ...
Chapter 14 Work Power Machines Worksheets - Kiddy Math
Chapter 14: Work, Power, and Machines Chapter Exam Instructions. Choose your answers to the questions and click 'Next' to see the next set of questions.
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Read Online Chapter 14 Work Power And Machines Wordwise Answer Key
Chapter 14: Work, Power, and Machines - Practice Test ...
14.1 – WORK & POWER What Is Work? (pages 412–413) 1. In science, work is done when a(n) _FORCE_ acts on an object in the direction the object moves. 2. Why isn't work being done on a barbell when a weight lifter is holding the barbell over his head? Because the force is upwards and there's no distance in the direction of the force.
160 WORK POWER - WMC Moodle
Chapter 14 Work Power Machines Chapter 14 Work, Power, and Machines 14.1 Work and Power Work is the product of force and distance. You can calculate work by multiplying the force exerted on the object times the distance the object moves. Work = Force x Distance; W = Fd Work is done when a force moves an object over a distance.
Chapter 14 Work Power Machines Test Answers
PS CH 14 Work, Power, Machines. 1. the product of distance and the force in the direction an object moves; A) Power B) ... Power input B) Work input C) Power output D) Work output. 12. the number of times that a machine increases an input force; A) Horsepower B) Lever C) Efficiency D) Mechanical Advantage.
Copyright code : 54bc4411a7f77aeb7a825ab57093165f
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Formation Of Positive And Negative Attitude
This essay will explore the components of attitude and theories which facilitate attitude change. Attitude refers to the beliefs, behaviors, and emotions towards people or things such as homosexuality. They are often the result of one's upbringing and experiences which largely influence their behavior. Karlinger (1973) expresses that "attitude is an integral part of the personality to think, to feel, and perceive to behave towards a referent and cognitive object." It enables humans to perceive things in either a positive or negative way or may even have mixed ideas about others or an object.
Attitudes form as a result of experience. This can be due to many reasons including media (Hargreaves & Tiggemann, 2003), prejudice, and religion which can be from direct personal experience or as a result of observation. Social norms and roles have a strong influence on attitudes. Social norms are a set of rules that society imposes upon people whereas social roles are almost a guideline for how people are expected to behave in society. Attitudes can both be shown explicitly and implicitly. Explicit being attitudes that are consciously formed, eg. Pupils dilating out of love/fear. Implicit attitudes are less visible and are felt unconsciously eg. Thinking negative thoughts such as death. They are learned by observing people around them, for example, teachers and family members. When someone you look up to has an attitude you want to instill in yourself, there is a high chance of you developing the same beliefs. Young children spend a lot of time observing the attitudes of their parents and peers and usually develop their mannerisms. eduzaurus.com
The cognitive component of an attitude refers to one's attitude and belief associated with an object. Attitude stems from Pavlov's study of classical and operant conditioning. Classical conditioning is learning by association. This is shown through Pavlov's dog experiment conducted in the 20th century. He used an unconditioned stimulus of food which naturally caused the dog to salivate. Following this, he put a tuning fork in front of the dog which gave no response. Finally, when the tuning fork and food were brought out together, the dog salivated again eventually salivating at the sight of the tuning fork since it associated the tuning fork with food. This shows the direct link between both theories; although Pavlov experimented on animals, the outcome is the same with humans. For example, women watching commercials about hair dye. If they associate hair dye with beautiful women, they are more inclined to buy the product.
Secondly, the behavioral component consists of one's tendencies to behave in a particular way towards something. Skinner's box theory emphasizes this theory through the use of rats. Mcleod (2015) demonstrated that Skinner used operant conditioning to condition the rat to press the lever to release food. Operant conditioning introduces the idea of positive and negative reinforcement. Positive reinforcement is the idea of doing more of something, to get a reward at the end whereas negative reinforcement is the idea of doing more of something to avoid negative consequences. For example, a man starts smoking, but if he hears people make remarks or get disgusted by this, he may feel obliged to quit smoking.
Classical conditioning is a great way to create positive emotions towards an object. With the media being a prominent feature in everyone's day-to-day lives, it has almost become a norm
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to edit your photos online to look more "pretty". (Barr, 2019)'s article on Serena Williams not retouching her magazine cover picture is a great example of creating positive emotions towards others. (Hargreaves & Tiggemann, 2003)'s journal expresses that especially in "western societies, the mass media are typically regarded as the single strongest transmitter of unrealistic beauty ideals and are often held responsible for the high proportion of women and girls who are dissatis?ed with their bodies" (Levine and Smolak, 1996). Whilst this one instance wouldn't automatically change everyone's attitude, it will make a lot of people embrace their natural body and imperfections. Operant conditioning can be used to improve existing attitudes and reduce attitudes that are seen as undesirable. For example, racism has come a long way since the slave trade, it isn't perfect but there has been progressing. This is shown through the work of (Salter, Adams & Perez, 2017) who found that "the racist realities that people inhabit (and inherit from previous generations) arise and persist through everyday action as people selectively reproduce some features of the social context and fail to reproduce others." They also go on to say that "representations of race, ethnicity, and nationality have never been just reflections of neutral categories; rather, they are historically derived ideas about superiority and inferiority". Black men such as Martin Luther King and Barack Obama changed the lives of people for the better by being strong, outstanding role models. Although Martin Luther King was murdered, his legacy still lives on, changing the mindset of some otherwise conservative people in society.
The affective component is the emotional or feeling of an attitude that affects another person. A person's attitude takes place with their behavior change. The cognitive dissonance theory facilitates the change of attitude through behavioral reinforcement. Cognitions are thoughts or states of awareness of behavior. (Hogg & Vaughan, 2014) uses the example that is if a woman believes in monogamy, yet commits infidelity and has an affair, she may have a sense of guilt. This is the dissonance due to its conflicting beliefs. A theory developed by Leon Festinger (1957), explores the idea that because humans want their attitudes and behavior to be harmonious, they change their behavior to reduce the tension. eduzaurus.com
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Name
INSTRUCTIONS
- Students, click the blue link in each of the "Resources" boxes below. Use the resources they provide, (slideshow, video, reading, etc) to answer the questions in the "Questions" boxes.
- If questions are multiple choice, change the font of the correct response, or responses to RED to indicate they are your selection(s)
- Use the space in the "Questions" box to type your answers in.
Name:
In this lesson, you will learn to:
- Explain where income taxes are collected from and how they provide revenue for public expenses
- Read a pay stub and describe the different deductions
Semester Course
1.1 Taxes and Your Pay Stub
Student Activity Packet
Name
If Paychecks Could Talk
Everyone pays taxes, and many people complain about them. But why?
Watch this video to learn where tax revenue comes from and what exactly the government is spending that money on.
After the video answer the questions to the right by highlighting the correct answer.
After the video answer the questions to the right by highlighting the correct answer.
Estimated time: 7 mins
1. What does FICA consist of?
a. Health Insurance
b. Social Security Medicare
c. Federal & State Taxes
d. Employer Sponsored Retirement
2. What are 2 examples of discretionary spending?
a. Social Security
b. Education
c. Military
d. Medicare
3. All of the following options are benefits we receive as a result of government spending EXCEPT…
a. Air quality
b. Credit card debt forgiveness
c. Public school education
d. National Parks maintenance
Name
Your Federal Income Tax Receipt
This interactive calculator allows you to see a "receipt" for your taxes, detailing exactly where your dollars were spent.
Enter your federal income taxes paid for the previous year into the calculator. If you didn't pay federal income taxes, enter $6,388 (taxes paid for a salary of $53,891 - the median salary of a U.S. household). Then answer the questions at right.
How to Read a Pay Stub
Reading your pay stub can be challenging if you don't know where to start! Watch this short video on how to read a pay stub. Then answer the questions to the right by highlighting the correct answer.
Estimated time: 5 mins
1. What's one category you wish fewer taxes were spent on? Why?
2. What's one category you wish more taxes were spent on? Why?
Estimated time: 3 mins
1. What is the difference between gross pay and net pay?
a. Gross pay is before taxes and deductions are subtracted; Net pay is your take-home pay.
b. Net pay is before taxes and deductions are subtracted; Gross pay is your take-home pay.
c. There is no difference between gross and net pay.
2. What are Pre-Tax Deductions and Contributions?
a. Contributions taken out of your paycheck BEFORE taxes are calculated on your income
Name
b. Contributions taken out of your paycheck AFTER taxes are calculated on your income
3. What are two examples of Employer Contributions?
a. 401k & Roth IRA
b. Traditional & Roth IRA
c. Federal & State Taxes
d. Health Insurance & 401k
Reading a Pay Stub
It’s now time to practice reading a pay stub! Follow the directions in this interactive to complete all 3 parts of the simulation. Identify any questions you have below as you are completing the simulation. Type directly into this document.
Estimated time: 8 mins
The Fine Print: Pay Stub
Now that you’ve had some practice reading a pay stub, let’s look at a sample pay stub and put all of your skills to the test! Follow the directions on the worksheet to complete this activity.
Estimated time: 12 mins
Exit Ticket
Answer the questions on the right type directly into this document.
Estimated time: 5 mins In your own words, explain why we pay taxes.
Identify two deductions you will see on your pay stub.
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Edleston Primary School Curriculum Planning Y1. Autumn Term
Y1 Autumn 1. Vehicle Text is Rapunzel. Geography focus.
Geography skills and content
- Use directional language (near/far, up/down, left/right) to describe a location.
- Identify seasonal and daily weather patterns in the U.K.
- Understand the vocabulary: season, weather INTRODUCTION TO MAPS Stand-alone map skills
Art and design skills and content
- to develop a wide range of art and design techniques in using texture [mono print through Marissa Keller]
Design and technology skills and content Design, make and evaluate process [all objectives] Technical knowledge and understanding:
- understand where food comes from eg through Harvest of fruit in UK especially apples. [make apple crumble, write non-chronological report, trees[science]
Science skills and content
- Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
- use the basic principles of healthy and varied diet to prepare dishes [Preparing Fruit and Vegetables]
- observe changes across the four seasons
- observe and describe weather associated with the seasons and how day length varies.
Y1 Autumn 2. Vehicle text is The Last Wolf. Geography focus
Geography skills and content
- Understand the vocabulary: city, town, factory, shop, house
- Use aerial photos and plan perspectives to recognise human & physical features and landmarks. (LINK TO VOCAB/COUNTRY/AREA THAT YOU TEACH)
- Use simple fieldwork and observation skills to study human geography of the school and its grounds.
(LINK to Armistice – name and locate the four countries and capital cities of the United Kingdom and its surrounding seas - use world maps, atlases and globes to identify the United Kingdom and its countries)
History skills and content Local History Week
Art and design skills and content
Science skills and content
- Armistice - events beyond living memory that are significant nationally/globally events commemorated through festivals or anniversaries.
- identify and name a variety of common animals including birds and mammals
- about the work of artists, making links to own work
- use sculpture to develop and share ideas experiences and imagination - Clay poppies (Paul Cummins)
- identify and name a variety of common animals that are carnivores, herbivores and omnivores
- significant historical events in their own locality
- describe and compare the structure of a variety of common animals (birds and mammals, including pets) | <urn:uuid:fee6fa9e-0fb0-4492-9c9d-96c2201a3005> | CC-MAIN-2021-49 | http://edleston.cheshire.sch.uk/serve_file/1706749 | 2021-11-26T23:23:59+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358074.14/warc/CC-MAIN-20211126224056-20211127014056-00142.warc.gz | 22,217,206 | 515 | eng_Latn | eng_Latn | 0.990734 | eng_Latn | 0.991469 | [
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Chapter 1
Conceptualizing spatial resilience
Sheila Lakshmi Steinberg and Steven J. Steinberg
Introduction
How do populations react when they encounter unexpected changing environmental conditions? People around the globe frequently experience unexpected situations. Consider the coronavirus disease 2019 (COVID-19) pandemic that emerged in late 2019 and rapidly affected the entire world, while at the local level differentially impacting communities and limiting mobility across various environments. Spatial resilience is built around the keen ability for people to adapt to changes in a positive manner. For example, when a community experiences an extreme winter, heat wave, or unprecedented wildfires or storm surge, it may quickly raise an alarm. When physical environments are constantly changing, communities face a variety of challenges and stress. However, recognizing and responding to such changes and taking action to positively respond can result in spatial resilience.
The earth is a dynamic planet where physical environmental norms are in flux daily. As the physical environment around us begins to change, the social and environmental experiences of individuals fluctuate, resulting in changing places and spaces. One day you may be living in a community by the coast, and the next day your home is washed away by a tsunami. Powerful storms occur at times of year when they are not typically anticipated, which can have disastrous results for people and place. Erosion occurs, lives are lost, and settlement patterns experience disruption.
Large regions of the globe are experiencing major drought and fires, while others are overwhelmed by excessive precipitation, landslides, or coastal flooding.
Almost daily, extreme weather happens, with many record-setting statistics. Regardless of the underlying cause, alternations in weather, climate, and physical environment represent a change from what has been considered normal to create a new reality. When environmental change occurs, social change naturally follows. Such environmental and social changes demand a sociospatial response. For instance, if you live in an area that experiences storm surge now more than in the past and your home floods (or, for example, if you live in the city of Venice, Italy), you may need to move to higher ground. Or in the case of Venice, perhaps the city needs to be raised or flood control mechanisms need to be installed. Spatial resilience is a skill that populations who live in such areas must develop as part of their survival and adaptation to changing environmental conditions.
Environmental changes
Environmental changes are visible across a variety of geographies: mountains, deserts, coastal areas, and urban and rural environments. Shifting weather patterns create major changes in the environment, presenting numerous challenges. For communities that experience these environmental changes, there is often no clear prescription or plan for how to react. This book provides a foundation for individuals, communities, governments, and agencies to explore such changes by harnessing spatial data and analysis approaches as they plan for long-term resilience of their communities and environments.
Human communities organize themselves around an established sense of our destiny and our future. When unexpected changes interrupt our plans, it is not a welcome change — why? Because addressing these major environmental and social interruptions requires change on our part — often change for which we do not have the resources to enact. This is especially true when these unexpected changes require major alterations to the way some people lead their everyday lives. But the reality is that environmental change is happening more frequently and extremely today than ever before, and it is wreaking havoc on many geographies. The question is, how are communities going to cope with this across different geographies?
We chose to write this book focused on the application of geographic information system (GIS) technology for spatial resiliency analysis and planning because we recognize that traditional physical environments (ocean, coastal, mountain, desert, urban, and rural) are experiencing previously unknown and unprecedented environmental changes. The socioenvironmental changes are coming quickly, unexpectedly,
and with great intensity. Events over the past several years have spurred us to think in an interdisciplinary fashion (as a team of physical and social scientists) about these changes and to consider what might be done to be better prepared and, ultimately, more resilient.
Additionally, the changing nature of ethnicity in certain environments needs to be considered. So often the names associated with place are determined by communities of a historic origin. When the people who populate a certain area change, the place-names may stay or may also be altered. Perhaps no group is more original for a particular location than its Indigenous peoples. Throughout our book, we focus on Indigenous populations and their interaction with place and space. GIS is examined and used as an important tool for helping Indigenous communities maintain resilience in the face of changing physical and structural environments. We focus on how GIS can maximize Indigenous groups' connection to and use of the resources in their environments.
In addition to Indigenous groups, we focus on the important role that ethnicity plays in mediating other cultural groups, such as Latino interaction with surrounding natural environments and communities. The intricate layers of interaction and community can vary across places, often depends on the cultural norms and practices of the people who live there. Some might say that the surrounding physical environment impacts local social interaction in a particular place. We would say that interaction can indeed be impacted by physical environmental structures but is mediated by the cultural background of a particular group.
We also considered questions such as, How do we get a good sense of a problem or situation? How do we process information? How do we gather data? What data should we consider? And ultimately, how do we assess the current patterns and changes in our surrounding environments that are most important? These represent questions that we explore as the examples in this book. Using information and analysis tools more effectively, we hope communities experiencing these changes will be better able to respond to, react, and plan for future resilience. Failure to do so results in loss of community, tradition, culture, economic viability, and often life itself.
Being prepared to be resilient requires communities to first understand who they are in the context of their own environment and then to thoughtfully prepare for environmental change. Through this book, we provide a methodological framework, case studies, and lessons learned about how such planning and assessment can be effectively applied using the capabilities of GIS as a key tool in the process.
4
In our own research, we've found it is best to observe a situation, problem, or issue from multiple perspectives, considering both physical and social environmental factors and the characteristics of the place that affect its resilience. Resilience is the ability to manage the shifts between environment and society in a manner that produces balance and harmony. It's of the utmost importance to begin this journey by understanding people in the context of their place and to harness local knowledge, skills, and abilities for how they interact daily with their environment. Using this information as a starting point is necessary before one considers response and action to environmental changes.
Responding to vulnerability
The weather, climate, and overall physical environments are in a constant state of flux, perhaps now more than ever. This process creates vulnerability. Weather records are being broken continually, and people are frustrated because much of what they know about the places and environments they inhabit no longer holds true. The ways of life that many communities know and have experience with — including patterns of interaction that they have established over time with their local places — are being severely challenged. Inevitably, such changes create stress through exposing the vulnerabilities of people and places. People become more vulnerable when they live in a city or community that is under the stress of changing environmental conditions that are unfamiliar and unexpected. It becomes an issue of magnitude and frequency.
For instance, if you live in one of the urban cities on the East Coast of the United States, such as Boston, you expect there to be snow, but not two to three feet of snow from one storm. You expect to have big blizzards and storms every now and then, but not the kind of megastorms that have occurred over the last few years. Normal patterns of mobility and action are halted by these major environmental changes, such as unexpected intense snowstorms. The result? People suffer and can't get to work, can't get to the hospital, and are generally snowbound.
Extreme weather and climatological changes are occurring now on an order of magnitude and with increased frequency and severity that demand attention. This increase demands attention because when major shifts in the physical environment occur, the social community and patterns of interaction shift as well. Reviews of scientific data show that there is more carbon dioxide in the atmosphere now than at any other time in the last 400,000 years (NASA 2015) and that temperatures today
are hitting the highest levels ever recorded. Additionally, issues such as drought or water shortages continue to impact societies in the United States and abroad. Societies are not just sitting by and waiting for disaster to strike; they are assessing the situation and coming up with a plan of action.
Many of the physical environmental changes that are occurring these days are extreme. What is a community to do if the sea level rises and destroys half the town? What if there are severe mudslides due to too much rain and deforestation in a remote mountain community? How should the local residents and natural resource professionals react to increasing mudslides, resulting in increased physical and economic isolation? Another example might be desert communities, where water is the main limiting factor. How about the large cities and places that are supposed to thrive in increased drought? There are only so many resources available, especially when it comes to water, so where do we find these resources, and how do we use them to sustain communities that are in challenging geographies? These are all major questions that illustrate some of the physical environmental shifts that communities increasingly face.
But the question remains: With all the data that is floating around, what is the best way to be ready to respond to changes in a productive manner? This can be a difficult question to answer, but one can begin by adopting a theoretical approach as to how to conceptualize people in the context of such environmental changes.
Figure 1.1 presents the spatial resilience model to illustrate the major factors that should be considered as we think about people, environmental change, and how communities are impacted. The model consists of four concepts: environmental change, society/community, action/policy, and resilience. In the model, you see that we begin with environmental change, which impacts society/community, and similarly, society/community also impacts and influences environmental change. This two-way flow highlights the reciprocal relationship that exists between these concepts. The point of this analysis is to result in action and policy. The orange box at the top of the model represents resilience. Resilience is the overarching component of the model that positively impacts the two-way flow relationship between environmental change and society/community. This implies that those communities or places that are resilient will be able to better weather and respond to the physical environmental shifts and changes than those communities that are less resilient. Furthermore, there will be a direct relationship between spatial resiliency analysis and action policy. Why?
In essence, the heart of the model is in the spatial resiliency analysis. If communities are able to know, understand, and react to or take charge of their destiny through analyzing their environments, they are on the path toward being resilient. Our approach is based on the idea that the most effective action/policy will derive from the environment where people know their strengths, understand their weaknesses, and therefore geographically have a better sense of where to target their action and efforts. That is what spatial resiliency analysis is all about. Throughout this book, we will explore the various aspects and features of spatial resiliency analysis using GIS.
Societies and communities that successfully adapt to changing conditions will grow and prosper. For example, the Ancient Pueblo people (often known as the Anasazi) were once a very sophisticated society centered on the four corners area of New Mexico, Arizona, Colorado, and Utah. However, around AD 1200, their society disappeared (Roberts 2003). No one really knows exactly what happened, but some researchers have postulated that changing access to food, perhaps due to drought and changing climatological conditions, may have played a role in their disappearance. Additionally, other scientists have argued that their disappearance was due to warfare and political encroachment by other tribes. In any case, the lesson to be learned from the Anasazi societal disappearance example is that there can be societies that are very well and clearly established in a particular geography, and then something occurs to change that. In fact, when we witness the disappearance of a society, clearly a particular vulnerability of that society — whether it be environmental, social, or political — occurred.
The ability of a people to respond to change, especially when it threatens their vulnerabilities or weaknesses, is especially important. In this book, we explore how effective data analysis, planning, and assessment have led to smart policy action on
the part of leaders and decision makers to bolster the strengths of the community. In other words, we explore how societies can be truly resilient and become active in their response to change versus being vulnerable and negatively impacted by these changes.
There are many such examples throughout history that highlight the importance that being adaptive or resilient to change can play. One could say that the Anasazi people faded out or disappeared because they lacked resilience (or the ability to productively adapt and successfully bounce back) to the physical environmental changes that occurred around them. They were not adaptive enough as a society to successfully make their way through the changes that occurred.
GIS and spatial viewpoint
The idea for this book emerged from our experience with spatial analysis and particularly GIS. GIS is a computerized mapping technology that has a great capacity to be used in data capture, analysis, and visualization. For many years, GIS has been an effective tool used in the military, planning, and natural resources fields to take stock of resources and situations and prepare for action. Today, GIS has made its way into almost any field that you can think of: health, medicine, sociology, planning, natural resources, business, and marketing, just to name a few. The application of spatial thinking around the globe has burgeoned because people realize the usefulness of thinking spatially.
GIS allows people to actually see data, sometimes even in three-dimensional formats. When you can see data as a readily accessible information product that makes the information visual, it can help to enable a better understanding and comprehension of patterns. But more than just allowing you to visualize data, GIS is a highly sophisticated tool for data analysis and integration. GIS is a means for groups to capture the story of people in a particular place. It enables the charting of environmental change and connecting it to sociodemographic change. When a major hurricane is about to strike, who has the ability to pick up and to move out of its path? GIS enables one to put multiple layers together to look for patterns in data. Through assessment of these patterns, we begin to understand how people engage with place along with unique coping strategies and reactions to change that we can term resilience. Assessment and understanding of a problem or issue will be much better if that process is triangulated — meaning measured from various angles and not just one perspective. When one uses GIS, one can clearly see resources or lack of resources.
This capability is especially useful for leaders of countries, the military, city managers, and policy makers to be able to know and understand the lay of the land. In other words, GIS can simultaneously provide a bird's-eye view of a situation or problem along with a more specific analysis of a particular geographic location or area.
Resilience
Resilience means being able to account for the change that occurs between physical environmental change and societal/community change patterns in a positive and proactive manner. Resilience is not only an ideal but also something that people and communities can actively strive to reach through careful planning and assessment. The thesis underlying this book is that if people have solid data about their communities, they can use it to spatially understand the strengths and weaknesses of their local geographies and the various environmental challenges that exist.
The spatial resilience process means taking stock of what you have, trying to target and understand vulnerabilities, and then moving forward to ready your community to account for change. If you successfully read the data, you can identify weaknesses and areas that need bolstering before disaster strikes. If you are aware of past context and history of environmental changes, including how people responded to changes, you can successfully respond to these changes in the future. A major part of achieving resilience is understanding people in the context of their geographic place.
People in the context of place
People are always tied to a particular place or geography. As they establish themselves in a particular physical geography and climate, they establish ways of interacting with that environment. A community's patterns of interaction with its environment are going to be influenced by a number of things in the physical environment, such as weather, stability of the land, nature of the topography, and proximity of the geographic area. These factors will in turn be mediated by social factors, including politics, culture, social structure, and power. For instance, major environmental shifts could result in further isolation for a particular place or could change the season of an entire industry (such as agriculture) that is dependent on certain climatic conditions to achieve production goals.
Given all the environmental shifts that are happening both locally and globally, as scientists and authors, we wanted to share information about how using the spatial perspective can lead to successful resilience. The responses will be holistic in nature because spatial analysis gives a larger, more realistic view of major environmental changes that occur in various geographies. The best way to establish useful plans for action and response to change is to first gain a solid understanding of your environment through gathering baseline information about physical geography using various types of data; analyzing that data to identify strengths, weaknesses, and patterns; and developing action plans based on the analysis. This book focuses on change and the ability to successfully plan for and adapt to change in a manner that works or is successful. Resilience is defined as an ability to recover from or adjust easily to misfortune or change (Merriam-Webster, n.d.).
Interdisciplinary perspective
This book is unique because we incorporate an interdisciplinary approach to looking at the issues of resilience. The fields that are covered in this book include geography, social sciences, planning, landscape architecture, urban and rural sociology, economics, migration, community development, meteorology, and oceanography. But the main distinctive feature of our book is that we encourage, recognize, and highlight the integration of various types of data (quantitative, qualitative, and spatial) to produce a holistic view of a challenge. We encourage communities to achieve resilience through an integrated, thoughtful, spatial approach. That is where GIS technology emerges as a leader in the field of spatial resilience, because it enables this data integration and the consideration of various pieces of the story that create a holistic view.
This book is a hybrid of theory and action, consisting of background and practical steps for how to achieve resilience. Each chapter was contributed by experts who have used GIS as part of their work on resilience in their respective fields. This book is structured to provide the reader with both theory and applied examples supporting and illustrating this theory. We hope to take you on a journey through a variety of environments and applications to illustrate resilience in context of a particular environment and community that incorporates a spatial perspective and uses GIS technology in the approach. While GIS is not always the primary focus of the cases presented, in each of these examples it provides essential tools and capabilities
necessary to assess, explore, and develop policies or solutions that address aspects of resilience in the particular case.
Why resilient communities?
We selected the case studies presented in this volume to highlight a variety of ways resilience, and the analysis of resilience using GIS, can be applied across multiple environments and communities. A theme carried throughout these narratives is that community members, decision makers, and researchers working across varied geographies can effectively use spatial analysis as a component of their efforts and plan to adapt to changing natural and cultural environments in a productive manner to produce more resilient communities. Regardless of the underlying causes, change will happen in spaces and places where people interact with their environment. Sometimes these changes are rapid or unanticipated, while other times changes may occur in the long term. Some may be influenced by the very changes made by humans as they alter the physical and natural environments to serve the needs of their changing world, communities, and economies. These changes may be subtle or fairly significant due to an alteration in a physical ecosystem. Communities interact with their environments in many ways, fine-tuning these spaces and places to adjust to or to influence changing relationships and patterns.
Communities around the globe work toward resilience on a regular basis, and a goal of resilience — or more simply, an ability to sustain a community and its standard of living — is something that is common to all communities. All societies seek to maintain and enhance their environment, in whatever manner this is defined in their own culture. Everybody in an existing locality can be involved in contributing key data essential to understanding people and their context in a place. A strong community arises from the local assets that exist in a given geography. Throughout this book, we share stories of resilience and the successful navigation of challenges that emerge across a variety of contexts.
Living and working in a community necessitate navigation around the local spaces and places, being aware of anything that is happening in the local ecology. The awareness and familiarity that local people have with a place too often go unnoticed and unrecognized. What we have highlighted here is that people who care about a locality often possess the will and skill to engage in sociospatial ecological thinking. This means that communities can situate themselves into larger contexts or surroundings. They have the keen ability to visualize the environment and to see
their position, role, or place in the larger ecosystem. GIS can play an important role in that process, as we see in the various spatial case studies presented in this book. GIS is a powerful tool because it facilitates the overlaying and visualization of different types of data. When you can see data portrayed, it makes it easier to see the patterns of where certain features occur.
For any society, the ability to manage and adjust to changes in the physical, social, economic, and political environments is powerful. Throughout history, societies have consistently encountered changing surroundings in their social and physical environments. For instance, there is the mystery of the Anasazi, who had well-developed and complex societies and seemingly disappeared without a clear explanation. According to science journalist George Johnson in The New York Times, "Like people today, the Anasazi (or Ancient Puebloans, as they are increasingly called) were presumably complex beings with the ability to make decisions, good and bad, about how to react to a changing environment. They were not pawns but players in the game" (Johnson 2008, 1). Some scientists hypothesize that the seeming disappearance of the Anasazi was due to drought or other changes in the climate. Other explanations suggest the onset of a plague or sickness. The bottom line is that when societies fail to adapt to major environmental or social changes, they suffer the consequences of these changed ecosystems or social constructs in their world. As a result, many societies fade away, sometimes for well-understood reasons, or, in other cases, without any clear explanation.
People live in various neighborhoods, districts, villages, and towns for reasons that can be teased out of the data. These reasons may relate to the availability (or historical availability) of specific resources in the surrounding physical environment, including natural resources essential to the function of the society or secondary values such as access to transportation or trade routes. Sometimes societies develop in environments that are less hospitable, often the result of social or political influences that force a population into places they might not otherwise choose, for example, the forced resettlement of Native Americans to reservations.
Patterns of local social interaction and engagement are often driven by the physical geography of where people live. This environmentally driven, site-specific social interaction is not something that we discuss enough. However, when people have meaningful knowledge about local places and geographies that can be included in the data collection and mapping process (for example, by incorporating public participation GIS methods), communities have a better chance to achieve resilience in part by maintaining control of their own local knowledge.
11
Spatial ecology of people and places
What is spatial ecology? It is the established social and spatial connections between people, space, and place in an ecosystem. As we think about people and place, a valuable lens through which to view change and the resulting adaptive responses is sociospatial ecology. Sociospatial ecology means holistically considering the spatial and environmental connections between and among entities in a bounded area.
Tobler's First Law of Geography states, "Everything is related to everything else. But near things are more related than distant things" (Tobler 1970). According to this line of thought, entities that exist proximate to one another will have more in common with one another than those that are farther away. In other words, the objects within a physical boundary are going to be more in line with one another than those not located within the same physical boundary. Perhaps less known is Tobler's Second Law, stating, "The phenomenon external to an area of interest affects what goes on inside" (Tobler 1998). In other words, while the factors within an area, perhaps within a community, possess important internal relationships, these things do not exist in a vacuum. People and places are also affected by factors external to them, such as natural, social, or political events.
Communities are really miniature ecologies that exist at a specific time, space, and place, usually bounded by some sort of loosely defined border. The border serves as an edge or limit on the system, but entities also pass from outside the system to inside the system and back again. Spatial ecology focuses on spatial patterned relationships between entities within a bounded ecological system, allowing you to look at things internal to a community as well as the ebb and flow of physical resources and human and social capital resources in and out of an ecosystem.
Spatial case studies
The case studies we compiled for this book exist across a wide variety of physical spaces. We grouped these into four thematic sections to help guide readers to topics that are most relevant to their interests. Nonetheless, each of these case studies includes two common themes: first, an effort or need to adapt to changes in the natural or social environment, and second, a use of GIS technology to help facilitate the collection, visualization, and analysis of this information. Regardless of your own interests, all of the examples presented incorporate multiple methods and
interesting approaches, so we encourage you to explore examples from each section. Many of the methods used to explore these issues of resilience may be transferable to your own area of interest, even if the specific example comes from a different geography from your own.
Given the right tools and data, any community or organization has an opportunity to solve its problems through critical spatial thinking and analysis and, ultimately, is better equipped to make decisions. Of course, communities have managed for resilience long before the development of GIS. Spatial thinking doesn't require technology. However, GIS provides a powerful enabling technology to effectively assess, consider, and communicate options in ways that were not easily accomplished before its availability. GIS enables people, place, and space to interact together as a collective whole to respond to change in an informed, targeted manner versus relying on an incomplete, qualitative awareness of changes here or there in a particular environment. GIS can help communities prepare for change and adapt to changes as they occur in real time. Furthermore, the analytical capabilities of GIS offer valuable predictive capabilities that can be harnessed to help communities achieve the best results possible.
It goes without saying that in most cases, the members of a local community will have the greatest understanding and awareness of their surroundings based on the learned and accumulated knowledge that develops and is passed down over time. As such, local populations can be quick to recognize and respond to changes that occur, especially when these changes relate to core elements of their survival, food, shelter, and the safety of their population. The result is that communities act when needed and adjust themselves.
Climate change and water geographies
Resilience in ocean and coastal areas is highlighted in chapter 2,"Resilience in coastal regions: The case of Georgia, USA," by Rosanna G. Rivero, Alison L. Smith, and Mariana B. Alfonso Fragomeni. The authors explore various factors that impact coastal vulnerability to climate change through adopting a multidisciplinary approach to achieving coastal resilience in Georgia and also explore the use of a unique geodesign framework.
13
A second water-focused chapter concentrates on safety and access to the Columbia River. Written by Paul Cedfeldt, Jacob Watts, Hans Moritz, and Heidi Moritz, chapter 4, "The mouth of the Columbia River: USACE, GIS and resilience in a dynamic coastal system," tells the story of how GIS is used to achieve resilience at the mouth of the Columbia River and highlights the history of the river, its people, and how the United States Army Corps of Engineers works with the community to help achieve greater resilience.
Indigenous ecologies
We have included two chapters examining the use of GIS by Indigenous and minority communities. These chapters demonstrate how gathering local knowledge of a community and its environments and packaging it using GIS can better preserve, document, and communicate this important cultural knowledge. These chapters highlight the power of Indigenous knowledge and the role that GIS can play.
In chapter 7, "Indigenous Martu knowledge: Mapping place through song and story" by Sue Davenport and Peter Johnson, we see how one Australian Aboriginal community, the Martu people, has worked to rebuild social stability and resilience. The key is a combination of ancient knowledge and practices with modern technologies. This population often leads a traditional desert existence and uses songs and stories to share information and to cope with the modern surrounding physical environment. GIS provides a means to capture and use this oral tradition in new ways.
Authors Kevin O'Connor and Bob Sharp wrote chapter 8, "Developing resiliency through place-based activities in Canada." Their chapter explores how placebased education in a rural, Indigenous community empowered local youth to make a difference in understanding community history, culture, and local traditional ecological knowledge. Students developed a better understanding of themselves situated within the larger community and natural world. The chapter examines the connection to social and spatial place. When students can contribute to the resilience of their community while using new and exciting tools such as GIS, it both empowers them to make a difference in their local communities and offers a new set of knowledge and skills that will benefit their own lives. Helping their community to capture and use local knowledge gives them the power to act to benefit the entire community.
Urban ecologies
Author Jason Douglas focuses on youth in an urban environment in chapter 9, "Engaging youth in spatial modes of thought toward social and environmental resilience." This chapter highlights how an urban mapping program empowers the community to focus on resilience and various environmental justice issues. Public participation GIS is employed, and students are again the leaders, working with their communities to enable change.
A second urban example comes from chapter 5, contributed by Regan Maas. "Urban resilience: Neighborhood spatial complexity and the importance of social connectivity" explores how poorer communities have a great strength in terms of their social networks. GIS is used to examine cluster analysis and how to identify resilient neighborhoods and individuals. Populations that face adversity can ultimately develop the skill sets necessary to come out on top by becoming adept at adjusting to and fighting their way through challenges.
Chapter 3, "Building resilient regions: Spatial analysis as a tool for ecosystem-based climate adaptation" by Laurel Hunt, Michele Romolini, and Eric Strauss, focuses on creating resilient cities and regions across five similar Mediterranean-climate regions: California, Central Chile, the Western Cape of South Africa, South and South West Australia, and the region bordering the Mediterranean Sea. Despite different geopolitical boundaries, comparisons are drawn across similar Mediterranean ecologies.
Rural ecologies
In chapter 10, "Health, place, and space: Public participation GIS for rural community power," which we contributed, we examine how GIS can be used for community empowerment in rural Latino communities. We worked with community-based organizations and local residents to examine, document, and address issues related to agricultural pesticides and community health, ultimately leading to new policies for buffer zones preventing the spraying of pesticides near schools. This chapter ties together a number of sociospatial methods, including public participation GIS, use of pesticide application permit data from local government, and information on local weather patterns and crops to assess and communicate information to the local communities. Our analysis provided the basis for developing policies that support the needs of both the local growers and farming communities in California, which
15
depend on each other to support the economy of these regions and provide fruits and vegetables throughout the country and beyond.
As you embark on this journey
We hope you will find the examples embedded in these spatial case studies as a source of inspiration for your own work. Please use and modify the methods and best practices presented in these examples to achieve spatial resilience and effective policy in the communities and geographies where you work. Successful policies to achieve long-term resilience are those that actively consider the strengths of people in the context of their geographies.
References
Johnson, George. 2008. "Vanished: A Pueblo Mystery." The New York Times, April 8, 2008. Merriam-Webster. n.d. "Resilience." InMerriam-Webster.com. Accessed May 24, 2020. www.merriam-webster.com/dictionary/resilience.
NASA. 2015. "The Relentless Rise of Carbon Dioxide." NASA Global Climate Change: Vital Signs of the Planet. Accessed May 23, 2020. https://climate.nasa.gov/climate_ resources/24/graphic-the-relentless-rise-of-carbon-dioxide.
Roberts, D. 2003 "Riddles of the Anasazi: What awful event forced the Anasazi to flee their homeland never to return?" Smithsonian Magazine, July 2003.
Tobler, W. R. 1970. A Computer Movie Simulating Urban Growth in the Detroit Region, Economic Geography 46 (Supplement): 234 – 40.
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GETTING STARTED
The importance of the school environment
There is no environment other than schools where we can guarantee that almost every child in the UK can be reached and informed about the key issues regarding alcohol.
A positive school climate is a protective factor against risky behaviours, including alcohol use. Schools reach young people at an age when they are trying out and developing individual identities. For this reason, after parents and carers, schools have the greatest potential to influence the future behaviour of students.
Headteacher or PSHE Lead
General recommendations for good practice
oo Before implementing lessons on alcohol you may choose to organise a meeting in school with participating teachers, the relevant governor, parent representatives and the Head Teacher to explain about the resources you are using and what will be covered. This may include all PSHE areas and OFSTED requirements and will help show evidence of health and wellbeing as well as safeguarding outcomes for the School Development Plan, OFSTED, etc.
oo If possible, demonstrate using alcoholeducationtrust.org which carries all the lesson plans and worksheets and circulate the booklets Alcohol and you and Talking To Kids About Alcohol. (To order email kate@ alcoholeducationtrust.org).
oo Share resources and ideas with other schools and PSHE providers.
oo Consider organising a feedback session with year groups. You could put on an exhibition of posters designed by the pupils and invite the parents or include a Talk About Alcohol parent talk as part of a parents' or Meet The Tutor evening. Email kate@ alcoholeducationtrust.org to organise.
oo Make parents, pupils and teachers aware of the School Alcohol Policy as part of the programme. You can find a model at alcoholeducationtrust. org/teacher-area/school-alcohol-policy/, see also Appendix 1 - School Alcohol Policy notes.
oo Ensure all teachers providing PSHE can signpost to local services and sources of help
oo Ensure you have a govenor lead for PSHE/ health and wellbeing.
Ground rules
For all topics in PSHE, it is recommended that ground rules are referred to at the beginning of each lesson, which should include respecting each other's opinion, asking questions in turn, neither disclosing personal information nor asking personal questions.
Signposting
Lessons should include signposting to within school, local and national organisations for help for those who may have concerns about alcohol and its effects on themselves, their friends or family.
Question box/ 'Ask it basket'
It is good practice to have a question box, an 'ask it basket' where students can post questions about anything worrying them and you will do your best to answer them in a subsequent lesson. Make it clear that you have a duty to disclose any safeguarding issues but you are there to support, refer and inform as appropriate.
Philosophy
Achieving cultural or individual change via the classroom is a tall order. Drinking is a largely social habit, and in a young person's world is often associated with recreation, rebellion, maturity, sexuality, relationships and emotional problems. For education about alcohol to be effective, the reality of a young person's world has to be built into the programme and valued and reflected in the teaching method. Most teenagers have a positive perception of alcohol through their family, peers and role models, therefore alcohol education has to revolve around creating a responsible attitude to alcohol by exploring the issues relevant to the group.
Research shows that if alcohol education through school is going to have an impact, the message that responsible drinking doesn't have to mean having less of a good time must be key. Rather, education messages should emphasise that you are more likely to have a good time if you are in control. The materials also emphasise the harm that the misuse of alcohol causes in society and that alcohol is a drug that is potentially addictive.
'PSHW can improve the physical and psychosocial well-being of pupils. A virtuous cycle can be achieved, whereby pupils with better health and well-being can achieve better academically, which in turn leads to greater success.'
(Department for Education (2015) overview of the impact of PSHE education).
Learning objectives
To understand
oo how alcohol affects the body (short and long term).
oo units of alcohol and the strength of different alcoholic drinks.
oo how long alcohol stays in your system and what factors affect this.
oo alcohol related law and the life changing consequences of breaking laws.
oo the social norms surrounding the frequency and acceptance of drinking to drunkenness.
oo that alcohol is a drug that is potentially addictive.
oo the nature and scale of the societal impact of excessive drinking.
Talk About Alcohol - Teacher manual and guidance page 3
Knowledge of risk is not necessarily protective, it needs to be coupled with measures to encourage pupils to resist social influences and peer pressure.
Behavioural objectives
The key aims of The Alcohol Education Trust are:
oo to delay the age at which teenagers start drinking, with the aim of achieving the Chief Medical Officers' (CMO) guidance that an alcohol free childhood is the best option
oo to help ensure that when or if they choose to drink, teenagers do so responsibly
oo to reduce the prevalence of excessive drinking and the antisocial consequences of drunkenness and the associated risk taking and health harms.
Many of the life skill elements of the lesson plans and worksheets cover issues that are relevant to risk taking and the importance of taking personal responsibility in general.
NOTE: All background information and references to scientific information and Government guidelines can be found on the website at alcoholeducationtrust.org.
Plan ahead
oo Make a time plan based on the number of hours timetabled for alcohol and distribute it to colleagues involved. We recommend 4 in year 8 and 2 in year 9. (See the recommended year group lesson planning on page 107).
Photocopy the relevant resources from this book, or they can be downloaded from alcoholeducationtrust.org, ordered by year group recommendation or by subject.
oo Assess the space allocated for PSHE, regarding computer access or the need for photocopied resources.
oo Lessons should combine a baseline icebreaker activity, information, skills and activities. Skillsbased teaching that involves students in practical activities increases their interest and learning. Teaching methods that allow students to practice behaviours that are relevant to their experience, in a low risk situation, using realistic scenarios, provide important experience that they can take with them to real life situations. Each area of our website highlights relevant activities and film clips.
oo Avoid a judgemental approach as far as possible, avoid identifying pupils who are drinking. Promoting drink free behaviour and responsible use does not mean exposing those who have experimented.
of information on the inside back page for those who may need help).
The significance of the group
A school class often reflects society at large, namely students with a wide range of family situations and social backgrounds, including those who may have parents with drinking problems at home. Everyone has experiences and opinions that can bring important aspects to the discussion – religious beliefs, immigrant experiences, social backgrounds, gender, hobbies, etc. There are a number of differences that can be utilised in discussions. Classes also create their own behavioural patterns. Labels and roles are quickly assigned. Some are viewed as nerds, others as emos, and so on. Some are rowdy and others are silent, silenced or bullied. Using props such as a blow up microphone, a ball or dice to randomly allow students to speak in turn can be helpful in avoiding more vocal students dominating. In order for a discussion about values to be successful, ingrained patterns must be broken. Another important aspect to consider is that many young people or teenagers often look at things dichotomously, i.e. issues often become either 'black' or 'white' in conflict situations. Everything is divided into opposites – right or wrong, dumb or smart, attractive or ugly, good or bad. This is why it is important to avoid this type of reasoning and to use follow-up questions to create opportunities for a more nuanced discussion.
Two way process – assess what your pupils already think or know
Another common phenomenon is that young people sometimes want clear instructions and will expect you as a supervisor to have an explanation for everything that happens. This presents an obvious danger; that the class or the group becomes a jury, judging other people's values and you are given the role of judge with all the right answers. It is therefore important that you and your students work together to create clear ground rules at the outset for the discussion, such as avoiding personal disclosure and having a questions box. Students may want to add or remove ground rules as different topics are discussed.
Asking questions
Join in yourself - By joining in the discussions and giving oral, relevant examples, you can encourage active participation. Assessing pupils' perceptions and knowledge before imparting information is key. These are what we call baseline or icebreaker activities, see page 7 for ideas and activities.
oo Be sensitive to pupils whose parents have a drink problem, are alcohol dependent or get drunk in front of them. (See Useful contacts and sources
Silent pupils - General silence before the first sessions on alcohol can be awkward, both for pupils and teachers. We have a selection of 'conversation
Talk About Alcohol - Teacher manual and guidance page 4
starter' film clips and 'ice breaker ' activities available on alcoholeducationtrust.org to help get the conversation going.
The right to pass - If you ask about experiences, thoughts or feelings, you must give pupils the right to refuse. Rephrasing the question can often help and depersonalise the situation.
Avoid ridicule - If you notice humiliation or laughter, deal with it immediately and turn the spot light on them. Your role is to give the group the security and confidence it needs to encourage interpersonal skills and respect for different lifestyles and opinions.
Set goals
The recap sessions - games and activities including a quiz and myth busters - offer a useful measure of whether the key messages have got through! The fact sheets can be photocopied to ensure pupils have the correct information in their files to refer back to as well. Leaving enough time at the end of the lesson to allow feedback and evaluation of what has been covered or what else pupils would like to know will help you plan and assess knowledge gain. Again a prop such as a beach ball, foam dice or blow up microphone can be passed with a question such as 'what fact most surprised you today' or 'name a new piece of Information you learnt today'. This can be done In small groups, on post It notes etc.
Skills and group activities
Different methods
The Talk About Alcohol programme and its websites alcoholeducationtrust.org and talkaboutalcohol.com consist of a large number of exercises and worksheets. These exercises are designed to inspire active discussion among young people on the complex problems associated with alcohol. Various types of method can be used to launch a discussion. The following section contains a short description of the most common methods that can be used in lessons.
Group discussion circle
Holding discussions in an informal circle away from desks or in smaller groups around several tables, helps pupils relax, speak more freely and listen more intently.
Leading group discussions
Begin by leading the group into the discussion topic. Clarify the scope of the topic and the specific issues that will be discussed. Also explain the objective of the exercise and give clear instructions so that everyone understands what you will be doing.
oo Keep the discussion on track – While it is important to keep the discussion on track, spontaneous discussions are important. However, you must be clear in your instructions so that the topic you are dealing with is really discussed and so that fundamental values are put to the test. Some discussions tend to "drift off" in another direction. In this case, it is important to determine whether or not this detour is significant to the issue or if you can come back to it at a later time.
oo When one person dominates – It can be difficult to get everyone to participate in a discussion. This can become particularly pronounced when dealing with sensitive issues, when the students settle into distinct and expected roles. Try to give everyone a chance to speak and avoid ending up in a situation where two strong wills are dominating the discussion. 'Hot seat exercises' may be used here to break down the opinion hierarchy.
oo When someone is silenced or becomes silent - It is easy to miss the quiet ones. One way to circumvent this is to ask questions and make eye contact. A pupil may become silent because of a hasty or thoughtless comment or because someone else is dominating the conversation. Many then become embarrassed or insecure and don't express their opinion or values. It is important, therefore, to ask questions that do not single anyone out, but are instead based on an assumption or opinion about people's behaviour. If a question is sensitive and no one dares to participate in the discussion, you can instead turn the question around. "Why do you think that it is difficult to discuss this issue?" , "Could it be that people avoid difficult decisions because of...?"
Talk About Alcohol - Teacher manual and guidance page 5
The ideal intervention: The Alcohol Education Trust evaluation findings and PSHE lesson planning for alcohol by year group
Between 2011 and 2013, The Alcohol Education Trust resources were evaluated for their effectiveness by The National Foundation for Education Research (NFER) across 30 schools in England. Even more importantly, a NFER follow up among 900 of the students in the same schools when aged 15/16 in 2015 found the significant delay in onset of drinking strengthened as the students got older.
We tried to reflect the squeezed timetable in which PSHE features and so required schools to teach 4 lessons on alcohol in Year 8, with two further lessons in Year 9, with pupils spending 1 hour on talkaboutalcohol.com and viewing the BBC 'Just A Few Drinks' films and associated activities.
The results (awarded 3 out of 3 for the programmes effectiveness by the Department for Education appointed CAYT) found a significant delay in the uptake of drinking by the 2,000 pupils who had received the Alcohol Education Trust lessons, a significant improvement in knowledge, and pupils found the PSHE lessons the most useful source of information on alcohol. You can read the results at alcoholeducationtrust.org/ wp-content/uploads/2014/10/CAYTTAA.pdf and alcoholeducationtrust.org/wp-content/ uploads/2015/09/TAA-nfer-full-report.pdf
Teachers were asked to deliver the following modules:
Year 8
Assessing Knowledge - (Crossing the circle, The decision whether to drink or not, plus option of How well do you know your age group?)
Year 9
The Law - explaining the Alcohol and the law information sheet and using one or two activities from the Alcohol and the law teacher notes.
Staying safe - using the BBC2 Learning zone Just a few drinks film clips (Anna's story and Alan's story). Option of using Think For Yourself the from the online Learning Zone, talkaboutalcohol.com (now replaced by Brave the Rave and The Chimp Shop Game). Optional use of the quiz, if there was time. Year 9 students were also given a copy of the Alcohol and you leaflet (order from email@example.com).
You may prefer to move this planning to Years 9 and 10, but the 'tipping point' that is crucial for pupils as regards alcohol education is age 13 –14. By this time a majority of students will have had their first whole alcoholic drink (age 13 and a half in a supervised environment, age 14 and a half in a public place/ house parties). Whatever year group you are planning to teach, we have laid out suggested lesson plans and ideas for you by subject and also by year group in Appendix 2 - Lesson plans and activities by year group and at alcoholeducationtrust.org.
Units and guidelines - including demonstrating units with measure cups and containers in class and using the Alcohol clock game.
Alcohol and its effects physical and social including the Short term effects of alcohol and the Long term effects of alcohol sheets, using the How too much alcohol affects the body sheet and the Interactive body via alcoholeducationtrust.org (alcohol and its effects, lesson planning).
How much is too much? Getting the balance right - including the full version sheet and How much is too much - getting the balance right lesson plan, and The party lesson plan. Recommended viewing: UK government binge drinking film clips for males and females via alcoholeducationtrust.org (alcohol and its effects, ice breakers).
AET Talk About Alcohol awarded 5/6 for quality of evaluation and 3/3 for effectiveness of the programme
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Taiwan Vorbereitungskurs 14.08.-02.09.2017 Hamburg-Berlin
Day 8 21.08.2017: Visit of the Miniature Wonderland
As the second week starts, so does German class in the morning as usual. Although the students have only spent 7 days in Germany so far, their German skills improve every day and most of them lost their retention to speak German.
After lunch, we all met in front of the hostel and proceeded to the Miniature Wonderland by taking the subway. We alighted at the river Elbe again and took a short walk through the historic warehouse district to the Museum. The Miniature Wonderland is a great place to visit; it is located on several floors of a former warehouse where Hamburg, Germany and other European countries are exhibited on a small scale.
The students were free to explore the museum on their own and everybody took time to inspect the scenes and places that are displayed with lovable attention to detail. We saw Hamburg, Scandinavia, Switzerland and other countries, with moving cars and trains, an airport where trains were taking off and in Italy, a volcano would sometimes spy smoke and flames. Eventually the light would turn off and the lights on the cars, trains, street lamps and houses would turn on, immersing the place in a new light.
1
After spending enough time in the museum, we all gathered in front and took a short walk to the new Hafen City which is located right next to the warehouse district. Bert came and brought us dinner, a fish bun, apples and chocolate, and we sat on the steps close to the water and enjoyed the meal. Bert and the teacher Gosia took their time to talk to each student individually, about progress and behaviour in class and information and advice for the life in the host family.
The others were enjoying the rest of the sunny day and when the sunset and temperature dropped, we went back to the hostel. On our way, we passed a fisher who was lucky to catch a fish and everybody watched him get the fish out of the water and applauded.
Back at the hostel Elke and Bert continued the talks with the students and the others gathered to do their homework.
Day 9 22.08.2017: Visit of Northern Business School (NBS)
After the hearty breakfast, we went to the classrooms for another set of German lessons. At lunch we were again satisfied with delicious food and after a short stop at the hostel we took the public transport to the NBS Hamburg.
We were welcomed by Prof. Rüdiger and Ines Marx who gave us a presentation on the NBS and the German university system in general. NBS is a small private university located in Hamburg, founded and supported by institutions and companies of Hamburg for Hamburg. They offer a range of studies in business administration and management and will celebrate their 10-year anniversary in October this year. After the introduction of NBS Prof. Rüdiger explained the German University System to us, the differences of private and communal universities as well as technical and artistic colleges.
In class this morning the students prepared questions to ask but since everything was already said nobody would raise their arm. Then Christoph discussed with the students the differences between German and Taiwanese school system and universities. That time the students were able to take part in the conversation and shared their knowledge on their school system at home and personal questions on the grading as well as the learning systems in Germany.
Afterwards, we went back to the Hostel and still had lots of time till the evening. A group formed and went to the park to happily play Basketball or Volleyball. The rest used the time for another round of shopping.
Day 10 23.08.2017: Cultural preparation and the Dom or Musical
Today's class lasted until 4pm because Bert came to give another lesson of cultural preparation. When all heads were filled with information, the group split up because some of the students wanted to visit the musical Aladdin. Therefore, 10 of them followed Katalin to the Musical when the rest had an exciting destiny as well. They went to the famous Hamburger Dom, a big fare next to the Stadium filled with food stands, rollercoasters, water rides and other fun experiences. Four of them even dared to ride on the 80-meter high freefall tower.
The students were free to walk around and when we all met at the entrance again they all had stories to tell. Back at the hostel, we met the group that went to the musical. They were all enchanted by their experience although most of them told me that it was hard for them to understand since everything was in German. However the costumes, music and dancing was marvellous!
This morning everybody is excited and some nervous, because this evening we are supposed to give a presentation at the Taiwanese evening at the aubiko office.
In the students went into groups, some preparing songs to sing, painting menus, preparing a power point presentation with pictures of Hamburg, shot by one of the students and another group was writing the moderation of the programme.
There was a group also preparing to sell hot dogs and drinks at the party and learned with Daina all the useful expressions they might need.
After lunch the first group left early, dedicated to do the grocery shopping and the cooking of Taiwanese specialities. The rest used their time at the hostel for piano and violin rehearsal.
When we arrived at the office the staff was already busy decorating and the students immediately lend a hand in hanging all the beautiful posters we prepared, setting up chairs, buying drinks or blowing up air balloons. Although everybody was in a good mood one could sense the anxiety and tension on the approaching performance.
At 6 pm the first guests arrived, some host families who live close to Hamburg were eager to meet their new family members and first contacts were made while drinks were served. The cooking group finished their preparations right in time and everybody enjoyed the delicious Taiwanese dishes and the good service at the hot dog stand. During the first hours more guests and the press arrived to make interviews. During dinner the students had the pleasure to show the German teachers, that previously always teased them with eating with knife and fork correctly, how to manage chop sticks.
After the guests were satisfied the programme began. A great mixture of piano, songs, pictures, calligraphy and martial arts, accompanied and guided by a group of three students that led the audience through the programme with their well prepared moderation cards.
Everything went successful and afterwards everybody still sat together for talks and the students were relieved that their presentations all went so well. When the guests had left we helped clean up the place and returned to the hostel.
Day 12 25.08.2016: Canoe ride
Today was a long day of class again; the students had cultural preparation in the morning, where they talked with Bert about stereotypes of Germany and Taiwan. German class took place until the afternoon, including a test on the progress of the students.
After classes were over we travelled with light luggage to the 'Osterbekkanal' where we all boarded canoes. It took a while until everybody was able to handle their paddle but then we enjoyed the canals in the east of Hamburg and some were even up for a race. The weather was fantastic, sunny and not too warm and we passed ducks and swans, nice houses and many other people in boats or stand up paddling. We passed the 'Stadtpark' and made our way under bridges. Luckily, nobody fell into the water and everybody reached the starting point safely but tired.
After we returned to the Hostel, the evening was free to start packing or just relaxed after another exciting week.
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Pre-Learning Experience and/or Hook:
Large pictures and videos of buildings that are familiar to them in the locality
Understanding the World
22-36
Has sense of own immediate family and relatives.
In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea.
Notices detailed features of objects in their environment. 30-50
Shows interest in the lives of people who are familiar to them.
Remembers and talks about significant events in their own experience.
Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.
Who lives in my house?
Visits/Visitors:
Children's family
Local, National and Global links:
Their own house/features and buildings in Long Eaton.
Reading, Writing and Maths opportunities
22-36
Repeats words or phrases from familiar stories. Distinguishes between the marks they make.
30-50
Shows interest in illustrations and print in books and print in the environment.
Sometimes gives meaning to marks as they draw and paint.
Post Learning Experience:
Invite extended family in for a visit/tea party.
Suitcase for life including key words (Vocab Blast sessions)
Family, mum, dad, brother, sister, grandparents, materials, strong, buildings, Long Eaton.
Do they know who their immediate family is? Are they aware of any extended family? Can they name and describe different buildings?
22-36
Recites some number names in sequence.
Creates and experiments with symbols and marks representing ideas of number.
Notices simple shapes and patterns in pictures. Beginning to categorise objects according to properties such as shape and sizes.
Begins to use the language of size. 30-50
Expressive arts and design
Uses some number names and number language spontaneously.
Uses some number names accurately in play. Shows an interest in shape and space by playing with shapes or making arrangements with objects. Shows awareness of similarities of shapes in the environment.
22-36
Experiments with blocks, colour and masks. Beginning to use representation to communicate, e.g. drawing a line and saying 'That's me'. 30-50
Understands that they can use lines to enclose a space and then begin to use these shapes to represent objects.
Communication and Language
22-36
Single channelled attention. Can shift to a different task if attention firmly obtained – using child's name helps focus.
Understands 'who', 'what', 'where' in simple questions (e.g. Who's that/can? What's that? Where is.?). Uses language as a powerful means, of widening contacts, sharing feelings, experiences and thoughts. 30-50
Listen to others one to one or in small groups, when conversation interests them.
Focusing attention – still listen or do, but can shift own attention.
Is able to follow directions (if not intently focused on own choice of activity).
Beginning to understanding 'why' and 'how' questions. Uses vocabulary focused on objects and people that are of particular importance to them.
Builds up vocabulary that reflects the breadth of their experiences.
Personal, Social, Emotional Development
22-36
Shows affection and concern for people who are special to them
Separates from main carer with support and encouragement from a familiar adult.
Expresses own preferences and interests.
1.
Show understanding and cooperates with some boundaries and routines.
30-50
Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.
Can select and use activities and resources with help. Welcomes and values praise for what they have done. Can usually adapt behaviour to different events, social situations and changes in routine.
Questions
Possible Activities
Who else lives in my house and what are they called?
What is special about my family?
What can I see out of my window?
What is my house made of?
Who visits my house?
Baseline drawing of themselves/family member.
Three Little Pigs – repeated refrains, joining in with masks/puppets. Testing materials
Do you want to be my friend? Eric Carle.
Home corner role play.
Selection of buildings/photos in Long Eaton
Goldilocks and the Three Bears – size
Walk around school grounds – link to shapes.
Children to bring photos of their home/family for discussion/display.
Physical Development
22-36
Shows control in holding and using jugs to pour, hammers, books and mark-making tools.
Beginning to use three fingers (tripod grip) to hold writing tools.
Beginning to be independent in self-care, but still often needs adult support.
30-50
Draws lines and circles using gross motor movements.
Uses one-handed tools and equipment, e.g. makes snips in paper with child scissors.
Understands that equipment and tools have to be used safely. | <urn:uuid:d6961c3c-31e1-428d-830b-3786823aa231> | CC-MAIN-2021-25 | https://www.brooklands.derbyshire.sch.uk/wp-content/uploads/2018/10/Autumn-1-LC-web.pdf | 2021-06-22T09:52:23+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488517048.78/warc/CC-MAIN-20210622093910-20210622123910-00182.warc.gz | 621,110,999 | 987 | eng_Latn | eng_Latn | 0.998112 | eng_Latn | 0.998128 | [
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Zero Waste
Reduce Reuse Recycle - Reuse lots of stuff
The last few articles have been focused on recycling. Recycling is an easy way to start to feel better about managing waste. There is a specific reason, though, for the order of the three Rs. Reduce and Reuse come first for a reason.
Recycling is great! However, reducing and reusing are the best ways to help the environment and the bit bonus of this "R" s is that they also save you money. This article is going to start with reusing things.
In previous decades, many household managers were very thrifty. People washed out their plastic bags and used them again and again. They also re-used the paper towels used to wash windows and mirrors to clean up messes later, then when they were too dirty they were thrown away. People did not believe in single use items.
When starting on a quest to reduce waste, start by washing plastic bags, especially ziplock bags. These stand up well to washing. Wash all plastic bags that can be reused and use them again and again. These include bags that used to contain frozen fruit, rolled oats and tortillas in. If the bag has a zipper, it can be used to store bread or cheese or whatever a bag is needed for.
Clothing and household linens are very reusable. Clothing that is still in good shape, can be taken to your local consignment store, sold it on social media or taken to your local thrift store. Similar actions can be taken with your linens. They can go to the thrift store or your local animal shelter. If your fabric items are completely worn out, they can be used as rags instead of paper towel. If you really want to get the most out of them, learn how to make rag rugs! .
Other items that can be reused are containers such as yogurt style containers, milk cartons, tins and any plastic containers such as peanut butter jars. These can be used to store things bought in bulk, or to freeze homemade soups, grated cheese, fruit and vegetables.
The obvious of these is your yogurt, sour cream, cottage cheese types of containers. Almost everyone knows how to use these as replacements for tupperware to store cookies, homemade soups, broths etc. Gable topped cardboard milk, juice or cream containers can also freeze fruit, vegetables and grated cheese.Freeze these items on a cookie sheet and then store them in these containers. To use the product, just shake out the amount.
Other plastic jars, such as peanut butter jars can be used the same way. Gifts of berries can be given to or received in peanut butter style plastic jars. In the past it would have been in Ziploc bags.
Please feel free to email firstname.lastname@example.org to give feedback on this article and share your ideas and questions regarding Reduce, Reuse, Recycle. | <urn:uuid:d0d99a1b-4dc3-4c4e-acb0-0eb8d798c751> | CC-MAIN-2021-49 | https://d1tfm8vclpltjj.cloudfront.net/wp-content/uploads/2020/01/RRR-Reuse-lots-of-stuff-4.pdf | 2021-11-26T23:46:58+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358074.14/warc/CC-MAIN-20211126224056-20211127014056-00143.warc.gz | 294,933,095 | 591 | eng_Latn | eng_Latn | 0.994734 | eng_Latn | 0.999409 | [
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Great crested newt
Great crested newts are Britain's largest native newt species. They appear almost black on top with bright yellow or orange undersides spotted with large dark blotches.
Males can be distinguished from females by the presence of a jagged crest that runs the length of their backs.
Current status
Great crested newts are widespread, but extremely local in mainland Britain. They have declined within the UK over recent years, due to the destruction, fragmentation and pollution of their breeding sites and terrestrial habitat. They are not found in Ireland. The British population is amongst the largest in Europe, where it is threatened in several countries.
In the north west of England great crested newt strongholds are found in the Greater Manchester area, North Cheshire and the Coastal Plain of Lancashire. They are scattered throughout the lowland areas of Cumbria.
Wigan has one of the largest populations of great crested newts in Greater Manchester. The significant population in Wigan makes the continued local protection of great crested newts imperative.
Legal protection
The great crested newt is an internationally important species.
It is listed in:
* Annexes II and IV of the EC Habitats Directive;
* Schedule 2 of the Conservation (Natural Habitats, etc) Regulations 1994 (Regulation 8);
* Appendix II of the Bern Convention;
* Schedule 5 of the Wildlife and Countryside Act 1981.
The law protects great crested newts from trade, transport, possession, capture, injury, killing or disturbance. Their habitat also receives legal protection from disturbance.
Current Issues
One of the main factors in the decline of the great crested newt has been the loss of suitable habitat. This includes:
* Loss of ponds due to development, pollution, neglect and infilling
* Fish introduction to breeding ponds
* Loss and fragmentation of terrestrial habitats
* Decline of water quality due to pollution
Species needs/management requirements
Great crested newts need water bodies for breeding. Eggs are laid singly on pond vegetation in spring, and larvae develop over summer to emerge between August and October, normally taking 2–4 years to reach maturity. Juveniles spend most time on land and like adults may be found a considerable distance from breeding sites.
Breeding sites are usually medium-sized ponds, although ditches and other waterbodies may be used less frequently. Ponds with good amounts of both marginal and submerged aquatic vegetation (which is used for egg-laying) seem to be favoured. Great crested newts do not require very high water quality, but are normally found in ponds with a neutral pH. The linkages between habitats are important, since great crested newts often occur in metapopulations that include clusters of several or many ponds.
Ideal great crested newt habitat should include a range of terrestrial features such as rough grassland, hedgerows, woodland and scrub within 500 metres of the breeding pond.
Any management works proposed to a great crested newt pond needs to be licensed by either English Nature or DEFRA
Current Action
Assessment of individual development proposals for their impact on great crested newts and their habitats.
Collating records of GCN and mapping known GCN ponds.
Investigating opportunities with Ponds for People/Pond Conservation Trust for pond creation and community involvement.
A working group will oversee the development and implementation of the BAP. This partnership is formed by: Amphibian and Reptile Group South Lancashire, English Nature, Greater Manchester Ecology Unit, Lancashire Wildlife Trust, Wigan Council and Wigan Leisure and Culture Trust
Related Action Plans
UKBAPs:
Wigan BAPs:
Great crested newt
Ponds
GMBAPs:
Great crested newt
Objectives, actions and targets
| Strategic Objective: Protect, encourage and monitor great crested newts in Wigan | | |
|---|---|---|
| Operational objective | Action Required | Timescale |
| 1. Determine the current distribution of great crested newts in Wigan | • Collect and collate records of GCN and produce distribution map to establish accurate baseline • Establish a database accessible by all relevant partners. Develop system for updating records of GCN | 2006 onwards 2006 |
| 2. Protect great crested newts | • Recognise and protect GCN and their habitats through policies in plans and strategies e.g. UDP/Local Development Framework, SPD, Nature Conservation Strategy • Assess all relevant planning applications for their impact on GCN and their habitat • Produce guidance notes for developers on Protected Species | Ongoing Continuous process 2006 |
| 3. Investigate opportunities for enhancement of great crested newt habitat | • Encourage landowners to implement good management practises on existing GCN habitats • Assess quality of existing GCN habitat and seek opportunities for enhancement • Identify sources of funding for habitat enhancement works | Continuous process 2006 Ongoing |
| 4. Monitor and record great crested newts in Wigan | • Develop and implement monitoring system • Develop links with universities and encourage research on GCN and their associated habitats • Develop relationships with specialist interest groups to undertake survey/research | 2006 Annual review Ongoing |
| Management Objective: Increase opportunities for GCN population growth in Wigan | | |
|---|---|---|
| Management Objective | Action Required | Timescale |
| 1. Manage existing GCN habitat | • Identify funding opportunities for habitat management and development • Produce generic pond management framework | Ongoing 2007 |
| 2. Develop new habitat | • Investigate opportunities for habitat creation initiatives • Seek funding for habitat creation | 2008 Ongoing |
| 3. Monitor and record key GCN populations | • Develop and implement recording system • Develop and implement ecosystem monitoring programme • Establish database accessible by all relevant partners | 2006 2007 2006 |
| 4. Promote conservation value of GCN | • Continue to raise the profile of GCN and improve community awareness of their importance • Engage with local communities in GCN habitat conservation | Ongoing Ongoing | | <urn:uuid:c7a2ca03-4ece-48d4-82fd-e23ee74304c8> | CC-MAIN-2021-49 | http://www.museumofcannockchase.org/WLCT/wigan/_assets/biodiversity/greatcrestednewt.pdf | 2021-11-27T00:02:03+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358074.14/warc/CC-MAIN-20211126224056-20211127014056-00143.warc.gz | 134,959,386 | 1,288 | eng_Latn | eng_Latn | 0.996818 | eng_Latn | 0.997377 | [
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Grimshaw Hall, Knowle
From Christies Catalogue for the Sale of Contents of Grimshaw Hall
Historic England
Heritage Category: Listed Building
Grade: I
List Entry Number: 1076714
Date first listed: 05-Dec-1949
Statutory Address: Grimshaw Hall, Hampton Road, Knowle
District: Solihull (Metropolitan Authority)
National Grid Ref: SP 18428 77470
Early C17 country house in grounds. Elaborately patterned timber framework, whitewashed plaster infilling. Tiled roof with 5 irregular gables oversailing on console brackets. 2 storeys and attics, lattice casement windows. Red brick chimneystacks with octagonal shafts.
https://historicengland.org.uk/listing/the-list/list-entry/1076714
Grimshaw Hall 1560 - 1765
Grimshaw Hall lies on a loop of Hampton Road created when the road was straightened. Originally it was close to the road, which has an elaborately timbered yeoman farmhouse, dating from about 1560 and is a fine example of Elizabethan domestic architecture. It is built in an E shape in honour of the Queen, with two wings and a central hall. The elaborate timbering is similar to that at Blakesley Hall and Milverton House, which was only in use for a short time. The tall chimneys are typical of their era.
Grimshaw Hall, Knowle
The house is named after the Grimshaw family, who seem to have arrived in Knowle in the mid 16tth century – over a hundred years before the Parish Registers start in 1682. As they are all called either Richard or Nicholas, a family tree is difficult to establish with certainty. The Grimshaws were wealthy yeoman farmers and possibly somewhat impetuous. They lived here for over a hundred years.
Nancy is thought to have run away and married beneath her. The famous ghost of Grimshaw Hall is believed to be Fanny. She is said to have been too flirtatious at a ball and allowed herself to be driven home by one of her admirers. Her lover rode after them, pushed his way into her bedroom and killed her in a fit of jealousy. He then raced down the stairs to deal with his rival, who had jumped into his coach and driven away; he spent the next two years evading his pursuer. The galloping horses and rattling coach wheels could be heard every now and again, and Fanny was often seen in the house in her ball dress, weeping and wringing her hands.
A loop in the road, now the private drive to the hall.
Two well known stories concern the family of a Richard Grimshaw in the early 18th century. He had six children including Fanny and Nancy. On Nancy's 16th birthday their father gave them each a horse. Fanny's was a chestnut and Nancy's a dapple grey; they raced for a diamond ring. Nancy won and on one of the old greenish glass panes in the hall window, scratched with a diamond, are the words "Nancy Grimshaw Fanny Grimshaw My gray has got ye day".
A Richard who lived in Bakers Lane and died in 1690 is buried in Knowle Church. He bequeathed a cottage and orchard for the benefit of the poor of Knowle.
Five cottages in Golden End reputed to be on this site are still administered by Knowle United Charities. Richard's youngest daughter and heiress married Benjamin Palmer of Olton Hall; her son, another Benjamin Palmer, bought the Knowle Hall Estate in 1754.
The family disappears from the records with the death of another Richard in 1765, when the property passed to a cousin; it was subsequently purchased by Thomas Willcox.
Find out what happened after 1765 at: http:// www.knowlehistory.org.uk/people&places/ hamptonroad/grimshawhallafter1765.html
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Mills and the Changing Landscape
Lesson and related resources developed by Toni Stadelman, K-12 Science Specialist for Franklin County Schools, N.C.
Alignment to NC Essential Standards
Background
Language ArtsRI.5.1, RI.5.3, RI.5.5, W.5.2
Social Studies5.G.1.1, 5.G.1.2, 5.G.1.3
Learning Objectives
Students will be able to describe how humans have changed the landscape to meet their basic needs.
Essential Question: How have humans changed the landscape to meet their basic needs?
I Can Statement: I can explain how humans have changed the landscape to meet their basic needs.
Time Required:
Activity: 2-3 class periods
Materials
* Story Map for Exploring the Waters of the Tar-Pamlico
* Computers, laptops, etc.
* Reading "Exploring the Mills of the TarPamlico River Basin"
* How Have We Changed the Landscape of the Tar-Pamlico River Basin? Worksheet
* Reading "How Have We Changed the Landscape of the Tar-Pamlico River Basin?"
* Exploring Waters of the Tar-Pamlico River Interactive Map Worksheet
* Slide Set Corn From Farm to Home and/or corn kernels, cornbread mix, cornbread
Vocabulary
Mill, headwaters, millpond, dam
Knowledge
Students should know the definition of a river basin and the name of the river basin where they live.
http://bit.ly/NCRiverBasins
Discover North Carolina's River Basins Brochure:
North Carolina River Basins Base map:
Tar-Pamlico River Basin Story map:
http://bit.ly/NCRBBasemap http://bit.ly/TPRBasin
River Basins:
NC Environmental Education Webpage for
http://www.eenorthcarolina.org/riverbasins.html
Engage:
1. How many of you like cornbread?
Ask the following questions using the slide set titled Corn From Farm to Home
2. How do you make cornbread?
4. Where are the corn kernels ground? Show pictures
3. How do you go from corn kernels to cornbread mix?
5. How did the corn kernels get to the factory?
7. How did it get from the store to your home?
6. How did the cornbread mix get to the store?
8. Where is corn grown?
9. How have farms, factories, stores, homes, & roads changed the landscape?
Farms, factories, roads, houses are all examples of how humans have changed the landscape to meet their needs. The examples shown and discussed are modern examples. What about our great-great grandparents? They had the same basic needs but they didn't have the technologies that we have today. How did they change the landscape to meet their needs?
Mills and the Changing Landscape
Explore:
o Tar-Pamlico River Basin Story Map: http://bit.ly/TPRBasin
* Have students explore, on their own or in pairs, the following story maps:
o Exploring the Waters of the Tar-Pamlico River Basin Story Map (Section 1 and 2 only): http://bit.ly/EXTPRIVERS
Explain:
Have students read the article: How Have We Changed the Landscape of the Tar-Pamlico River Basin? And answer the questions on the accompanying worksheet.
Explore:
a. There are 5 sections.
1. Introduce the story map for Exploring the Waters of the Tar-Pamlico.
b. Point out that the maps are interactive.
2. Let students explore the story map either individually or with a partner.
c. The panel on the right side tells the "story" and is also interactive.
3. After they have explored the story map, then give them the Exploring the Mills of the Tar-Pamlico River Basin worksheet to answer. These questions go with the section: Selected Mills on the TarPamlico River.
4. Have students click on the Mills in the Tar-Pamlico River Basin Interactive Map. Give them the Exploring Waters on the Tar-Pamlico Interactive Map Worksheet. This link is found in the section: Selected Mills on the Tar-Pamlico River.
Elaborate/Evaluate:
o What is the development?
* Have students research an area around them that is being developed so they can create their own story map. Have them answer the following questions:
o What basic need is this development helping to meet?
o What are the positive effects of this development?
o How is the landscape being changed?
o What are the negative effects of this development?
* There is a link at the bottom of the Laurel Mill and Rock Mount Mill Information sheets that will take students to the National Register of Historic Places: Inventory Nomination Form. These forms will give students even more background knowledge about the mills and owners. Students could read and summarize this information.
National Register of Historic Places: Inventory Nomination Form for Laurel Mill
National Register of Historic Places Inventory-Nomination Form Rocky Mount Mills
"We Recollect….." An Anecdotal History of Nash County-written by 7th & 8th grade students at Southern Nash Junior High- 1988. Students interviewed older citizens of the county. This provides some information about Webb's Mill.
Exploring the Mills of the Tar-Pamlico River Basin Story Map Student Worksheet
Directions: Go to the Selected Mills on the Tar-Pamlico Rivers section to answer the following questions.
Find Louisburg Mill (red pu s h p i n ) a n d By rd’s Mill (purple pushpin) on the map. You will need to zoom in close to the pushpins to an s wer t h e fo l l o wing questions.
1. What town is between Louisburg Mill and Byrd’s Mill?
2. Why do you think this town grew between these two mills?
3. What other man-made features do you think were developed around these mills?
4. Click on the pushpin for the Louisburg Mill. What do you think the people in the postcard picture might be doing?
Find Laurel Mill on the map and click on the pushpin. Zoom in and then click on the link for Information and pictures to answer the following questions.
1. When was the mill started?
2. What did the mill grind?
3. How do you think the river was affected by the building of the dam?
4. What town is located northeast of the mill?
5. What highway is close to this mill?
Exploring the Mills of the Tar-Pamlico River Basin Story Map Student Worksheet
Find Rocky Mount Mills on the map and click on the pushpin. Zoom in and then click on the link for information and pictures to answer the following questions.
1. When did settlers begin to settle in Rocky Mount?
2. Where did Rocky Mount get its name?
3. Look at picture 2. Describe all the natural land features you see.
4. Look at picture 2 again. Describe all the man-made features you see.
5. What effect did building the mills have on the landscape?
6. How do you think building the mills affected landscape of the Tar River?
Find Webb's Mill on the map and click on the pushpin. Zoom in and then click on the link for information and pictures to answer the following questions.
1. The first picture of Webb's Mill shows the dam without water flowing over it. Where do you think the rocks to build the dam came from?
2. How do you think removal of those rocks changed the landscape?
3. The second picture shows the water running over the dam. How did constructing the dam change the river at this location?
4. What is the water behind the dam called?
5. Look at picture 4. Where do you think all the sand come from?
6. How do you think sand deposited affected the vegetation along the river bank?
Exploring the Mills of the Tar-Pamlico River Basin Story Map Student Worksheet
Find Boddie's Mill on the map and click on the pushpin. Zoom in and then click on the link for information and pictures to answer the following questions.
1. Nathan Boddie opened one of the first grist mill in 1778 on what creek?
2. In 1834, another mill was built and ran until the 1970's. What was the purpose of this mill?
3. How does Boddies Mill still benefit the community today even though the mill is no longer running?
Using all the information you have collected from this story map, explain how and why humans have changed the land to meet their basic needs.
How Have We Changed the Landscape of the Tar-Pamlico River Basin?
Changing the landscape:
Settlers also came to North Carolina to become farmers. In order to farm, they had to clear the land. They used a technique called slash and burn. The farmers would cut down the trees and any other vegetation that was in the way and then burn them. The loss of this vegetation exposed the soil and increased erosion. The trees that were not burned were used to build their homes, barns, and other structures such as mills.
One of the first attractions to North Carolina was the abundance of Longleaf Pines. The wood from Longleaf Pine trees was used to build ships. Other parts of the trees were also used such as the pine pitch (sap). The pine pitch was used to make tar which was spread on the ship to keep it from leaking. Since the trees were transported on the river to the Pamlico Sound it became known as the Tar River. At least that's one version of how the Tar River got its name. The headwaters for the Tar-Pamlico River is in Person County. The river is called the Tar River until it reaches Washington NC. At the bridge for US Highway 17, the Tar River becomes known as the Pamlico River. The rivers flow down to the Pamlico Sound.
The mills used water to power the water wheel which in turn powered the stones to grind the corn and wheat. Since the mills needed water, they had to be located on a river or tributaries of the river. The waters of the river had to be harnessed to provide enough energy to keep the mill running. The flow of the river had to be changed so that the mill could operate whenever the farmers needed to grind their corn or wheat. The Tar-Pamlico River was harnessed in many different areas to supply power for the mills. So how was this done?
Harnessing the Tar-Pamlico River:
What is needed to build and maintain a successful mill?
The people that built, ran, and maintained the mill were called millers. Mills couldn't be built just anywhere on the river. Certain land features were needed for the mill to be successful.
* River with terrain that allows an efficient dam to be built.
* Lumber for building the mill and parts to run it such as:
* Rocks for building the dam
o Water wheel
o Headrace
o Sluice gate
* A road that farmers could use to bring their corn and wheat to and from the mill.
Millers looked for areas of the river that were a little higher than the rest of the river. These areas were used to make dams. The dams raised the water level causing the water to get backed up and create a millpond. The height of the dam was important because it controlled how much water would be needed to start the waterwheel and keep it moving. The greater the height, the less amount of water was needed to start the waterwheel. The millpond stored the water that was used to
How Have We Changed the Landscape of the Tar-Pamlico River Basin?
run the mill. The dam sent the water to the headrace where the water would fall onto the water wheel. A sluice gate was used to control the water flow. Opening the gate allowed the water to flow onto the wheel and closing the gate stopped the water flow. The water that flowed over the wheel was carried away from the mill through the tailrace.
After building the mill, the landscape was changed. The Tar-Pamlico River had an uninterrupted flowing river, but was now a river that had several man-made dams. These dams changed the flow of the water by creating ponds. The land surrounding the mills was changed by loss of vegetation which increased the amount of soil being deposited into the river.
Roads and Towns:
Towns eventually began to grow around the mills. The farmers didn't use all their ground corn or wheat for their families. They also used some to trade or buy things they needed. As more people moved into the area, towns began to grow. This meant buildings were needed for general stores and homes. More of the landscape was changed because trees had to be cut for construction of these buildings.
Roads were a necessity for the success of the mills and the farmers. When mills first started, roads were nothing more than game trails or paths used by Native Americans. As more and more wagons and horses used the trails, they began to widen. The effect of the widening roads led to the loss of vegetation and bare soil. When the rains came, the roads would get muddy and huge ruts would form due to the heavy wagons. Also, the topsoil on the roads would erode and end up in the rivers, streams, and creeks. The difference in the roads that we have today is that we use asphalt and concrete to build the roads. Even now we change the landscape to meet our needs.
Reservoirs, Lakes, and Ponds:
Some farmers created ponds on their land to help irrigate their crops and have a water supply for the livestock. The farmers would dig wells to provide a fresh supply of water for their families.
The purpose for building dams was to create a supply of water for the mills. These millponds became important to the community. Grinding the corn or wheat took quite a few hours so the farmers would sit around the millpond and talk. Other members of the community would also visit millponds where they would have picnics, fish, swim, have baptisms, and hold important meetings. Ever heard of a "rumor mill"? Going to the millpond was a great place to catch up on all the local news (whether it was real news or fake news.)
As communities began to grow, the people needed a bigger water supply than a well could provide. These communities created reservoirs for the townspeople. They would use an area of the Tar River or a tributary that would be suitable for a dam. Once the dam was built, water would back up just like a millpond. The difference was that the water wasn't supplying energy for a mill. It was supplying water for people to use for cooking, drinking, and washing. Of course, pipes had to be used to connect the water from the reservoirs to the people who lived in the towns. This is another example of how people have changed the landscape.
Student Worksheet: How Have We Changed the Landscape of the Tar-Pamlico River Basin?
Name: ___________________________ Date: ____________________
Directions : Use the article, “How Have We Changed the Landscape to the Tar-Pamlico River Basin?” to answer the following questions.
1. Describe how the slash and burn technique was used by settlers and the effect it had on the landscape.
2. Why were the Longleaf Pine trees so valuable to the settlers?
3. Describe how building a mill on the river changed the landscape.
4. What does harnessing mean in the context of the article?
5. Why were roads important for the success of the mill?
6. What impact did roads have on the landscape?
7. Why were millponds important to the mill?
8. How did the community use millponds?
9. Mills not only affected the landscape surrounding the river. If the mill was successful, towns would begin to grow close to the mill. How did the building of towns change the landscape surrounding the river?
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Name ______________________
1 2 3 4 5 6 7 8
1. Boris the bear is lumbering along at a constant rate of 4 m/s. If he walks for 600 seconds, how far will he travel?
d = m
2. Because of his slow walk, Boris missed the bus. Lucky for Boris however, there is another bus stop 1000 meters away. If the bus is arriving in 120 seconds, how fast must he run?
S = m/s
3. Despite arriving on time, Boris was not allowed to ride on the bus because of his bear like appearance. Sadly, Boris walked the long, 8,000 m remaining distance to work at a rate of 3.6 m/s. How long did it take him to complete this walk?
4. Using the information from questions 1, 2 and 3, make a graph of the bear walking to work below.
5. Boris was moving the fastest when he was running for the bus. When graphed, how did this section appear different from the other sections?
6. At the coal mines where Boris works, He is docked 5 dollars of pay for every minute he is late. Boris expected his trip to take 15 minutes, arriving perfectly on time. How much money will Boris owe for being late?
Owed = $
7. After a long day at work in the coal mines, Boris began his trek home. Using his stopwatch, Boris measures that he can walk 300 m in 110 seconds. At this pace, how long will it take him to make the trip home? (use total distance from the graph above).
5. Finally making it home, Boris realizes that he forgot his keys at work. In a fit of sheer frustration, he yells at the top of his lungs (sound travels at 340 m/s). If his uncle Demetri heard the roar 3.4 seconds later, how far does Boris live from Demetri’s house?
6. Jumping onto his skateboard, Boris starts heading towards Demetri’s house at a constant 7 m/s. At the same time, Demitri jumps into his car and drives towards Boris’s house at 20 m/s. Graph the motion of both bears(Given that they start at the same time), and indicate on your graph where the two will meet. Use the distance from question 5 as Demitri’s starting position, and Zero as Boris’s starting position.
d =
m
0
Time in _______________
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Design & Technology
| Year Group | Autumn term | Spring term |
|---|---|---|
| Y1/2 YEAR A | Mechanisms Focus: Sliders & Levers Prior learning • Early experiences of working with paper and card to make simple flaps and hinges. • Experience of simple cutting, shaping and joining skills using scissors, glue, paper fasteners and masking tape. Designing • Generate ideas based on simple design criteria and their own experiences, explaining what they could make. • Develop, model and communicate their ideas through drawings and mock-ups with card and paper. | Structures Focus: Freestanding structures Prior learning • Experience of using construction kits to build walls, towers and frameworks. • Experience of using of basic tools e.g. scissors or hole punches with construction materials e.g. plastic, card. • Experience of different methods of joining card and paper. Designing • Generate ideas based on simple design criteria and their own experiences, explaining what they could make. |
Making
* Plan by suggesting what to do next.
* Select and use tools, explaining their choices, to cut, shape and join paper and card.
* Use simple finishing techniques suitable for the product they are creating.
Evaluating
* Explore a range of existing books and everyday products that use simple sliders and levers.
* Evaluate their product by discussing how well it works in relation to the purpose and the user and whether it meets design criteria.
Technical knowledge and understanding
* Explore and use sliders and levers.
* Understand that different mechanisms produce different types of movement.
* Develop, model and communicate their ideas through talking, mock-ups and drawings.
Making
* Plan by suggesting what to do next.
* Select and use tools, skills and techniques, explaining their choices.
* Select new and reclaimed materials and construction kits to build their structures.
* Use simple finishing techniques suitable for the structure they are creating.
Evaluating
* Explore a range of existing freestanding structures in the school and local environment e.g. everyday products and buildings.
* Evaluate their product by discussing how well it works in relation to the purpose, the user and whether it meets the original design criteria.
Making
* Select from and use a range of tools and equipment to perform practical tasks such as marking out, cutting, joining and finishing.
* Select from and use textiles according to their characteristics.
Evaluating
* Explore and evaluate a range of existing textile products relevant to the project being undertaken.
* Evaluate their ideas throughout and their final products against original design criteria.
Technical knowledge and understanding
* Understand how simple 3-D textile products are made, using a template to create two identical shapes.
* Understand how to join fabrics using different techniques e.g. running stitch, glue, over stitch, stapling.
appealing, functional product fit for purpose and specific user/s.
* Produce annotated sketches, prototypes, final product sketches and pattern pieces.
| | • Know and use technical vocabulary relevant to the topic | Technical knowledge and understanding • Know how to make freestanding structures stronger, stiffer and more stable. • Know and use technical vocabulary relevant to the topic |
|---|---|---|
| Y3/4 YEAR A | Textiles Focus: 2-D shape to 3-D product Prior learning • Have joined fabric in simple ways by gluing and stitching. • Have used simple patterns and templates for marking out. • Have evaluated a range of textile products. Designing • Generate realistic ideas through discussion and design criteria for an | Mechanical systems Focus: Levers and linkages Prior learning • Explored and used mechanisms such as flaps, sliders and levers. • Gained experience of basic cutting, joining and finishing techniques with paper and card. Designing • Generate realistic ideas and their own design criteria through discussion, focusing on the needs of the user. |
Making
* Plan the main stages of making.
* Select and use a range of appropriate tools with some accuracy e.g. cutting, joining and finishing.
* Select fabrics and fastenings according to their functional characteristics e.g. strength, and aesthetic qualities e.g. pattern.
Evaluating
* Investigate a range of 3-D textile products relevant to the project.
* Test their product against the original design criteria and with the intended user.
* Take into account others' views.
* Use annotated sketches and prototypes to develop, model and communicate ideas.
Making
* Order the main stages of making.
* Select from and use appropriate tools with some accuracy to cut, shape and join paper and card.
* Select from and use finishing techniques suitable for the product they are creating.
Evaluating
* Investigate and analyse books and, where available, other products with lever and linkage mechanisms.
* Evaluate their own products and ideas against criteria and user needs, as they design and make.
Technical knowledge and understanding
* Understand and use lever and linkage mechanisms.
through discussion, focusing on the needs of the user.
* Use annotated sketches and prototypes to develop, model and communicate ideas.
Making
* Order the main stages of making.
* Select from and use appropriate tools with some accuracy to cut and join materials and components such as tubing, syringes and balloons.
* Select from and use finishing techniques suitable for the product they are creating.
Evaluating
* Investigate and analyse books, videos and products with pneumatic mechanisms.
* Evaluate their own products and ideas against criteria and user needs, as they design and make.
* Experience of axles, axle holders and wheels that are fixed or free moving.
* Basic understanding of different types of movement.
* Experience of cutting and joining techniques with a range of materials including card, plastic and wood.
* An understanding of how to strengthen and stiffen structures. Designing
* Generate innovative ideas by carrying out research using surveys, interviews, questionnaires and webbased resources.
* Develop a simple design specification to guide their thinking.
* Develop and communicate ideas through discussion, annotated drawings, exploded drawings and drawings from different views.
| | • Understand how a key event/individual has influenced the development of the chosen product and/or fabric. Technical knowledge and understanding • Know how to strengthen, stiffen and reinforce existing fabrics. • Understand how to securely join two pieces of fabric together. • Understand the need for patterns and seam allowances. • Know and use technical vocabulary relevant to the project | • Distinguish between fixed and loose pivots. • Know and use technical vocabulary relevant to the topic | Technical knowledge and understanding • Understand and use pneumatic mechanisms. • Know and use technical vocabulary relevant to the topic |
|---|---|---|---|
| Y5 & 6 YEAR A | Mechanical systems Focus: Cams Prior learning | Textiles Focus: Combining different fabric shapes Prior learning | Structures Focus Frame structures Prior learning |
Making
* Produce detailed lists of tools, equipment and materials. Formulate
* Experience of basic stitching, joining textiles and finishing techniques.
* Experience of making and using simple pattern pieces.
Designing
* Generate innovative ideas by carrying out research including surveys, interviews and questionnaires.
* Develop, model and communicate ideas through talking, drawing, templates, mock-ups and prototypes and, where appropriate, computeraided design.
* Design purposeful, functional, appealing products for the intended user that are fit for purpose based on a simple design specification.
Making
* Produce detailed lists of equipment and fabrics relevant to their tasks.
* Experience of using measuring, marking out, cutting, joining, shaping and finishing techniques with construction materials.
* Basic understanding of what structures are and how they can be made stronger, stiffer and more stable.
Designing
* Carry out research into user needs and existing products, using surveys, interviews, questionnaires and webbased resources.
* Develop a simple design specification to guide the development of their ideas and products, taking account of constraints including time, resources and cost.
* Generate, develop and model innovative ideas, through discussion, prototypes and annotated sketches.
Making
* Formulate a clear plan, including a step-by-step list of what needs to be done and lists of resources to be used.
step-by-step plans and, if appropriate, allocate tasks within a team.
* Select from and use a range of tools and equipment to make products that that are accurately assembled and well finished. Work within the constraints of time, resources and cost.
Evaluating
* Compare the final product to the original design specification.
* Test products with the intended user, where safe and practical, and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose.
* Consider the views of others to improve their work.
* Investigate famous manufacturing and engineering companies relevant to the project.
Technical knowledge and understanding
* Formulate step-by-step plans and, if appropriate, allocate tasks within a team.
* Select from and use a range of tools and equipment to make products that are accurately assembled and well finished. Work within the constraints of time, resources and cost.
Evaluating
* Investigate and analyse textile products linked to their final product.
* Compare the final product to the original design specification.
* Test products with intended user and critically evaluate the quality of the design, manufacture, functionality and fitness for purpose.
* Consider the views of others to improve their work.
Technical knowledge and understanding
* A 3-D textile product can be made from a combination of accurately
* Competently select from and use appropriate tools to accurately measure, mark out, cut, shape and join construction materials to make frameworks.
* Use finishing and decorative techniques suitable for the product they are designing and making.
Evaluating
* Investigate and evaluate a range of existing frame structures.
* Critically evaluate their products against their design specification, intended user and purpose, identifying strengths and areas for development, and carrying out appropriate tests.
* Research key events and individuals relevant to frame structures.
Technical knowledge and understanding
* Understand how to strengthen, stiffen and reinforce 3-D frameworks.
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Souper Art
(art + physical education)
This is a whimsical introduction to nutrition and graphic design that invites students to make up an imaginary soup. National studies indicate that children eat about anything if the advertising is "crazy" or attractive to them, including vitamins and vegetables. Now its students' turn to entice peers to "buy" their soup! Anyone for Alligator Soup?
Grades 4-6 could spend more time than the lower grades reading, discussing and interpreting manufacturers' information prior to designing a label.
Grade Levels K-6
Note: Instructions and materials based on a class of 25 students. Adjust as needed.
Process
1. Ask students to bring in soup cans and help them find healthy facts on the labels. Discuss symbols and visual effects, and note how colorful the graphics are. What other content do manufacturers include on their labels? Look for preparation instructions, how many people it will serve, where it was made and other details.
2. Remove the labels from the students' soup cans, then relabel the cans with each student's name using a Sharpie ® .
3. Now have students think up their own original soup. From the "manufacturer's" standpoint, what would the label look like? Does the soup have nutritional value? What information will be included to inform and attract soup users? Have students make a list of what they will put on their labels.
4. Give each student a 4" x 9" piece of construction paper to work on (actual soup label size). Have students divide the label into sections. The front and back are the main areas with extra information placed between and sometimes printed vertically on the sides of the label. Use a pencil to print information and lightly draw graphic designs.
5. Lightly, and in layers, use colored pencils to fll in and add emphasis to the name of the soup and the brand. Use an Ultra Fine Sharpie ® to trace over the words to make them more visible. After the ink dries, carefully erase any unwanted graphite lines. Outline other
Materials
Blick ® Plastic Ruler, 12" (55403-1012); share one between two students
Blick ® Soap Eraser, 1" x 1", box of 24 (21519-1024); need one per student
Dixon ® Ticonderoga ® Pencils, box of 12 (20305-2009); need one per student
Sargent Art ® Colored Pencils, (22046-1250); share one 250piece set across class
Blick ® Construction Paper, White, 80-lb, 9" x 12" (11409-1023); share one 50-piece package across class
3M ® Scotch ® #810 Magic™ Transparent Tape, 1/2" x 36-yd (23012-1000); need one roll
Sharpie ® Ultra Fine-Point Marker, Black (21315-2003); share 12 across class
1.
graphics.
6. Work with a partner to wrap the label around the can and tape the ends together. Or, if preferred, bring in a clean, empty can to host the new prototype label.
Copyright © 2009 Dick Blick Art Materials. All rights reserved. JG
National Standards for Visual Arts Education
Content Standard #1 — Understanding and applying media, techniques, and processes
K-4 Students use different media, techniques, and processes to communicate ideas, experiences, and stories
5-8 Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
Content Standard #3 — Choosing and evaluating a range of subject matter, symbols, and ideas
K-4 Students select and use subject matter, symbols, and ideas to communicate meaning
5-8 SStudents integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworksrt
Content Standard #6 — Making connections between visual arts and other disciplines
K-4 Students identify connections between the visual arts and other disciplines in the curriculum
5-8 Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
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Potlatch Ceremony
The Potlatch Ceremony is practiced by many Native American cultures. The ceremonies and certain aspects of the customs differentiate, however, the main reasons for these ceremonies are fairly similar, and usually consist of the following:
Redistribution of wealth and rank within the community.
The lesson of stewardship instead of ownership.
A means of thwarting abuse of power or privilege.
A means of keeping tribal unity and mutual respect.
The New Haven Native American Church may hold the Potlatch Ceremony from time to time. This will be a time of feasting, fellowship, and unity. The Ceremony will be held at a suitable location and may include other ceremonies as well. The importance of holding this Ceremony is to assist with those that are in need and to foster unity with our Church.
The Potlatch Ceremony will begin with the Medicine Person in charged speaking prayers of offering and of thanksgiving to the Creator. At this time, when necessary, the Elders will then stand before the people and announce the person selected to replace them. Any item associated with their title, such as a prayer pipe, will then be given to the new Elders. All are encouraged to give gifts to these new Elders as well.
After this transfer of leadership, all will form a circle and will face each other. This is the time of the Sacred Giveaway. Each person will contribute a gift and place it in the center of the circle, one at a time. This gift should be something that is sacrificial, or of great value to the one giving it away. Participants (oldest to the youngest) will then walk to the gifts in the center and choose something from the pile. This ceremony is meant to demonstrate the value of stewardship and that we do not own what we have, and are only entrusted, as a steward, to care for these things.
After this Ceremony is completed, there is typically a feast and dancing. There may be other ceremonies, such as the Sweat Lodge or Peyote Ceremony that are practiced in conjunction with the Potlatch Ceremony. This is a time of church unity and equality; therefore, all are encouraged to participate or assist in some manner.
We believe it is our right as to take care of ourselves, families, and Spiritual Community as we feel call upon by the Spirit to do so. We regard the taking care of ourselves, families, and Spiritual Community in health, sickness, or old age as our religious obligation. All members have claim upon the New Haven Native American Church for assistance when needed. Remember it is the Covenant Duty if all members to support the programs of the Church and they should not demand services of the Church that they are unwilling to support.
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Insights from Australia's first scientists set in stone
17 August 2015
Aboriginal tools dating back 20,000 years celebrated at National Science Week
Visitors can marvel at a dazzling display of ancient Aboriginal stone tools and learn how Indigenous scientific knowledge spanned the millennia at a University of Sydney talk this week.
A rare collection of artefacts including axes, blades and grindstones, some dating back thousands of years, will be featured at the Sydney Science Festival talk, 'No stone unturned: Aboriginal Scientific Knowledge' on Friday 21 August.
Matt Poll, Assistant Curator of Indigenous Heritage at the University of Sydney's Macleay Museum, will explain the scientific foundations of these objects and the wealth of knowledge they reveal about climate change, food technology and building materials amongst Australia's first scientists.
Image: An unidentified stone tool from Santa Teresa, Northern Territory. Image: Carlo Bento.
"We're trying to really challenge the idea that these tools were just about picking up a rock and bluntly banging it," said Poll.
"There was actually a whole school of thought attached to the science of using different stone technologies, and how they were used to sustain a culture over many tens of thousands of years. It's really a beautiful story.
"Essentially, these stone tools were no different to what we use on our building sites, camping grounds, kitchens and scientific laboratories today." – Matt Toll
Stone tools across the ages
The evolution of particular kinds of stone tools mirrored the changing climate over thousands of years. As areas of central Australia shifted from wetlands to the deserts of today, Aboriginal peoples devised new methods to thrive in their environment.
"The invention and dispersion of the tula – a small multi-purpose cutting tool – is a prime example of the innovations pioneered by Aboriginal peoples as a result of increased drought conditions," said Poll.
Ancient climate knowledge
Even subtle indicators like the reflection of the sun on certain geographic features were used as tell-tale signs of seasonal patterns, with Indigenous Australians interpreting their environment for resource scarcity.
"Aboriginal peoples matched up their stone arrangements with the alignment of the stars, using these as a signal to move to different areas or to know whether there was an abundance of certain kinds of food or plants in the region," said Poll.
"There's very useful information embodied in these tools that really resonates with much of our current ecological thinking around sustainability and the use of resources in specific climates."
Poll's talk marks the official launch event of the Macleay Museum's newest exhibition, Written in Stone, which opens today and runs until 1 August 2016. The exhibition celebrates the pivotal importance of stone to Aboriginal culture and identity, as a long-preserved marker of oral tradition.
"The ingenuity of this scientific knowledge, passed down through generations of Aboriginal people's oral histories, continues to resonate in Aboriginal cultural life," said Poll.
The inaugural Sydney Science Festival runs from 13 to 23 August, as part of National Science Week.
Event details
What: No stone unturned: Aboriginal Scientific Knowledge
When: Friday 21 August, 5.30pm to 6.30pm
Where: Old Geology Lecture Theatre, Level 1, Edgeworth David Building, University of Sydney
Cost: Free
Register: Here
Link to article: http://sydney.edu.au/news-opinion/news/2015/08/17/insights-fromaustralia-s-first-scientists-set-in-stone.html | <urn:uuid:d02039e6-1e2d-48aa-936e-8b19bff43058> | CC-MAIN-2021-25 | https://crossart.com.au/images/stories/exhibitions/xap111_obsolete/Matt-Poll_No-Stone-Unturned.pdf | 2021-06-22T10:33:20+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488517048.78/warc/CC-MAIN-20210622093910-20210622123910-00186.warc.gz | 177,529,312 | 699 | eng_Latn | eng_Latn | 0.997253 | eng_Latn | 0.997589 | [
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The right to water in the slums of Mumbai, India
Ramnath Subbaraman a & Sharmila L Murthy b
Attaining universal and equitable access to safe and affordable drinking water for all by 2030 (sustainable development goal 6) 1 will be a major challenge, particularly in urban slum communities. In 2012, over 860 million people – about a third of the urban population of developing countries – were living in slums. 2 The primary barriers to accessing water in slums are not solely monetary or technical but also legal, institutional, and political. 3 , 4
settlements. 5 Nearly half of Mumbai's slums are non-notified. 5 The divide between notified and non-notified slums in Mumbai is tied to "cut-off" dates. 3 Slum households who can prove that they have been living in a slum located on state or municipal land prior to a specified cut-off date can obtain notified status. This policy arose in response to democratic pressure from slum dwellers, who form a large proportion of Mumbai's electorate. Currently, all slum households who settled on state or city government-owned land in Mumbai prior to the year 2000 can obtain notified status, while households who settled after the year 2000 remain non-notified. In addition, slums located on land in Mumbai owned by the central government do not benefit from this policy and remain non-notified despite having been established – in some locations – several decades ago.
2014. 8 Many residents of Kaula Bandar access less than 20 litres of water per person per day, 8 which is below the minimum consumption level recommended by the World Health Organization for ensuring basic hygiene, particularly for women and children. 11 Especially in the summer, drinking water is often contaminated with Escherichia coli, an indicator of faecal contamination. 9
Lack of access to clean water causes diarrhoeal illness in children; in turn, recurrent diarrhoeal illness is associated with increased child mortality and poor nutritional status. 11 Based on a comparison of data from a 2010 survey of 811 children in Kaula Bandar with India's National Family Health Survey, the infant mortality rate in Kaula Bandar is more than twice that of other, mostly notified Mumbai slums and 30% higher than that of Mumbai's formally housed population. 10 In Kaula Bandar, about 46% of children younger than 5 years are moderately or severely underweight as compared to 36% in notified slums and 26% in Mumbai's formally housed population. 10
Similar policies linking water entitlements to land tenure compromise water access for people living in slums in cities in other low- and middle-income countries, including Bangladesh, Kenya and Nigeria. 6 , 7 Even when sound public health and economic reasons exist for providing slums with access to municipal water supplies, lack of property rights can impede provision of this vital service. A recent court ruling from Mumbai, India, illustrates the nature of these legal and political barriers to water access and the potential of human rights law to overcome them. 4
In India, some slums are notified, or recognized, by the government. In some cities, notified slums are entitled to receive security of land tenure, which means that the people who live in them cannot be arbitrarily evicted. In other words, inhabitants have a form of property rights to the land even though they do not own it. People living in notified slums are also usually entitled to access city services, including connections to the water supply. In 2012, 59% of slum settlements in India were non-notified. 5 People living in non-notified settlements suffer from poorer access to piped water, latrines, electricity and public transportation when compared to notified slums; they also receive considerably less assistance from the government's slum improvement schemes. 5
Mumbai has a chlorinated central water supply managed by the government. People living in non-notified slums have historically been unable to legally connect to this system, forcing many of them to illegally tap into city water pipes out of desperation – a survival strategy that can compromise the safety of the water supply through cross-contamination. 5
By some estimates, Mumbai has the largest slum population of any city in the world, with more than half of its 12 million people living in informal
The consequences of exclusion from the water supply are illustrated by data from Kaula Bandar, a non-notified slum in Mumbai. 8 – 10 This community was established more than 50 years ago but remains non-notified because it is on central government land. Since residents of Kaula Bandar are excluded from the formal water supply, they are forced to buy water from street vendors. In 2012, the median price paid for water by residents in the winter season was 135 Indian rupees (2.07 United States dollars) per 1000 litres of water. 8 This was more than 40 times the standard municipal water charge paid by residents of notified slums and more than 30 times the charge paid by other city residents in
In December 2014, the Bombay High Court ordered the city government to extend access to Mumbai's water supply to residents living in non-notified slums. 4 This ruling was the result of years of public interest litigation by the group Pani Haq Samiti and is an important step forward for improving the health of two to three million residents in nonnotified slums in Mumbai. Two aspects of the judgment may be particularly relevant for the public health community, as these arguments may inform efforts to advance water access in other cities in low- and middle-income countries. First, the court order uses a human rights-based framework, holding that the right to water is central to the right to life guaranteed by the Constitution of India. The order also cites international human rights law, in particular the United Nations International Covenant on Economic, Social, and Cultural
a Division of Infectious Diseases, Brigham and Women's Hospital and Harvard Medical School, 75 Francis St., PBB-A4, Boston, MA 02115, United States of America (USA).
b Suffolk University Law School, Boston, USA.
Correspondence to Ramnath Subbaraman (email: email@example.com).
(Submitted: 12 March 2015 – Revised version received: 21 August 2015 – Accepted: 25 August 2015 – Published online: 6 October 2015)
Perspectives
Right to water in Mumbai, India
Rights, which is the key basis of the human right to safe drinking water and sanitation under international law. 4 Second, the court finds that water access should not be tied to the property rights of a slum, thereby disentangling security of tenure from the right to water. 4 These two arguments allow the court to cut through what were previously considered intractable legal barriers to water access in non-notified slums.
Since the ruling, the city government has developed a new policy for supplying water to non-notified slum residents. 12 However, the high court ruling and the new policy still have shortcomings. First, slums such as Kaula Bandar may continue to be excluded from the water supply because the Bombay High Court does not have jurisdiction over central government land, where some non-notified slums are located. 12 Second, even while extending water to non-notified slums, the court
Ramnath Subbaraman & Sharmila L Murthy
Human rights-based frameworks that emphasize a universal right to water may play a valuable role in overcoming barriers for access to water and thereby help to promote health for marginalized urban populations. This is an important lesson as the global community endorses the goal of achieving universal and equitable access to water for all. 1 ■
Acknowledgements
RS is also affiliated with Partners for Urban Knowledge, Action, and Research (PUKAR), Mumbai, India.
Despite these limitations, the Bombay High Court decision underscores the fact that legal, institutional and political barriers are often greater obstacles to expanding water access than monetary or technical challenges, especially for poor urban communities.
References
1. Open working group proposal for the Sustainable Development Goals [Internet]. New York: United Nations; 2014. Available from: https:// sustainabledevelopment.un.org/content/documents/1579SDGs Proposal. pdf [cited 2015 Aug 19].
7. Rashid SF. Strategies to reduce exclusion among populations living in urban slum settlements in Bangladesh. J Health Popul Nutr. 2009 Aug;27(4):574– 86. doi: http://dx.doi.org/10.3329/jhpn.v27i4.3403 PMID: 19761090
2. State of the world's cities 2012-13: Prosperity of cities [Internet]. Nairobi: United Nations Human Settlements Programme; 2013. Available from: https://sustainabledevelopment.un.org/content/documents/745habitat. pdf [cited 2015 Aug 19].
3. Murthy SL. Land security and the challenges of realizing the human right to water and sanitation in the slums of Mumbai, India. Health Hum Rights. 2012;14(2):61–73. PMID: 23568948
4. Public interest litigation No. 10 of 2012 along with Chamber Summons No. 362 of 2014 and Chamber Summons No.74 of 2012. Geneva: International Environmental Law Research Centre; 2014. Available from: http://www.ielrc. org/content/e1407.pdf [cited 2015 Aug 19].
5. National Sample Survey Organization. Key indicators of urban slums in India. National sample survey 69th round. July 2012-December 2012 [Internet]. New Delhi: Ministry of Statistics and Programme Implementation; 2013. Available from: http://mospi.nic.in/Mospi_New/upload/KI_SLUM_ report69round_24dec13.pdf [cited 2015 Aug 19].
6. Mudege NN, Zulu EM. Discourses of illegality and exclusion: when water access matters. Glob Public Health. 2011;6(3):221–33. doi: http://dx.doi.org/ 10.1080/17441692.2010.487494 PMID: 20628930
8. Subbaraman R, Nolan L, Sawant K, Shitole S, Shitole T, Nanarkar M, et al. Multidimensional measurement of household water poverty in a Mumbai slum: Looking beyond water quality. PLoS ONE. 2015;10(7):e0133241. doi: http://dx.doi.org/10.1371/journal.pone.0133241 PMID: 26196295
9. Subbaraman R, Shitole S, Shitole T, Sawant K, O'Brien J, Bloom DE, et al. The social ecology of water in a Mumbai slum: failures in water quality, quantity, and reliability. BMC Public Health. 2013;13(1):173. doi: http://dx.doi. org/10.1186/1471-2458-13-173 PMID: 23442300
10. Subbaraman R, O'Brien J, Shitole T, Shitole S, Sawant K, Bloom DE, et al. Off the map: the health and social implications of being a non-notified slum in India. Environ Urban. 2012 Oct;24(2):643–63. doi: http://dx.doi. org/10.1177/0956247812456356 PMID: 23400338
11. Howard G, Bartram J. Domestic water quantity, service level, and health. Geneva: World Health Organization; 2003. Available from: http://www.who. int/water_sanitation_health/diseases/WSH03.02.pdf [cited 2015 Aug 19].
12. Venkatraman T. Illegal slums on central government land should get NOC for water supply: BMC [Internet]. The Indian Express. 2015 Mar 24. Available from: http://indianexpress.com/article/cities/mumbai/illegal-slums-oncentral-government-land-should-get-noc-for-water-supply-bmc/ [cited 2015 Aug 19].
Funding: RS is supported by a Fogarty Global Health Equity Scholars Fellowship (NIAID R25 TW009338) and a Harvard University T32 HIV Post-doctoral Clinical Research Fellowship (NIAID AI007433).
has sanctioned a two-tiered system of access. The court states that in non-notified slums water need not be provided via individual home connections or at the same price as elsewhere in the city. 4 Finally, the court does not address the underlying problem of security of tenure and emphasizes that the government remains obliged to eventually remove non-notified slums erected after the year 2000, in accordance with existing law. 4 The court is therefore stating that until these settlements are removed, resettled, or rehabilitated, which could take years, if not decades, inhabitants should be provided with access to the city water supply.
Competing interests: None declared. | <urn:uuid:6c434aec-ca15-449e-9caa-9ce91bfb6720> | CC-MAIN-2021-25 | https://www.scielosp.org/pdf/bwho/2015.v93n11/815-816/en | 2021-06-22T11:33:19+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488517048.78/warc/CC-MAIN-20210622093910-20210622123910-00193.warc.gz | 909,909,261 | 2,806 | eng_Latn | eng_Latn | 0.983439 | eng_Latn | 0.993046 | [
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Accelerated Computer Programming I/II
Sets and Maps
Outline
1 Languages and Grammars
2 Sets
3 Foreach Loops
4 Maps
Languages and Grammars
Definition (Formal Language)
A Formal Language is a set of words or symbols.
For example:
{1, 2, 3, 4, 5} is a language, and {hello, goodbye} is a language.
Definition (Grammar)
A Grammar is a set of rules that generates a particular language.
Grammars are used to:
generate strings, and to
check if strings are in the language
1
Backus-Naur Form (BNF)
Definition (Backus-Naur Form (BNF))
BNF is a syntax for describing language grammars in terms of transformation rules, of the form:
BNF is made up of two types of symbols:
Terminals: Literals (symbols that are interpreted literally)
Non-terminals: A symbol describing how to generate other symbols based on the rules of the grammar
2
An Example Grammar
Example Grammar
```
⟨object⟩ := ⟨article⟩⟨thing⟩ ⟨article⟩ := The | A | That | This ⟨thing⟩ := ball | index card | word | balloon
```
To generate <object>s from this grammar, we do the following steps:
1 Start at <object> and look at what to transform to: <article> <thing>
2 For each non-terminal, look at its rule and choose an option.
Some <object>s in this grammar:
The ball
That index card
The balloon
3
Alice in Wonderland
Count the Number of Distinct Words in a Text
Write a program that counts the number of unique words in a large text file (say, "Alice in Wonderland"). The program should:
Store the words in a collection and report the number of unique words in the text file.
Allow the user to search it to see whether various words appear in the text file.
What collection is appropriate for this problem?
We could use an ArrayList. . .
We'd really like a data structure that takes care of duplicates for us.
4
What is a Set?
Definition (Set)
A set is an unordered collection of unique values. You can do the following with a set:
Add element to the set
Remove element from the set
Is element in the set?
How To Think About Sets
Think of a set as a bag with objects in it. You're allowed to pull things out of the bag, but someone might shake the bag and re-order the items.
Is "goodbye" in the set? true Is "doge" in the set? false
5
Set Implementations
Set is an interface in java.util; implementations of that interface are:
HashSet
O(1) for all operations.
Does not maintain a useful ordering
TreeSet
O(log(n)) for all operations
Does maintain the elements in sorted order
6
Constructors
| new HashSet<E>() | Creates a new HashSet of type E that initially has no elements |
|---|---|
| new HashSet<E>(collection) | Creates a new HashSet of type E that initially has all the elements in collection |
| new TreeSet<E>() | Creates a new TreeSet of type E that initially has no elements |
| new TreeSet<E>(collection) | Creates a new TreeSet of type E that initially has all the elements in collection |
Methods
| add(val) | Adds val to the set |
|---|---|
| contains(val) | Returns true if val is a member of the set |
| remove(val) | Removes val from the set |
| clear() | Removes all elements from the set |
| size() | Returns the number of elements in the set |
| isEmpty() | Returns true whenever the set contains no elements |
| toString() | Returns a string representation of the set such as [3, 42, -7, 15] |
7
Looping Through Sets
How can we list all the elements of a set?
We can't do a normal for loop, because there are no indexes
We also don't know what is actually in the set. . .
Solution
The solution is a new type of loop called the foreach loop.
```
1 Set<Integer> set = new 2 set.add(5); 3 set.add(5); 4 set.add(5); 5 set.add(10); 6 set.add(12); 7 for (int i : set) { 8 System.out.println(i); 9 } 10 // The set remains unchanged.
```
```
HashSet<Integer>(); OUTPUT
```
```
>> 10 >> 5 >> 12
```
8
foreach Loops
```
In general, foreach 1 for (type var : collection) { 2 // do something with var 3 }
```
```
loops look like the following: You can use them for many other collections like List s. You are not allowed to use them for Stacks or Queues .
```
Another Example of foreach Loops
```
List<String> list = new ArrayList<String>(); list.add("a"); list.add("b"); list.add("d"); String everything = ""; for (String s : list) { everything += s; } System.out.println(everything); OUTPUT >> aabd
```
9
The following is the performance of various data structures at removing duplicates from a large dictionary of words.
Note that despite it looking like HashSet and TreeSet have the same runtime on the previous slide, they do not.
Count the Number of Occurrences of Each Word in a Text
Write a program that counts the number of unique words in a large text file (say, "Alice in Wonderland"). The program should:
Allow the user to type a word and report how many times that word appeared in the book.
Report all words that appeared in the book at least 500 times, in alphabetical order.
What collection is appropriate for this problem?
We could use something sort of like LetterInventory, but we don't know what the words are in advance. . .
We'd really like a data structure that relates tallies with words.
Definition (Map)
A map is a data structure that relates keys and values. You can do the following with a map:
Ask what value a particular key maps to.
Change what value a particular key maps to.
Remove whatever the relation is for a given key.
How To Think About Maps
Maps are a lot like functions you've seen in math: f (x) = x 2 maps 0 to 0, 2 to 4, . . .
Your keys are identifiers for values. Ex: social security numbers (maps SSN → person).
Safe-deposit boxes are another useful analogy. You get a literal key to access your belongings. If you know what the key is, you can always get whatever you're keeping safe.
Map is an interface in java.util; implementations of that interface are:
HashMap
O(1) for all operations.
Does not maintain a useful ordering of anything
TreeMap
O(log(n)) for all operations
Does maintain the keys in sorted order
Creating A Map
To create a map, you must specify two types:
What type are the keys?
What type are the values?
They can be the same, but they aren't always.
Constructors
| new HashMap<K,V>() | Creates a new HashMap with keys of type K and values of type V that initially has no elements |
|---|---|
| new TreeMap<K,V>() | Creates a new TreeMap with keys of type K and values of type V that initially has no elements |
put( get(
16
if this
Each map can answer one type of question. For example:
If the keys are phone numbers
and the values are people
```
Then, the map can answer questions of the form: "Who does this phone number belong to?" Map<String,String> people = new HashMap<String,String>(); people.put("(206) 616−0034", "Adam's Office"); people.get("(206) 616−0034"); // Returns "Adam's Office"
```
The people map can only go in one direction. If we want the other direction, we need a different map:
```
If the keys are people and the values are phone numbers
```
Then, the map can answer questions of the form:
```
"What is this person's phone number?" 1 Map<String,String> phoneNumbers = new HashMap<String,String>(); 2 phoneNumbers.put("Adam's Office", "(206) 616−0034"); 3 phoneNumbers.get("Adam's Office"); // Returns "(206) 616−0034"
```
Earlier, we had an example where
keys were "phrases"
values were "# of chars in the key"
That map can answer the question:
"How many characters are in this string?"
```
1 Map<String,Integer> numChars = new HashMap<String,Integer>(); 2 numChars.put("very hello", 10); 3 numChars.put("goodbye", 7); 4 numChars.put("such strings", 12); 5 numChars.put("much wow", 8); 6 numChars.get("much wow"); // Returns 8
```
```
There is no good way to go from a value to its key using a map. But we can go from each key to the values: 1 Map<String, Double> ages = new TreeMap<String, Double>(); 2 // These are all according to the internet...a very reliable source! 3 ages.put("Bigfoot", 100); 4 ages.put("Loch Ness Monster", 3.50); 5 ages.put("Chupacabra", 20); // ages.keySet() returns Set<String> 6 ages.put("Yeti", 40000); 7 for (String cryptid : ages.keySet()) { 8 double age = ages.get(cryptid); 9 System.out.println(cryptids + " −> " + age); 10 }
```
```
OUTPUT >> Chupacabra -> 20 >> Loch Ness Monster -> 1500 >> Bigfoot -> 100 >> Yeti -> 40000
```
```
You can get a collection of all the values: 1 Map<String, Double> ages = new TreeMap<String, Double>(); 2 3 ages.put("Bigfoot", 100); 4 ages.put("Loch Ness Monster", 3.50); 5 ages.put("Chupacabra", 20); // ages.keySet() returns Set<String> 6 ages.put("Yeti", 40000); 7 8 for (int age : ages.values()) { 9 System.out.println("One of the cryptids is aged " + age); 10 }
```
```
// These are all according to the internet...a very reliable source! OUTPUT
```
```
>> One of the cryptids is aged 1500 >> One of the cryptids is aged 40000 >> One of the cryptids is aged 20 >> One of the cryptids is aged 100
```
21
Sets and Maps are two more collections each with their own places
Sets are for storing data uniquely
Maps are for storing relationships between data; they only work in one direction
foreach loops are a great tool for looping through collections
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JWAC Lesson Plan U.S. Territories
By: David Janise, November 2017
Warm-Up Questions: What is the definition of a U.S. territory? In terms of international relations, what strategic implications do U.S. territories have from the perspective of the United States and foreign governments?
Discussion: In addition to the 50 states, the U.S. is also in possession of 16 territories throughout the world; five of which are permanently inhabited. For this reason, the westernmost part of the country is not Alaska or California, but Guam. The easternmost part of the country is not Florida or Maine, but it's the U.S. Virgin Islands. Together the five inhabited territories include: American Samoa, Guam, the Northern Mariana Islands, Puerto Rico, and the U.S. Virgin Islands. The territories have long been a part of the U.S. and are considered as part of the U.S. 'geographical extent' in U.S. State Department documents. The territories are similar to the 50 states in that they have national parks, U.S. postal offices, and the inhabitants also are U.S. citizens. In terms of international relations and world affairs, the U.S. territories serve several key roles. For example, from a cultural perspective a territory may serve as a lynchpin in terms of a U.S. strategy to assert influence in an area. When viewed from an economic perspective the territories may have strategic value as well for the U.S. in terms of sovereign rights to resources. Finally, the U.S. may view the territories from the perspective of national security.
Activity: Follow the link below to watch a short 3-minute video from the Center for Strategic & International Studies. The video addresses how, in early August 2017, North Korea threatened to launch four ballistic missiles towards Guam (targeting waters less than 30 kilometers off the island's coast). Commentary is provided regarding how and when U.S. missile defense forces would respond if an attack like this were to take place.
Video: http://bit.ly/2xXXn7j
After watching the short video, have the students read the following article: "U.S. and Guam Shielded from North Korean Missiles by High-Tech Defenses."
Link: http://freebeacon.com/national-security/u-s-guam-shielded-north-korean-missileshigh-tech-defenses/
Recap: The United States' territories play important roles when taken into consideration from cultural, economic, and national security perspectives. What other scenarios could you see the territories becoming involved in within the future? Think about the locations and the regional issues they represent.
Call to Action: Given the important roles that the territories play for the United States, and that the people who inhabit the territories are U.S. citizens, one way to help would be to support the recovery efforts of in Puerto Rico following hurricanes Irma and Maria. Puerto Rico currently is facing a humanitarian crisis wherein electricity, food, and clean water are scarce.
Ways to help:
1) Puerto Rico's first lady Beatriz Rosello has founded Unidos por Puerto Rico which helps to connect the private sector with those who are in need. Donation information and volunteer information can be found here: http://www.unidosporpuertorico.com/en/
2) The Nonprofit group El Concilio also has information on ways to help: http://www.elconcilio.net/
3) The U.S.-based volunteer disaster relief organization All Hands is also helping to rebuild the U.S. Virgin Islands. Link: https://www.hands.org/projects/usvihurricane-response/
Works Cited
Gertz, Bill. "U.S. and Guam Shielded From North Korean Missiles by High-Tech Defenses." The Washington Free Beacon, 10 Aug. 2017, freebeacon.com/national-security/u-s-guam-shielded-north-koreanmissiles-high-tech-defenses/. Accessed 2 Nov. 2017.
"How It Works: Detecting a North Korean Missile Strike on Guam." YouTube Center for Strategic & International Studies, 28 Aug. 2017, www.youtube.com/watch?v=wPgRm2ApspE.
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3.World history
The Russian revolution
1. The Russian revolution (1917) was an economic explosion hastened by the incompetence of the autocratic regime. It was basically an expression of economic hardships faced by the Russian society.
2. Economic reasons
1. The industry had developed in Russia by the end of the nineteenth century but the profits that accrued were confined to few hands.
2. The workers suffered from long hours of work. They were paid low wages. Heavy fines were imposed on them and they were treated inhumanely. The capitalists blocked factory reform while the workers tried to protest through the strikes.
3. The condition of the peasantry was no better off. There was the shortage of land. The peasants carried out the cultivation with primitive tools and outdated methods. Further, the peasants had to bear heavy burden of taxation.
4. Russia joined the World War I which aggravated the situation and sufferings. Although, there was plenty of food in the country, it did not reach the cities in sufficient quantities because of the war time arrangement of transportation.
3. War
1. As the war continued, though, the Tsar refused to consult main parties in the Duma.
2. The war also had a severe impact on industry. Russia's own industries were few in number and the country was cut off from other suppliers of industrial goods by German control of the Baltic Sea.
3. By 1916, railway lines began to break down. Able bodied men were called up to the war. As a result, there were labour shortages and small workshops producing essentials were shut down.
4. Russian army destroyed crops and buildings to prevent the enemy from being able to live off the land. The destruction of crops and buildings led to over 3 million refugees in Russia. The situation discredited the government and the Tsar.
5. Soldiers did not wish to fight such a war.
4. Thus, corrupt rule of the Czar coupled with its inability to diffuse economic grievances brought the revolution.
5. Russian peasants vs France peasants
1. During the French revolution, peasants respected nobles and fought for them. In Russia, peasants wanted the land of the nobles to be given to them. Frequently, they refused to pay rent and even murdered landlords.
2. Russian peasants were different from other European peasants in another way. They pooled their land periodically and their commune (mir) divided it according to the needs of individual families. Some Russian socialists felt that the Russian peasant custom of dividing land periodically made them natural socialists.
6. What changed after 1918 October revolution
1. The Bolsheviks were totally opposed to private property. Most industry and banks were nationalised in November 1917. This meant that the government took over ownership and management.
2. Trade unions were kept under party control.
3. Land was declared social property and peasants were allowed to seize the land of the nobility.
4. In cities, Bolsheviks enforced the partition of large houses according to family requirements.
5. They banned the use of the old titles of aristocracy.
6. Russia became a one party state. The secret police punished those who criticised the Bolsheviks.
7. Russian civil war
1. When the Bolsheviks ordered land redistribution, the Russian army began to break up. Soldiers, mostly peasants, wished to go home for the redistribution and deserted.
2. Non-Bolshevik socialists, liberals and supporters of autocracy condemned the Bolshevik uprising. Their leaders moved to south Russia and organised troops to fight the Bolsheviks. During 1918 and 1919, the greens (Socialist Revolutionaries) and whites (pro-Tsarists) controlled most of the Russian empire.
3. They were backed by French, American, British and Japanese troops who were worried at the growth of socialism in Russia.
4. Supporters of private property among whites took harsh steps with peasants who had seized land. Such actions led to the loss of popular support for the non-Bolsheviks.
5. By January 1920, the Bolsheviks controlled most of the former Russian empire. They succeeded due to cooperation with non-Russian
nationalities and Muslim jadidists. Cooperation did not work where Russian colonists themselves turned Bolshevik.
8. Global influence of Russian revolution
1. The possibility of a workers state fired people's imagination across the world. In many countries, communist parties were formed like the Communist Party of Great Britain.
2. Many outside USSR participated in the Conference of the Peoples of the East (1920) and the Bolshevik founded comintern (an international union of pro-Bolshevik socialist parties).
3. Some received education in USSR's Communist university of the workers of the East. By the time of the outbreak of the Second World War, the USSR had given socialism a global face and world stature.
4. A backward country had become a great power. Its industries and agriculture had developed and the poor were being fed. But it had denied the essential freedoms to its citizens and carried out its developmental projects through repressive policies.
French revolution
1. French society had 3 estates namely Clergy, Nobility and the Rest.
2. Social causes
1. About 60 percent of the land was owned by nobles, Church and other richer members of the third estate.
2. The members of the first two estates were exempted from paying taxes to the state. The nobles further enjoyed feudal privileges. These included feudal dues, which they extracted from the peasants.
3. The Church extracted its share of taxes called tithes from the peasants, and finally, all members of the third estate had to pay taxes to the state.
4. The rise of middle class was also a reason. Many educated people believed that no group in society should be privileged by birth. Rather, a person's social position must depend on his merit.
5. Their was moral degeneration of first two estates, especially of higher clergy. The nobility completely neglected their duties and degenerated into band of greedy and vicious courtiers. Monarch was not ready to carry out the urgent reforms needed. His administration was riddled with corruption.
3. Economic causes
1. Long years of war had drained the financial resources of France.
Added to this was the cost of maintaining an extravagant court at the immense palace of Versailles.
2. Unemployment and inequality rose drastically. Wages did not keep pace with the price rise. A situation has come where basic needs of livelihood are endangered.
4. Philosophers
1. Another cause of the French revolution was the effect of the preachings of the French philosophers. Montesquieu, Voltaire and Rousseau were the three intellectual giants of the age. The 18th century has been called as the Age of Reason, because of the ideas expressed by the French intellectuals. They gave people an idea of new society based upon a new philosophy of life.
2. Voltaire attacked the religion. Locke refuted the absolute right of monarch. Rousseau asserted the doctrine of popular sovereignty. Montesquieu proposed a division of power within the government between the legislative, the executive and the judiciary.
3. Along with the above stated idea of governance, the intellectuals emphasised on social reforms. They condemned slavery. They also emphasised reason over prejudice.
4. The cumulative effect of their influence manifested in itself in liberty, equality, fraternity, which became guiding principles of revolution. Without these ideas, french revolution would have been simply an outbreak of violence.
5. They were mostly aristocrats, lawyers, business people whose lot in the existing order was far from unhappy. The doctrines of the philosophers came to be used later on, during the course of the revolution in France often to justify measures that the philosophers themselves would have opposed.
5. Post revolution
1. The situation in France continued to be tense post revolution years. Although Louis XVI had signed the constitution, he entered into secret negotiations with the King of Prussia. Before this could happen, the National Assembly voted in April 1792 to declare war against Prussia and Austria.
2. The revolutionary wars brought losses and economic difficulties to the people. Large sections of the population were convinced that the revolution had to be carried further, as the constitution of 1791 gave political rights only to the richer sections of society.
3. Political clubs became an important rallying point for people who
wished to discuss government policies and plan their own forms of action. The most successful of these clubs was that of the Jacobins.
4. The members of the Jacobin club belonged mainly to the less prosperous sections of society. They included small shopkeepers, artisans such as shoemakers, pastry cooks, watch-makers, printers, as well as servants and daily wage workers.
6. Women's revolution
1. From the very beginning women were active participants in the events of French revolution. Most women of the third estate had to work for a living. Most women did not have access to education or job training. Only daughters of nobles or wealthier members of the third estate could study at a convent.
2. In order to discuss and voice their interests women started their own political clubs and newspapers. The Society of Revolutionary and Republican Women was the most famous of them. One of the main demands was that women enjoy the same political rights as men. They demanded the right to vote, to be elected to the Assembly and to hold political office.
3. In the early years, the revolutionary government did introduce laws that helped improve the lives of women. Together with the creation of state schools, schooling was made compulsory for all girls. Their fathers could no longer force them into marriage against their will.
4. Even after revolution, women's struggle for equal political rights continued. During the Reign of Terror, the new government issued laws ordering closure of women's clubs and banning their political activities. Many prominent women were arrested and a number of them executed.
5. Women's movements for voting rights and equal wages continued through the next two hundred years in many countries of the world. The fight for the vote was carried out through an international suffrage movement during the late nineteenth and early twentieth centuries. It was finally in 1946 that women in France won the right to vote.
7. Impact of French revolution
1. The legal abolition of the nobility, including its feudal privileges, by the National Assembly in 1789. This led to establishment of capitalism. Even the restored monarchy could not bring it back.
2. The declaration of the Rights of Man and of the Citizen, considered one of the world's most important statements of universal human rights, issued just after the abolition of the nobility.
3. It gave the term nation its new meaning. A nation is not territory that people belong to but it is the people themselves. From this flows the idea of sovereignty that people constituting the nation are source of all power.
4. It was first genuinely democratic Government. So planted the seeds for other democratic movements. For first time people such as workers, artisans, poor peasants got equality in voting rights.
5. Formal separation of church and state in 1794. This laid down the basis for separation of state and religion and establishment of a secular state.
6. France has abolished slavery in its colonies. And as a result Haiti, an french colony, became a republic. This was the first republic established by the black people.
7. The Civil Code of 1804, usually known as the Napoleonic Code, did away with all privileges based on birth, established equality before the law and secured the right to property.
8. The re-organisation of France's inefficient governing system into departments and communes. The establishment of the metric system in 1793. National system of schools known as lycées established in 1803. It lead to modernised system of administartion. In India, Tipu sultan and Ram Mohan Roy were inspired from this.
9. The French revolution had a major impact on Europe and the New World. It shaped politics, society, religion and ideas by bringing liberalism and the end of many feudal or traditional laws and practices..
8. Shortcomings of universal rights underlying the French Revolution
1. All rights belonged to the men. Women were given no political rights to vote or to hold public offices, totally against the principle of equality.
2. Equality also lacked among the men. Men with only certain level of income were allowed to vote.
3. Jacobins perpetuated terror in the masses which which was against the idea of liberty and freedom.
4. French began with being liberators but they ended up being conquerors thus going against their own values of liberty and equality.
5. Slave trade considered as one of the most inhuman way of exploration for serving vested interests was carried on by French, was a gross violation of human rights.
9. Napoleon achievements
1. In 1804, Napoleon Bonaparte crowned himself emperor of France. He set out to conquer neighbouring European countries, dispossessing dynasties and creating kingdoms. Napoleon saw his role as a moderniser of Europe.
2. He introduced many laws such as the protection of private property, uniform system of weights and measures provided by the decimal system.
3. Although the country had a national religion, he introduced the Napoleonic Code, which allowed religious freedom in France.
4. The idea of democratic rights was the most important legacy of the French revolution. These spread from France to the rest of Europe during the nineteenth century, where feudal system were abolished.
5. Jacobin regime abolished slavery in the French colonies like Haiti. This, however, turned out to be a short term measure as Napoleon reintroduced slavery.
10. How did Napoleon fuse the old France with new France
1. Napoleon declared that he wanted to cement peace at home by anything that could bring the French together and provide tranquility within families. He reconciled the elements of the monarchy with elements of the revolution which was the failed goal of Mirabeau in 1790.
2. Napoleon was largely successful in attracting men from all parties from ex-Jacobins to nobles, to his Government.
3. Signing the Concordat allowed Napoleon to reconcile the religious differences which had torn France apart during the Revolution.
4. A general amnesty signed by Napoleon allowed all but about one thousand of the most notorious emigrants to return to France.
5. Under Napoleon's rule, the Napoleonic Code as a civil code for France was introduced and some of its provision like merit based recruitment to government jobs and focus on clearly written law.
6. Napoleon abolished feudal system. He freed the peasants and other section of society from serfdom and manorial duties. Thus the anti-feudalism wave that hit Europe in 19th century owes its origin to the event in France.
11. Impact of French Revolution was local
1. French Revolution gave to the world the ideals of equality, fraternity and liberty. The preamble of our constitution explicitly mentions these ideals.
2. This shows the worldwide impact of the revolution but it's spread had occurred several years after the revolution and was initially confined to
Europe mainly because of the time frame, the circumstances of the time.
3. Monarchies were present in all the surrounding countries of France, so they tried hard to contain the spread of ideals further.
4. Napoleon captured the power and restored autocracy within few years. Although French revolution focused on liberty, equality and fraternity, it denied the very rights to people after revolution.
5. Lack of transportation facilities and global inter connectedness led to lack of spread of ideas.
12. Impact of Russian revolution was Global
1. Increased interconnectedness during the 20th century led to easy spread of ideas and beliefs which was absent 2 centuries ago.
2. Industrial revolution reached its zenith. It's capitalist system was exploitative. The workers were looking for an alternative and the Russian revolution gave it to them. Communism at that time seemed appropriate, it seemed liberating.
3. Colonialism and imperialism were at its peak during the 20th century. People in the colonies were critical of capitalism, because they thought it is what impoverished them. Communism sounded like a utopia to many countries and they started treating Russia as a father nation.
4. Russia's economic model was highly successful during initial years, which inspired many third world countries to take its path.
5. Leaders of communist Russia such as Lenin and Stalin actively gave support to communist form of Governments across the world. Stalin even used to force to setup communist Governments in many countries. For instance, Czechoslovakia.
Enlightenment
1. Enlightenment is a process in the history in which orthodox, superstitious and illogical thinking gave way to reasoning and logical behaviour in every aspect of life, be it social, religious and political. It made the society move towards growth and progress.
2. Driving forces behind it
1. Exploration: Exploration of world sparked the curiosity and made Europeans question the old beliefs and customs. They started enjoying the adventure in their lives.
2. Reformation movements: Protestants like Martin Luther started reformation movements which questioned the authorities of Church, Popes and the nobilities who were corrupt and blinded the people with orthodox beliefs and instilled fear by penetrating state violence.
3. Scientific revolution: Scientists like Galileo and Kepler challenged the wrong concepts given by church and introduced scientific ideas that sun was surrounded by planets, earth revolves around the sun, etc which helped enlightening the masses.
4. Role of philosophers: People from the middle class like Locke, Immanuel Kant became the voice of the common people and created large scale awareness among the masses through their works.
Nation state
1. A nation state is a state that has defined borders and territory. It is a country in which the same type of people exists, organised by either race or cultural background. People there would speak same language and share a set of cultural and national values.
2. A state is a political and geopolitical entity, while a nation is a cultural and ethnic one. The term nation state implies that the two coincide, but nation state formation can take place at different times in different parts of the world, and has become the dominant form of world organisation.
3. A strange case of Britain
1. In Britain the formation of the nation state was not the result of a sudden upheaval or revolution. It was the result of a long drawn out process. There was no British nation prior to the eighteenth century. The primary identities of the people who inhabited the British isles were ethnic ones such as English, Welsh, Scot or Irish. All of these ethnic groups had their own cultural and political traditions.
2. But as the English nation steadily grew in wealth and power, it was able to extend its influence over the other nations of the islands. The Act of Union (1707) between England and Scotland that resulted in the formation of the United Kingdom of Great Britain meant, in effect, that England was able to impose its influence on Scotland.
3. The British parliament was henceforth dominated by its English members. The growth of a British identity meant that Scotland's culture and political institutions were systematically suppressed.
4. Ireland suffered a similar fate. It was a country deeply divided between Catholics and Protestants. The English helped the Protestants of Ireland to establish their dominance over a largely Catholic country. Catholic
revolts against British dominance were suppressed.
5. A new British nation was forged through the propagation of a dominant English culture. The older nations survived only as subordinate partners in this union.
Imperialism and colonialism
1. Colonialism
1. Colonialism means the practice of acquiring colonies by conquest and making them dependent. This is also called as old imperialism.
2. Neo-colonialism is the practice of economic exploitation and domination of economically backward countries, by the powerful countries.
2. Imperialism
1. The term imperialism means the practice of extending the power, control or rule by a country over the political and economic life of the areas outside its own borders. This may be done through military or other means.
2. Occupation and direct rule over a country by another country is not always an essential feature of imperialism. The essential feature is exploitation, with or without direct political control.
3. New imperialism
1. During the initial period of industrial revolution, the pursuit of colonies had slowed down because colonies had become uneconomical.
2. However, the pursuits and rivalries re-emerged in the last quarter of the 19th century. This is known as New imperialism.
3. New imperialism resulted because of the economic system that had developed as a result of industrial revolution.
4. During this phase a few industrialised capitalist countries established their political and economic control and domination over the rest of the world.
4. Conditions that helped the rise of Imperialism
1. Industrial revolution: Need raw materials. Need new markets.
2. Protectionism: Protectionism policy by European powers have led to closing of domestic industries from foreign goods. So investors have to find regions other than Europe to export their produce.
3. Mercantilism: Rulers believed that the volume of world wealth and trade was relatively constant, so one country's gain required another country's loss. A colonial possession should provide wealth to the country that controlled it.
4. Extreme nationalism: People and rulers believed that nations greatness meant seizing colonial territory. Not having colonies was perceived as a sign of weakness.
5. Civilizing mission: European nations considered it was their moral responsibility to educate ignorant peoples into higher culture and convert them to Christianity. Hence they thought imperialism was a noble task.
6. Adventurers and explorers: They had prominent role in Europe's taking over of Africa. They were the first ones to discover the unknown territories.
5. New Imperialism was a nationalistic, not an economic phenomena
1. Many colonies acquired were economically useless. British New Guinea or the German Cameroons offered little economic incentive to European countries.
2. Many nations developed myths of their superiority over other people. They also believed that colonies will add to their prestige and power. For instance, Germany and Italy were jealous of Britain and France for their huge empires. So, they also started conquering and grabbing colonies in a small way.
3. Imperialist countries took over some places in Asia and Africa because of their military or strategic importance. They established naval bases and coaling stations to strengthen her overseas empire.
4. Overseas possessions were also useful because they added to an imperialist country's manpower. Some of the people of the colonised countries were taken into the enemy, for use in wars and conquests.
5. However, in reality, the New imperialism was as economic as it was nationalistic. Capitalist countries had to find new markets and buyers for the goods their industries were producing. In addition to the markets, the imperial powers needed new sources of raw materials to feed over growing number of industries.
6. The New Imperialism thus was fed on as much as nationalism as on economic forces. It was not either Nationalism or economic considerations alone but the two acting in tandem that drove the sinews of New Imperialism.
6. Differences between American imperialism and European imperialism
1. European imperialism in Indonesia and Indo-China is far older than the American imperialism in Philippines (1890-1913).
2. Europeans captured these nations from the local rulers. Whereas, America captured Philippines from Spain.
3. US ran the administration of Philippines with the help of military government whereas there were civilian governments in Indonesia and China. US administration of the Philippines was always declared to be temporary, while no such aims where there for Europeans.
4. European powers were interested in the trade of spices and other raw materials from south-east Asia. There was no such motive of US in Philippines. American interest in the Philippines was the result of a desire to expand its economic influence into the Pacific and Asia.
5. Europeans tried to convert the local population to Christianity but there was no such in Philippines because the majority of the population was already Christian.
6. Finally, America supported Philippines to defeat Japanese forces in Philippines and got liberation. Whereas in Indo-China and Indonesia, the colonial states themselves raised the freedom struggle and won independence as a result of their long drawn freedom struggle movements.
Mercantilism
1. Mercantilism is an economic system that prevailed during 16th to 18th century when nation states tried to increase their wealth by promoting their exports and limiting imports. The strength of a nation was measured in terms of the wealth it possessed.
2. How it gave rise to colonialism and industrial revolution
1. To maximise their trade, countries expanded their overseas shipping and promoted naval force to protect their vessels.
2. The lookout for new markets and new avenues led to the establishment of trading ports in different countries which later became forts.
3. The growing industries back home needed raw materials and market for their finished goods. This gave rise to conflicts with the local rulers and drain of wealth from countries which later became colonies. The colonies essentially became source of raw materials and markets for finished goods.
4. The increasing outputs from the growth of industries needed fewer competitors. This was done by discouraging imports by imposing heavy duties.
3. Thus, mercantilism can be seen as an engine that led to the
development of colonial tendencies and revolutionised the industrial outputs by providing favourable trade policies, raw materials and new markets for the nation states.
Industrial revolution
1. What
1. During the later half of the 18th century there began a series of changes which revolutionised the techniques of production and methods of transportation. These developments resulted in the rise of a new type of economy known as an industrial economy. The term Industrial Revolution is used to describe these developments.
2. This phase of industrial development in Britain is strongly associated with new machinery and technologies. These made it possible to produce goods on a massive scale compared to handicraft and handloom industries.
2. Why Britain
1. It had been politically stable since the seventeenth century, with England, Wales and Scotland unified under a monarchy. This meant that the kingdom had common laws, a single currency and a market that was not fragmented.
2. Through her overseas trade she had accumulated vast profits which could provide the necessary capital.
3. She had acquired colonies which ensured a regular supply of raw materials and a markets for export. England developed a large shipping industry and had no problem of transportation.
4. England had plenty of natural resources, such as iron and coal, essential for industries. The sources of iron and coal existed side by side and this saved England from many difficulties that other countries faced.
5. By the end of the seventeenth century, money was widely used as the medium of exchange. Salaries were paid in cash rather than in kind. This gave people a wider choice for ways to spend their earnings and expanded the market for the sale of goods.
6. The enclosure movement had begun in the 18th century in which big land owners consolidate their large land holdings by buying small farms near their own properties. So, small peasants became unemployed. Thus there was no shortage labour force to work in the factories.
7. By 1784, there were more than a hundred provincial banks in
England, and during the next 10 years their numbers trebled. The financial requirements to establish and maintain big industrial enterprises were met by these banks.
8. No other country enjoyed all these advantages at this period. Some suffered from a lack of capital or natural resources and some from an unfavourable political system. While some other European countries had agrarian economies. Many of them, such as Italy and Germany, were not even united and suffered from many economic restrictions.
3. Cotton spinning and weaving
1. Spinning of cotton was so slow. But a series of technological inventions successfully closed the gap between the speed in spinning raw cotton into yarn or thread, and of weaving the yarn into fabric. Some inventions in cotton industry are below.
2. Flying shuttle loom: It made possible to weave broader fabrics in less time and consequently called for more yarn than could be supplied at the prevailing pace of spinning.
3. Spinning jenny: A single person could spin several threads of yarn simultaneously. This provided weavers with yarn at a faster rate than they could weave into fabric.
4. Water frame: Produced much stronger thread than before. This also made it possible to weave pure cotton fabrics rather than fabrics that combined linen and cotton yarn.
5. Mule: Allowed the spinning of strong and fine yarn.
6. Power loom: This was easy to work, stopped automatically every time a thread broke and could be used to weave any kind of material.
7. Cotton gin: This machine made it possible to separate the seeds from cotton three hundred times faster than by hand.
8. From the 1830s, developments in this industry concentrated on increasing the productivity of workers rather than bringing new machines into use.
4. Communication
1. To expand facilities for transport by water much cheaper than overland. So, England began connecting rivers and lakes with canals. Canals spread to Europe and America and was a big help in providing cheaper transportation, especially after steam boats came into use.
2. Canals were usually built by big landowners to increase the value of the mines, quarries or forests on their lands. The confluence of canals
created marketing centres in new towns.
3. The city of Birmingham owed its growth to its position at the heart of a canal system connecting London, the Bristol Channel, and the Mersey and Humber rivers.
4. In the 1830s, the use of canals revealed several problems. The congestion of vessels made movement slow on certain stretches of canals, and frost, flood or drought limited the time of their use. The railways now appeared as a convenient alternative.
5. Penny post, fast and cheap communication by letter, began to operate in England in the early 19th century. Soon it was adopted in other countries, including India.
5. Agriculture revolution
1. The revolution in agriculture had started before the industrial revolution. There were changes in farming methods to produce more food, and more importantly, to produce cash crops for the market and raw materials for industries.
2. New farm machinery included the iron plough and harrow for breaking the ground, the mechanical drill for seeding and the horse drawn cultivator to replace the hoe. There were also machines for reaping and threshing. Farmers adopted intensive manuring and the practice of crop rotation to maintain soil fertility.
3. With the enclosure movement, big landowners unfairly got possession of the peasant's small holding along with his own. The result was that the peasants were forced off the land.
4. With no other means of livelihood, they moved to the new industrial towns and cities where they got jobs at whatever wage the factory owner would pay. Industries thus benefited, but at the small farmer's expense.
China
1. Opium wars
1. The imperialist domination of China began with the opium wars. Before these opium Wars, only two Chinese ports were open to foreign traders. China was already a prosperous civilisation that had invented paper, printing and gunpowder. There was no demand for British goods in China. So the British had to pay back in gold and silver for importing Chinese tea, silk, jade and porcelain. This led to trade deficit for Britain.
2. So, British merchant started smuggling opium from India into
China on a large scale, to cover up for their cost of importing Chinese goods. British east India company has already established monopoly on the opium cultivation. But due to Chinese ban on opium, British used country traders to ship opium to China.
3. 1st Opium war: Chinese government officials seized an opium cargo and destroyed it. Britain declared war and easily defeated the Chinese. The Treaty of Nanjing was signed, which forced China to pay fines to British for war damages. Hong Kong was to be given to Britain. China had to open five port cities to the British traders. Chinese government was no longer free to impose tariffs on the foreign goods.
4. 2nd Opium War: Soon, England and France fought another war with China, on the pretext that a French missionary had been murdered and again China lost. This again led to opening of several new ports to Western trade and residence. Right of foreign travel in the interior of China. By the end of 1860s, China had to open 14 ports to Foreigners.
2. Sino-Japan war
1. For centuries, Korea was a tributary state of China. But Korea is important to Japan because, one, it is strategically located opposite the Japanese islands and, two, Korea's natural resources of coal and iron. This ultimately leads to War between Japan and China. Japan won thanks to its adopted western military technology.
2. As a result, China had to recognise Korea as an independent state and gave away Formosa, Taiwan and part of Southern Manchuria to Japan and was forced to pay about $150 million to Japan for war damages.
3. Sphere of influence
1. Each western country had certain regions of China reserved exclusively for their purpose only (exclusive rights to build railway, mines etc in that region).
2. After war with Japan, China had no money to pay war damages. So, France, Russia, Britain and Germany agreed to give loans to China. In return for exclusive rights granted to them in some parts of territories in China. For instance, Britain had exclusive rights over Yangtze valley, and only Russia had the right to build railways in Manchuria. This division of China into spheres of influence has been often described as the cutting of the Chinese melon.
3. After the economic depression of the 1890s, USA needed foreign trade to boost its economy. In China, the American textile manufacturers had found markets for cheap cotton goods. But United States feared that China would be completely parcelled out to France, Russia, Germany and Britain, because of those spheres of influences. So, US started it's Me too policy.
4. Therefore United States suggested the policy known as Open door policy. According to this policy, all countries would have equal right to make trade anywhere in China. Britain supported United States in this policy, thinking that it would discourage the annexation of China by Japan or Russia. Because Japan and Russia could easily send their armies to Chinese mainland.
4. Boxer rebellion
1. China's humiliating defeats in Opium wars and against Japan and subsequent economic exploitation by Western powers. The extraterritorial right was granted to the foreigners.
2. Corruption, inefficiency of their own royal government.
3. They resented the work of Christian missionaries, blaming them for harming traditional Chinese ceremonies and family relations and also missionaries pressured local officials to side with Christian converts in local lawsuits and property disputes.
4. This led to formation of a secret organisation known as Yihetuan. The foreigners called them Boxers. Boxers violently started destroying properties of foreigners, Christian missionaries and Chinese converts. Although the boxers were officially denounced, they were secretly supported by many of the royal court.
5. After the failure of boxer rebellion, imperialism continued with the cooperation from Chinese warlords. Foreign powers bought these military commanders by giving loans and in exchange the warlords granted even more privileges to the foreign powers.
6. Thus in a period of few decades, China had been reduced to a status of an international colony. Although China was not conquered or occupied by any imperialist country, but the effect of these developments in China were same as any other areas which were formally colonised.
5. Western influence
1. The beginning of western influence can be traced back to when Jesuit missionaries introduced western sciences such as astronomy and mathematics. But its impact was limited. Later on, Britain used force to expand its lucrative trade in opium leading to the first opium war.
2. Britain forced Indian peasants to grow opium, which was sold illegally in China to get Gold, Silver. This was exchanged by Britain to buy tea, silk from China. This was called Triangular trade between Britain, India and China.
3. This undermined the ruling Qing dynasty and strengthened demands for reform and change. They build a modern administrative system, new army, an educational system, and set up local assemblies to establish constitutional government. They saw the need to protect China from colonisation.
4. The Manchu empire was overthrown and a republic established in 1911 under Sun Yat-sen. His programme was called the three principles (San min chui). These were nationalism, democracy and socialism regulating capital and equalising landholdings.
5. After the death of Sun, Chiang Kai-shek emerged as the leader of the Guomindang as he launched a military campaign to control the warlords, regional leaders who had usurped authority, and to eliminate the communists
6. The Guomindang despite its attempts to unite the country failed because of its narrow social base and limited political vision.
7. A major plank in Sun Yat-sen's programme, regulating capital and equalising land, was never carried out because the party ignored the peasantry and the rising social inequalities. It sought to impose military order rather then address the problems faced by the people.
8. The Guomindang blockade of the communists, forced CPC to seek another base. This led them to go on what came to be called the Long March (1934-35), 6,000 gruelling and difficult miles to Shanxi.
6. Chinese revolution in 1949
1. China was a peaceful country till beginning of the 19th century. It was ruled by Manchu dynasty. But foreign forces slowly started to occupy china. By the seeing the trade opportunities in china, British was the first one to have started its influence in china with the opium wars. Slowly other countries have started to occupy china.
2. The inefficiency of the Government to curb foreign intruders have led to rise of regional governments thus dealing a blow to national integration. This has led to war lord era, where power in China's provinces was dominated by army factions. The rise of communist party with various promises of land reforms, etc and inefficiency of KMT have led to final war.
7. Reasons for 1949 revolution
1. KMT seized power in China with promises of establishing
communist society, but it utterly failed in its objective. It rather started supporting land lords and also tried to eliminate communists, which caused much resentment among the Chinese.
2. KMT government was fully corrupt. The inflation during that time was very high. Thus people lost loyalty to KMT.
3. The most important one was ineffective resistance provided by KMT towards Japanese when they occupied Manchuria in 1931. KMT felt communist were bigger threat than Japan and started moving there army towards communist occupied areas. Thus dealing a huge blow to its reputation.
4. The areas occupied by communists were having lesser inequalities in lands and they effectively carried out various land distribution taking land away from land lords. Finally in 1949 Communists seized power from KMT and communist society was established.
8. Significance of 1949 revolution
1. Communist Government was set up in place of a corrupt capitalist Govt of Chiang Kai Sheik supported by USA.
2. Rapid economic growth was observed with focus on agriculture and small scale industries.
3. Land reorganisation was done and many efforts to improve working conditions of industrial workers were taken.
4. China was taken more seriously at international level due to economic and military strength. Also, there was a shift from US led international affairs to USSR.
9. Consequences of cultural revolution
1. Brought the country to a civil war which severely hampered the progress. Students started attacking all authorities even though they were not critics of Mao. Instead of uniting people towards a shared vision, it created conflict and chaos.
2. The money required for all these changes were diverted from industrial development, which led to a fall in industrial output. They also restricted entry of foreign technology leading to degradation of industrial production.
3. The textbooks were enriched with enlightenment of Mao and his revolutionary ideology instead of teaching effective education and methodology. This ruined students of job opportunities.
4. A cult of personality was developed by Mao, which severely halted
China's progress and plunged the country into despair.
5. Because of conflicting ideology between Chinese communist party and nationalist party and aftermath fraction between radical and soft reformist. The democratic ideology got suppressed and communist ideology got evolved.
Japan
1. In 1850s, US sent warships under Commodore Perry, and forced the Japanese to open their country for the American shipping and trade (Gunboat diplomacy). Later, Japan made similar agreements with Britain, Holland, France and Russia. But Japan itself became an imperialist country after the Meiji Restoration.
2. Japan and meiji restoration
1. Japan lay on the route to China which the USA saw as a major market. Also, their whaling ships in the Pacific needed a place to refuel. At that time, only Holland traded with Japan. Perry (1794-1858) came to Japan to demand that the government sign a treaty that would permit trade and open diplomatic relations.
2. Till then shogun dynasty was in power in Japan. Perry's arrival had an important effect on Japanese politics. The emperor who till then had had little political power, now re-emerged as an important figure. In 1868, a movement forcibly removed the shogun from power, and brought the Emperor to Edo.
3. Officials and the people were aware that some European countries were building colonial empires in India and elsewhere. So they wanted to save Japan from such subjugation. The government launched a policy with the slogan fukoku kyohei (rich country, strong army). They realised that they needed to develop their economy and build a strong army, to protect themselves from Europeans. To do this they needed to create a sense of nationhood among the people, and to transform subjects into citizens.
4. Modern education institutions were setup. The imperial rescript on education of 1890 urged people to pursue learning, advance public good and promote common interests. A new school system began to be built from the 1870s in which schooling was made compulsory for boys and girls. Tuition fees were minimal. The curriculum had been based on western models but emphasis was also on Japanese history.
5. To integrate the nation, a new administrative structure by altering old village and domain boundaries. The administrative unit had to have revenue adequate to maintain the local schools and health facilities, etc.
6. A modern military force was developed.
7. A legal system was set up to regulate the formation of political groups, control the holding of meetings and impose strict censorship. Japan developed economically and acquired a colonial empire that suppressed the spread of democracy at home and put it in collision with the people it colonised.
8. Another important part of the Meiji reforms was the modernising of the economy. Funds were raised by levying an agricultural tax. Textile machinery was imported from Europe, and foreign technicians were employed to train workers, as well as to teach in universities and schools, and Japanese students were sent abroad. Modern banking institutions were setup in Japan. To reduce population pressure government actively encouraged migration to colonies of Japan and to other countries too.
9. The rapid and unregulated growth of industry and the demand for natural resources such as timber led to environmental destruction.
10. The Meiji constitution was based on a restricted franchise and created a Diet with limited powers.
3. China and Japan path to modernisation
1. The histories of Japan and China show how different historical conditions led them on widely divergent paths to building independent and modern nations.
2. Japan didn't go through colonisation, it itself had colonial empires like Taiwan, Manchuria, etc. China underwent colonial humiliation.
3. Japan followed and maintained traditional values like respect for elders, worship of emperor, etc along with modern education system. China given up traditional values and sought modern ideas. The CCP and its supporters fought to put an end to tradition, which they saw as keeping the masses in poverty, the women subjugated and the country un-developed.
4. Democracy was established in Japan, while China had a one party rule and demands for democracy were suppressed brutally.
5. Japan followed west inspired capitalistic economy while China followed a socialistic path to economy.
Colonisation in Africa
1. Although African exploration started in late 15th century but for a long time remained mainly to certain coastal areas. This had disastrous consequences due to slave trade. During this era, Spanish were ruling Americas. During that time, a large scale extermination of the native Americans happened because they were forced to work in gold and silver mines under inhumane conditions and got European diseases. So slaves from Africa were brought to America.
2. Why African slaves preferred
1. Native American could easily run away and hide in jungles. They were familiar with the territories, knew how to survive on local plants and animals. They could also escape and blend in as white town. Africans could neither go home nor disguise themselves among town folks.
2. White prisoners were not immune to tropical malaria and yellow fever. African slaves had some immunity to such old world diseases as smallpox, mumps, and measles. Hence, African labourer lived three to five times longer than white labourers under the difficult conditions on plantations.
3. Slave trade
1. In medieval times, Arabs had dominated the slave trade. They organised slave caravans and moved them from the interior to the Gold and Slave coasts. Then Portuguese entered the slave trade business. Portuguese themselves also needed Black slaves to work in their sugar plantations of Brazil.
2. Some African chiefs also took part in this business. They sold slaves to Europeans in exchange of guns and ammunition, cloth, metal ware, spirits, cutlery, coins, decorative wear, horses, salt and paper.
3. But then British decided to take over this business. Later, Spain gave the monopoly of slave trade to Britain.
4. Triangular trade is the term used to describe the prosperous trading cycle across Atlantic as a result of Slave trade. European merchants purchased slaves from African chiefs in exchange of manufactured products. They sold the slaves in the Caribbean and purchased such easily transportable commodities as sugar, cotton, and tobacco. Finally the merchants would sell sugar, cotton, and tobacco in Europe and North America.
4. Why slave trade declined after 1850s
1. European economies began to shift from agriculture to industry. Plantations remained profitable, but Europeans had promising new areas for investment.
2. The slave operated American plantations had to compete for capital and preferential laws with textile mills and other industries that hired free labourers.
3. American slave societies approached the point where they could reproduce enough offspring to meet the needs. So, not much need for further slave import from Africa.
4. Slavery was also a hindrance if the interior of Africa was to be opened to colonial exploitation. In fact, some colonial powers waged war against African chiefs in the pretext of abolishing slave trade, so they could establish colony there.
5. Consequences of slave trade
1. Millions of Africans were uprooted from their homes which stifled African creativity and production. In the American plantations, they were forced to work in inhumane conditions. Slaving and slave trading stimulated warfare, corrupted laws. It created a class of elite rulers and traders.
2. Slave trade was the beginning of a dependency relationship with Europe. This relationship was based on the exchange of Africa's valuable primary products for European manufactured goods. This dependency continued after the slave trade ended, through a colonial period and beyond.
3. In this sense, the slave trade was the first step toward modern Africa's current status as a region where technological development has yet to match that of more industrialised nations.
4. African culture mixed with Europeans and Native Americans. This led to new mixed races, music, literature, cuisine, culture, religious practices, deep impact on American history, civil wars etc.
5. Anyways, by the time slave trade declined, the exploration of the interior of Africa had begun and preparations made by the European powers to impose another kind of slavery on the continent of Africa for the direct conquest of almost entire Africa.
6. Why Africa was easily conquered
1. Economic might of the imperialist powers was greater than the economic resources of the African states. African kings did not have the financial resources to fight a long war.
2. In terms of military strength, the imperialist countries were far more powerful than the African states. Most of the time, Africans fought with axes, bows and knives, while Europeans used a fast firing gun.
3. The African states were not political united. There were conflicts between states and within states. Often these African kings sought the support of the Europeans against their rivals.
4. But on the other hand, the imperialist countries participating in the scramble for Africa were united.
7. The Scramble for Africa
1. All European countries were eager to get the maximum of African territory in the shortest possible time. Often their competition was about to result in a war. But in every case, they avoided war and signed agreements as to who will get which part of Africa.
2. In 1884-85, European states organised a congress in Berlin to decide how to share out Africa among themselves. No African state was represented at this Berlin Congress. Treaties were signed between European powers to settle disputes over claims to African territories between themselves.
3. Most of treaties signed between African chiefs and Europeans were fraudulent and bogus. Other European powers would accept such bogus interpretations. Thus African occupation was done without any hindrance.
4. By the end of 19th century, the partition of Africa was nearly completed in this manner. This is generally referred to as paper partition because the actual partition took much longer time (due to internal rebellions). About thirty per cent of all boundaries in Africa are in straight lines because the continent of Africa was partitioned on paper map, in the conference rooms of Europe.
American revolution
1. Mercantilism is a policy that anything which benefitted the empire (England) was good policy. England believed that wealth was static and is measured by amount of gold one country possessed. So exports are preferred over imports.
2. What is a revolution
1. A revolution means a drastic or radical change in social, economic or political life of society. Changes in political and social systems have often been brought about by revolutions. A revolution can be the sudden overthrow of an established government or system by force and bloodshed or it can also be a great change that comes slowly and peacefully.
2. However every change of government is not a revolution. A revolution involves a fundamental change in the entire political system of a country, a change in the nature of government, in the class or classes that hold political power, and also in the aims of the government.
3. People do not usually revolt against a government or a certain system unless they believe that it is no longer possible to live in the old way. Revolutions occur when an existing system becomes unbearable to a vast majority of the people. This, in itself, makes conditions ripe for setting up a new system.
4. Revolutions are contagious. Revolutionary ideas originating in one place may spread to other places very fast and influence the thinking and actions of peoples suffering under oppressive governments in other lands.
5. Revolutions have played an essential role in the development of human societies. Without them, one kind of system, however unsuitable for the times it might be, would continue for ever and there would be no progress.
3. The English colonies in America
1. By the middle of the 18th century there were 13 English colonies in North America along the Atlantic coast. Landless peasants, people seeking religious freedom, traders, and profiteers had settled there. The bulk of the population consisted of independent farmers. Infant industries had developed in such products as wool, flax, and leather.
2. In the north there were fishing and ship building industries. In the south, large plantations like feudal manors had grown up where tobacco and cotton were grown with slave labour brought from Africa.
3. Each colony had a local assembly elected by qualified voters. These assemblies enacted laws concerning local matters, and levied taxes. However, they were under the rule of the mother country.
4. By the 18th century, the colonists found the laws which the English government imposed upon them more and more objectionable. The idea of being an independent nation grew and developed into the revolutionary war in which the colonists gained their independence.
4. Economic causes
1. The colonial policy of England in economic matters was the primary cause of resentment in the American colonies. England's policies did not encourage the American colonies to develop an economy of their own. The colonies were also forbidden to start certain industries, for example, iron works and textiles. They were forced to import these goods from England.
2. The English Parliament had forbidden them to use non-British ships
in their trade. Certain products, such as tobacco, cotton and sugar, could be exported only to England. Heavy duties were imposed on the import of goods in the colonies from other places. Thus the growth of industry and trade in the colonies was impeded.
3. The English also angered the colonists by issuing a proclamation to prevent them from moving west into new lands. English aristocrats had bought lands in America and got rents from the farmers. They wanted to keep the colonists as renters.
4. English Government was burdened with debt due to incessant wars. In 1765, the English Parliament passed the Stamp act which imposed stamp taxes on all business transactions in the American colonies. This act aroused violent resentment among all sections.
5. The colonists claimed that, since English Parliament had no representatives from the colonies, it had no right to levy taxes on them. The revenue from these taxes was used not in the interests of the colonies but of English.
5. Philosophers
1. The American revolutionaries were inspired by the ideas of the French and English philosophers of the 17th century. Locke, Harrington, Milton believed that men had certain fundamental rights which no government had the right to infringe.
2. American thinkers, especially Thomas Jefferson, were also inspired by what French philosophers were saying and writing at that time. Jefferson asserted the colonist's right to rebellion, and encouraged their increasing desire for independence.
6. No taxation without representation
1. The leaders in the Massachusetts colony called together representatives from other colonies to consider their common problems. In this Massachusetts assembly, they agreed and declared that the English Parliament had no right to levy taxes on them. No taxation without representation was the slogan they adopted.
2. And they threatened to stop the import of British goods. The threat led English to repeal the Stamp Act, but Parliament still insisted that it had the right to levy taxes. Then Parliament imposed a tax on consumer goods coming into the colonies, such as paper, glass, tea and paint.
7. Boston Tea Party
1. The tax on tea led to trouble. In 1773, several colonies refused to
unload the tea coming in English ships. In Boston, when the governor ordered a ship to be unloaded, a group of citizens, dressed as American Indians, boarded the ship and dumped the crates of tea into the water.
2. This incident is known as the Boston Tea Party. The English government then closed the port of Boston to all trade and precipitated the uprising of the colonies.
8. No affection for England in colonies
1. A lot of people had settled in the colonies when they were prosecuted on religious grounds.
2. Colonies wanted equality, whereas class differences existed in England.
9. English policies
1. Greenville's policy: New taxes were imposed. Navigation acts were implemented. Direct taxes were levied. By means of revenue collected from taxes, a permanent massive army was to be deployed in America to safeguard colonies from French invasions.
2. Rockingham's declaratory act: Rockingham formed Govt in England and passed an Act which declared that the British Parliament was fully empowered to levy taxes on Americans.
10. Significance of the American Revolution
1. The first written constitution came into existence. It definitely encouraged the tradition of constitutionalism.
2. It strengthened the position of middle classes in America and it encouraged the liberal ideas.
3. The main achievement of the American Revolution was the establishment of a republic. This republic was, however, not truly democratic. The right to vote was limited. Negroes, most of them still slaves, American Indians, and women had no vote.
4. It was a serious jolt to the policy of mercantilism and colonialism.
5. First federal Govt was formed in the world. The concept of federalism is much suited to multi racial, multi social, multi regional country. Later this inspired many countries including India.
6. The words of the Declaration of Independence regarding the equality of all men and the inalienable rights formed basis for all future liberal democracies. Lafayette, the French general who fought on the side of American revolutionaries, was soon to become a hero of the French Revolution.
7. By its example, the American Revolution inspired many revolutionaries in Europe later in the 19th century. It encouraged Spanish and Portuguese colonies in Central and South America to rebel and gain their independence.
8. Election laws in all states favoured men of property for many years. But progress towards democracy had begun. In some states, state religion was abolished, along with religious qualifications for holding public offices.
Unification of Germany
1. In the 18th century, Germany was divided into a number of states. Some of these states were very small and did not extend beyond the limits of a city. During the Napoleonic wars, many of these states ceased to exist. At the end of the wars there were still thirty eight independent states in Germany. Among them Prussia, Wurttemberg, Bavaria, and Saxony were fairly large.
2. Prussia was the most powerful in Militarily and in extent. It was also the most reactionary. The big landlords of Prussia known as Junkers formed the dominant section in Prussian society. Prussia was also one of the leaders of the Holy Alliance.
3. Factors behind unification
1. German Language: Prior to unification, over 300 distinct political entities in central Europe spoke German or some close variation of it. This shared language experience allowed these distinct entities to interact and trade with one another.
2. Trade: Many distinct entities in central Europe traded with one another. But trading was hindered because of lack of common currency or exchange rate. Zollverein, a customs union, was formed for abolishing internal tariffs between the units. This subdued much local feelings and replaced it by wider and stronger element of German nationality.
3. German nationalism: During the Napoleonic wars of the early 19th century, the distinct German settlements of central Europe bonded over their shared experience of subjugation. With the growth of national consciousness the people of these states had started demanding the national unification of Germany, establishment of democratic government and social and economic reforms.
4. Revolts: In 1848 revolts occurred in every German state and the rulers were forced to grant democratic constitutions. To unite Germany and to frame a constitution for the united Germany, a constituent assembly met in Frankfurt. But the assembly gave nothing and 1848 revolt was failure.
4. Policy of blood and iron
1. Bismarck wanted to preserve the predominance of the landed aristocrats and the army in the united German state and to achieve the unification of Germany under the leadership of the Prussian monarchy. He described his policy of unification as one of blood and iron. The policy of blood and iron meant a policy of war.
2. The ultimate aim Bismarck had was the elimination of Austria from the Germanic confederation. So, First, he aligned with Austria in a war against Denmark over the possession of Schleswig and Holstein. After Denmark's defeat, he entered into an alliance with Italy against Austria, defeated Austria and dissolved the Germanic Confederation. Thus Austria was separated from other German states. The unification of Germany was completed as a result of a war between Prussia and France.
5. Policy of Coal and iron
1. German Unification had seen the use of both Coal and Iron, means economic actions and Blood and iron, means war.
2. Bismarck plan was to separate Austria then France and build diplomatic ties with other empires like Russia and Italy to achieve unification. He used the economic tools to build Prussian capabilities first and isolate Austria on economic front then defeat and usurp states from them.
3. Zolleverin was a free trade agreement between Prussia and other states to reduce tariff barriers. Prussia led the Zolleverin and Austria was excluded from it. This made other German states dependent on Prussia. Prussia led the railway tracks and set up industries. Railways were used to transport soldiers quickly over large distances.
4. So, Germany unification has been achieved by Blood and Iron majorly but the base has been prepared using the Coal and Iron strategy.
Italian unification
1. Like Germany, Italy was also divided into a number of states. The major states in the early 19th century Italy were Sardinia, Lombardy, Venetia, kingdom of the Two Sicilies, Papal States, Tuscany, Parma and Modena. Of these the most powerful was the kingdom of Sardinia. Venetia and Lombardy were under Austrian occupation.
2. Thus the Italian people were faced with the task of expelling the
Austrians and forcing the rulers of independent states to unite. The unification of Italy was bought about by many factors, which include foreign aid, able leadership and favourable circumstances.
3. Cultural nationalism: Each one of the people had a culture, history and language of its own. But in order to protect one's culture, each nation should create for itself a sovereign state. Thus cultural nationalism lead to political nationalism. Consequently, these ideas could not be realised without the overthrow of the Government and consequently nationalism turned revolutionary.
4. Problems in unification of Italy
1. Vienna congress divided Italy and destroyed its political unity.
2. Venetia and Lombardy were provinces of Austria. Pope was under hegemony of Austria. So Austria directly or indirectly controlled Italy.
3. General absence of national consciousness in Italy. Regionalism, localism, provincialism, dominated among the people.
4. People were unconscious of their nationalism.
5. Young Italy
1. The struggle for Italian independence and unification was organised by Mazzini and Garibaldi.
2. The movement led by them is known as the Young Italy movement. It aimed at the independence and unification of Italy and the establishment of a republic there. It was a secretive organisation and tried to win over the Italians by moral and intellectual fervour.
3. Mazzini educated Italians that Italy was a nation, not a geographical expression and that the Italian peninsula, though divided politically, was living unity with common heritage.
4. In 1848, as in other parts of Europe, revolutionary uprisings had broken out in Italy and the rulers were forced to grant certain democratic reforms to the people. However, the goal of independence and unification was still distant.
6. Italy after the revolution of 1848
1. The king of Sardinia had introduced many reforms in the political system of his kingdom after the revolution of 1848. After 1848, his prime minister, Count Cavour, took the initiative of uniting Italy under the leadership of Sardinia.
2. Cavour's policy in some ways was similar to that followed by Bismarck in Germany. Hoping to gain the support of Britain and France, he entered the Crimean war in 1853-56 against Russia even though Sardinia had no dispute with Russia. However, nothing came out of this war.
3. In 1859, Cavour entered into an alliance with Louis Bonaparte and went to war with Austria. Although France soon withdrew from the war, Austria was ousted from Lombardy, which was taken over by Sardinia.
4. Tuscany, Modena, Parma and the Papal States of the north also joined Sardinia. Venetia, however, was still under Austrian occupation. The other states that remained to be united with Sardinia were the Kingdom of the Two Sicilies and Rome which was under the rule of the Pope.
7. Uprising in Sicilies
1. Meanwhile an uprising had broken out in the Kingdom of the Two Sicilies. Garibaldi marched into the island of Sicily with his revolutionary fighters and liberated it from the rule of the king within three months. Then he marched to Naples in support of the revolt that had already broken out there.
2. By the end of November 1860, the entire kingdom of the two Sicilies had been liberated. The Italian revolutionaries were not perhaps strong enough to push the victory of the people in the Sicilies further with a view to establishing a united republic of Italy.
3. They surrendered the former kingdom to the King of Sardinia, Victor Emmanuel II, who then took the title of King of Italy in 1861.
4. Garibaldi, the revolutionary who had played such a vital role in the liberation and unification of Italy, now retired to lead a life of obscurity.
8. Consequences of German and Italian unification
1. One of the aspects of the movements described so far is the gradual growth of political democracy, that is, the ever increasing participation of people in the political life of a country. The period of autocracies and privileged aristocracies was gradually coming to an end. Alongside, there were also the movements for national unity and national independence.
2. These movements were victorious in Italy, Germany, and some other countries of Europe and in the Americas. In a few more decades they were to succeed in the rest a Europe and in the recent period in most of the world. It is necessary to remember here that the new political and economic system that was emerging in Europe in the 19th century was also creating imperialism.
9. Comparison between Italian and German unifications
1. Time: The unification movements of both countries took place at
roughly the same time in the mid 19th century and were motivated by liberalism and nationalism.
2. Number of separate states: Italy and Germany both were divided into a number of separate states which were ruled by despotic kings. But these states in both the countries shared a common language and a common history. Austria was main obstacle to both the countries.
3. Napoleon: Napoleon during his conquests of Italy and Germany taught them ideas of liberalism and nationalism. In Italy, Napoleon created a united Kingdom of Italy. As for Germany, Napoleon reduced the number of German states from over three hundred to thirty nine. This led to nationalist sentiments in Italy and Germany which influenced the much of the unification later.
4. Congress of Vienna: European countries at congress of Vienna divided the Italian peninsula into petty states and restored previous rulers. In Germany too, absolute governments were restored in all the states by the Congress of Vienna. Such turning the clock back greatly frustrated Italian and German liberals and patriots.
5. Diplomacy and war: In achieving Italian and German unifications, both Cavour and Bismarck made great use of diplomacy and war.
10. Contrast between both
1. Zollverein which was launched by Prussia in 1818 made Prussia economically strong but also improved its relation with other German states. But in Italy, no customs union comparable to the Zollverein aided the movement towards unification. Only Piedmont herself, under the guidance of Prime Minister Cavour, implemented some economic reforms.
2. Italian unification supported by France and Great Britain, while German unification adversed by France and Great Britain.
3. Italian unification owed much to the leadership of Piedmont and Cavour. Yet, forces from below were also important, especially the liberals and nationalists who raffled to Cavour and Garibaldi.
4. On the other hand, unification from above was clearly the pattern in Germany. It was achieved mainly by Prussia, her army, her ruling Junker class, and the Junker leader Bismarck.
Policy of containment
1. Policy of Containment was a United States policy to prevent the spread of communism abroad.
2. Steps by USA
1. Marshall Plan provided financial help to nations so as to develop them economically and to check spread of communism. So US invested heavily in Western Europe, Japan, Turkey and Greece.
2. Formation of NATO to counter USSR militarily.
3. Even some historian argues that Nuclear bombing of Japan by US was a part of this strategy to deter USSR.
4. Foreign interventions in countries like Vietnam, Angola, Korea, China etc. was made to prevent spread of communism in those countries. It meddled in internal affairs in India and Pakistan and sided with Pakistan so as to have a friendly neighbour beside USSR.
5. Rise of communism in China and USSR made it inevitable for USA to have strong ally in the east. So it enthusiastically aided Japan's development.
6. USA in cooperation with other countries gave rise to Breton wood twins to influence financial order in the world. They both led to dollar diplomacy and dollar as exchange gold standard and reduced influence of USSR.
Cuban Missiles crisis
1. Cuban crisis was a short confrontation between US and USSR in 1962 concerning American ballistic missile deployment in Italy and Turkey with consequent Soviet ballistic missile deployment in Cuba.
2. Events leading upto it
1. The failed bay of pigs invasion and the fall of the Berlin war made the score for both US and USSR equal.
2. In 1962, US spy planes discovered missile launching pads in Cuba and the US president ordered immediate destruction and a naval blockade to prevent Russian missiles from reaching. In defiance, Russia sent warship to Cuba and raised the possibility of confrontation between the superpowers.
3. It ended, when Russia blinked first and called back the ships, and in exchange US agreed to remove American missiles from Turkey. This was the climax of the Cold war, and led to signing of the Nuclear Test ban treaty.
4. The US has agreed to remove its embargo on Cuba, which was one of the last remaining remnants of the Cold War. Ironically, at a time of renewed Russian aggression and the symptoms of a new cold war.
3. Consequences
1. No side engaged in a full throttle hot war but the differences between US and USSR became even stark.
2. Cold war intensified setting the stage for future military and diplomatic confrontations between US and USSR.
3. Cuban communist regime was allowed to rule and it survived for long. However, Cuba-US relations withered.
4. Both US and USSR started expanding their ideological influence base by making military alliances and signing treaties.
Marshall Plan, 1948
1. By the end of World War II, Europe was ravaged by war and thus susceptible to exploitation by an internal and external communist threat. Fanned by the fear of Communist expansion, congress passed the Economic Cooperation act for rebuilding of Western Europe.
2. From 1945 through 1947, the United States was already assisting European economic recovery with direct financial aid. Military assistance to Greece and Turkey was being given. The newly formed United Nations was providing humanitarian assistance. The Marshall Plan significantly magnified their own efforts and reduced the suffering and time West Europe took to recover from the war.
3. Marshall Plan was intended to rebuild the economies and spirits of western Europe. Marshall was convinced the key to restoration of political stability lay in the revitalisation of national economies. It was also aimed at blunting the advances of communism in that region. The program whose official title was European Recovery Program.
4. Aims
1. Increasing production.
2. Expanding European foreign trade.
3. Facilitating European economic cooperation and integration.
4. Controlling inflation.
5. Results
1. Marshall Plan nations were assisted greatly in western Europe economic recovery. From 1948 through 1952 European economies grew at an unprecedented rate. The Marshall Plan was very successful.
2. The western European countries involved experienced a rise in their GNP of 15 to 25 percent during this period. The plan contributed greatly to
the rapid renewal of the western European chemical, engineering and steel industries.
3. Trade relations led to the formation of the North Atlantic alliance
4. Economic prosperity led by coal and steel industries helped to shape what we know now as the European Union.
Why Soviet union disintegrated
1. Economic stagnation for many years led to severe consumer shortages and a large section of Soviet society began to doubt and question the system. Internal weaknesses of soviet political and economic institutions, which failed to meet the aspirations of the people, were responsible for the collapse of the system.
2. The Soviet Union had become stagnant in an administrative and political sense as well. Ordinary people were alienated by slow and stifling administration, rampant corruption, the inability of the system to correct mistakes it had made, the unwillingness to allow more openness in government, and the centralisation of authority in a vast land.
3. Worse still, the party bureaucrats gained more privileges than ordinary citizens. People did not identify with the system and with the rulers, and the government increasingly lost popular backing.
4. Perestroika: Refers to economic reforms enacted by Gorbachev in 1987 to reform soviet's sliding economy, but they were not enough. There were sections of Soviet society which felt that Gorbachev should have moved much faster and were disappointed and impatient with his methods.
5. Glasnost: It means transparency in Government functioning. However, this backfired as the public learned of long standing political cover ups revealing past and recent atrocities, missteps by leadership, social and health failures of the USSR and the true extent of national economic problems. This further eroded support for the regime.
6. Excessive centralisation led to growth of local nationalism grew within each of the individual republics, because of excessive centralisation. Many republics such as Ukraine, Belarus, Estonia, Latvia and Lithuania wanted to become independent.
7. The USSR was overly focused on military buildup, neglecting domestic troubles that would play a major role in bringing down the USSR. This was largely due to the perceived need to keep pace with the massive USA military build up.
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8. Reforms initiated by Gorbachev
1. He made foreign affairs a priority, took initiatives for better relations with china and pushed Soviet withdrawal from Afghanistan. Gorbachev also encouraged foreign investment in soviet enterprises.
2. Freedom was given to media to criticise the Government.
3. For the first time, parties other than the communist party could participate in elections. Also, political changes were initiated that led to a move towards democracy within the Communist party.
4. In economic affairs, government grip was loosened. Small scale private entrepreneurs were allowed. Computerisation was started which reduced the manual labour.
5. Workers were given the right to strike for better wages and conditions.
Why communism survived in China
1. While China had a historical uprising of the masses, namely the peasants, the Soviet Union did not have a revolution supported by the majority of the people.
2. Communism was deep rooted in China. This was because, puppet governments supported by the Communist Party existed in villages during Japanese rule. They taught peasants the meaning of government, and sparked in them the feeling of belonging and of having a stake in government. While no such deep rooted communism existed in Russia.
3. Chinese created a national identity everyone could relate to. In the Soviet Union on the other hand, there were far too many ethnic minorities in the state. Rather than recognising that there were many ethnicities, like China did, the soviet union rejected the ethnicities which lead to its dislike among certain people.
4. Once Mikhail Gorbachev became General Secretary his political reforms Perestroika and Glasnost, both proved to be major failures within the Soviet Union. China on the other hand flourished with the reforms of Deng Xiaoping. Deng put economic reform before political reform. But Gorbachev, by pursuing political reform before economic reform, inadvertently dissolved the Soviet empire.
5. China put less of an influence on controlling the entire country, and more of an influence on the economy. China central Government devolved many powers to provinces, this ensured people remained happy with the
government. While, USSR was highly centralised state. It gave little powers to various provinces. This gave rise to resentment among various provinces.
6. The demise of Communism in the Soviet Union was their failure to adapt to times.
What is mandates system of League of nations
1. Germany and Turkey were defeated in World War I. They lost all their Asian and African possessions. Wilson wanted to give them independence but other countries want to annex them. But finally a compromise resulted known as Mandates system. According to which, these possessions would be governed by league of nation. In other words it was a device by which victors seized the colonies without actually admitting that they are doing.
2. The mandates were divided into three groups on the basis of their location and their level of political and economic development. They were then assigned to individual allied victors (mandatory powers, or mandatories).
3. Class A mandates consisted of the former Turkish provinces of Iraq, Syria, Lebanon, and Palestine. These territories were considered sufficiently advanced that their provisional independence was recognised, though they were still subject to allied administrative control until they were fully able to stand alone. Iraq and Palestine were assigned to Great Britain, while Turkish-ruled Syria and Lebanon went to France. All class A mandates had reached full independence by 1949.
4. Class B mandates consisted of the former German ruled African colonies of Tanganyika, parts of Togo land and the Cameroons, and RwandaBurundi. The Allied powers were directly responsible for the administration of these mandates but were subject to certain controls intended to protect the rights of the mandates' native peoples.
5. Class C mandates consisted of various former German held territories that mandatories subsequently administered as integral parts of their territory. South West Africa (now Namibia, assigned to South Africa), New Guinea (assigned to Australia), Western Samoa (now Samoa, assigned to New Zealand), the islands north of the Equator in the western Pacific (Japan), and Nauru (Australia, with Britain and New Zealand).
Why did ASEAN succeed where SAARC did not
1. Indonesia is the ASEAN's largest state but it has little influence toward its small states. But in SAARC the power differences between India and the others is very wide. India's dominance hampered success of SAARC. This problem is often widened by lack of common political culture.
2. Asean members had serious interstate disputes which they decided to forget. On the other hand, Saarc members insisted that disputes be resolved first, before economic cooperation could start. This hurt economic cooperation.
3. Pakistan and India issue always clouds the SAARC negotiations, while no such disputes exist in case of ASEAN. In SAARC's case there are no formal or informal methods to prevent violent conflicts like ASEAN.
4. India is feeling uncomfortable with the presence of US in SAARC negotiations. On the other hand ASEAN engages external powers formally through its dialogue mechanism. This created an environment for ASEAN to resolve their disputes through international arbitration and mediation. But in South Asia this is the not preferred as there is a huge mistrust among the countries.
Socialism
1. The 19th century Europe saw development of industrialised regions, cities and railways expanded and the industrial revolution occurred. Industrialisation brought men, women and children to factories. Work hours were often long and wages were poor. Unemployment was a common problem. Unequal distribution of wealth created two economic classes and friction between them gave birth to socialism.
2. Early Socialists criticised the excesses of poverty and inequality of the industrial revolution, and advocated reforms such as the egalitarian distribution of wealth in peaceful manner. Outlining principles for the reorganisation of society along collectivist lines, Saint-Simon and Owen sought to build socialism on the foundations of planned, utopian communities.
3. Later in 1948, Marx and Engels disregarded the socialism of early thinkers as utopia in communist manifesto. And he proposed his new brand of socialism which he called scientific socialism as it is based on class struggle. This brand of socialism often called Marxism later became more popular.
4. Marx and Workers in England and Germany began forming associations to fight for better living and working conditions. Many radical parties were formed in various countries but eventually most of them later turned away from pure Marxism towards parliamentary democracy.
Represented by strong figures in parliamentary politics, their ideas did shape legislation, but governments continued to be run by conservatives, liberals and radicals.
5. In 1864, First international united diverse revolutionary currents including French followers of Proudhon, Blanquists, Philadelphes, English trade unionists, socialists and social democrats. Paris commune in 1871, fuelled hopes among many and it encouraged many socialists as a sign that the working classes were ready for radical measures, but the violence propagated by it hindered the progress of socialism.
6. To coordinate their efforts, socialists formed an international body, namely, the Second International. The significant achievements of the Second international were its campaign against militarism and war and in asserting the principle of the basic equality of all people and their right to freedom and national independence. They expressed the conviction that capitalism was the root cause of wars among European nations.
7. The socialist movement had made the international solidarity of workers as a fundamental principle. The socialists in many countries had resolved to call for a general strike to prevent their countries from participating in wars. But when the large scale war finally broke out, the workers allied their respective governments.
8. The idea of worker's unity was not as powerful as nationalism. And socialism also was not a monolithic force as it had taken different form in different countries. So there was no unity among workers of different countries. So in the end the second international failed in overcoming inter country rivalry.
9. Why socialism failed
1. The means to achieve the socialist goals were different. Some supported the revolution for overthrowing capitalism, others supported gradual reforms.
2. Some parties supported their imperial governments, while some were against this stand. While Socialism was fundamentally against colonialism, some sections supported colonialism for development purpose.
3. Similarly, Socialism was against war, but when the WW-I broke out, almost all socialist parties supported their national governments in war efforts, considering the national interest. This was the biggest fatal blow to the Socialist ideology.
4. Failure of socialism, due to internal difference, to prevent fascism
from acquiring power, especially in Germany.
5. In the post WW-II, the rise of dictatorships in many socialist countries coupled with violence and totalitarianism did much harm to socialist ideology.
6. Socialism proved to be less adaptive than Capitalism, since Capitalism successfully adopted welfare measures, which were the main planks of socialism. This proved to be the final nail in coffin of socialism as an alternative to capitalism.
Fascist regimes in Germany and Italy
1. Comparison
1. Both were intensely anti-communist and because of this drew support from capitalist class.
2. Both believed in and practiced Totalitarian regime where state controlled all aspect of life of people, so that personal freedom is limited. Both emphasised on supremacy of state, no voice of dissent was tolerable.
3. Economically both believed in economic self sufficiency of country.
4. The Leader is considered to be infallible as his every command had to be followed.
5. Both pursued aggressive foreign policy in order to distract attention from domestic problems. Both believed in inevitability of war to make a nation great and powerful.
2. Differences
1. Racism was the most prominent difference between Nazism and Fascism. Towards the Jews, Nazis followed the policy of cleansing, which resulted in death of millions of Jews. Nazi believed in the supremacy of Aryan race. Italian's racial policy was not as ruthlessly as Nazis did.
2. Nazism spread much more deeply and widely in Germany than Fascism in Italy. Nazis were more brutal in their oppression and violated the human rights to a much greater extent.
3. The Nazi system was more efficient and successful with respect to the goal of economic self sufficiency and Hitler was able to eliminate unemployment. In contrast, unemployment increased in Fascist Italy and thus failed to achieve economic self-sufficiency.
4. Organisation of Nazis was strong. Hitler kept the party strong but Mussolini kept party organisation weak to maintain his influence.
5. Mussolini was more successful in his policy towards church. He was able to reach an agreement with the pope in 1929.
6. Constitutional positions of Hitler and Mussolini were different. In Italy, the monarchy had continued to exist and the king played an important role in the end of Mussolini's rule by ordering his dismissal in 1943. In contrast, there was no authority above Hitler in Germany to dismiss him.
British vs French decolonisation
1. British approach
1. British had a declared policy of educating the colonised people in self government. When popular struggles in colonies rose to prominence, British gradually started a process of constitutional reform, giving ruled people a sense of self-government although keeping the rein of power in their own hand.
2. In India this process of reform had been going on since 1861 and finally culminated in Govt. of India Act, 1935 and Independence of India Act, 1947. By the end of the decade of 1950s, all non-African colonies gained independence without much bloodshed.
3. In some colonies there were a large minority of white people, which didn't want to let go its special status. So in these countries the process of decolonisation took much more time like in Tanzania and Kenya.
4. British experience prepared London remarkably well for the liquidation of empire after 1945. By a series of measures, Britain created the Dominion system and institutionalised a procedure for gradually loosening control over her possessions.
2. French approach
1. French had a policy of continuous cultural assimilation of colonies by educating them in French culture. For which they were even ready to adopt violent methods. They considered their colonies as the extension of French territory and never wanted to give them up.
2. Unlike Britain, which took lead in the process of decolonisation, France, in Brazzaville Declaration of 1944 made its intentions of not allowing liquidation of their colonial empire clear.
3. They resisted every attempt in direction of colonial independence which is clear from examples such as Indo-China. They were steadfast in their refusal to consider even eventual separation at some future date a viable political option.
4. A variety of reasons may be adduced to explain the French failure to develop before 1945 any mechanism which might have served as a bridge for the transfer of power to their colonial subjects after the War. The most popular explanation has been to assert that the French blindly trusted to their policy of assimilation whereby the colonies would eventually be one with France.
Shock therapy
1. After USSR broke out, a number of independent states emerged. The model of economic transition in these countries from a socialist authoritarian system to a democratic capitalist system under the influence of World Bank and IMF came to be known as Shock Therapy. It varied in speed and intensity but had similar features and direction.
2. Few elements of shock therapy
1. Each country was required to shift totally to capitalist system with complete privatisation of state assets and collective farms.
2. Countries were required to open their economies. They were to follow a free trade regime and allow Foreign Direct Investment.
3. It also involved deregulating the economy and a free floating currency.
4. Existing trade alliances of these countries with each other were disallowed. Each state was now to trade only with west. Thus their economies were to be integrated with west.
3. Consequences
1. Economies further nosedived. The old system of social welfare was destroyed and subsidies withdrawn throwing many into poverty and joblessness. It also resulted in emigration on large scale.
2. The industries of these countries collapsed. Government held that Public sectors were greatly undervalued and sold to general public. Since, public did not have money to buy, they eventually went into the hands of mafia. It led to the rise of oligarchy.
3. The inflation was so high in Russia that people lost all their savings and about 1500 banks and financial institutes became bankrupt.
4. The collective farm system disintegrated, generating a food crisis.
5. The construction of democratic institutions was not given attention as was given on restructuring economies. It resulted in coming of autocratic regimes in many of these countries.
4. Thus, hardly any positive benefits could be derived by these countries from the Shock Therapy. It resulted in continuous decline of their economies. These economies finally began to revive in 2000s when they adopted an independent economic path without the interference of the western countries.
Great leap forward
1. The Great Leap Forward campaign of China in 1960s was a push by Mao Zedong to change China from a predominantly agrarian society to an industrial society. It involved developments in both industry and agriculture, in order to increase output and to adopt industry to Chinese conditions.
2. Its important features
1. Communes: Units larger than collective farms were introduced containing up to 75000 people, divided into brigades and work teams with an elected council. They ran their own collective farms and factories, carried out most of the functions of local government within the commune and undertook special local projects. All the works in the communes from childcare to cooking, daily tasks were collectivised.
2. Small scale industries: Instead of aiming for large scale works of the type seen in the USSR and the West, much smaller factories were set up in the countryside to provide machinery for agriculture. The most famous were 600,000 backyard furnaces which produced steel for the communes.
3. Successes of the campaign
1. Both agricultural and industrial production increased substantially, and China was at least managing to feed its massive population.
2. The communes proved to be a successful innovation. They were an efficient unit of local government and they enabled the central government in Beijing to keep in touch with local opinion.
3. Given the country's enormous population, this was the best way of making sure that everybody had a job, and it enabled China to avoid the growing unemployment problems.
4. Other benefits were the spread of education and welfare services, and an improvement in the position of women in society.
4. Failures of the campaign
1. A series of bad harvests and the withdrawal of Russian aid following the breach between the two. All this, coupled with the lack of experience among the cadres, caused hardship. Some 20 million people may have died prematurely as a result of hardships caused by the Great Leap.
2. The Great Leap Forward caused massive environmental damage in China. The backyard steel production plan resulted in entire forests being burned to fuel the smelters, which left the land open to erosion. Dense cropping and deep ploughing stripped the farmland of nutrients and left the agricultural soil vulnerable to erosion, as well.
5. The Great leap forward and Commune policy introduced by Mao were not great successes and China was still economically stagnated. Thus, Deng Xiaoping introduced market reforms which marks a shift from communism, to a free-enterprise system.
6. Reforms by Deng
1. Many changes introduced during the cultural revolution were reversed. The revolutionary committees setup to run local governments were abolished and replaced by more democratically elected groups. There was more religious freedom and greater freedom for intellectuals.
2. Adopted market socialism as an economic system in which prices of goods would be determined by free price system. The nature of economy changed from self-reliant to export oriented.
3. The land, although still officially owned by the state, was divided up and allocated to individual peasants, who were allowed to keep most of the profits. This was successful in raising agricultural production.
4. Huge investments were made by local provinces into the most profitable businesses locally, encouraging light manufacturing which required less capital, brought revenues and high foreign exchange earnings and revenues on export.
5. Relation with technologically advance countries in the West and Japan were improved and trade with them enhanced by purchasing machinery and advanced technologies.
6. A series of special economic zones were set up to attract foreign companies and capitals by providing cheap land and labour, quick and easy clearances by cutting down red tapism.
India's role in Apartheid struggle
1. India having gone through the long independence struggle herself, stood in solidarity with the African people in their long and challenging struggle against apartheid.
2. Pre independence
1. Gandhiji helped attract international attention to the issue of racism in South Africa long before UN began considering the matter. Also Gandhi's ideas of non-violence, truth and civil disobedience were some common forms of struggle against the apartheid regime. These forms inspired Mandela and other leaders of the movement.
2. Gandhiji went in a deputation of Indians to Britain in 1909 to oppose the granting of self government to South Africa under white rule.
3. Post independence
1. Nehru declared that ending colonialism in Africa is a priority.
2. India repeatedly raised the issue in UN and built up sentiment against racial discrimination in South Africa. Successive PMs like Indira Gandhi and Rajiv Gandhi lobbied for UN sanctions against SA to force it to stop apartheid.
3. India, in spite of being poor even went to the extent of giving up 5% of export trade in 1946 to demonstrate its repugnance of racism in South Africa.
4. India gave her full support to the African States and the Organisation of African Unity (OAU) in their fight for independence and human rights.
5. Various leaders of South African congress were in direct touch with Indian leaders and thus got the moral support from them.
4. South Africa's reciprocity to India's contribution can also be gauged from the fact that the South African cricket team's first international tour after the end of isolation in 1991 was to India. This common brotherhood among our people can be seen even today in our growing bilateral relations.
5. Other countries role
1. World was horrified by Sharpeville massacre. So, opposition grew after this incident.
2. UN also placed an economic boycott on South Africa in 1962. But this proved ineffective as many countries did not support it.
3. There was opposition to apartheid from rest of the commonwealth. In 1986, commonwealth agreed on a strong package of sanctions against white ruled South Africa.
4. USA started treating its black people equally and started criticising the South Africa. Then USA joined the fray by stopping American loans to South Africa, to cut airlines, ban imports of iron, coal, steel, etc from South Africa.
5. Dutch, which once supported the apartheid, condemned it.
6. Other factors
1. South Africa was hit by recession in the late 1970s, and many white people were worse off. Whites began to emigrate in large numbers and there was shortage of labour.
2. White ruled Portugal colonies of Angola and Mozambique achieved independence after long struggle. Now, South Africa was surrounded by hostile black states.
Colonisation and colonial struggle knitted Vietnam
1. Vietnam was colonised by the French. The process of colonisation and subsequent struggle against the colonisation brought together the Vietnam nation.
2. Role of education: The French sought to strengthen their rule in Vietnam through the control of education by changing local values and perceptions to impose superiority of French civilisation. The battle against French colonial education became part of the larger battle against colonialism and for independence.
3. Role of Religion: Vietnam's religious beliefs were a mixture of Buddhism, Confucianism and local practices. Christian missionaries tasked by the French to reform religious institutions were thus resisted by many religious movements. Thus again it got Vietnam together.
4. Other factors
1. Colonial economic development accelerated faster communications which helped nationalist movements to bind together disparate tribes and communities.
2. During the bubonic plague, sewer workers tasked with ensuring hygiene learned collective bargaining and the power of unity. Formation of groups resisting French domination began.
3. French revolutionary ideal of liberty was taught by French but it was not abided by which angered nationalists.
4. In the first decade of the twentieth century a Go-east movement became popular. Vietnamese students went to Japan to acquire modern education to drive out the French from Vietnam. These nationalists looked for foreign arms and help. They appealed to the Japanese as fellow Asians.
5. Setting up a republic by a popular movement in China in 1911 also inspired Vietnamese nationalists.
World war was first industrial war
1. Features of the War
1. It involved the world's leading industrial nations such as Britain, USA, France, Russia, Germany etc., which harnessed the vast powers of modern industry to inflict the greatest possible destruction on their enemies.
2. It saw the use of machine guns, tanks, aircraft, chemical weapons etc. on a massive scale.
,
3. Millions of soldiers had to be recruited from around the world and moved to on large ships and trains.
4. Industries were restructured to produce war related goods. Entire societies were also reorganised for war. Men went to battle and women stepped in to undertake jobs that earlier only men were expected to do.
5. The scale of death and destruction affecting 20 million people was unthinkable before the industrial age.
2. Since these features were not found in any of the wars fought earlier, the First World War can truly be called the first modern industrial war.
Formal to informal colonial control
1. Formal colonial control implies direct political control, subjugation and conquest. Under it, local institutions and political structures were dismantled and replaced with new ones imposed by colonial powers.
2. Informal colonial control implies indirect political and economic use and control of resources of former colonies through capitalism, globalisation and cultural forces by the erstwhile powers. It can be said that today the new institutions imposed due to dependency of poor nations mirror colonialism.
3. Transition
1. Development assistance granted by the West to the former colonies are loaded with conditionality which was not be very favourable to the colonies.
2. Large corporations of other powerful countries, for example the US, also often managed to secure rights to exploit natural resources of developing countries at cheap prices.
3. Most former colonies have not benefitted from the fast growth the Western economies experienced in the 1950s and 1960s using the colonies cheap raw material.
4. Thus G-77 was formed to demand a new international economic order (NIEO). By the NIEO, they meant a system that would give them real control over their natural resources, more development assistance, fairer prices for raw materials, and better access for their manufactured goods in developed countries markets.
American expansion in Asia
1. The nature of American expansion in Asia was mainly commercial and strategic.
2. Reasons why US needed naval ports in the Pacific
1. Asian countries and islands in the Pacific like Philippines can be used as naval bases and refuelling stations for ships traveling across the Pacific.
2. Moreover, huge market, source of some of the world's most sought commodities like tea, porcelain, silk etc and a network of ports to maintain the trade led to USA inroads in China.
3. USA negotiated Treaty of Wangxia in 1844 with China soon after Britain and China fought a war. Maritime expansion led to the proclamation of an Open door policy for China in 1899-1900, and set the stage for much greater local involvement in local and regional politics and trade during the early 20th century.
4. Americans felt superior to people in other parts of the world because they believed the Christian religion made them morally superior. They sent missionaries to other countries to bring them into the Christian religion.
5. After the Spanish-American Civil war, the military was used to protect settlers and to push Native Americans onto reservations.
US civil war
1. The Civil War was fought between the USA and eleven southern states that left the Union in 1860 and 1861 and formed their own country in order to protect the institution of slavery.
2. Role of Lincoln
1. He was elected to office in 1861.
2. War started with slavery as the issue but Lincoln transformed it into unity of federation. So, he involved and evoked the emotions of Americans.
3. Lincoln took help of volunteers and promoted the message of story of America.
4. He was successful in getting the 13th constitutional amendment passed by persuading the Congress and he gained huge popularity among African-Americans.
5. He took direct participation in capture of Orleans, Gittensburg. He eliminated hurdles for capitalism and made America huge power.
3. Reasons why Anti-slavery war emerged
1. South slave population as a market for industrialist of north.
2. Independence declaration by Thomas Jefferson, humanism and welfare are basic tenets.
3. France abolished slavery in Haiti in 1789, Britain abolished slavery in 1773. So, it was shameful for USA to still continue slavery even after it being abolished.
4. It was not good for USA economically to leave out almost 50% of people from economic participation.
4. Important events
1. Purchase of Louisiana: It extended America from Appalachian mountains to Rockies. Created a question on whether new states will have slavery or not.
2. Missouri Agreement of 1820: America was not in a position to face civil war, so Missouri was declared a slave state.
3. Back door policy of capitalist states: Capitalist lobby adopted back door policy for anti-slave movements.
4. Writers: Garrison published liberator. It was for anti slavery movement and against slavery. Uncle Tom's Cabin by Mr. Stowers was also published during same time. It was an emotional attack describing inhuman and pathetic condition of slave states.
Iranian revolution
1. The Islamic revolutionaries of 1979 did what all revolutionaries do was to overthrow an oppressive government, seize power from the opponents, and then impose a new intrusive authoritarian regime. But just as each revolution, it displayed its own singularities.
2. Similarities with other revolutions
1. Iranian revolutions had number of similarities with French revolution such as coming together of a coalition of opposition forces to overthrow an entrenched regime viewed as illegitimate, oppressive or compliant to foreign interests its scale and its impact, it was clearly distinct in
its execution.
2. Similarly, like Russian revolution (Putin) the cult of the leader was important in Iranian revolution too as in the uniting figure of Ayatollah Khomeini.
3. The weakness of state's leadership such as the illness of Shah and uncertainty of his generals also played a key role thus echoing the weakness of examples such as Louis XVI in France and Tsar Nicholas II in Russia.
4. Similarly, the political changes were accompanied by grave socioeconomic changes in all the cases including Iran, thus differentiating it from a mere rebellion.
5. Like the French and Russian revolution the Iranian revolution witnessed violence in the immediate aftermath resulting in the purge of divergent forces and rise of a unified state based on an ideology.
3. Singularities
1. The party which led the revolt was a network of religious functionaries and divergent forces that were at the forefront of the unrest. In its goal, ultimately the Iranian revolution gave prominent place to religion and galvanised into establishing a state inspired by the ideals of Islam.
2. In terms of execution it was perhaps the only revolution that did not rely on military force or guerrilla warfare, but on politics. Despite its religious and traditional guise, it was a modern revolution based on mass mobilisation and general strikes, which paralysed the economy.
Monroe Doctrine
1. The Monroe Doctrine was proposed by the US president James Monroe in 1823 as an instrument of foreign policy which sought to put a check to the colonisation process of Europe in America. Doctrine laid down that any further interference or attempts to colonise the American continents would result in an act of aggression by America. The objective therefore was clearly to contain the expansion of Europe and at the same time increase their sphere of influence in the American region.
2. The Monroe Doctrine was strongly invoked as a crucial foreign policy element by later successors like Theodore Roosevelt. President Roosevelt even added a new corollary, which proclaimed that only the USA had the right to interfere in the affairs of its neighbouring countries if they were unable to maintain order of their own.
3. The expansionist policies of USA and its emergence as an
imperialist power can be seen in the instance of the US control of the Dominican Republic, the stationing of American troops in Cuba in 1906 to protect it from disorder. Likewise, the USA sent in troops to Nicaragua in support of a revolt which had been inspired by American mining company and also to secure the interests of the Americans.
4. One of the most major interventions was in Columbia which refused to grant perpetual rights to USA over the Panama Canal. The U.S in 1903 supported a revolt in Panama financially and militarily resulting in recognising a government of their choice and full rights of the Panama Canal.
Why policy of appeasement
1. The other powers wanted to avoid war because they could not win such a war as they were not economically and militarily strong. The people in Britain were against war, as they saw the damage of world war I. The businessmen were also against a war as it would hurt their economic interests.
2. Chamberlain increased rearmament alongside the Policy of Appeasement. Some argue that chamberlain was buying time for rearmament.
3. Many groups felt that Germany and Italy had genuine grievances. Especially in Britain, many leaders favoured a sympathetic attitude and called for revision of the harshest clauses of the Treaty of Versailles.
4. LoN had proved to be ineffective and thus Chamberlain believed that a personal contact among the leaders of different countries was important to make them respect international law through negotiations. He favoured the path of diplomacy rather than of war to resolve conflicts with Germany.
5. Germany was an export market to Britain and thus the British felt that the economic cooperation would be good for both the countries.
6. Fear of Communist Russia was greater than the fear of the Nazis. Many viewed the Nazi Germany as a buffer against the Communist expansion westward. Thus they favoured or allowed for the German rearmament.
Japanese aggression
1. There were three important acts of Japanese Aggression in this period. It invaded Manchuria in 1931, attacked the North Eastern part of China in 1933 and ordered full invasion of China in 1937 which led to Second Sino-Japan war (1937-45) that merged into the World War II that lasted till 1945.
2. Invasion of Manchuria (1931): Japan was under economic stress due to the Great Depression. Its exports had declined dramatically and there was decline in price of rice due to bumper harvest. Also Chiang Kai Shek's influence was increasing in Manchuria. This threatened the Japanese interests in Manchuria. Japan had invested a lot of money in the industry and infrastructure development projects in Manchuria since the Russo-Japanese War of 1904-5. Thus the military attacked Manchuria ignoring the reservations of the Japanese government.
3. Invasion of the North-east China (1933): Japanese advanced into the North Eastern regions of China in 1933. This act had no justification and was purely an act of aggression. Japan was able to occupy a large area by 1935 by taking benefit of the civil war between KMT and communist party.
4. Full scale invasion of China (1937): After signing the AntiComintern pact with Germany in 1936, Japan planned the full invasion of China. Japan took a minor incident between Chinese and Japanese troops as an alibi to begin the invasion.
League of nations (LoN)
1. League of Nations was designed to enforce the Treaty of Versailles and the other peace agreements that concluded World War I. It was also intended to facilitate open diplomacy and peaceful mediation to settle war disputes.
2. Success
1. ILO: The International labour organisation was the most successful. The goals of ILO include fixing maximum working days and minimum wages, ensuring that member nations provided for unemployment benefits and old age pensions.
2. Refugee organisation: It helped the Prisoners of War in Russia to their homes outside Russia. In 1933, it helped the Jews, who were fleeing to escape Nazi persecution, to resettle in different countries where they would be safe.
3. Health organisation: It did good work in finding causes of different epidemics. It was especially successful in combating Typhus epidemic in Russia which had the potential to spread to the rest of Europe.
4. Mandates commission: It had the responsibility of monitoring the governance of territories given to member nations as Mandates.
5. International disputes: Here the League had partial success. It forced Greece to pay compensation to Bulgaria, when the former invaded the
latter. But none of these disputes threatened the world peace.
3. Failures
1. League of Nations came to be viewed as an organisation of the allied powers especially of France and Britain, setup for implementation of unjust peace treaties, which failed to satisfy all nations.
2. The Conference of ambassadors was setup as a temporary body to resolve disputes regarding. But, it continued to exist even after the formation of the League. This hurt the legitimacy and the authority of the League of Nations.
3. The League of Nations failed to check any violations of the frontiers established after the WWI through the peace treaties. It also failed to take firm stand on aggression displayed by Italy, Germany and Japan. For example, it imposed only partial trade restriction on Italy after its Abyssinia invasion.
4. The League of Nations was not a truly representative organization. It had limited membership and USA did not join it. This resulted in lack of funds for the League's work.
5. It was also made to defend an imperfect treaty which suffered from biases and was prone to be broken. The Peace treaties signed were against principle of self determination. For instance, millions of Germans resided outside Germany in Czechoslovakia and Poland after the peace treaties. Similarly, many Turks were now residents of Greece.
6. It was only Germany, which was made to disarm under the Treaty of Versailles. The League failed to convince other major powers to disarm. Hitler used this as an excuse to quit the World Disarmament Conference. Soon, he denounced the League of Nations and make Germany quit it as well.
4. All the imperfections of the league were responsible for occurrence of 2nd major world war.
UN
1. The United Nations is an intergovernmental organisation formed after WW-II to promote international cooperation and to maintain international order.
2. Successes
1. UN has prevented the occurrence of any further world wars. It has also been successful in bringing some wars to an end quickly. Ex: Iran-Iraq war, Gulf war, etc.
2. UN has been credited with negotiating 172 peaceful settlements that have ended regional conflicts. It has successfully controlled the situation in Serbia, Yugoslavia and Balkan areas. A number of peace missions in Africa has done reasonably well to control the situation.
3. UN brought all the countries together and provided for a world assembly, where delegates of 188 countries can talk to each other. Even small countries has a chance to make itself heard.
4. It played a significant role in disarming the world and making it nuclear free. Various treaty negotiations like Partial Test Ban Treaty and Nuclear non-proliferation treaty (NPT) have been signed under UN.
5. Demise of colonialism and imperialism on one hand and apartheid on the other had UN sanctions behind them.
6. UN acted as vanguard for the protection of human rights of the people of the world, universal declaration of human rights, 1948.
7. Despite crippled by Breton Woods Institutions, UN has played limited but effective role on economic matters. Supported the North-South dialogue and aspired for emergence of new international economic order.
8. Agencies of United Nations like WHO, UNICEF, UNESCO have keenly participated in the transformation of the international social sector. Ex: eliminating polio, small pox, ebola etc.
9. The world body was also instrumental in institutionalisation of international laws and world legal frame work. Passage of various conventions and declarations on child, women, climate, etc, highlights the extra political affairs of the otherwise political world body.
3. Failures
1. UN opinion on Hungary and Czechoslovakia were ignored by the erstwhile USSR in 1950s.
2. Israel had been taking unilateral action through decades in its geographical vicinity and nothing substantial has come out till today.
3. No emphatic role in crisis of worst kinds like the Cuban missile crisis, Vietnam crisis etc.
4. The UN totally exposed in the case of US invasion on Iraq in name for the search weapon of mass destruction.
5. Number of nuclear powers in the world has kept on increasing. UN could not control the horizontal expansion and proliferation of weapons and arms.
4. Shortcomings
1. It lacks permanent army. This means that it is difficult to prevail upon powerful states to accept its decisions if they choose to put self interest first. USSR was able to ignore UN demands for the withdrawal of Russian troops from Hungary and Bosnia.
2. The world body has failed to reflect the democratic aspiration of the world. Without being democratic itself, it talks of democratization of the world.
3. There is problem about exactly when should UN become involved during course of dispute. Sometimes, it hesitates so long that it scarcely becomes involved at all, as happened with war in Vietnam, etc. This left UN open to accusations and lack of firmness.
4. UN has always been short of funds. The vast scope of its work means that it require huge resources. But it is dependent on voluntary contributions from member states.
5. UN agencies seem to duplicate each other's work. Work of WHO and FAO overlap too much.
UN and LoN
1. LoN was formed after WW-I to provide for greater world cooperation and to settle international disputes peacefully, but it failed in stopping WW-II. UN was formed with same objective after WW-II and it became much more successful than LoN.
2. Common weaknesses
1. Criticism of being a tool of super powers. Being subservient to powerful individual nations.
2. Lack of permanent army of their own and thus dependence on members for contribution of troops.
3. Veto powers of a member in Security Council.
4. UN is dependent on US funding while LoN was dependent on Britain and France.
3. Differences
1. UN is more representative body with nearly all nations being its members. LoN was less representative due to lack of membership to all nations.
2. In UN, developing countries have much more voice. While in LoN there was no say to developing powers.
3. There is much greater prestige of the UN Secretary General as compared to its LoN counterpart. Kofi Annan (1997-2006) became very famous for his conflict resolution ability.
4. UN focusses on human rights violations and socio-economic development through its organs. League of Nations did not include protection to rights of an individual.
5. UN is more focused on good governance. For example, it has formulated and works with the member-nations for achievement of developmental targets like Millennium Development Goals.
6. UN has been able to take decisive action due to change in procedures as UNGA does not need unanimous vote. Also, UNSC veto can be overruled by UNGA as per the Uniting for Peace Resolution of 1950.
4. UN is more important in the era of global governance and as the world has become more integrated due to LPG and issues of global concern like environment and safety of other Global Commons.
Treaty of versailles was dictated peace
1. The Treaty of Versailles was a dictated peace as the Germans were not allowed to be part of the negotiations. They could only put forward their opinion and criticism through writings. All their criticisms were ignored.
2. The clause of disarmament of Germany made it virtually impotent even for protecting its law and order.
3. It is pretty much evident that all the imperial powers were responsible for the World War I. But the war guilt clause was solely imposed on Germany and its allies.
4. German's African colonies were taken away and converted into Mandates under the League of Nations.
5. The huge war reparations resulted in humiliation to the Germans. The amount of 6600 million pounds was too high and was aimed at keeping Germany weak economically in the foreseeable future.
6. Austria and Hungary were reduced to very small size in terms of territory and population. Most of the industrial wealth of Austria went to Czechoslovakia and Poland. They were soon engulfed by economic crisis and they had to seek loans from League of Nations.
India's support to Palestine
1. India's solidarity with the Palestinian people and its attitude to the Palestinian question was given voice through our freedom struggle by Mahatma Gandhi. India's empathy with the Palestinian cause and its
friendship with the people of Palestine have become an integral part of its time tested foreign policy.
2. In 1947, India voted against the partition of Palestine at the United Nations General Assembly. India was the first Non-Arab State to recognise PLO (Palestine Liberation Organisation) as sole and legitimate representative of the Palestinian people in 1974.
3. India was one of the first countries to recognise the State of Palestine in 1988. In 1996, India opened its Representative Office to the Palestine Authority in Gaza, which later was shifted to Ramallah in 2003.
4. Apart from the strong political support to the Palestinian cause at international and bilateral levels, India has been contributing material and technical assistance to the Palestinian people. With the Government of India's aid, two projects were completed in the field of higher education.
5. Under IBSA Forum's assistance, an Indoor Multipurpose sports complex has been constructed in Ramallah. Al Quds hospital in Gaza is in the process of reconstruction and the process of building a rehabilitation centre in Nablus has started.
Japanese attack on pearl harbour
1. Reasons
1. Japan was running short of raw materials and they cast eyes on British's Malaya and Burma which had oil and rubber. So, Japan intended to destroy American fleet in Pacific so as prevent them from stopping Japanese invasion.
2. It was hoped to buy time for Japan to consolidate its position and increase its naval strength before shipbuilding authorised by the 1940 VinsonWalsh Act erased any chance of victory.
3. It was meant to deliver a severe blow to American morale, one which would discourage Americans from entering to a war extending into the western Pacific Ocean and Dutch East Indies.
4. Also, relations between America and Japan deteriorated slowly. President Roosevelt placed an embargo on oil supplies to Japan when Japan attacked Indo-China. America also supported China during China-Japan war.
Spanish civil war
1. The Spanish Civil War started in 1936 as a domestic dispute but soon took an international character. It mirrored the political disputes occurring in Europe at the time between Fascism and democracy on one hand
and the opposition toCommunism.
2. The conflict was between nationalists and republicans. The Nationalists argued that they represented the cause of Christianity against Communism. The Republicans argued that they were the legally elected government of Spain which was under attack by the fascist dictatorships.
3. At the end of the war Spanish nationalists led by General Franco successfully took control of Spain. Germany and Italy sent aid to Franco. Germans also used Spain as a testing ground for their new planes tanks. The Republican government received aid from USSR.
4. It was a prelude to World War II
1. It was the first time there was armed conflict between fascists and communists.
2. It was the first time the weapons of the 20th century were used in a real combat situation.
3. The conflict caused much tension in Europe between the different nations funding various factions.
4. There was a lot of propaganda produced and the war was much discussed, with volunteer units going to fight on both sides. This reflected the multi-racial armies used in the Second World War.
Why superpowers needed small countries
1. After all, with their nuclear weapons and regular armies, they were so powerful that the combined power of most of the smaller states in Asia and Africa, and even in Europe, was no match to that of the superpowers. Yet, the smaller states were helpful.
2. Reasons
1. Small states provided vital resources, such as oil and minerals.
2. Their territory, can be used by superpowers to launch weapons and troops.
3. Superpowers can occupy such locations from where they could spy on each other.
4. Small states provided economic support, in that many small allies together could help pay for military expenses.
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Computing Spreadsheets
- Create and use spreadsheets We are Historians
- Children will complete then and now surveys and presentations
Useful websites for revision:
www.bbc.co.uk/revision www.educationcity.com www.samlearning.com www.samlearning.com
English
- Devices to build cohesion within a paragraph.
Children will learn about-
- Linking ideas across paragraphs.
Year 5 Curriculum
RE Ourselves
- Develop a deeper awareness of 'who I am'
- Knowing and loving God
- Developing an awareness of the work of the Church
- Understanding the scriptures
Life Choices
- Developing an understanding of the Holy Sacraments
Hope
- Developing an understanding of Advent and why we celebrate it
- Celebrate the birth of Jesus
- They will also read a modern retelling of the King Midas myth.
- Children will read the myth of Prometheus and Pandora by Janey Pursglove and analyse the importance of different characters.
Children will also analyse-
- Differences between oral and written storytelling.
- Role of narrator as storyteller
- Analyse, evaluate and write instructions.
- Empathy with characters
SCIENCE Children will learn about:
- Relative clauses
- Writing an ending to a story.
- Diary writing
- First person recount
- Newspaper reports.
Percy Jackson and the lightening thief -Rick Riordan
Wider reading
Heroes of Olympus,-Rick Riordan
Pandora– Robert Burleigh
Persephone—Sally Pomme Clayton
Pandora's Box– Rose Impey
Coraline -Neil Gaiman.
Artemis Fowl -Eoin Colfer
Diamond of Drury Lane– Julia Golding
The Midas Touch—Jan Mark Juan Wijingaard
Lionboy—Zizou Corder
The Chocolate Touch– Patrick Skene Catling
- Forces explain that unsupported objects fall towards the Earth because of gravity.
- Identity the effects of air resistance , water resistance and friction.
Living things and their environment
- Describe the differences in the life cycles of plants and animals.
- Describe the life process of reproduction in some plants and animals.
Useful website Www.educationcity.com www.samlearning.com
PE
- Tag Rugby
- Basketball
PSHE
Respect themselves and others Rights and responsibilities of people.
New beginnings
Place value.
MATHS
Reading and writing Numbers and place value to
Making number patterns and rounding numbers
1000000
to nearest 10 100 1000 100000 1000000
to 1000000
Exploring addition and subtraction of numbers
DT/ART
- Designing a dish that could have been eaten in the time of Anglo Saxon.
MUSIC
- Children will rehearse for and perform in the Young Voices concert
- In the O2
History
Children will learn about:
- Roman withdrawal from Britain.
Anglo Saxons
-
Geography:
Children will learn about:
- Name and locate worlds countries, cities, regions and features of UK.
- Understand equators, hemispheres, tropics and polar circles.
- Use 4 figure grid references on OS map.
MFL– FRENCH
- To greet people and give personal information in sentences
The children will learn :
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Using Serial Dilution to Understand ppm/ppb
Adapted from Investigating Groundwater: The Fruitvale Story, Science Education for Public Understanding Program (SEPUP), Lawrence Hall of Science (1996) by Dana Haine, UNC Superfund Research Program.
Overview:
Students will perform a serial dilution of food coloring to create highly diluted solutions to learn about the units, parts per million (ppm) and parts per billion (ppb), that scientists often use to describe chemical contamination of water or soil.
Objectives:
* Define serial dilution;
At the end of this activity, students will be able to:
* Define ppm and ppb;
* Observe that a contaminant can be present in water even if it isn't visible.
Alignment to North Carolina Essential Standards for Science
This lesson addresses components of the specific learning objectives:
8th Grade Science
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
Earth and Environmental Science
EEn.2.4.2 Evaluate human influences on water quality in North Carolina's river basins, wetlands and tidal environments.
EEn.2.4.1 Evaluate human influences on freshwater availability.
Physical Science
PSc.2.1.2 Explain the phases of matter and the physical changes that matter undergoes.
Materials:
Student Data Collection Sheet, one per student
Plastic tray with at least 9 wells or 9 test tubes, one tray/set of tubes per group
White scrap paper to place under trays/tubes to observe results, one per group
Red Food Coloring
Two small cups of water, one labeled “rinse”
Medicine dropper, one per group
Paper towels
Red colored pencils (optional
)
Duration
20-30 minutes
Procedure:
1. Ask students to consider these questions:
* "How much chemical does it take for the environment to be labeled as contaminated?"
* "How do we know when soil or water is contaminated with hazardous waste?
* "Why is water often referred to as a "universal solvent?"
* "Name several chemicals (natural or man-made) that can be detected in water."
* "If water is contaminated with a chemical, can we always see, smell or taste the chemical?"
2. Hold up a dropper bottle of food coloring and ask students:
* "How would the appearance change as a result?"
* "How could we dilute this solution?"
3. Tell the students that this food coloring solution represents a 10% concentration of food coloring. Percent means "parts per hundred" so 10% means that there are 10 parts food color to 90 parts water (10/100 = 10% or 1/10). When scientists measure contaminants, scientists often use the terms "parts" per million (ppm) or billion (ppb). The million and billion are the whole or 100% of the water being sampled or tested. The "parts per" represents the number of parts of the whole that is contaminant.
4. Next, provide students with some examples:
* If we mix 5 parts of sugar with 999,995 parts of water—how could we represent this as a fraction?
* Sea water is slightly over 3% salt. Therefore, according to our meaning of percent, 3 parts out of 100 parts of sea water are salt. We could evaporate 100 grams of sea water to find 3 grams of salt.
5/100,000,000! How about a percent? .0005%! Or we could just say "Five parts per small concentrations of chemicals.
million." Which is easier to understand and write? We use ppm or ppb to denote very
5. Circulate around and give each tray one drop of 10% food coloring solution in wells 1 and 2. Well 1 is the control. Instruct the students to add 9 drops of water to well #2 (this is step 3 on their Data Collection Sheet) and to follow the remaining directions on their Data Collection Sheet. Students are diluting each subsequent solution by a factor of ten; thus, well 2 will represent a 1/100 concentration and well 3 will have a 1/1,000 concentration etc.
Conclusion:
1. Ask students to review their results and consider the following questions:
b. Do you think there is any food coloring present in this well?
a. In which well does the solution first appear colorless?
c. How could we test to see if any is present?
e. Do you think chemicals present in ppm or ppb concentrations are significant to human health? Why or why not?
d. Which represents a higher concentration, parts per million or parts per billion?
2. Go to http://www.epa.gov/safewater/contaminants/index.html#mcls to observe the federal drinking water standards and obtain a list of drinking water contaminants that are regulated by the EPA. What contaminants are regulated by the EPA? Notice the allowable
concentration of each contaminant listed (MCL or Maximum Contaminant Level) in the nation's drinking water supply. To help students think of terms of ppm and ppb, it may be helpful to tell students that:
mg/L (milligrams per liter) is the same as parts per million; μg/L (micrograms per liter) is the same as parts per billion.
Follow-Up Activities:
* Ask students to select a contaminant listed in the federal drinking water standards and research the source of this contaminant in drinking water.
* Ask students to find their municipality's local water quality report to observe the contaminant profile for their drinking water (if applicable).
* Ask students to investigate a case where contaminated drinking water was connected to adverse human health effects – what was the concentration of the contaminant in the water supply? (Also see lesson titled A Civil Action Case Study available for download at http://www.learnnc.org/lp/pages/756).
* Invite a local water quality expert to your class to discuss local water quality issues with students.
* Tour a water treatment plant to see how drinking water is treated prior to distribution to residences and businesses.
* An emerging concern is that of pharmaceuticals and personal care products (PPCPs) in our drinking water. Ask students to investigate the prevalence of pharmaceuticals in drinking water – at what concentrations are pharmaceuticals present?
Serial Dilution Activity: Student Data Collection Sheet
1. Place your plate with wells on top of a white sheet of paper.
3. Using a dropper, add 9 drops of clean water to well #2 and mix; next, place one drop of the colored solution from well 2 into well 3. Rinse dropper.
2. Your teacher will place one drop of 10% food coloring solution in wells 1 and 2. Well 1 represents the control well; do not do anything to this well.
4. Using the dropper, add 9 drops of clean water to well #3 and mix; next, place one drop of the solution from well 3 into well 4. Rinse dropper.
6. Well 1 contained a 10% or 1/10 solution of red food coloring; determine the concentration of food coloring in the remaining wells and record in the data table below.
5. Repeat procedure for wells 4 through 9.
7. Record the color of the solution in each well in the data table below; you may choose to use a red colored pencil or a ranking system (a ranking of ++++ would indicate a solution was more concentrated than one receiving a + ranking) to record color change.
| Well | Concentration |
|---|---|
| 1 (control) | 10% or 1/10 |
| 2 | |
| 3 | |
| 4 | |
| 5 | |
| 6 | |
| 7 | |
| 8 | |
| 9 | |
1. In which well does the solution first appear colorless?
a. Do you think there is any food coloring present in this well?
b. How could we test to see if any food coloring is present in this well?
2. Which represents a higher concentration, parts per million or parts per billion?
3. Do you think chemicals present in ppm or ppb concentrations are significant to human health? Why or why not? | <urn:uuid:46d469b2-efcb-458b-acee-26d718a38043> | CC-MAIN-2021-25 | https://ie.unc.edu/wp-content/uploads/sites/277/2014/12/Serial-Dilution-Activity-2013.pdf | 2021-06-22T11:16:55+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488517048.78/warc/CC-MAIN-20210622093910-20210622123910-00200.warc.gz | 291,421,572 | 1,819 | eng_Latn | eng_Latn | 0.98931 | eng_Latn | 0.995827 | [
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Assessment and the National Curriculum
The National Curriculum, in its current format, has been in place since September 2013. As well as raising expectations for what children are expected to achieve at the end of each year the new National Curriculum also saw the removal of levels, which were not specific to each year, as a way of assessing children. Each year group now has a set of 'end of year' objectives which children are expected to achieve. This booklet outlines the 'end of year' objectives for reading, writing and maths.
End of Year 6 Objectives for Reading
Word Reading: Reads most words effortlessly and focuses on all the letters in a word to ensure it is read correctly.
Word Meaning: Pays attention to both meaning and pronunciation of new vocabulary when reading themselves or being read to. Accurately reads individual words key to the meaning of a sentence or paragraph (e.g. not
Root Words / Pref xes and Suf xes: Applies growing knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of new fi
Deduction: Checks the text makes sense to them by discussing their understanding. Asks questions to clarify. Retrieves and records and presents
Inference: Infers characters feelings, thoughts and motives from their actions.
Prediction: Predicts what might happen from details stated and implied.
Purpose/ Evaluation: Makes comparisons within and across books. Summarises main ideas identifying key details that support this. Distinguishes between statements of fact and opinion. Reads for different purposes books structured in different ways.
Fluency: 140-180 words per minute.
Range of Reading: Identifies and discusses themes and conventions in and across a wide range of writing, providing reasons and justifications for their views.
Discussing Reading: Recommends books that they have read to their peers giving reasons for their choices. Participates in discussions about books building
Poetry and Performance: Explains and discusses understanding of what they have read through formal presentations, discussions and debates.
Prepares poems and plays to read aloud and perform to an audience (learning a
End of Year 6 Objectives for Writing
Can maintain legibility, fluency and speed in handwriting through choosing whether or not to join specific letters.
Can spell most words correctly, including common exception words (years 5 and 6).
Can use some cohesive devices across AND within paragraphs e.g. time– yesterday, next, a few weeks later; cause and effect – because, when, if, so, therefore, consequently, this means that etc; addition – moreover, in addition etc; opposition – however, on the other hand etc; variety of nouns, pronouns and noun phrases; consistent style and viewpoint – e.g. personal (1st), impersonal (3rd), formal / informal etc.
Can use different verb forms mostly accurately e.g. simple, progressive, perfect, imperative and infinitive.
Can use coordinating conjunctions - fanboys – for, and, nor, but, or, yet, so. AND subordinating conjunctions e.g. although, because, since, so etc.
Can use a range of devices, within and across sentences and paragraphs e.g. time– yesterday, next, a few weeks later; cause and effect – because, when, if, so, therefore, consequently, this means that etc; addition – moreover, in addition etc; opposition – however, on the other hand etc; variety of nouns, pronouns and noun phrases; consistent style and viewpoint – e.g. personal (1st)/impersonal (3rd), formal/informal etc.
Can use passive and modal verbs, mostly appropriately e.g. passive – the window was broken; modal – might, should, could.
Can use a wide range of clause structures, sometimes varying their position within the sentence e.g. fronted adverbials; subordinate clause; relative clause; short, sharp statement.
Can use adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision e.g. preposition phrases – through the air, towards the wall; expanded noun phrases – the angry girl on the wall or the tall, skinny girl.
Can use capital letters, full stops, question marks, exclamation marks, commas for lists and apostrophes for contraction mostly correctly.
Can use inverted commas, commas for clarity and punctuation for parenthesis ( ) mostly correctly and make some correct use of semi-colons, dashes, colons and hyphens.
Can write for a range of purposes and audiences, including describing settings and characters.
Can create a plan and use it to support writing.
Can proof-read to improve grammar, vocabulary and punctuation.
Can use paragraphs to organise ideas.
Can create atmosphere and integrate dialogue to convey character and advance the action.
Can select vocabulary and grammatical structures that reflect the level of formality required, mostly correctly.
End of Year 6 Objectives for Maths
Place value: Rounds any whole number to a required degree of accuracy. Uses negative numbers in context and calculates intervals across 0 (+ and -).
Addition, Subtraction, Multiplication and Division: Uses their knowledge of the order of operations to carry out calculations involving all 4 operations. Multiplies 4 digit x 2 digit numbers using long multiplication (up to 2 decimal places). Divides 4 digit x 2 digit numbers using long division (interpreting remainders).
Fractions, Decimals and Percentages: Add, subtract, multiply and divide fractions with different denominators and mixed numbers (simplest form) and recognises equivalent fractions. Multiply and divide by 10,100 & 1000 up to 3 decimal places. Calculates decimal and fraction equivalents for a simple fraction.
i
Algebra and Ratio/Proportion: Uses simple formulae and generates and describes linear number sequences. Compares quantities using ratios.
Measurement: Uses formulae for area and volume of shape and calculates volumes of cubes and cuboids (cm³ & m³).
Time/Money: Solves multiple step word problems using all four operations with both time and money crossing hours and pounds.
Geometry - Shape: Finds unknown angles in any triangles, quadrilaterals and regular polygons and illustrates and names parts of a circle.
i
Posit on and Direct on: Draws and translates simple shapes on the coordinate plane and ref ects them in the axes.
Statistics: Calculates and interprets the mean as an average.
Reasoning: Describes, convinces and justifies decisions following lines of enquiry and generalising.
Problem Solving: Works systematically and spots patterns by visualising and making conjectures.
Fluency: Works efficiently and accurately.
Communicat on: Makes their mathematical thinking clear to themselves and others.
Reflection: Uses own and suggested strategies to make corrections and improvements. | <urn:uuid:74a178f5-9dd8-46ff-b616-22b8d2e45df2> | CC-MAIN-2021-25 | https://campsbourne.haringey.sch.uk/wp-content/uploads/2016/06/End-of-Year-6-Expectations.pdf | 2021-06-22T10:26:58+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488517048.78/warc/CC-MAIN-20210622093910-20210622123910-00197.warc.gz | 152,893,800 | 1,381 | eng_Latn | eng_Latn | 0.994331 | eng_Latn | 0.995901 | [
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Balloons and the Marine Environment
Balloons in the marine environment harm and kill animals in the ocean and on land. Whales, turtles, and other marine life often mistake balloons for their natural prey, such as jellyfish and squid. Once eaten, balloons can block the digestive systems of animals, causing a long and painful death through starvation. Even small pieces of latex balloons eaten by turtles clump together, possibly interfering with turtles' digestion and metabolism. Also, balloon string and ribbon have resulted in entanglement, injury, and death of marine life. Birds' feet, wings, and necks often get entangled in plastic items as they feed and migrate in the coastal zone. As balloons continue to be released into the environment at celebrations or unintentionally, they litter our ocean and beaches.
Balloon Use and Misuse
Bird's beak entangled with balloon and string. (Courtesy, The Ocean Conservancy)
metallic and latex balloons." Using one study that "demonstrates that latex balloons decompose at a rate equal to — or faster than — an oak leaf under similar conditions," TBC claims latex balloons are not harmful to the environment. However, oak leaves can last many months, if not years, in the environment. According to Clean Ocean Action, during any time that balloons are in the marine environment, they can be ingested by marine life, causing harm and death. Also, Mylar (shiny) balloons can harm marine life because they are also mistaken for food and they last longer in the marine environment.
Although the balloon industry claims that latex balloons are not harmful to the marine environment, studies and COA Beach Sweeps data show otherwise. The Balloon Council (TBC), an organization of balloon retailers, distributors, and manufacturers, was formed in 1990 to promote "the wonders of
In addition, many balloon releases have been observed to use string or ribbons. Nearly all the pictures on www.BalloonRelease.com show balloons being released with ribbons and strings, and shows balloons released that are tied together. Balloons tied together with string or ribbon can be particularly threatening to marine life through entanglement and ingestion.
Thousands of Balloons Drift onto Beaches in 2003
Using data from the Beach Sweeps, COA assesses the occurrences of balloons on the marine environment. The new datacards in 2003 divided balloons into four subcategories to differentiate between Mylar and rubber/latex balloons, as well as balloons with ribbon or string attached. In 2003, volunteers picked up 4,228 Mylar and rubber balloons with and without string and ribbon from New Jersey's beaches.
After Hurricane Isabel in 2003, an abundance of balloons was found on New Jersey's beaches and reported to COA by concerned citizens. During COA's Student Summit on October 2, students picked up 150 balloons in only a half-mile section of Island Beach State Park (IBSP) in two hours. On October 5, COA's Tony Totah returned to IBSP, walked 1.5 miles of beach, and collected 478 balloons. Rubber balloons accounted for 84% and mylar balloons accounted for 16%, with nearly all having plastic ribbons attached and being heavily entangled in Sargasso (seaweed).
In 2003, volunteers collected 4,228 balloons with and without string or ribbon from NJ's beaches.
Balloons collected off of beaches in 2003 that had contact information included balloons from Manhattan-NY, Danbury-CT, Philadelphia-PA, Riverhead-NY, and Milford-PA. Two red balloons with glow tubes were found from the Light The Night® Walk of the Leukemia & Lymphoma Society's balloon release. At the Beach Sweeps in late October 2003, students from Ocean City Intermediate School collected 406 balloons in a one-mile stretch of beach. In Wildwood, a balloon with "2000 Celebration" was found. It could have been in the environment for over 3.5 years.
Stop Balloon Pollution
The large number of balloons on New Jersey's beaches in 2003 and over the years demonstrate that balloons are prevalent and a serious threat to the marine environment. COA supports the safe and responsible use of balloons. Balloons can be used to celebrate any occasion and in a manner that does not pollute. When people use balloons outdoors, they need to ensure balloons are well-secured and should not use them on windy days. Balloon releases of any number -- one or thousands -- are organized forms of littering and should never be conducted. The bottom line is: what goes up, must come down -- littering the environment.
2003 Entanglements of Marine Life
Plastic in the marine environment can adversely affect marine life in two ways: entanglement or ingestion. Over 80 percent of entanglements of animals reported to The Ocean Conservancy in the United States involve items made of plastic. The effects of ingested plastic are harder to detect. A number of deaths of birds, sea turtles, whales, and seals have been attributed to plastic blocking their digestive systems.
ANIMALS AFFECTED BY MARINE DEBRIS AS RECORDED AT COA'S BEACH SWEEPS, 2003.
Data from Beach Sweeps provides some information about wildlife and how it is harmed by debris. In 2003, 63 dead and injured animals were found and reported during the two cleanups. Sixty animals were found dead and three alive. The three live animals, two horseshoe crabs and a spider crab, were entangled in fishing line. The fishing line was removed and all three were released. The chart to the right shows the numbers and types of dead animals and entanglements recorded.
In sum, a total of 22 entanglements reported: 9 with fishing line, 4 with plastic bags, 2 with string, and 1 each with a plastic mesh bag, balloon ribbon, rope, plastic wrapping, netting, fishing net, and plastic crate. | <urn:uuid:4015142a-9631-4b9f-8d3b-106ae7c8548a> | CC-MAIN-2021-25 | https://cleanoceanaction.org/fileadmin/_migrated/content_uploads/BalloonsandEntanglement.pdf | 2021-06-22T11:35:31+00:00 | crawl-data/CC-MAIN-2021-25/segments/1623488517048.78/warc/CC-MAIN-20210622093910-20210622123910-00201.warc.gz | 159,735,558 | 1,254 | eng_Latn | eng_Latn | 0.998582 | eng_Latn | 0.998582 | [
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